Oracle Cloud Platform refers to a Platform as a Service (PaaS) offerings by Oracle Corporation as part of Oracle Cloud Infrastructure. These offerings are used to build, deploy, integrate and extend applications in the cloud. The offerings support a variety of programming languages, databases, tools and frameworks including Oracle-specific, open source and third-party software and systems. == Deployment models == Oracle Cloud Platform offers public, private and hybrid cloud deployment models. == Architecture == Oracle Cloud Platform provides both Infrastructure as a Service (IaaS) and Platform as a Service (PaaS). The infrastructure is offered through a global network of Oracle managed data centers. Oracle deploys their cloud in Regions. Inside each Region are at least three fault-independent Availability Domains. Each of these Availability Domains contains an independent data center with power, thermal and network isolation. Oracle Cloud is generally available in North America, EMEA, APAC and Japan with announced South America and US Govt. regions coming soon.
Vulnerability Discovery Model
A Vulnerability Discovery Model (VDM) uses discovery event data with software reliability models for predicting the same. A thorough presentation of VDM techniques is available in. Numerous model implementations are available in the MCMCBayes open source repository. Several VDM examples include: Alhazmi-Malaiya: Time based model (Alhazmi-Malaiya Logistic (AML) model) Alhazmi-Malaiya: Effort based model Rescorla: Quadratic Model and Exponential Model Anderson: Thermodynamic Model Kim: Weibull Model Linear Model Hump-Shaped Model Independent and Dependent Model Vulnerability Discovery Modeling using Bayesian model averaging Multivariate Vulnerability Discovery Models
Information and media literacy
Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.
Basic Formal Ontology
Basic Formal Ontology (BFO) is a top-level ontology developed by Barry Smith and colleagues to promote interoperability among domain ontologies. The BFO methodology accomplishes this through a process of downward population. BFO is a formal ontology. The structure of BFO is based on a division of entities into two disjoint categories of continuant and occurrent, the former consists of objects and spatial regions, the latter contains processes conceived as extended through (or spanning) time. BFO thereby seeks to consolidate both time and space within a single framework A guide to building BFO-conformant domain ontologies was published by MIT Press in 2015. In 2021, the standard ISO/IEC 21838-2:2021 Information Technology — Top-level Ontologies (TLO) — Part 2: Basic Formal Ontology (BFO) was published by the Joint Technical Committee of the International Standards Organization and the International Electrotechnical Commission. ISO/IEC 21838 is a multi-part standard. Part 1 of the standard specifies the requirements that must be met if an ontology is to be classified as a top-level ontology by the standard. == History == BFO arose against the background of research in ontologies in the domain of geospatial information science by David Mark, Pierre Grenon, Achille Varzi and others, with a special role for the study of vagueness and of the ways sharp boundaries in the geospatial and other domains are created by fiat. BFO has passed through four major releases. 2001: release of BFO 1 2007: release of BFO 1.1 2015: release of BFO 2.0 2020: release of BFO 2020 2021: release of BFO 2020 as an ISO/IEC Standard The current revision was released in 2020, and this forms the basis of the standard ISO/IEC 21838-2, which was released by the Joint Committee of the International Standards Organization and International Electrotechnical Commission in 2021. == Applications == BFO has been adopted as a foundational ontology by over 650 ontology projects, principally in the areas of biomedical ontology, security and defense (intelligence) ontology, and industry ontologies. Example applications of BFO can be seen in the Ontology for Biomedical Investigations (OBI). In January 2024, BFO and the Common Core Ontologies (CCO), a suite of BFO-extension ontologies, were adopted as the "baseline standards for formal DOD and IC ontology" development work in the DOD and Intelligence Community. A memorandum to this effect was signed by the chief data officers of the DOD, the Office of the Director of National Intelligence and the Chief Digital and Artificial Intelligence Office.
