Pedagogical Possibilities for the N-Puzzle Problem

In this paper we present work on a project funded by the National Science Foundation with a goal of unifying the Artificial Intelligence (AI) course around the theme of machine learning. Our work involves the development and testing of an adaptable framework for the presentation of core AI topics that emphasizes the relationship between AI and computer science. Several hands-on laboratory projects that can be closely integrated into an introductory AI course have been developed. We present an overview of one of the projects and describe the associated curricular materials that have been developed. The project uses machine learning as a theme to unify core AI topics in the context of the N-puzzle game. Games provide a rich framework to introduce students to search fundamentals and other core AI concepts. The paper presents several pedagogical possibilities for the N-puzzle game, the rich challenge it offers, and summarizes our experiences using it

Enhancing Undergraduate AI Courses through Machine Learning Projects

It is generally recognized that an undergraduate introductory Artificial Intelligence course is challenging to teach. This is, in part, due to the diverse and seemingly disconnected core topics that are typically covered. The paper presents work funded by the National Science Foundation to address this problem and to enhance the student learning experience in the course. Our work involves the development of an adaptable framework for the presentation of core AI topics through a unifying theme of machine learning. A suite of hands-on semester-long projects are developed, each involving the design and implementation of a learning system that enhances a commonly-deployed application. The projects use machine learning as a unifying theme to tie together the core AI topics. In this paper, we will first provide an overview of our model and the projects being developed and will then present in some detail our experiences with one of the projects – Web User Profiling which we have used in our AI class

Bacteriochlorophylls modified at position C-3

[3-Vinyl]-bacteriochlorophyll a and related pigments modified at C-3 and/or C-132 have been synthesized from bacteriochlorophyll a. The reactivity at C-3 is strongly influenced by the C-132 substituent, and vice versa. Spectroscopical data and comparison among derivatives modified at the isocyclic ring indicate that this interaction is related to formation of an intermediate enol(ate) structure. The possible role of enol(ate) formation in (bacterio)chlorophylls in nature is discussed

Unifying an Introduction to Artificial Intelligence Course through Machine Learning Laboratory Experiences

This paper presents work on a collaborative project funded by the National Science Foundation that incorporates machine learning as a unifying theme to teach fundamental concepts typically covered in the introductory Artificial Intelligence courses. The project involves the development of an adaptable framework for the presentation of core AI topics. This is accomplished through the development, implementation, and testing of a suite of adaptable, hands-on laboratory projects that can be closely integrated into the AI course. Through the design and implementation of learning systems that enhance commonly-deployed applications, our model acknowledges that intelligent systems are best taught through their application to challenging problems. The goals of the project are to (1) enhance the student learning experience in the AI course, (2) increase student interest and motivation to learn AI by providing a framework for the presentation of the major AI topics that emphasizes the strong connection between AI and computer science and engineering, and (3) highlight the bridge that machine learning provides between AI technology and modern software engineering

The Supreme Court and the Alien Tort Statute: Kiobel v. Royal Dutch Petroleum Co.

Alien Tort Statute litigation has generated a growing number of questions about the the scope of statute, but in Kiobel v. Royal Dutch Petroleum Co. the Supreme Court finally answered one of them: the presumption against extraterritoriality applies to the statute. Going forward, courts may apply a robust version of the presumption, effectively ending ATS litigation as we currently know it. Or, they may not. The Court’s citations to Morrison v. Nat’l Austl. Bank Ltd. suggest the former; some language in the various opinions suggests the latter. This article explores these uncertainties and also discusses additional factors that may be significant for the courts’ application of the presumption in future cases: a potential analogy between the ATS and the Sherman Act, the purpose of the ATS, and the appropriate deference to accord the executive branch in ATS litigation. Finally, it considers the significance of Kiobel to the development and enforcement of international law and argues that the uncertain course charted by the Court in ATS litigation is in many respects unexceptional