The impact of artificial intelligence on workers includes both applications to improve worker safety and health, and potential hazards that must be controlled. One potential application is using AI to eliminate hazards by removing humans from hazardous situations that involve risk of stress, overwork, or musculoskeletal injuries. Predictive analytics may also be used to identify conditions that may lead to hazards such as fatigue, repetitive strain injuries, or toxic substance exposure, leading to earlier interventions. Another is to streamline workplace safety and health workflows through automating repetitive tasks, enhancing safety training programs through virtual reality, or detecting and reporting near misses. When used in the workplace, AI also presents the possibility of new hazards. These may arise from machine learning techniques leading to unpredictable behavior and inscrutability in their decision-making, or from cybersecurity and information privacy issues. Many hazards of AI are psychosocial due to its potential to cause changes in work organization. These include increased monitoring leading to micromanagement, algorithms unintentionally or intentionally mimicking undesirable human biases, and assigning blame for machine errors to the human operator instead. AI may also lead to physical hazards in the form of human–robot collisions, and ergonomic risks of control interfaces and human–machine interactions. Hazard controls include cybersecurity and information privacy measures, communication and transparency with workers about data usage, and limitations on collaborative robots. From a workplace safety and health perspective, only "weak" or "narrow" AI that is tailored to a specific task is relevant, as there are many examples that are currently in use or expected to come into use in the near future. Certain digital technologies are predicted to result in job losses. Starting in the 2020s, the adoption of modern robotics has led to net employment growth. However, many businesses anticipate that automation, or employing robots would result in job losses in the future. This is especially true for companies in Central and Eastern Europe. Other digital technologies, such as platforms or big data, are projected to have a more neutral impact on employment. A large number of tech workers have been laid off starting in 2023; many such job cuts have been attributed to artificial intelligence. == Health and safety applications == In order for any potential AI health and safety application to be adopted, it requires acceptance by both managers and workers. For example, worker acceptance may be diminished by concerns about information privacy, or from a lack of trust and acceptance of the new technology, which may arise from inadequate transparency or training. Alternatively, managers may emphasize increases in economic productivity rather than gains in worker safety and health when implementing AI-based systems. === Eliminating hazardous tasks === AI may increase the scope of work tasks where a worker can be removed from a situation that carries risk. In a sense, while traditional automation can replace the functions of a worker's body with a robot, AI effectively replaces the functions of their brain with a computer. Hazards that can be avoided include stress, overwork, musculoskeletal injuries, and boredom. This can expand the range of affected job sectors into white-collar and service sector jobs such as in medicine, finance, and information technology. === Analytics to reduce risk === Machine learning is used for people analytics to make predictions about worker behavior to assist management decision-making, such as hiring and performance assessment. These could also be used to improve worker health. The analytics may be based on inputs such as online activities, monitoring of communications, location tracking, and voice analysis and body language analysis of filmed interviews. For example, sentiment analysis may be used to spot fatigue to prevent overwork. Decision support systems have a similar ability to be used to, for example, prevent industrial disasters or make disaster response more efficient. For manual material handling workers, predictive analytics and artificial intelligence may be used to reduce musculoskeletal injury. Traditional guidelines are based on statistical averages and are geared towards anthropometrically typical humans. The analysis of large amounts of data from wearable sensors may allow real-time, personalized calculation of ergonomic risk and fatigue management, as well as better analysis of the risk associated with specific job roles. Wearable sensors may also enable earlier intervention against exposure to toxic substances than is possible with area or breathing zone testing on a periodic basis. Furthermore, the large data sets generated could improve workplace health surveillance, risk assessment, and research. === Streamlining safety and health workflows === AI has also been used to attempt to make the workplace safety and health workflow more efficient. One example is coding of workers' compensation claims, which are submitted in a prose narrative form and must manually be assigned standardized codes. AI is being investigated to perform this task faster, more cheaply, and with fewer errors. == Hazards == There are several broad aspects of AI that may give rise to specific hazards. The risks depend on implementation rather than the mere presence of AI. Systems using sub-symbolic AI such as machine learning may behave unpredictably and are more prone to inscrutability in their decision-making. This is especially true if a situation is encountered that was not part of the AI's training dataset, and is exacerbated in environments that are less structured. Undesired behavior may also arise from flaws in the system's perception (arising either from within the software or from sensor degradation), knowledge representation and reasoning, or from software bugs. They may arise from improper training, such as a user applying the same algorithm to two problems that do not have the same requirements. Machine learning applied during the design phase may have different implications than that applied at runtime. Systems using symbolic AI are less prone to unpredictable behavior. The use of AI also increases cybersecurity risks relative to platforms that do not use AI, and information privacy concerns about collected data may pose a hazard to workers. === Psychosocial === Psychosocial hazards are those that arise from the way work is designed, organized, and managed, or its economic and social contexts, rather than arising from a physical substance or object. They cause not only psychiatric and psychological outcomes such as occupational burnout, anxiety disorders, and depression, but they can also cause physical injury or illness such as cardiovascular disease or musculoskeletal injury. Many hazards of AI are psychosocial in nature due to its potential to cause changes in work organization, in terms of increasing complexity and interaction between different organizational factors. However, psychosocial risks are often overlooked by designers of advanced manufacturing systems. Einola and Khoreva explore how different organizational groups perceive and interact with AI technologies. Their research shows that successful AI integration depends on human ownership and contextual understanding. They caution against blind technological optimism and stress the importance of tailoring AI use to specific workplace ecosystems. This perspective reinforces the need for inclusive design and transparent implementation strategies. ==== Changes in work practices ==== Over-reliance on AI tools may lead to deskilling of some professions. When AI becomes a substitute for traditional peer collaboration and mentorship, there is a risk of diminishing opportunities for interpersonal skill development and team-based learning. Increased monitoring may lead to micromanagement and thus to stress and anxiety. A perception of surveillance may also lead to stress. Controls for these include consultation with worker groups, extensive testing, and attention to introduced bias. Wearable sensors, activity trackers, and augmented reality may also lead to stress from micromanagement, both for assembly line workers and gig workers. Gig workers also lack the legal protections and rights of formal workers. Newell & Marabelli argue that AI alters power dynamics and employee autonomy, requiring a more nuanced understanding of its social and organizational implications. There is also the risk of people being forced to work at a robot's pace, or to monitor robot performance at nonstandard hours. A 2025 preprint paper based on users' interactions with the AI chatbot Microsoft Copilot identified forty jobs that the author's claimed had high overlaps with the capabilities of AI. Some media outlets used this paper to report on jobs becoming obsolete. Cri