Algorithm characterizations
Algorithm characterizations are attempts to formalize the word algorithm. Algorithm does not have a generally accepted formal definition. Researchers are actively working on this problem. This article will present some of the "characterizations" of the notion of "algorithm" in more detail. == The problem of definition == Over the last 200 years, the definition of the algorithm has become more complicated and detailed as researchers have tried to pin down the term. Indeed, there may be more than one type of "algorithm". But most agree that algorithm has something to do with defining generalized processes for the creation of "output" integers from other "input" integers – "input parameters" arbitrary and infinite in extent, or limited in extent but still variable—by the manipulation of distinguishable symbols (counting numbers) with finite collections of rules that a person can perform with paper and pencil. The most common number-manipulation schemes—both in formal mathematics and in routine life—are: (1) the recursive functions calculated by a person with paper and pencil, and (2) the Turing machine or its Turing equivalents—the primitive register-machine or "counter-machine" model, the random-access machine model (RAM), the random-access stored-program machine model (RASP) and its functional equivalent "the computer". When we are doing "arithmetic" we are really calculating by the use of "recursive functions" in the shorthand algorithms we learned in grade school, for example, adding and subtracting. The proofs that every "recursive function" we can calculate by hand we can compute by machine and vice versa—note the usage of the words calculate versus compute—is remarkable. But this equivalence together with the thesis (unproven assertion) that this includes every calculation/computation indicates why so much emphasis has been placed upon the use of Turing-equivalent machines in the definition of specific algorithms, and why the definition of "algorithm" itself often refers back to "the Turing machine". This is discussed in more detail under Stephen Kleene's characterization. The following are summaries of the more famous characterizations (Kleene, Markov, Knuth) together with those that introduce novel elements—elements that further expand the definition or contribute to a more precise definition. [ A mathematical problem and its result can be considered as two points in a space, and the solution consists of a sequence of steps or a path linking them. Quality of the solution is a function of the path. There might be more than one attribute defined for the path, e.g. length, complexity of shape, an ease of generalizing, difficulty, and so on. ] == Chomsky hierarchy == There is more consensus on the "characterization" of the notion of "simple algorithm". All algorithms need to be specified in a formal language, and the "simplicity notion" arises from the simplicity of the language. The Chomsky (1956) hierarchy is a containment hierarchy of classes of formal grammars that generate formal languages. It is used for classifying of programming languages and abstract machines. From the Chomsky hierarchy perspective, if the algorithm can be specified on a simpler language (than unrestricted), it can be characterized by this kind of language, else it is a typical "unrestricted algorithm". Examples: a "general purpose" macro language, like M4 is unrestricted (Turing complete), but the C preprocessor macro language is not, so any algorithm expressed in C preprocessor is a "simple algorithm". See also Relationships between complexity classes. == Features of a good algorithm == The following are desirable features of a well-defined algorithm, as discussed in Scheider and Gersting (1995): Unambiguous Operations: an algorithm must have specific, outlined steps. The steps should be exact enough to precisely specify what to do at each step. Well-Ordered: The exact order of operations performed in an algorithm should be concretely defined. Feasibility: All steps of an algorithm should be possible (also known as effectively computable). Input: an algorithm should be able to accept a well-defined set of inputs. Output: an algorithm should produce some result as an output, so that its correctness can be reasoned about. Finiteness: an algorithm should terminate after a finite number of instructions. Properties of specific algorithms that may be desirable include space and time efficiency, generality (i.e. being able to handle many inputs), or determinism. == 1881 John Venn's negative reaction to W. Stanley Jevons's Logical Machine of 1870 == In early 1870 W. Stanley Jevons presented a "Logical Machine" (Jevons 1880:200) for analyzing a syllogism or other logical form e.g. an argument reduced to a Boolean equation. By means of what Couturat (1914) called a "sort of logical piano [,] ... the equalities which represent the premises ... are "played" on a keyboard like that of a typewriter. ... When all the premises have been "played", the panel shows only those constituents whose sum is equal to 1, that is, ... its logical whole. This mechanical method has the advantage over VENN's geometrical method..." (Couturat 1914:75). For his part John Venn, a logician contemporary to Jevons, was less than thrilled, opining that "it does not seem to me that any contrivances at present known or likely to be discovered really deserve the name of logical machines" (italics added, Venn 1881:120). But of historical use to the developing notion of "algorithm" is his explanation for his negative reaction with respect to a machine that "may subserve a really valuable purpose by enabling us to avoid otherwise inevitable labor": (1) "There is, first, the statement of our data in accurate logical language", (2) "Then secondly, we have to throw these statements into a form fit for the engine to work with – in this case the reduction of each proposition to its elementary denials", (3) "Thirdly, there is the combination or further treatment of our premises after such reduction," (4) "Finally, the results have to be interpreted or read off. This last generally gives rise to much opening for skill and sagacity." He concludes that "I cannot see that any machine can hope to help us except in the third of these steps; so that it seems very doubtful whether any thing of this sort really deserves the name of a logical engine."