BFO-Intro-Fall-2026 - Revision history

Phismith: /* Supplementary Videos */

2026-07-20T12:21:37Z

Supplementary Videos

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	\| 11 \|\| Building Ontologies: An Introduction for Engineers (Part 2) \|\| 53:01 \|\| https://www.youtube.com/watch?v=8vdUUhF4JdE		\| 11 \|\| Building Ontologies: An Introduction for Engineers (Part 2) \|\| 53:01 \|\| https://www.youtube.com/watch?v=8vdUUhF4JdE
	\|}		\|}



	==Grading Policy==		==Grading Policy==

Phismith: /* Supplementary Videos */

2026-07-20T12:21:18Z

Supplementary Videos

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	\|}		\|}

	~~-->~~

	~~'''~~Grading Policy~~:'''~~ Grading follows standard [http://grad.buffalo.edu/Academics/Policies-Procedures/Grading-Procedures.html Graduate School policies]. Grades will be weighted according to the following breakdown:
			==Grading Policy==
			Grading follows standard [http://grad.buffalo.edu/Academics/Policies-Procedures/Grading-Procedures.html Graduate School policies]. Grades will be weighted according to the following breakdown:

	Weighting Assignment		Weighting Assignment

Phismith: /* Supplementary Videos */

2026-07-20T12:20:43Z

Supplementary Videos

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 | 11 || Building Ontologies: An Introduction for Engineers (Part 2) || 53:01 || https://www.youtube.com/watch?v=8vdUUhF4JdE
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 The university’s Graduate Incomplete Policy can be found [http://grad.buffalo.edu/study/progress/policylibrary.a-to-z.html#iugrade here].
 =='''Related Policies and Services'''==

Phismith: /* Supplementary Videos */

2026-07-20T12:19:36Z

Supplementary Videos

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	\|-		\|-
	\| 11 \|\| Building Ontologies: An Introduction for Engineers (Part 2) \|\| 53:01 \|\| https://www.youtube.com/watch?v=8vdUUhF4JdE		\| 11 \|\| Building Ontologies: An Introduction for Engineers (Part 2) \|\| 53:01 \|\| https://www.youtube.com/watch?v=8vdUUhF4JdE




			-->

			'''Grading Policy:''' Grading follows standard [http://grad.buffalo.edu/Academics/Policies-Procedures/Grading-Procedures.html Graduate School policies]. Grades will be weighted according to the following breakdown:

			Weighting Assignment
			:20% - class discussions
			:15% - video presentation
			:15% - powerpoint slides
			:50% - essay

			Grade Quality Percentage
			{\| class = wikitable
			\| A \|\| 4.0 \|\| 90.0% -100.00%
			\|-
			\| A- \|\| 3.67 \|\| 87.0% - 89.9%
			\|-
			\| B+ \|\| 3.33 \|\| 84.0% - 86.9%
			\|-
			\| B \|\| 3.00 \|\| 80.0% - 83.9%
			\|-
			\| B- \|\| 2.67 \|\| 77.0% - 79.9%
			\|-
			\| C+ \|\| 2.33 \|\| 74.0% - 76.9%
			\|-
			\| C \|\| 2.00 \|\| 71.0% - 73.9%
			\|-
			\| C- \|\| 1.67 \|\| 68.0% - 70.9%
			\|-
			\| D+ \|\| 1.33 \|\| 65.0% - 67.9%
			\|-
			\| D \|\| 1.00 \|\| 62.0% - 64.9%
			\|-
			\| F \|\| 0 \|\| 61.9% or below
			\|}

			An interim grade of Incomplete (I) may be assigned if the student has not completed all requirements for the course. An interim grade of 'I' shall not be assigned to a student who did not attend the course. The default grade accompanying an interim grade of 'I' shall be 'U' and will be displayed on the UB record as 'IU.' The default Unsatisfactory (U) grade shall become the permanent course grade of record if the 'IU' is not changed through formal notice by the instructor upon the student's completion of the course.

			Assignment of an interim 'IU' is at the discretion of the instructor. A grade of 'IU' can be assigned only if successful completion of unfulfilled course requirements can result in a final grade better than the default 'U' grade. The student should have a passing average in the requirements already completed. The instructor shall provide the student specification, in writing, of the requirements to be fulfilled.

			The university’s Graduate Incomplete Policy can be found [http://grad.buffalo.edu/study/progress/policylibrary.a-to-z.html#iugrade here].

