The general rule is, if the letters are pronounced phoenetically together as a word, it counts. That's why Scuba and Laser are in. It's the difference between AWOL (in) and MIA (not).
OK was never accepted before because it's not said as "ock". UV isn't pronounced "uhv" so should also be excluded. I guess now the distinguishing feature between those cases is that UV is an initialism while OK isn't. I can't think of any other example like OK, a word that is not an initialism and is said by naming each letter rather than pronouncing them phonetically.
I mean, while it's weird and sucks that the original creator of Minecraft won't be there, Microsoft is definitely free to distance themselves from outspoken individuals that don't reflect the PC culture they're going for.
I certainly wouldn't want someone whose only relevance is armchair Twitter warring representing something that brings my company substantial (?) revenue.
I guess for an ideological disclaimer, I vehemently disagree with his politics, but I'd take the same position for a bellicose liberal.
> I certainly wouldn't want someone whose only relevance is armchair Twitter warring representing something that brings my company substantial (?) revenue.
Did you refer the creator of Minecraft as "someone whose only relevance is armchair Twitter warring"?
On the preface of the book (omitted from the ebook), it details several learning paths:
The Classic: a basic database theory course covering the classical material would center around Parts B and C. Chapter 10 and parts of Chapter 9 of Part C are somewhat more advanced and could be skipped. If time allows, some of Chapter 12 and a selection of Part F might be covered.
Feast of Query Languages: a course on the theory of query languages would start with a quick review of the basic material on classical languages (Part B), and continue with Parts D and E. If time allows, some material on languages for complex objects and object-oriented databases (Part F) could be covered.
Gourmet Sampling of Database Theory: a course for people with theoretical appetites that emphasizes the specificity of database theory. Logicians wishing to explore the connection between finite-model theory and databases will be interested in Parts C and E. Those interested in descriptive complexity will find Part E closest to their hearts. Researchers in logic programming will prefer Part D, particularly Chapters 12, 13, and 15. People with a background in theoretical artificial intelligence will find Parts D and F of particular interest. Rule-based systems are related to Chapter 14 (see also parts of Chapter 22). Programming language people will be interested in much of the material on query languages, including Chapters 20 and 21 in Part F.
Fast-Food Database Theory: a course for applied database students that is meant to provide informal exposure to some of the basic results of database theory. This would include assorted topics, with an informal presentation emphasizing the examples, results, and intuition provided in the text, rather than the proofs. A possible syllabus would include Part B; parts of Chapters 8, 9, and 11 in Part C; Chapter 12 and parts of Chapter 15 in Part D; and selected chapters of Part F.
Numerous exercises have been included, and they are essentially of three categories. Routine exercises (unmarked) require easy manipulation of the basic concepts and results. Harder exercises are marked with a (*). Another category of exercises is meant to complement the material in the text and often contains results from related research articles. These exercises are usually on the hard side and some may constitute term projects. These exercises are marked with a ( ).
With databases or anything in general, I believe in doing first and then learning the principles.
Play around with a small RDBMs like sqlite. Do a project around it. Look at the source maybe and then learn about the principles. Foundations of databases are based on discrete mathematics ( where relational comes from in RDBMs ) so a background in discrete math helps.
For enterprise level stuff ( clustering, replication, distribution, etc ), it's more practical to learn on the job where you have access to the hardware, servers, etc.
I'm curious, as someone who was slightly involved with a documentary [1] exposing pitfalls of standardized testing. Generally the SAT only has shown a weak correlation between test scores and first year (some studies I read showed only first semester, but I don't have them on hand right now) collegiate performance [2].
>Generally the SAT only has shown a weak correlation between test scores and first year [...] collegiate performance [2].
That's not what your cite says. The InsideHigherEd article actually shows a strong correlation between SAT and grades but Aquinas identified a minority % of schools where it didn't. Please carefully read the 3 bullet points again and notice the minority percentages.
Your qualifier of "Generally" in your comment is misrepresenting Aguinis' findings.
Serious question: what use cases are there for using NoScript with Chrome? My assumption is that people using NoScript are concerned with data collection, and wouldn't use Chrome as a result.
A lot of our issues stem from our (mostly) Republican Party's "War on Drugs". I could give you a rundown, but the summary section from Wikipedia does a good job.
If so, I could see UV being added.