(Venn 1881:119–121). == 1943, 1952 Stephen Kleene's characterization == This section is longer and more detailed than the others because of its importance to the topic: Kleene was the first to propose that all calculations/computations—of every sort, the totality of—can equivalently be (i) calculated by use of five "primitive recursive operators" plus one special operator called the mu-operator, or be (ii) computed by the actions of a Turing machine or an equivalent model. Furthermore, he opined that either of these would stand as a definition of algorithm. A reader first confronting the words that follow may well be confused, so a brief explanation is in order. Calculation means done by hand, computation means done by Turing machine (or equivalent). (Sometimes an author slips and interchanges the words). A "function" can be thought of as an "input-output box" into which a person puts natural numbers called "arguments" or "parameters" (but only the counting numbers including 0—the nonnegative integers) and gets out a single nonnegative integer (conventionally called "the answer"). Think of the "function-box" as a little man either calculating by hand using "general recursion" or computing by Turing machine (or an equivalent machine). "Effectively calculable/computable" is more generic and means "calculable/computable by some procedure, method, technique ... whatever...". "General recursive" was Kleene's way of writing what today is called just "recursion"; however, "primitive recursion"—calculation by use of the five recursive operators—is a lesser form of recursion that lacks access to the sixth, additional, mu-operator that is needed only in rare instances. Thus most of life goes on requiring only the "primitive recursive functions." === 1943 "Thesis I", 1952 "Church's Thesis" === In 1943 Kleene proposed what has come to be known as Church's thesis: "Thesis I. Every effectively calculable function (effectively decidable predicate) is general recursive" (First stated by Kleene in 1943 (reprinted page 274 in Davis, ed. The Undecidable; appears also verbatim in Kleene (1952) p.300) In a nutshell: to calculate any function the only operations a person needs (technically, formally) are the 6 primitive operators of "general" recursion (nowadays called the operators of the mu recursive functions). Kleene's first statement of this was under the section title "12. Algorithmic theories". He would later amplify it in his text (1952) as follows: "Thesis I and its converse provide the exact definition of the notion of a calculation (decision) procedure or algorithm, for the
Tabletopia
Tabletopia is an online portal for users to play and create virtual tabletop games. The platform is developed by Tabletopia Inc and initially was released as a web browser based service after a successful crowdfunding campaign in August 2015. In December 2016 Tabletopia was released on Steam, and later in 2018 became available in AppStore and Google Play. == Gameplay == Tabletopia is a sandbox system for running any game. That means no AI or rules enforcement. Participating players will have to know how to play the game. Nevertheless, the platform has some automated actions available, like card-shuffling and dealing, dice-rolling, magnetic placement of components in special zones, hand management, and some others. Tabletopia also features ready game setups for various player numbers to facilitate gameplay. It also has customisable camera controls which let players save camera positions and switch between them using hot keys. People can use the Game Designer mode to design and create their own board games using the component library. They can then monetise the games with a 70/30 split to the game designer. == Development == Tabletopia was created in early 2014, by Tim Bokarev and his partners Artem Zinoviev and Dmitry Sergeev. These co-founders already had experience in the video and board games industry. Their other projects include Promo Interactive, an internet advertising agency, Playtox, a mobile MMORPG, Igrology, a game studio, and Tesera.ru, the main Russian-speaking board gaming portal. By Spring 2014, Artem, Dmitry and Tim created Tabletopia Inc. USA and started development. Tabletopia is a multinational crew that includes professionals from USA, Ukraine, Australia, Ireland, and Germany. The Kickstarter campaign in August 2015 earned $133,721 by 2,545 backers. Tabletopia received Green Light on Steam in September 2015 and was released on Steam in March 2016. The platform remained in Early Access until December 2016, when it was officially released on Steam and on the web. In February 2018 it was released as a stand-alone app for iOS tablets, and in September 2018 for Android tablets.