			=='''Related Policies and Services'''==

			'''Academic integrity''' is a fundamental university value. Through the honest completion of academic work, students sustain the integrity of the university while facilitating the university's imperative for the transmission of knowledge and culture based upon the generation of new and innovative ideas. See http://grad.buffalo.edu/Academics/Policies-Procedures/Academic-Integrity.html.

			'''Accessibility resources:''' If you have any disability which requires reasonable accommodations to enable you to participate in this course, please contact the Office of Accessibility Resources in 60 Capen Hall, 645-2608 and also the instructor of this course during the first week of class. The office will provide you with information and review appropriate arrangements for reasonable accommodations, which can be found on the web [http://www.buffalo.edu/studentlife/who-we-are/departments/accessibility.html here].

			'''University suppert services:''' Students are often unaware of university support services. For example, the Center for Excellence in Writing provides support for written work, and several tutoring centers on campus provide academic success support and resources.

			'''Available resources on sexual assault:''' UB is committed to providing an environment free of all forms of discrimination and sexual harassment, including sexual assault, domestic and dating violence and stalking. If you have experienced gender-based violence (intimate partner violence, attempted or completed sexual assault, harassment, coercion, stalking, etc.), UB has resources to help. This includes academic accommodations, health and counseling services, housing accommodations, helping with legal protective orders, and assistance with reporting the incident to police or other UB officials if you so choose. Please contact UB’s Title IX Coordinator at 716-645-2266 for more information. For confidential assistance, you may also contact a Crisis Services Campus Advocate at 716-796-4399.

			'''Counselling services:''' As a student you may experience a range of issues that can cause barriers to learning or reduce your ability to participate in daily activities. These might include strained relationships, anxiety, high levels of stress, alcohol/drug problems, feeling down, health concerns, or unwanted sexual experiences. Counseling, Health Services, and Health Promotion are here to help with these or other concerns. You learn can more about these programs and services by contacting:
			:Counseling Services: 120 Richmond Quad (North Campus), phone 716-645-2720
			:Health Services: Michael Hall (South Campus), phone: 716-829-3316
			:Health Promotion: 114 Student Union (North Campus), phone: 716- 645-2837

Phismith: /* Week 12 (November 9): The Emotion Ontology */

2026-07-19T19:47:55Z

Week 12 (November 9): The Emotion Ontology

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	:Begins with a 2-part video of a tutorial presented at the JOWO (Joint Ontologies Workshops). Part 1 introduces BFO to a technical audience. Part 2 provides a brief exposition of the rationale for including temporalized relations in the OWL specification of BFO 2020 (ISO/IEC 21838:2). Since OWL can accommodate only two-place relations, and since the de facto standard formalization of BFO uses OWL, there is a need for strategies to capture the temporal dimensions of general assertions such as "Milk teeth are lost as children grow" or "Thermally heated machines are inspected every 6 months." The third video provides an attempt at a simplified exposition of the issues involved.		:Begins with a 2-part video of a tutorial presented at the JOWO (Joint Ontologies Workshops). Part 1 introduces BFO to a technical audience. Part 2 provides a brief exposition of the rationale for including temporalized relations in the OWL specification of BFO 2020 (ISO/IEC 21838:2). Since OWL can accommodate only two-place relations, and since the de facto standard formalization of BFO uses OWL, there is a need for strategies to capture the temporal dimensions of general assertions such as "Milk teeth are lost as children grow" or "Thermally heated machines are inspected every 6 months." The third video provides an attempt at a simplified exposition of the issues involved.

	==Week 12 (November 9): [https://youtu.be/18php_34s-M The Emotion Ontology]==		==Week 12 (November 9): [https://youtu.be/18php_34s-M The Emotion Ontology], The Ontology of the Organigram==
	Why do human beings take pleasure in horror movies, or in music that makes them feel sad?		Why do human beings take pleasure in horror movies, or in music that makes them feel sad? What is the ontological status of an office during the period when the office is not occupied? (Consider for instance the case of the Pope.)

	==Midnight November 10: Deadline for submission of question-answer emails==		==Midnight November 10: Deadline for submission of question-answer emails==

Phismith at 19:41, 19 July 2026

2026-07-19T19:41:27Z

Phismith at 19:31, 19 July 2026

2026-07-19T19:31:49Z

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	This will consist of practical work by students, either working alone or (preferably) as members of teams. The results of this work will then be communicated through a series of collective zoom meetings (marked in yellow in what follows), supplemented by associated discussions on our Slack channel.		This will consist of practical work by students, either working alone or (preferably) as members of teams. The results of this work will then be communicated through a series of collective zoom meetings (marked in yellow in what follows), supplemented by associated discussions on our Slack channel.