AI literacy
AI literacy or artificial intelligence literacy is "a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace." AI is employed in a variety of applications, including self-driving automobiles, virtual assistants and text generation by generative AI models. Users of these tools should be able to make informed decisions. AI literacy may have an impact on students' future employment prospects. With the rise of generative AI platforms, AI literacy has become a topic of conversation in the field of education. Some think AI literacy is essential for school and college students, while others restrict or prohibit the use of AI in assignments, viewing it as a form of academic dishonesty. However, many researchers and educational institutions promote a more nuanced approach, encouraging critical engagement with AI while developing policies that balance academic integrity with opportunities for learning. == Definitions == Other definitions of AI literacy include the ability to understand, use, monitor, and critically reflect on AI applications. That use of the term usually refers to teaching skills and knowledge to the general public, particularly those who are not adept in AI and the ability to understand, use, evaluate, and ethically navigate AI. As research into AI literacy is still emerging and focused on developing context-specific skills, there is not yet a single, broadly agreed-upon definition. AI literacy is linked to other forms of literacy. AI literacy requires digital literacy, whereas scientific and computational literacy may inform it. Data literacy also significantly overlaps with it. == Categories == AI literacy encompasses multiple categories, including a theoretical understanding of how artificial intelligence works, the usage of artificial intelligence technologies, and the critical appraisal of artificial intelligence, and its ethics. === Know and understand AI === Knowledge and understanding of AI refers to a basic understanding of what artificial intelligence is and how it works. This includes familiarity with machine learning algorithms and the limitations and biases present in AI systems. Users who know and understand AI should be familiar with various technologies that use artificial intelligence, including cognitive systems, robotics and machine learning. This includes recognizing that large language models (LLMs) are machine learning models trained on extensive datasets which generate new text rather than retrieving pre-written responses. === Use and apply AI === Using and applying AI refers to the ability to use AI tools to solve problems and perform tasks such as programming and analyzing big data. Some consider prompt engineering, the practice of designing effective prompts to guide generative AI platforms more effectively, as another competency within AI literacy. === Evaluate and create AI === Evaluation and creation refers to the ability to critically evaluate the quality and reliability of AI systems. It also refers to designing and building fair and ethical AI systems. To evaluate correctly, users should also learn in which areas AI is strong, and in which areas it is weak. === AI ethics === AI ethics refers to understanding the moral implications of AI, and the making informed decisions regarding the use of AI tools. This area includes considerations such as: Accountability: Hold AI actors accountable for the operation of AI systems and adherence to ethical ideals. Accuracy: Identify and report sources of error and uncertainty in algorithms and data. Auditability: Enable other parties to audit and assess algorithm behavior via transparent information sharing. Explainability: Make sure that algorithmic judgments and the underlying data can be presented in simple language. Fairness: Prevent biases and consider varied viewpoints. To do so, increase the diversity of researchers in the field. Human Centricity and Well-being: Prioritize human well-being in AI development and deployment. Human rights Alignment: Ensure that technology do not infringe internationally recognized human rights. Inclusivity: Make AI accessible to everyone. Progress: Choose high value initiatives. Responsibility, accountability, and transparency: Foster trust via responsibility, accountability, and fairness. Robustness and Security: Make AI systems safe, secure, and resistant to manipulation or data breach. Sustainability: Choose implementations that generate long-term, useful benefits. Environmental Implications: How this tool impacts the environment, any restrictions or laws, if this impact is worth the effects or not. === Enabling AI === Support AI by developing associated knowledge and skills such as programming and statistics. == Promoting AI literacy == Several governments have recognized the need to promote AI literacy, including among adults. Such programs have been published in the United States, China, Germany and Finland. Programs intended for the general public usually consist of short and easy to understand online study units. Programs intended for children are usually project-based. Programs for students at colleges and universities often address the specific professional needs of the student, depending on their field of study. Beyond the education system, AI literacy can also be developed in the community, for example in museums. === Schools === Schools use diverse pedagogies to promote AI literacy. These include: Performing a Turing test with an intelligent agent Creating chatbots Building apps using Blockly-based programming Project-based learning Building robots Data visualization Training AI models Artificial intelligence curricula can improve students' understanding of topics such as machine learning, neural networks, and deep learning. === Higher education === Before the second decade of the 21st century, artificial intelligence was studied mainly in STEM courses. Later, projects emerged to increase artificial intelligence education, specifically to promote AI literacy. Most courses start with one or more study units that deal with basic questions such as what artificial intelligence is, where it comes from, what it can do and what it can't do. Most courses also refer to machine learning and deep learning. Some of the courses deal with moral issues in artificial intelligence. In Ireland, the Higher Education Authority published Generative AI in Higher Education Teaching & Learning: Policy Framework in December 2025, which encouraged higher education institutions to embed AI literacy across programmes as a core graduate attribute. ==== Disciplinary policy ==== As a response to the increase of generative AI use in education, several disciplines formed committees or task forces to examine context-specific approaches toward AI literacy. In spring 2025, the Modern Language Association and Conference on College Composition and Communication Joint Task Force finished development of three working papers, a guide on AI literacy for students, and a collection of resources addressing AI use in writing. The task force emphasized the need for "a culture of critical AI literacy" and included guidelines not only for students but also educators and institutions, highlighting the need for modeling ethical AI use in planning processes. Similarly, a committee formed by the American Historical Association Council published "Guiding Principles for Artificial Intelligence in History Education" which encouraged "clear and transparent engagement with generative AI." The guidelines demonstrate the value of criticality when working with generative AI in thinking and research.