World Congress of Universal Documentation
The World Congress of Universal Documentation was held from 16 to 21 August 1937 in Paris, France. Delegates from 45 countries met to discuss means by which all of the world's information, in print, in manuscript, and in other forms, could be efficiently organized and made accessible. == The Congress in the history of information science == The Congress, held at the Trocadéro under "the auspices" of the Institut International de Bibliographie, was "the apotheosis" of a general movement in the 1930s towards the classification of the growing mass of information and the improvement of access to that information. For the first time in the history of information science, technological means were beginning to catch up with theoretical ends, and the discussions at the conference reflected that fact. Its participation in the Congress was one of the first projects of the American Documentation Institute (ADI). Participants in the conference discussed what has been more recently called "a continuously updated hypertext encyclopedia." Joseph Reagle sees many of the ideas considered at the conference as forerunners of some of the key goals and norms of Wikipedia. == Microfilm == The main resolution adopted by the congress proposed that microfilm be used to make information universally available. Watson Davis, chairman of the American delegation and president of the ADI, stated that the volume of information being produced created difficult problems of access and preservation, but that these could be solved by the use of microfilm. In his address to the Congress, Davis said: Most immediate and practical to put into operation is the microfilming of material in libraries upon demand. It will become fashionable and economical to send a potential book borrower a little strip of microfilm for his permanent possession instead of the book and then badgering him to return it before he has had a chance to use it effectively. I believe that reading machines for microfilm will become as common as typewriters in studies and laboratories. If the principal libraries and information centers of the world will cooperate in such "bibliofilm services," as they are called, if they exchange orders and have essentially uniform methods, forms for ordering, standard microfilm format and production methods and comparable if not uniform prices, the resources of any library will be placed at the disposal of any scholar or scientist anywhere in the world. All the libraries cooperating will merge into one world library without loss of identity or individuality. The world's documentation will become available to even the most isolated and individualistic scholar. The Congress included two separate exhibits on microfilm. One was of the equipment used at the Bibliothèque nationale de France and the other, coordinated by Herman H. Fussler of the University of Chicago, consisting of "an entire microfilm laboratory," complete with cameras, a darkroom, and various kinds of reading machines. Emanuel Goldberg presented a paper on an early copying camera he had invented. Other resolutions passed by the Congress concerned uniform standards for the preparation of articles, for classifying books and other documents, for indexing newspapers and periodicals, and for cooperation between libraries. == H. G. Wells == In his address to the Congress, H. G. Wells said that he thought that his idea of the "world brain" was a precursor to the ideas other delegates were proposing, and explicitly linked the projects being discussed to the work of the encyclopédistes: I am speaking of a process of mental organization throughout the world which I believe to be as inevitable as anything can be in human affairs. All the distresses and horrors of the present time are fundamentally intellectual. The world has to pull its mind together, and this [Congress] is the beginning of its efforts. Civilization is a Phoenix. It perishes in flames and even as it dies it is born again. This synthesis of knowledge upon which you are working is the necessary beginning of a new world. It is good to be meeting here in Paris where the first encyclopedia of power was made. It would be impossible to overrate our debt to Diderot and his associates. == Other participants == Participants in the Congress included authors, librarians, scholars, archivists, scientists, and editors. Some of the notable people in attendance not mentioned above were: