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System Service Descriptor Table
The System Service Descriptor Table (SSDT) is an internal dispatch table within Microsoft Windows. == Function == The SSDT maps syscalls to kernel function addresses. When a syscall is issued by a user space application, it contains the service index as parameter to indicate which syscall is called. The SSDT is then used to resolve the address of the corresponding function within ntoskrnl.exe. In modern Windows kernels, two SSDTs are used: One for generic routines (KeServiceDescriptorTable) and a second (KeServiceDescriptorTableShadow) for graphical routines. A parameter passed by the calling userspace application determines which SSDT shall be used. == Hooking == Modification of the SSDT allows to redirect syscalls to routines outside the kernel. These routines can be either used to hide the presence of software or to act as a backdoor to allow attackers permanent code execution with kernel privileges. For both reasons, hooking SSDT calls is often used as a technique in both Windows kernel mode rootkits and antivirus software. In 2010, many computer security products which relied on hooking SSDT calls were shown to be vulnerable to exploits using race conditions to attack the products' security checks.
Information behavior
Information behavior is a field of information science research that seeks to understand the way people search for and use information in various contexts. It can include information seeking and information retrieval, but it also aims to understand why people seek information and how they use it. The term 'information behavior' was coined by Thomas D. Wilson in 1982 and sparked controversy upon its introduction. The term has now been adopted and Wilson's model of information behavior is widely cited in information behavior literature. In 2000, Wilson defined information behavior as "the totality of human behavior in relation to sources and channels of information". A variety of theories of information behavior seek to understand the processes that surround information seeking. An analysis of the most cited publications on information behavior during the early 21st century shows its theoretical nature. Information behavior research can employ various research methodologies grounded in broader research paradigms from psychology, sociology and education. In 2003, a framework for information-seeking studies was introduced that aims to guide the production of clear, structured descriptions of research objects and positions information-seeking as a concept within information behavior. == Concepts of information behavior == === Information need === Information need is a concept introduced by Wilson. Understanding the information need of an individual involved three elements: Why the individual decides to look for information, What purpose the information they find will serve, and How the information is used once it is retrieved === Information-seeking behavior === Information-seeking behavior is a more specific concept of information behavior. It specifically focuses on searching, finding, and retrieving information. Information-seeking behavior research can focus on improving information systems or, if it includes information need, can also focus on why the user behaves the way they do. A review study on information search behavior of users highlighted that behavioral factors, personal factors, product/service factors and situational factors affect information search behavior. Information-seeking behavior can be more or less explicit on the part of users: users might seek to solve some task or to establish some piece of knowledge which can be found in the data in question, or alternatively the search process itself is part of the objective of the user, in use cases for exploring visual content or for familiarising oneself with the content of an information service. In the general case, information-seeking needs to be understood and analysed as a session rather than as a one-off transaction with a search engine, and in a broader context which includes user high-level intentions in addition to the immediate information need. === Information use === An information need is the recognition that a gap exists in one’s knowledge, prompting a desire to seek information to fill that gap. It often arises when a person encounters a problem or question they cannot resolve with their current understanding. === Information poverty and barriers === Introduced by Elfreda Chatman in 1987, information poverty is informed by the understanding that information is not equally accessible to all people. Information poverty does not describe a lack of information, but rather a worldview in which one's own experiences inside their own small world may create a distrust in the information provided by those outside their own lived experiences. == Metatheories == In Library and Information Science (LIS), a metatheory is described "a set of assumptions that orient and direct theorizing about a given phenomenon". Library and information science researchers have adopted a number of different metatheories in their research. A common concern among LIS researchers, and a prominent discussion in the field, is the broad spectrum of theories that inform the study of information behavior, information users, or information use. This variation has been noted as a cause of concern because it makes individual studies difficult to compare or synthesize if they are not guided by the same theory. This sentiment has been expressed in studies of information behavior literature from the early 1980s and more recent literature reviews have declared it necessary to refine their reviews to specific contexts or situations due to the sheer breadth of information behavior research available. Below are descriptions of some, but not all, metatheories that have guided LIS research. === Cognitivist approach === A cognitive approach to understanding information behavior is grounded in psychology. It holds the assumption that a person's thinking influences how they seek, retrieve, and use information. Researchers that approach information behavior with the assumption that it is influenced by cognition, seek to understand what someone is thinking while they engage in information behavior and how those thoughts influence their behavior. Wilson's attempt to understand information-seeking behavior by defining information need includes a cognitive approach. Wilson theorizes that information behavior is influenced by the cognitive need of an individual. By understanding the cognitive information need of an individual, we may gain insight into their information behavior. Nigel Ford takes a cognitive approach to information-seeking, focusing on the intellectual processes of information-seeking. In 2004, Ford proposed an information-seeking model using a cognitive approach that focuses on how to improve information retrieval systems and serves to establish information-seeking and information behavior as concepts in and of themselves, rather than synonymous terms. === Constructionist approach === The constructionist approach to information behavior has roots in the humanities and social sciences. It relies on social constructionism, which assumes that a person's information behavior is influenced by their experiences in society. In order to understand information behavior, constructionist researchers must first understand the social discourse that surrounds the behavior. The most popular thinker referenced in constructionist information behavior research is Michel Foucault, who famously rejected the concept of a universal human nature. The constructionist approach to information behavior research creates space for contextualizing the behavior based on the social experiences of the individual. One study that approaches information behavior research through the social constructionist approach is a study of the information behavior of a public library knitting group. The authors use a collectivist theory to frame their research, which denies the universality of information behavior and focuses on "understanding the ways that discourse communities collectively construct information needs, seeking, sources, and uses". === Constructivist approach === The constructivist approach is born out of education and sociology in which, "individuals are seen as actively constructing an understanding of their worlds, heavily influenced by the social world(s) in which they are operating". Constructivist approaches to information behavior research generally treat the individual's reality as constructed within their own mind rather than built by the society in which they live. The constructivist metatheory makes space for the influence of society and culture with social constructivism, "which argues that, while the mind constructs reality in its relationship to the world, this mental process is significantly informed by influences received from societal conventions, history and interaction with significant others". == Theories == A common concern among LIS researchers, and a prominent discussion in the field, is the broad spectrum of theories that inform LIS research. This variation has been noted as a cause of concern because it makes individual studies difficult to compare if they are not guided by the same theory. Recent studies have shown that the impact of these theories and theoretical models is very limited. LIS researchers have applied concepts and theories from many disciplines, including sociology, psychology, communication, organizational behavior, and computer science. === Wilson's theory of information behavior (1981) === The term was coined by Thomas D. Wilson in his 1981 paper, on the grounds that the current term, 'information needs' was unhelpful since 'need' could not be directly observed, while how people behaved in seeking information could be observed and investigated. However, there is increasing work in the information-searching field that is relating behaviors to underlying needs. In 2000, Wilson described information behavior as the totality of human behavior in relation to sources and channels of information, including both active and passive information-seeking, and information use. He described info
Algorithm
In mathematics and computer science, an algorithm ( ) is a finite sequence of mathematically rigorous instructions, typically used to solve a class of specific problems or to perform a computation. Algorithms are used as specifications for performing calculations and data processing. More advanced algorithms can use conditionals to divert the code execution through various routes (referred to as automated decision-making) and deduce valid inferences (referred to as automated reasoning). In contrast, a heuristic is an approach to solving problems without well-defined correct or optimal results. For example, although social media recommender systems are commonly called "algorithms", they actually rely on heuristics as there is no truly "correct" recommendation. As an effective method, an algorithm can be expressed within a finite amount of space and time and in a well-defined formal language for calculating a function. Starting from an initial state and input, a computation occurs at each step, eventually producing output and terminating. The transition between states can be non-deterministic; randomized algorithms incorporate random input. == Etymology == Around 825 AD, Persian scientist and polymath Muḥammad ibn Mūsā al-Khwārizmī wrote kitāb al-ḥisāb al-hindī ("Book of Indian computation") and kitab al-jam' wa'l-tafriq al-ḥisāb al-hindī ("Addition and subtraction in Indian arithmetic"). In the early 12th century, Latin translations of these texts involving the Hindu–Arabic numeral system and arithmetic appeared, for example Liber Alghoarismi de practica arismetrice, attributed to John of Seville, and Liber Algoritmi de numero Indorum, attributed to Adelard of Bath. Here, alghoarismi or algoritmi is the Latinization of Al-Khwarizmi's name; the text starts with the phrase Dixit Algoritmi, or "Thus spoke Al-Khwarizmi". The word algorism in English came to mean the use of place-value notation in calculations; it occurs in the Ancrene Wisse from circa 1225. By the time Geoffrey Chaucer wrote The Canterbury Tales in the late 14th century, he used a variant of the same word in describing augrym stones, stones used for place-value calculation. In the 15th century, under the influence of the Greek word ἀριθμός (arithmos, "number"; cf. "arithmetic"), the Latin word was altered to algorithmus. By 1596, this form of the word was used in English, as algorithm, by Thomas Hood. == Definition == One informal definition is "a set of rules that precisely defines a sequence of operations", which would include all computer programs, and any bureaucratic procedure or cook-book recipe. In general, a program is an algorithm only if it stops eventually. Formally, algorithm is an explicit set of instructions to produce an output, that can be followed by a computer or a human performing specific operations on symbols.. == History == === Ancient algorithms === Step-by-step procedures for solving mathematical problems have been recorded since antiquity. This includes in Babylonian mathematics (around 2500 BC), Egyptian mathematics (around 1550 BC), Indian mathematics (around 800 BC and later), the Ifa Oracle (around 500 BC), Greek mathematics (around 240 BC), Chinese mathematics (around 200 BC and later), and Arabic mathematics (around 800 AD). The earliest evidence of algorithms is found in ancient Mesopotamian mathematics. A Sumerian clay tablet found in Shuruppak near Baghdad and dated to c. 2500 BC describes the earliest division algorithm. During the Hammurabi dynasty c. 1800 – c. 1600 BC, Babylonian clay tablets described algorithms for computing formulas. Algorithms were also used in Babylonian astronomy. Babylonian clay tablets describe and employ algorithmic procedures to compute the time and place of significant astronomical events. Algorithms for arithmetic are also found in ancient Egyptian mathematics, dating back to the Rhind Mathematical Papyrus c. 1550 BC. Algorithms were later used in ancient Hellenistic mathematics. Two examples are the Sieve of Eratosthenes, which was described in the Introduction to Arithmetic by Nicomachus, and the Euclidean algorithm, which was first described in Euclid's Elements (c. 300 BC).Examples of ancient Indian mathematics included the Shulba Sutras, the Kerala School, and the Brāhmasphuṭasiddhānta. In the 9th century, Muḥammad ibn Mūsā al-Khwārizmī revolutionized the field by establishing the algorithm as a systematic, finite sequence of logical steps to solve mathematical problems. In his influential work, The Compendious Book on Calculation by Completion and Balancing, he moved beyond specific numerical solutions to introduce general procedures for algebraic reduction and balancing. This transformed mathematics into a 'mechanical' process of well-defined rules—a fundamental shift that laid the groundwork for modern algorithmic theory. The Latin translation of his arithmetic treatise, titled Algoritmi de numero Indorum, led to the term algorithm being derived from the Latinization of his name, Algoritmi, specifically to describe this new rule-based approach to mathematics. The first cryptographic algorithm for deciphering encrypted code was developed by Al-Kindi, a 9th-century Arab mathematician, in A Manuscript On Deciphering Cryptographic Messages. He gave the first description of cryptanalysis by frequency analysis, the earliest codebreaking algorithm. === Computers === ==== Weight-driven clocks ==== Weight-driven clocks were a key European invention in Middle Ages, specifically the verge escapement mechanism producing the tick of mechanical clocks. Accurate automatic machines led to mechanical automata in the 13th century and computational machines—the difference and analytical engines of Charles Babbage and Ada Lovelace in the mid-19th century. Lovelace designed the first algorithm intended for a computer, Babbage's analytical engine, the first real Turing-complete computer, more than the mechanical calculators of the time. Although the full implementation of Babbage's second device was only built decades after her lifetime, Lovelace has been called "history's first programmer". ==== Electromechanical relay ==== The Jacquard loom, a precursor to punch cards, and telephone switching machines led to the development of the first computers. By the mid-19th century, the telegraph, was in use throughout the world. By the late 19th century, ticker tape (c. 1870s) and punch cards (c. 1890) were developed. Then came the teleprinter (c. 1910) with its punched-paper use of Baudot code on tape. Telephone-switching networks of electromechanical relays were invented in 1835. These led to the invention of the digital adding device by George Stibitz in 1937. While working in Bell Laboratories, he observed the "burdensome" use of mechanical calculators with gears, prompting him to experiment create an experimental digital adder at home. === Formalization === In 1928, a partial formalization of the modern concept of algorithms began with attempts to solve David Hilbert's Entscheidungsproblem (decision problem). Later formalizations were framed as attempts to define "effective calculability" or "effective method". Those formalizations included the Gödel–Herbrand–Kleene recursive functions of 1930, 1934 and 1935, Alonzo Church's lambda calculus of 1936, Emil Post's Formulation 1 of 1936, and Alan Turing's Turing machines of 1936–37 and 1939. === Modern Algorithms === For decades, it was assumed that algorithm evolution progresses from heuristics to formal algorithms. A Symbolic integration provides a classic illustration. In 1961, James Slagle’s program SAINT used heuristics to solve 52 of 54 freshman calculus exercises from an MIT textbook (≈96%). In 1967, Larry Moses’s SIN refined the heuristics and achieved 100% success, though it remained heuristic. Finally, in 1969, Robert Risch introduced the Risch Algorithm with formal guarantees. This trajectory defined the traditional path: heuristics evolving until a definitive, guaranteed algorithm emerged. However, the rise of transformer-based AI has inverted this sequence — classical algorithms are now being displaced by heuristics once again. Algorithms have evolved and improved in many ways as time goes on. Common uses of algorithms today include social media apps like Instagram and YouTube. Algorithms are used as a way to analyze what people like and push more of those things to the people who interact with them. Quantum computing uses quantum algorithm procedures to solve problems faster. More recently, in 2024, NIST updated their post-quantum encryption standards, which includes new encryption algorithms to enhance defenses against attacks using quantum computing. == Representations == Algorithms can be expressed in many kinds of notation, including natural languages, pseudocode, flowcharts, drakon-charts, programming languages or control tables. Natural language expressions of algorithms tend to be verbose and ambiguous and are rarely used for complex or technical algor
Master data
Master data represents "data about the business entities that provide context for business transactions". The most commonly found categories of master data are parties (individuals and organisations, and their roles, such as customers, suppliers, employees), products, financial structures (such as ledgers and cost centres) and locational concepts. Master data should be distinguished from reference data. While both provide context for business transactions, reference data is concerned with classification and categorisation, while master data is concerned with business entities. Master data is, by its nature, almost always non-transactional in nature. There exist edge cases where an organization may need to treat certain transactional processes and operations as "master data". This arises, for example, where information about master data entities, such as customers or products, is only contained within transactional data such as orders and receipts and is not housed separately. ISO 8000 is the international standard for data quality and data portability in master data. == Alternative definition == An alternative definition of the term master data is that it represents the business objects that contain the most valuable, agreed upon information shared across an organization. In this sense, it gives context to business activities and transactions, answering questions like who, what, when and how as well as expanding the ability to make sense of these activities through categorizations, groupings and hierarchies. It can cover relatively static reference data, transactional, unstructured, analytical, hierarchical and metadata. What constitutes master data under this definition is therefore not about an essential quality of the data (e.g. it is a business entity that provides context for business transactions), but rather about the context in which the organisation has decided to treat the data. == Externally-defined master data == For most organisations, most or all master data is defined and managed within that organisation. Some master data, however, may be externally defined and managed. This represents the single source of basic business data used across a marketplace, regardless of organisation or location. Thus, it can be used by multiple enterprises within a value chain, facilitating "integration of multiple data sources and literally [putting] everyone in the market on the same page." An example of market master data is the Universal Product Code (UPC) found on consumer products. == Master data management == Curating and managing master data is key to ensuring its quality and thus fitness for purpose. All aspects of an organisation, operational and analytical, are greatly dependent on the quality of an organization's master data. Master Data is therefore the focus of the information technology (IT) discipline of master data management (MDM). Without this discipline in place, organisations commonly encounter difficulties with having multiple versions of "the truth" about a business entity, both within individual applications, and distributed across applications.
Developmental robotics
Developmental robotics (DevRob), sometimes called epigenetic robotics, is a scientific field which aims at studying the developmental mechanisms, architectures and constraints that allow lifelong and open-ended learning of new skills and new knowledge in embodied machines. As in human children, learning is expected to be cumulative and of progressively increasing complexity, and to result from self-exploration of the world in combination with social interaction. The typical methodological approach consists in starting from theories of human and animal development elaborated in fields such as developmental psychology, neuroscience, developmental and evolutionary biology, and linguistics, then to formalize and implement them in robots, sometimes exploring extensions or variants of them. The experimentation of those models in robots allows researchers to confront them with reality, and as a consequence, developmental robotics also provides feedback and novel hypotheses on theories of human and animal development. Developmental robotics is related to but differs from evolutionary robotics (ER). ER uses populations of robots that evolve over time, whereas DevRob is interested in how the organization of a single robot's control system develops through experience, over time. DevRob is also related to work done in the domains of robotics and artificial life. == Background == Can a robot learn like a child? Can it learn a variety of new skills and new knowledge unspecified at design time and in a partially unknown and changing environment? How can it discover its body and its relationships with the physical and social environment? How can its cognitive capacities continuously develop without the intervention of an engineer once it is "out of the factory"? What can it learn through natural social interactions with humans? These are the questions at the center of developmental robotics. Alan Turing, as well as a number of other pioneers of cybernetics, already formulated those questions and the general approach in 1950, but it is only since the end of the 20th century that they began to be investigated systematically. Because the concept of adaptive intelligent machines is central to developmental robotics, it has relationships with fields such as artificial intelligence, machine learning, cognitive robotics or computational neuroscience. Yet, while it may reuse some of the techniques elaborated in these fields, it differs from them from many perspectives. It differs from classical artificial intelligence because it does not assume the capability of advanced symbolic reasoning and focuses on embodied and situated sensorimotor and social skills rather than on abstract symbolic problems. It differs from cognitive robotics because it focuses on the processes that allow the formation of cognitive capabilities rather than these capabilities themselves. It differs from computational neuroscience because it focuses on functional modeling of integrated architectures of development and learning. More generally, developmental robotics is uniquely characterized by the following three features: It targets task-independent architectures and learning mechanisms, i.e. the machine/robot has to be able to learn new tasks that are unknown by the engineer; It emphasizes open-ended development and lifelong learning, i.e. the capacity of an organism to acquire continuously novel skills. This should not be understood as a capacity for learning "anything" or even “everything”, but just that the set of skills that is acquired can be infinitely extended at least in some (not all) directions; The complexity of acquired knowledge and skills shall increase (and the increase be controlled) progressively. Developmental robotics emerged at the crossroads of several research communities including embodied artificial intelligence, enactive and dynamical systems cognitive science, connectionism. Starting from the essential idea that learning and development happen as the self-organized result of the dynamical interactions among brains, bodies and their physical and social environment, and trying to understand how this self-organization can be harnessed to provide task-independent lifelong learning of skills of increasing complexity, developmental robotics strongly interacts with fields such as developmental psychology, developmental and cognitive neuroscience, developmental biology (embryology), evolutionary biology, and cognitive linguistics. As many of the theories coming from these sciences are verbal and/or descriptive, this implies a crucial formalization and computational modeling activity in developmental robotics. These computational models are then not only used as ways to explore how to build more versatile and adaptive machines but also as a way to evaluate their coherence and possibly explore alternative explanations for understanding biological development. == Research directions == === Skill domains === Due to the general approach and methodology, developmental robotics projects typically focus on having robots develop the same types of skills as human infants. A first category that is important being investigated is the acquisition of sensorimotor skills. These include the discovery of one's own body, including its structure and dynamics such as hand-eye coordination, locomotion, and interaction with objects as well as tool use, with a particular focus on the discovery and learning of affordances. A second category of skills targeted by developmental robots are social and linguistic skills: the acquisition of simple social behavioural games such as turn-taking, coordinated interaction, lexicons, syntax and grammar, and the grounding of these linguistic skills into sensorimotor skills (sometimes referred as symbol grounding). In parallel, the acquisition of associated cognitive skills are being investigated such as the emergence of the self/non-self distinction, the development of attentional capabilities, of categorization systems and higher-level representations of affordances or social constructs, of the emergence of values, empathy, or theories of mind. === Mechanisms and constraints === The sensorimotor and social spaces in which humans and robot live are so large and complex that only a small part of potentially learnable skills can actually be explored and learnt within a life-time. Thus, mechanisms and constraints are necessary to guide developmental organisms in their development and control of the growth of complexity. There are several important families of these guiding mechanisms and constraints which are studied in developmental robotics, all inspired by human development: Motivational systems, generating internal reward signals that drive exploration and learning, which can be of two main types: extrinsic motivations push robots/organisms to maintain basic specific internal properties such as food and water level, physical integrity, or light (e.g. in phototropic systems); intrinsic motivations push robot to search for novelty, challenge, compression or learning progress per se, thus generating what is sometimes called curiosity-driven learning and exploration, or alternatively active learning and exploration; Social guidance: as humans learn a lot by interacting with their peers, developmental robotics investigates mechanisms that can allow robots to participate to human-like social interaction. By perceiving and interpreting social cues, this may allow robots both to learn from humans (through diverse means such as imitation, emulation, stimulus enhancement, demonstration, etc. ...) and to trigger natural human pedagogy. Thus, social acceptance of developmental robots is also investigated; Statistical inference biases and cumulative knowledge/skill reuse: biases characterizing both representations/encodings and inference mechanisms can typically allow considerable improvement of the efficiency of learning and are thus studied. Related to this, mechanisms allowing to infer new knowledge and acquire new skills by reusing previously learnt structures is also an essential field of study; The properties of embodiment, including geometry, materials, or innate motor primitives/synergies often encoded as dynamical systems, can considerably simplify the acquisition of sensorimotor or social skills, and is sometimes referred as morphological computation. The interaction of these constraints with other constraints is an important axis of investigation; Maturational constraints: In human infants, both the body and the neural system grow progressively, rather than being full-fledged already at birth. This implies, for example, that new degrees of freedom, as well as increases of the volume and resolution of available sensorimotor signals, may appear as learning and development unfold. Transposing these mechanisms in developmental robots, and understanding how it may hinder or on the contrary ease the acquisition of novel complex skills is a central questi
Run-to-completion scheduling
Run-to-completion scheduling or nonpreemptive scheduling is a scheduling model in which each task runs until it either finishes, or explicitly yields control back to the scheduler. Run-to-completion systems typically have an event queue which is serviced either in strict order of admission by an event loop, or by an admission scheduler which is capable of scheduling events out of order, based on other constraints such as deadlines. Some preemptive multitasking scheduling systems behave as run-to-completion schedulers in regard to scheduling tasks at one particular process priority level, at the same time as those processes still preempt other lower priority tasks and are themselves preempted by higher priority tasks.