	Students will participate in working sessions designed to lead to the creation of online content -- essays, videos, articles, ... -- for example summarizing (or criticizing) aspects of BFO or describing how BFO can be used in specific areas, or reviewing what results when LLMs are used in BFO coding, or how BFO helps you solve a problem at work. Ideally the content should be suitable for distribution to a wider audience. These working sessions will involve teams, which will be put together in the early weeks of the class with the aid of Elena ~~Miliventi~~, who is my research assistant (and also a student in this glass). It is hoped that one team will address the charges made against BFO in the paper		Students will participate in working sessions designed to lead to the creation of online content -- essays, videos, articles, ... -- for example summarizing (or criticizing) aspects of BFO or describing how BFO can be used in specific areas, or reviewing what results when LLMs are used in BFO coding, or how BFO helps you solve a problem at work. Ideally the content should be suitable for distribution to a wider audience. These working sessions will involve teams, which will be put together in the early weeks of the class with the aid of Elena Milivinti, who is my research assistant (and also a student in this glass). It is hoped that one team will address the charges made against BFO in the paper
	[https://buffalo.box.com/v/BFO-Expert-Coding BFO Expert Coding Challenge] (perhaps considering also the [https://scholar.google.com/scholar?cites=53308182319355410&as_sdt=5,33&sciodt=0,33&hl=en Citations] to this paper). Other ideas are: a series of tiktok videos or LinkedIn contributions presenting key aspects of BFO; articles intended for publication; projects demonstrating the utility of BFO e.g. for solving problems you face at work, proposals to improve BFO, and so on. Here creativity will contribute to your grade for this class.		[https://buffalo.box.com/v/BFO-Expert-Coding BFO Expert Coding Challenge] (perhaps considering also the [https://scholar.google.com/scholar?cites=53308182319355410&as_sdt=5,33&sciodt=0,33&hl=en Citations] to this paper). Other ideas are: a series of tiktok videos or LinkedIn contributions presenting key aspects of BFO; articles intended for publication; projects demonstrating the utility of BFO e.g. for solving problems you face at work, proposals to improve BFO, and so on. Here creativity will contribute to your grade for this class.

Phismith: /* Grading */

2026-07-19T19:30:47Z

Grading

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	:1. questions (and answers) assembled by students over the course of the semester		:1. questions (and answers) assembled by students over the course of the semester
	::For each session, the student should prepare exactly one single-sentence question relating to one of the video or videos scheduled for that session, together with a 1-paragraph answer to this question. The answer should not be contained in the video content for this class. All questions and answers should be sent in a single email to ifomis@gmail.com on ~~April 20~~.		::For each session, the student should prepare exactly one single-sentence question relating to one of the video or videos scheduled for that session, together with a 1-paragraph answer to this question. The answer should not be contained in the video content for this class. All questions and answers should be sent in a single email to ifomis@gmail.com on November 7.

	:2. interactions and results of the synchronous teams phase		:2. interactions and results of the synchronous teams phase
	::Dr Smith and Ms Milivinti will keep track of your interactions in support of your creative work during the course of the semester. Dr Smith will evaluate this content and also results of your work. Features to be graded will include: creativity, quantity of your contributions, success of your project(s).		::Dr Smith and Ms Milivinti will keep track of your interactions in support of your creative work during the course of the semester. Dr Smith will evaluate this content and also results of your work. Features to be graded will include: creativity, quantity of your contributions, success of your project(s).

Phismith at 19:29, 19 July 2026

2026-07-19T19:29:02Z

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	Faculty: Dr. Barry Smith		Faculty: Dr. Barry Smith

	ONLINE, TWO CREDIT COURSE		ONLINE, TWO CREDIT COURSE, with optional 3rd credit

	This course will present an introduction to Basic Formal Ontology (BFO), which is a widely used top-level ontology, approved in 2021 as international standard ISO/IEC 21838-2. The course is divided into an '''asynchronous''' and a '''synchronous''' part, as follows:		This course will present an introduction to Basic Formal Ontology (BFO), which is a widely used top-level ontology, approved in 2021 as international standard ISO/IEC 21838-2. The course is divided into an '''asynchronous''' and a '''synchronous''' part, as follows:

Phismith: /* The synchronous part */

2026-07-19T19:24:56Z

The synchronous part

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	==<span style="background:#ffff00">The synchronous part==		==<span style="background:#ffff00">The synchronous part==

	This will consist of practical work by students, either working alone or (preferably) as members of teams. The results of this work will then be communicated through a series of zoom meetings, supplemented by associated discussions on our Slack channel.		This will consist of practical work by students, either working alone or (preferably) as members of teams. The results of this work will then be communicated through a series of collective zoom meetings (marked in yellow in what follows), supplemented by associated discussions on our Slack channel.

	Students will participate in working sessions designed to lead to the creation of online content -- essays, videos, articles, ... -- for example summarizing (or criticizing) aspects of BFO or describing how BFO can be used in specific areas, or reviewing what results when LLMs are used in BFO coding, or how BFO helps you solve a problem at work. Ideally the content should be suitable for distribution to a wider audience. These working sessions will involve teams, which will be put together in the early weeks of the class with the aid of Elena Miliventi, who is my research assistant (and also a student in this glass). It is hoped that one team will address the charges made against BFO in the paper		Students will participate in working sessions designed to lead to the creation of online content -- essays, videos, articles, ... -- for example summarizing (or criticizing) aspects of BFO or describing how BFO can be used in specific areas, or reviewing what results when LLMs are used in BFO coding, or how BFO helps you solve a problem at work. Ideally the content should be suitable for distribution to a wider audience. These working sessions will involve teams, which will be put together in the early weeks of the class with the aid of Elena Miliventi, who is my research assistant (and also a student in this glass). It is hoped that one team will address the charges made against BFO in the paper

← Older revision		Revision as of 15:41, 19 July 2026
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	This will consist of practical work by students, either working alone or (preferably) as members of teams. The results of this work will then be communicated through a series of collective zoom meetings (marked in yellow in what follows), supplemented by associated discussions on our Slack channel.		This will consist of practical work by students, either working alone or (preferably) as members of teams. The results of this work will then be communicated through a series of collective zoom meetings (marked in yellow in what follows), supplemented by associated discussions on our Slack channel.

	Students will participate in working sessions designed to lead to the creation of online content -- essays, videos, articles, ... -- for example summarizing (or criticizing) aspects of BFO or describing how BFO can be used in specific areas, or reviewing what results when LLMs are used in BFO coding, or how BFO helps you solve a problem at work. Ideally the content should be suitable for distribution to a wider audience. These working sessions will involve teams, which will be put together in the early weeks of the class with the aid of ~~Elena Milivinti, who is~~ my research assistant ~~(and also a student in this glass)~~. It is hoped that one team will address the charges made against BFO in the paper		Students will participate in working sessions designed to lead to the creation of online content -- essays, videos, articles, ... -- for example summarizing (or criticizing) aspects of BFO or describing how BFO can be used in specific areas, or reviewing what results when LLMs are used in BFO coding, or how BFO helps you solve a problem at work. Ideally the content should be suitable for distribution to a wider audience. These working sessions will involve teams, which will be put together in the early weeks of the class with the aid of my research assistant Elena Milivinti. It is hoped that one team will address the charges made against BFO in the paper
	[https://buffalo.box.com/v/BFO-Expert-Coding BFO Expert Coding Challenge] (perhaps considering also the [https://scholar.google.com/scholar?cites=53308182319355410&as_sdt=5,33&sciodt=0,33&hl=en ~~Citations~~] to this paper). Other ideas are: a series of tiktok videos or LinkedIn contributions presenting key aspects of BFO; articles intended for publication; projects demonstrating the utility of BFO e.g. for solving problems you face at work, proposals to improve BFO, and so on. Here creativity will contribute to your grade for this class.		[https://buffalo.box.com/v/BFO-Expert-Coding BFO Expert Coding Challenge] (perhaps considering also the [https://scholar.google.com/scholar?cites=53308182319355410&as_sdt=5,33&sciodt=0,33&hl=en citations] to this paper). Other ideas are: a series of tiktok videos or LinkedIn contributions presenting key aspects of BFO; articles intended for publication; projects demonstrating the utility of BFO e.g. for solving problems you face at work, proposals to improve BFO, and so on. Here creativity will contribute to your grade for this class.

	For those students who have a suitable project which they wish to realize on their own, regular meetings with Dr Smith and/or with Ms Milivinti will be organized.		For those students who have a suitable project which they wish to realize on their own, regular meetings with Dr Smith and/or with Ms Milivinti will be organized.
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	==Week 5 (September 21): [https://www.youtube.com/watch?v=PwsBxRs9kns The Ontology of Science]==		==Week 5 (September 21): [https://www.youtube.com/watch?v=PwsBxRs9kns The Ontology of Science]==

	:~~Focuses on the~~ Focuses on the ontology of biology, and on the issue of multi-level ontology -- from molecules to cells to organisms, and from functions at the molecular level to downstream biological processes. BFO claims to be a multi-perspectival ontology, and in particular a multi-granularity ontology, which can work on each of these levels.		:Focuses on the ontology of biology, and on the issue of multi-level ontology -- from molecules to cells to organisms, and from functions at the molecular level to downstream biological processes. BFO claims to be a multi-perspectival ontology, and in particular a multi-granularity ontology, which can work on each of these levels.

	==Week 6 (September 28): [https://www.youtube.com/watch?v=sTx_rRWmTqE Information Artifacts], [https://youtu.be/PBKsupBquok Aboutness], and [https://www.youtube.com/watch?v=Y3btP1InPZY Language]==		==Week 6 (September 28): [https://www.youtube.com/watch?v=sTx_rRWmTqE Information Artifacts], [https://youtu.be/PBKsupBquok Aboutness], and [https://www.youtube.com/watch?v=Y3btP1InPZY Language]==
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	:Each team will report on preliminary results of their work		:Each team will report on preliminary results of their work

	==Week 10 (October 26) [https://www.youtube.com/watch?v=_0masZPGLb0 ISO/IEC 21838]==		==Week 10 (October 26): [https://www.youtube.com/watch?v=_0masZPGLb0 ISO/IEC 21838]==
	:This is the top-level ontology / BFO standard		:This is the top-level ontology / BFO standard

	==Week 11 (November 2) JOWO [https://youtu.be/VYDe09TOw2M Part 1], [https://studio.youtube.com/video/wh_KZGXc1Es/edit Part 2], [https://youtu.be/fkkWkTIxrNQ Temporalized Relations]==		==Week 11 (November 2): JOWO [https://youtu.be/VYDe09TOw2M Part 1], [https://studio.youtube.com/video/wh_KZGXc1Es/edit Part 2], [https://youtu.be/fkkWkTIxrNQ Temporalized Relations]==

	:Begins with a 2-part video of a tutorial presented at the JOWO (Joint Ontologies Workshops). Part 1 introduces BFO to a technical audience. Part 2 provides a brief exposition of the rationale for including temporalized relations in the OWL specification of BFO 2020 (ISO/IEC 21838:2). Since OWL can accommodate only two-place relations, and since the de facto standard formalization of BFO uses OWL, there is a need for strategies to capture the temporal dimensions of general assertions such as "Milk teeth are lost as children grow" or "Thermally heated machines are inspected every 6 months." The third video provides an attempt at a simplified exposition of the issues involved.		:Begins with a 2-part video of a tutorial presented at the JOWO (Joint Ontologies Workshops). Part 1 introduces BFO to a technical audience. Part 2 provides a brief exposition of the rationale for including temporalized relations in the OWL specification of BFO 2020 (ISO/IEC 21838:2). Since OWL can accommodate only two-place relations, and since the de facto standard formalization of BFO uses OWL, there is a need for strategies to capture the temporal dimensions of general assertions such as "Milk teeth are lost as children grow" or "Thermally heated machines are inspected every 6 months." The third video provides an attempt at a simplified exposition of the issues involved.

	==Week 12 (November 2) [https://youtu.be/18php_34s-M The Emotion Ontology]==		==Week 12 (November 9): [https://youtu.be/18php_34s-M The Emotion Ontology]==
	Why do human beings take pleasure in horror movies, or in music that makes them feel sad?		Why do human beings take pleasure in horror movies, or in music that makes them feel sad?

	==Midnight November 7: Deadline for submission of question+answer emails==		==Midnight November 10: Deadline for submission of question-answer emails==

	==Week 13 (November 9), 7-8pm First Synchronous ~~Question~~-~~Answer Session~~==		==Week 13 (November 11): 7-8pm First Synchronous question-answer session==

	==Week 14 (November 16), 7-8pm Second Synchronous ~~Question~~-~~Answer Session~~==		==Week 14 (November 18): 7-8pm Second Synchronous question-answer session==

	==<span style="background:#ffff00">7pm, November 25, Final collective team meeting==		==<span style="background:#ffff00">7pm, November 25, Final collective team meeting==
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	Students will be graded on the basis of:		Students will be graded on the basis of:

	:1. questions (and answers) assembled by students over the course of the ~~semester~~		:1. questions (and answers) assembled by students over the course of the semester.
	::For each session, the student should prepare exactly one single-sentence question relating to one of the ~~video or~~ videos scheduled for that session, together with a 1-paragraph answer to this question. The answer should not be contained in the video content for this class. All questions and answers should be sent in a single email to ifomis@gmail.com on November 7.		::For each session, the student should prepare exactly one single-sentence question relating to one of the videos scheduled for that session, together with a 1-paragraph answer to this question. The answer should not be contained in the video content for this class. All questions and answers should be sent in a single email to ifomis@gmail.com on November 10.
	:2. interactions and results of the synchronous teams phase		:2. interactions and results of the synchronous teams phase
	::Dr Smith and Ms Milivinti will keep track of your interactions in support of your creative work during the course of the semester. Dr Smith will evaluate this content and also results of your work. Features to be graded will include: creativity, quantity of your contributions, success of your project(s).		::Dr Smith and Ms Milivinti will keep track of your interactions in support of your creative work during the course of the semester. Dr Smith will evaluate this content and also results of your work. Features to be graded will include: creativity, quantity of your contributions, success of your project(s).

	~~Both~~ 1. and 2. ~~determine~~ 50% of the total grade. Where team work is graded members of teams will receive equal grades.		Each of 1. and 2. determines 50% of the total grade. Where team work is graded members of teams will receive equal grades.

	'''Additional expectations for students enrolled for 3 credits'''		'''Additional expectations for students enrolled for 3 credits'''
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	==Course bibliography==		==Course bibliography==


	:[https://buffalo.box.com/s/3pyas5wwfwd2bgbe5o2dz36kncm9z5gf] R. Arp, B. Smith, A. Spear, ''Building Ontologies with Basic Formal Ontology'', Cambridge MA: MIT Press (2015).		:[https://buffalo.box.com/s/3pyas5wwfwd2bgbe5o2dz36kncm9z5gf] R. Arp, B. Smith, A. Spear, ''Building Ontologies with Basic Formal Ontology'', Cambridge MA: MIT Press (2015).
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	:[https://philpapers.org/rec/SIMAST] Peter M. Simons, "Against Set Theory", in: ''Experience and Analysis'', Vienna: HPT&ÖBV, 143-152 (2005).		:[https://philpapers.org/rec/SIMAST] Peter M. Simons, "Against Set Theory", in: ''Experience and Analysis'', Vienna: HPT&ÖBV, 143-152 (2005).
	:[https://philarchive.org/rec/SMIBCO] Barry Smith, "Beyond concepts: ontology as reality representation," in: ''Proceedings of the Third International Conference on Formal Ontology in Information Systems'' (FOIS 2004), 73-84. Amsterdam: IOS Press, 2004.		:[https://philarchive.org/rec/SMIBCO] Barry Smith, "Beyond concepts: ontology as reality representation," in: ''Proceedings of the Third International Conference on Formal Ontology in Information Systems'' (FOIS 2004), 73-84. Amsterdam: IOS Press, 2004.
	:[https://philarchive.org/rec/OTTBBF], J. Neil Otte, John Beverley & Alan Ruttenberg, "BFO: Basic Formal Ontology", ''Applied ontology'' 17 (1):17-43 (2022)		:[https://philarchive.org/rec/OTTBBF] J. Neil Otte, John Beverley & Alan Ruttenberg, "BFO: Basic Formal Ontology", ''Applied ontology'' 17 (1):17-43 (2022)
	:[https://www.iso.org/standard/74572.html ISO standard]		:[https://www.iso.org/standard/74572.html ISO standard]
	~~:[https://grokipedia.com/page/basic_formal_ontology Grokipedia on Basic Formal Ontology]~~
	:[https://github.com/PR0CK0/awesome-bfo Awesome BFO]		:[https://github.com/PR0CK0/awesome-bfo Awesome BFO]