Nolot
Nolot is a chess test suite with 11 positions from real games. They were compiled by Pierre Nolot (French: [nɔ.lo]) for the French chess magazine Gambisco and posted on the rec.games.chess Usenet group in 1994. They were designed to be particularly hard to solve for chess engines to solve at the time, although modern engines can find a solution near-instantaneously. == Problem 1 == FEN: r3qb1k/1b4p1/p2pr2p/3n4/Pnp1N1N1/6RP/1B3PP1/1B1QR1K1 w - - 0 1 26.Nxh6!! c3 (26... Rxh6 27.Nxd6 Qh5 (best) 28.Rg5! Qxd1 29.Nf7+ Kg8 30.Nxh6+ Kh8 31.Rxd1 c3 32.Nf7+ Kg8 33.Bg6! Nf4 34.Bxc3 Nxg6 35.Bxb4 Kxf7 36.Rd7+ Kf6 37.Rxg6+ Kxg6 38.Rxb7 ±) 27.Nf5! cxb2 28.Qg4 Bc8 (28... g6!? 29.Kh2! 29.Qd7 30.Nh4 Bc6 31.Nc5! dxc 32.Rxe6 Nf6 33.Nxg6+ Kg7 34.Qg5 Nbd5 35.Ne5 Kh8 36.Nxd7 ±) 29.Qh4+ Rh6 30.Nxh6 gxh6 31.Kh2! Qe5 32.Ng5 Qf6 33.Re8 Bf5 34.Qxh6 (missing a mate in 6: 34.Nf7+ Qxf7 35.Qxh6+ Bh7 36.Rxa8 Nf6 37.Rxf8 Qxf8 38.Qxf8+ Ng8 39.Qg7#) 34...Qxh6 35.Nf7+ Kh7 36.Bxf5+ Qg6 37.Bxg6+ Kg7 38.Rxa8 Be7 39.Rb8 a5 40.Be4+ Kxf7 41.Bxd5+ 1–0 The best Novag computer, the Diablo 68000, finds 26. Nxh6 after seven and a half months (Pierre Nolot has let it run on the position for 14 months and one day, until a power failure stopped an analysis of over 80,000,000,000 nodes.) but for wrong reasons: it evaluates white's position as inferior and thinks this move would enable it to draw. Today Gambit Tiger 2.0 for example can find it quite quickly: Most free engines running on 64-bit processors in 2010 could solve this problem and the others in a few seconds. 1.Qd4 c3 2.Bxc3 Nxc3 3.Qxb4 Nxe4 4.Qxb7 Rb8 5.Qxb8 Qxb8 6.Bxe4 d5 7.Rb1 μ (-1.20) Depth: 12 00:00:09 6055 kN 1.Nxh6 c3 2.Nf5 cxb2 3.Qg4 Rb8 4.Nxg7 Rg6 5.Qxg6 Qxg6 6.Rxg6 Bxg7 7.Nxd6 ³ (-0.48) Depth: 12 00:00:21 14368 kN 1.Nxh6 c3 2.Nf5 cxb2 3.Qg4 Rc8 4.Nxg7 Rg6 5.Nxe8 Rxg4 6.Rxg4 Rxe8 7.Rg6 μ (-0.74) Depth: 13 00:00:55 38455 kN 1.Ne3 Rxe4 2.Bxe4 Qxe4 3.Nxd5 Qxd5 4.Qc1 Qf5 5.Qxh6+ Qh7 6.Qe6 Nd3 7.Re2 Nxb2 8.Rxb2 ³ (-0.58) Depth: 13 00:01:30 62979 kN 1.Ne3 Rxe4 ³ (-0.58) Depth: 14 00:02:02 84941 kN 1.Ne3 Nxe3 2.Rexe3 Bxe4 3.Qg4 Rg6 4.Qxe4 Qxe4 5.Bxe4 Rxg3 6.Rxg3 d5 7.Bf5 Re8 8.Bc3 ³ (-0.30) Depth: 15 00:03:05 128968 kN 1.Nxh6 ² (0.32) Depth: 15 00:07:58 350813 kN With the next ply showing a clear advantage. Stockfish 14dev 64bit 4CPU running on 2020 hardware recognises the significance of Nxh6!! in 1 second. Stockfish_21092606_x64_avx2: NNUE evaluation using nn-13406b1dcbe0.nnue enabled. 19/32 00:01 7708k 4882k +3,00 Nxh6 Rxh6 Nxd6 Qh5 Bg6 Qxd1 Nf7+ Kg8 Nxh6+ gxh6 Bh5+ Kh7 Rxd1 c3 Bxc3 Nxc3 Rd7+ Kh8 Rxb7 Ne4 Re3 Nxf2 Kxf2 Bc5 Ke2 Bxe3 Kxe3 Nd5+ Kf2 49/73 15:02 5118270k 5673k +6,15 Nxh6 Rxh6 Nxd6 Qh5 Rg5 Qxd1 Nf7+ Kg8 Nxh6+ Kh8 Rxd1 c3 Nf7+ Kg8 Bg6 Nf4 Bxc3 Nbd5 Rb1 Bc6 Bd2 Nxg6 Rxg6 Ne7 Rxc6 Nxc6 Rb6 Rc8 Ng5 a5 Ra6 Bb4 Be3 Ne5 Bd4 Nc6 Bb6 Bd2 h4 Kf8 Bc5+ Kg8 Be3 Bxe3 fxe3 Kf8 Kf2 Ke7 Nf3 Kd7 Rb6 Ne7 Rb5 Kd6 Rxa5 Rc2+ Kg3 Re2 Nd4 Rxe3+ Kf4 Rd3 Nf5+ Kc7 Nxe7 == Problem 2 == FEN: r4rk1/pp1n1p1p/1nqP2p1/2b1P1B1/4NQ2/1B3P2/PP2K2P/2R5 w - - 0 1 22.Rxc5!! Nxc5 23.Nf6+ Kh8 24.Qh4 Qb5+ (computers think there is perpetual check here, but...) 25.Ke3! 25... h5 26.Nxh5 Qxb3+ (26... d5+ 27.Bxd5 Qd3 28.Kf2 Ne4+ 29.Bxe4 Qd4+ 30.Kg2 Qxb2+ 31.Kh3 ±) and White won in 41 moves. Today Deep Junior 8.ZX for example finds it very quickly (around 1 minute): 1.Kd1 Rac8 2.Bh6 Qb5 3.Rc3 Qf1+ 4.Kc2 Rc6 5.Bxf8 −+ (-2.11) Depth: 12 00:00:04 10422 kN 1.Nxc5 Nxc5 2.Rxc5 Qxc5 3.e6 Rae8 4.e7 Nc8 5.Kf1 Nxd6 6.Bf6 b5 −+ (-2.10) Depth: 12 00:00:14 25054 kN 1.Bf6! μ (-1.35) Depth: 12 00:00:17 34601 kN 1.Bf6 Qb5+ 2.Ke1 Bb4+ 3.Kf2 Bc5+ = (0.00) Depth: 12 00:00:20 34601 kN 1.Bf6 Qb5+ 2.Ke1 Nxf6 3.Nxf6+ Kg7 4.Nh5+ gxh5 5.Qf6+ Kg8 6.Qg5+ Kh8 7.Qf6+ = (0.00) Depth: 15 00:01:01 130544 kN 1.Rxc5! = (0.15) Depth: 15 00:01:12 145875 kN 1.Rxc5 Nxc5 2.Nf6+ Kh8 3.Qh4 Qb5+ 4.Ke3 h5 5.Nxh5 Qd3+ 6.Kf2 Ne4+ 7.fxe4 Qd4+ 8.Kf1 Qd3+ 9.Ke1 Qb1+ 10.Bd1 ± (2.18) Depth: 15 00:01:18 145875 kN Stockfish 14dev 64bit 4CPU running on 2020 hardware recognises the significance of Rxc5!! in 1 second. Stockfish_21092606_x64_avx2: NNUE evaluation using nn-13406b1dcbe0.nnue enabled. 21/25 00:01 5822k 5545k +6,61 Rxc5 Qxc5 Nxc5 Nxc5 Bh6 Nbd7 Bxf8 Rxf8 Qe3 Rc8 f4 Nxe5 Qxe5 Ne6 Bxe6 Rc2+ Kd3 Rxh2 46/86 11:27 5057055k 7355k +7,61 Rxc5 Qxc5 Nxc5 Nxc5 Bf6 Ne6 Qh6 Nd4+ Kf2 Nf5 Qg5 Nd7 h4 Nxf6 Qxf6 Ng7 d7 b5 Bd5 Rab8 b4 Nh5 Bxf7+ Rxf7 d8R+ Rxd8 Qxd8+ Rf8 Qd5+ Kg7 e6 Kf6 Qd7 Ng7 Qd4+ Kxe6 Qxg7 Rf7 Qc3 Ke7 Qc5+ Ke8 Qc8+ Ke7 h5 gxh5 Kg3 h4+ Kh2 h6 Qc5+ Kf6 Qxb5 Kg7 f4 Rxf4 Qe5+ Rf6 b5 h3 Qd4 Kg8 Qxf6 h5 Blacks 22. .. Nxc5 is suboptimal and leads faster mate 77/44 09:18 6987714k 12518k +M22 Nf6+ Kh8 Qh4 Qb5+ Ke3 Qxb3+ axb3 h5 Nxh5 Nd5+ Kd4 Ne6+ Kxd5 Nxg5 Qxg5 gxh5 f4 Rad8 f5 f6 Qxh5+ Kg7 Qg6+ Kh8 e6 b6 e7 Rb8 exf8Q+ Rxf8 Ke6 b5 Ke7 Rb8 Qh5+ Kg7 Qf7+ Kh8 Kxf6 Rf8 Qxf8+ Kh7 Qg7+ == Problem 3 == FEN: r2qk2r/ppp1b1pp/2n1p3/3pP1n1/3P2b1/2PB1NN1/PP4PP/R1BQK2R w KQkq - 0 1 12.Nxg5!! Bxd1 13.Nxe6 Qb8 14.Nxg7+!! Kf8 15.Bh6! Bg4 16.0-0+ Kg8 17.Rf4 ± White wins with a queen sac but black has defensive resources. Stockfish 8 64bit 3CPU running on 2016 hardware recognizes the significance of Nxg5!! in 55 seconds. Stockfish 14 dev (Stockfish_21092606_x64_avx2) 64bit 4CPU running on 2020 hardware recognizes the significance of Nxg5!! in 1 second. NNUE evaluation using nn-13406b1dcbe0.nnue enabled. 21/34 00:01 8291k 4530k +2,78 Nxg5 Bxd1 Nxe6 Qb8 Nxg7+ Kd8 Kxd1 b5 N3f5 Bf8 Rf1 Kc8 Nh5 Kb7 Bxb5 Ne7 g4 a6 Ba4 Nxf5 gxf5 Ka7 Nf4 c5 47/59 37:49 10390430k 4578k +3,16 Nxg5 Bxd1 Nxe6 Qb8 Nxg7+ Kd8 Kxd1 b5 Rf1 Kc8 N3f5 Bf8 Ne6 Kd7 Nf4 Ne7 g4 a5 Ke2 Qb7 h4 Ra6 a3 Kc8 Be3 Kb8 Kf3 Rb6 Bd2 Qc8 Kg3 c5 Be3 c4 Nxe7 Bxe7 Bf5 Qd8 h5 Qg8 Kh3 Bg5 Rf3 Ra6 Raf1 b4 Nxd5 Qxd5 Bxg5 bxc3 bxc3 Rb6 Be3 Rb3 Blacks 14 .. Kf8 is suboptimal and leads loss fast 41/68 06:31 3269727k 8350k +9,28 Bh6 Kg8 Rxd1 Bf8 N3h5 Bxg7 Nxg7 Qf8 Nf5 Ne7 Bxf8 Nxf5 Bxf5 Rxf8 Be6+ Kg7 Rd3 Rf4 Bxd5 c6 Rg3+ Kf8 Rf3 Rxf3 Bxf3 Kg7 Rf1 Re8 Be4 Re6 Ke2 a5 Ke3 Rh6 h3 a4 Kf4 Re6 h4 Re8 Ke3 h6 h5 Rf8 Rxf8 Kxf8 == Problem 4 == FEN: r1b1kb1r/1p1n1ppp/p2ppn2/6BB/2qNP3/2N5/PPP2PPP/R2Q1RK1 w kq - 0 1 10.Nxe6!! Qxe6 11.Nd5 Kd8 12.Bg4 Qe5 13.f4 Qxe4 (13...Qxb2 stronger but not sufficient: 14.Bxd7 Bxd7 15.Rb1 Qa3 16.Nxf6 Bb5 17.Qd4 Qc5 18.Rfd1 ±) 14.Bxd7 Bxd7 15.Nxf6 gxf6 16.Bxf6+ Kc7 17.Bxh8 and Black resigned on move 27. Stockfish 14dev 64bit 4CPU running on 2020 hardware recognises the significance of 10.Nxe6 in 1 second. Stockfish_21092606_x64_avx2: NNUE evaluation using nn-13406b1dcbe0.nnue enabled. 22/37 00:01 6955k 5367k +4,00 Nxe6 Qxe6 Nd5 Kd8 Bg4 Qe5 f4 Qxb2 Rb1 Qa3 Bxd7 Bxd7 Nxf6 Bb5 Rf3 Qxa2 c4 Bxc4 Rf2 Qa5 Nd5+ f6 Nxf6 Kc7 Rc1 b5 Qd5 gxf6 Bxf6 Kb8 Rxc4 Qe1+ Rf1 51/70 47:10 14538911k 5137k +5,76 Nxe6 Qxe6 Nd5 Kd8 Bg4 Qe5 f4 Qxe4 Bxd7 Bxd7 Nxf6 Qf5 Qd4 Kc8 Nd5 Bc6 c4 f6 Nb6+ Kb8 Bh4 Be7 Rae1 Bd8 Nxa8 Kxa8 Bf2 Kb8 Qxd6+ Bc7 Ba7+ Kc8 Qe6+ Qxe6 Rxe6 h5 h4 Rd8 Re7 g6 Be3 Ba5 Kf2 Rd6 Rc1 Bd8 Rg7 Be4 Rg8 Kd7 c5 Rd3 Rc4 Bd5 Rg7+ Ke6 Rd4 Rxd4 Bxd4 Kf5 Rd7 Bc6 Rxd8 Kxf4 Bxf6 == Problem 5 == FEN: r2qrb1k/1p1b2p1/p2ppn1p/8/3NP3/1BN5/PPP3QP/1K3RR1 w - - 0 1 21.e5!! dxe5 22.Ne4! Nh5 23.Qg6!? (stronger is 23.Qg4!! Nf4 24.Nf3 Qc7 25.Nh4 ± ) 23...exd4? (23...Nf4 24.Rxf4! exf4 25.Nf3! Qb6 26.Rg5!! covering b5 and threatening Nf6 or Ne5-f7+) 24.Ng5 1−0 Stockfish 8 64bit 3CPU running on 2016 hardware recognises the significance of 21.e5 in 5 seconds. Stockfish 12 dev (Stockfish_20062212_x64_modern) 64bit 1CPU running on 2016 hardware recognizes the significance of 21.e5 in 11 seconds. 25/42 00:06 7 963k 1309k +6,93 e5 Nh5 Ne4 dxe5 Nf3 Nf4 Qg4 Qc7 Nh4 Bc6 Nf6 g5 Rxf4 exf4 Qh5 Qe7 Ng6+ Kg7 Nxe7 Rxe7 Ng4 37/62 03:12 298 083k 1545k +10,70 e5 Ng4 Qxg4 Qg5 Qh3 Qxe5 Nde2 g5 Rxf8+ Kg7 Rff1 Rf8 Re1 Qf5 Qg3 Rad8 Nd4 Qf4 Nxe6+ Bxe6 Rxe6 Qxg3 == Problem 6 == FEN: rnbqk2r/1p3ppp/p7/1NpPp3/QPP1P1n1/P4N2/4KbPP/R1B2B1R b kq - 0 1 13... axb5!! offers an exchange to keep the white queen out of play. 14.Qxa8 Bd4 15.Nxd4 cxd4 16.Qxb8 0-0! 17.Ke1 Qh4 18.g3 Qf6 19.Bf4 g5? (Ivanchuk found 19...d3! during post-game analysis.) 20.Rc1 exf4 21.Qxf4 Qd4 22.Rd1 bxc4 23.e5 Qc3+ 24.Rd2 Re8 25.Bxd3 cxd3 −+ Tasc R30 finds 19... d3! in 2 1/2 hours. 19... Bf5!! is even stronger than 19... d3. Position is already lost at 19... d3 +8.00 for black, ... Bf5 not much better Stockfish 14dev 64bit 4CPU running on 2020 hardware recognises the significance of axb5!! in 1 second. Stockfish_21092606_x64_avx2: NNUE evaluation using nn-13406b1dcbe0.nnue enabled. 21/28 00:01 9264k 4714k -1,22 axb5 Qxa8 Bd4 Nxd4 cxd4 h3 Nf6 Bg5 0-0 cxb5 h6 Bxf6 Qxf6 Re1 Nd7 Kd1 Qg6 Qa4 Qg3 Qc2 Qxa3 Bd3 Qxb4 Qb1 46/67 1:05:00 18113493k 4644k -2,40 axb5 Qxa8 Bd4 h3 Nf6 Nxd4 exd4 Kf2 Nxe4+ Kg1 Nd7 Bg5 Qxg5 Qxc8+ Ke7 Qc7 Qe5 d6+ Qxd6 Qxd6+ Kxd6 bxc5+ Ndxc5 cxb5 d3 h4 d2 Rh3 Ke5 Be2 f5 Ra2 Rd8 Bd1 Rd4 Re3 f4 Re2 b6 a4 Kd6 Rc2 Kd5 Ra2 h6 Rb2 Nxa4 Bxa4 Rxa4 Rexd2+ Nxd2 Rxd2+ Kc4 Rd7 g6 == Problem 7 == FEN 1r1bk2r/2R2ppp/p3p3/1b2P2q/4QP2/4N3/1B4PP/3R2K1 w k - 0 1 1.Rxd8+!! Rxd8 (1...Kxd8 2.Ra7! Qe2 3.Qd4+ Ke8 4.h3 Qe1+ 5.Kh2 Rd8 6.Qc5 Qh4 7.Ba3 Rd7 8.Ra8+ Rd8 9.g3 1−0)
Gödel machine
A Gödel machine is a hypothetical self-improving computer program that solves problems in an optimal way. It uses a recursive self-improvement protocol in which it rewrites its own code when it can prove the new code provides a better strategy. The machine was invented by Jürgen Schmidhuber (first proposed in 2003), but is named after Kurt Gödel who inspired the mathematical theories. The Gödel machine is often discussed when dealing with issues of meta-learning, also known as "learning to learn." Applications include automating human design decisions and transfer of knowledge between multiple related tasks, and may lead to design of more robust and general learning architectures. Though theoretically possible, no full implementation has been created. The Gödel machine is often compared with Marcus Hutter's AIXI, another formal specification for an artificial general intelligence. Schmidhuber points out that the Gödel machine could start out by implementing AIXItl as its initial sub-program, and self-modify after it finds proof that another algorithm for its search code will be better. == Limitations == Traditional problems solved by a computer only require one input and provide some output. Computers of this sort had their initial algorithm hardwired. This does not take into account the dynamic natural environment, and thus was a goal for the Gödel machine to overcome. The Gödel machine has limitations of its own, however. According to Gödel's First Incompleteness Theorem, any formal system that encompasses arithmetic is either flawed or allows for statements that cannot be proved in the system. Hence even a Gödel machine with unlimited computational resources must ignore those self-improvements whose effectiveness it cannot prove. == Variables of interest == There are three variables that are particularly useful in the run time of the Gödel machine. At some time t {\displaystyle t} , the variable time {\displaystyle {\text{time}}} will have the binary equivalent of t {\displaystyle t} . This is incremented steadily throughout the run time of the machine. Any input meant for the Gödel machine from the natural environment is stored in variable x {\displaystyle x} . It is likely the case that x {\displaystyle x} will hold different values for different values of variable time {\displaystyle {\text{time}}} . The outputs of the Gödel machine are stored in variable y {\displaystyle y} , where y ( t ) {\displaystyle y(t)} would be the output bit-string at some time t {\displaystyle t} . At any given time t {\displaystyle t} , where ( 1 ≤ t ≤ T ) {\displaystyle (1\leq t\leq T)} , the goal is to maximize future success or utility. A typical utility function follows the pattern u ( s , E n v ) : S × E → R {\displaystyle u(s,\mathrm {Env} ):S\times E\rightarrow \mathbb {R} } : u ( s , E n v ) = E μ [ ∑ τ = time T r ( τ ) ∣ s , E n v ] {\displaystyle u(s,\mathrm {Env} )=E_{\mu }{\Bigg [}\sum _{\tau ={\text{time}}}^{T}r(\tau )\mid s,\mathrm {Env} {\Bigg ]}} where r ( t ) {\displaystyle r(t)} is a real-valued reward input (encoded within s ( t ) {\displaystyle s(t)} ) at time t {\displaystyle t} , E μ [ ⋅ ∣ ⋅ ] {\displaystyle E_{\mu }[\cdot \mid \cdot ]} denotes the conditional expectation operator with respect to some possibly unknown distribution μ {\displaystyle \mu } from a set M {\displaystyle M} of possible distributions ( M {\displaystyle M} reflects whatever is known about the possibly probabilistic reactions of the environment), and the above-mentioned time = time ( s ) {\displaystyle {\text{time}}=\operatorname {time} (s)} is a function of state s {\displaystyle s} which uniquely identifies the current cycle. Note that we take into account the possibility of extending the expected lifespan through appropriate actions. == Instructions used by proof techniques == The nature of the six proof-modifying instructions below makes it impossible to insert an incorrect theorem into proof, thus trivializing proof verification. === get-axiom(n) === Appends the n-th axiom as a theorem to the current theorem sequence. Below is the initial axiom scheme: Hardware Axioms formally specify how components of the machine could change from one cycle to the next. Reward Axioms define the computational cost of hardware instruction and the physical cost of output actions. Related Axioms also define the lifetime of the Gödel machine as scalar quantities representing all rewards/costs. Environment Axioms restrict the way new inputs x are produced from the environment, based on previous sequences of inputs y. Uncertainty Axioms/String Manipulation Axioms are standard axioms for arithmetic, calculus, probability theory, and string manipulation that allow for the construction of proofs related to future variable values within the Gödel machine. Initial State Axioms contain information about how to reconstruct parts or all of the initial state. Utility Axioms describe the overall goal in the form of utility function u. === apply-rule(k, m, n) === Takes in the index k of an inference rule (such as Modus tollens, Modus ponens), and attempts to apply it to the two previously proved theorems m and n. The resulting theorem is then added to the proof. === delete-theorem(m) === Deletes the theorem stored at index m in the current proof. This helps to mitigate storage constraints caused by redundant and unnecessary theorems. Deleted theorems can no longer be referenced by the above apply-rule function. === set-switchprog(m, n) === Replaces switchprog S pm:n, provided it is a non-empty substring of S p. === check() === Verifies whether the goal of the proof search has been reached. A target theorem states that given the current axiomatized utility function u (Item 1f), the utility of a switch from p to the current switchprog would be higher than the utility of continuing the execution of p (which would keep searching for alternative switchprogs). === state2theorem(m, n) === Takes in two arguments, m and n, and attempts to convert the contents of Sm:n into a theorem. == Example applications == === Time-limited NP-hard optimization === The initial input to the Gödel machine is the representation of a connected graph with a large number of nodes linked by edges of various lengths. Within given time T it should find a cyclic path connecting all nodes. The only real-valued reward will occur at time T. It equals 1 divided by the length of the best path found so far (0 if none was found). There are no other inputs. The by-product of maximizing expected reward is to find the shortest path findable within the limited time, given the initial bias. === Fast theorem proving === Prove or disprove as quickly as possible that all even integers > 2 are the sum of two primes (Goldbach’s conjecture). The reward is 1/t, where t is the time required to produce and verify the first such proof. === Maximizing expected reward with bounded resources === A cognitive robot that needs at least 1 liter of gasoline per hour interacts with a partially unknown environment, trying to find hidden, limited gasoline depots to occasionally refuel its tank. It is rewarded in proportion to its lifetime, and dies after at most 100 years or as soon as its tank is empty or it falls off a cliff, and so on. The probabilistic environmental reactions are initially unknown but assumed to be sampled from the axiomatized Speed Prior, according to which hard-to-compute environmental reactions are unlikely. This permits a computable strategy for making near-optimal predictions. One by-product of maximizing expected reward is to maximize expected lifetime.
Wumpus world
Wumpus world is a simple world use in artificial intelligence for which to represent knowledge and to reason. Wumpus world was introduced by Michael Genesereth, and is discussed in the Russell-Norvig Artificial Intelligence book Artificial Intelligence: A Modern Approach. Wumpus World is loosely inspired by the 1972 video game Hunt the Wumpus. == Problem description == In Artificial Intelligence: A Modern Approach, the wumpus world features a 4x4 grid, containing a monster called a wumpus, multiple bottomless pits and hidden gold. The agent starts at (1,1) and has to find the gold and return to the starting position. The agent loses 1 point for every move and gains 1000 points for bringing the gold to the starting position. The agent can sense pits by a breeze, stench indicates a wumpus, and sparkle indicates gold. The wumpus can be killed by an arrow but costs 10 points.
Abillion
abillion was a mobile application helping users to find vegan and sustainable products. The platform allowed users to review plant-based, cruelty-free and sustainable products, while donating between 0.10 and $1 to nonprofit organisations for each review written. As of May 2023, the company claimed to have donated over $2.8M to various nonprofit organisations including Sea Shepherd and Mercy for Animals. The main objective of the company was to reach the number of one billion people following a vegan diet and lifestyle by 2030. == History == The American entrepreneur Vikas Garg founded the company in Singapore and the app was officially launched in May 2018. The start-up was first named 'abillionveg' and changed its name in 2020 to shorten it to 'abillion'. In 2019, the company raised $3M in its first round of funding (pre-Series A). In 2021, it raised $10M in its Series A funding. In February 2023, the company announced the launch of a community investment round, using the crowdfunding platform Wefunder, which reached a total of $500 000. In May 2023, it celebrated its 5th anniversary and reaching 1M downloads. In March 2026, the company announced that they would be closing down by the end of the month. == Awards == Using data from the reviews published by its users, abillion was awarding the most liked vegan products and brands. In May 2023, the company published a world Top 10 Best Plant Based Burgers, among the winning brands were Beyond Meat, NotCo and Sojasun.
Pedagogical agent
A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion". == History == The history of Pedagogical Agents is closely aligned with the history of computer animation. As computer animation progressed, it was adopted by educators to enhance computerized learning by including a lifelike interface between the program and the learner. The first versions of a pedagogical agent were more cartoon than person, like Microsoft's Clippy which helped users of Microsoft Office load and use the program's features in 1997. However, with developments in computer animation, pedagogical agents can now look lifelike. By 2006 there was a call to develop modular, reusable agents to decrease the time and expertise required to create a pedagogical agent. There was also a call in 2009 to enact agent standards. The standardization and re-usability of pedagogical agents is less of an issue since the decrease in cost and widespread availability of animation tools. Individualized pedagogical agents can be found across disciplines including medicine, math, law, language learning, automotive, and armed forces. They are used in applications directed to every age, from preschool to adult. == Learning theories related to pedagogical agent design == === Distributed cognition theory === Distributed cognition theory is the method in which cognition progresses in the context of collaboration with others. Pedagogical agents can be designed to assist the cognitive transfer to the learner, operating as artifacts or partners with collaborative role in learning. To support the performance of an action by the user, the pedagogical agent can act as a cognitive tool as long as the agent is equipped with the knowledge that the user lacks. The interactions between the user and the pedagogical agent can facilitate a social relationship. The pedagogical agent may fulfill the role of a working partner. === Socio-cultural learning theory === Socio-cultural learning theory is how the user develops when they are involved in learning activities in which there is interaction with other agents. A pedagogical agent can: intervene when the user requests, provide support for tasks that the user cannot address, and potentially extend the learners cognitive reach. Interaction with the pedagogical agent may elicit a variety of emotions from the learner. The learner may become excited, confused, frustrated, and/or discouraged. These emotions affect the learners' motivation. === Extraneous Cognitive Load === Extraneous cognitive load is the extra effort being exerted by an individual's working memory due to the way information is being presented. A pedagogical agent can increase the user's cognitive load by distracting them and becoming the focus of their attention, causing split attention between the instructional material and the agent. Agents can reduce the perceived cognitive load by providing narration and personalization that can also promote a user's interest and motivation. While research on the reduction of cognitive load from pedagogical agents is minimal, more studies have shown that agents do not increase it. == Effectiveness == It has been suggested by researchers that pedagogical agents may take on different roles in the learning environment. Examples of these roles are: supplanting, scaffolding, coaching, testing, or demonstrating or modelling a procedure. A pedagogical agent as a tutor has not been demonstrated to add any benefit to an educational strategy in equivalent lessons with and without a pedagogical agent. According to Richard Mayer, there is some support in research for pedagogical agent increasing learning, but only as a presenter of social cues. A co-learner pedagogical agent is believed to increase the student's self-efficacy. By pointing out important features of instructional content, a pedagogical agent can fulfill the signaling function, which research on multimedia learning has shown to enhance learning. Research has demonstrated that human-human interaction may not be completely replaced by pedagogical agents, but learners may prefer the agents to non-agent multimedia systems. This finding is supported by social agency theory. Much like the varying effectiveness of the pedagogical agent roles in the learning environment, agents that take into account the user's affect have had mixed results. Research has shown pedagogical agents that make use of the users’ affect have been found to increase user knowledge retention, motivation, and perceived self-efficacy. However, with such a broad range of modalities in affective expressions, it is often difficult to utilize them. Additionally, having agents detect a user's affective state with precision remains challenging, as displays of affect are different across individuals. == Design == === Attractiveness === The appearance of a pedagogical agent can be manipulated to meet the learning requirements. The attractiveness of a pedagogical agent can enhance student's learning when the users were the opposite gender of the pedagogical agent. Male students prefer a sexy appearance of a female pedagogical agents and dislike the sexy appearance of male agents. Female students were not attracted by the sexy appearance of either male or female pedagogical agents. === Affective Response === Pedagogical agents have reached a point where they can convey and elicit emotion, but also reason about and respond to it. These agents are often designed to elicit and respond to affective actions from users through various modalities such as speech, facial expressions, and body gestures. They respond to the affective state of the given user, and make use of these modalities using a wide array of sensors incorporated into the design of the agent. Specifically in education and training applications, pedagogical agents are often designed to increasingly recognize when users or learners exhibit frustration, boredom, confusion, and states of flow. The added recognition in these agents is a step toward making them more emotionally intelligent, comforting and motivating the users as they interact. === Digital Representation === The design of a pedagogical agent often begins with its digital representation, whether it will be 2D or 3D and static or animated. Several studies have developed pedagogical agents that were both static and animated, then evaluated the relative benefits. Similar to other design considerations, the improved learning from static or animated agents remains questionable. One study showed that the appearance of an agent portrayed using a static image can impact a user's recall, based on the visual appearance. Other research found results that suggest static agent images improve learning outcomes. However, several other studies found user's learned more when the pedagogical agent was animated rather than static. Recently a meta-analysis of such research found a negligible improvement in learning via pedagogical agents, suggesting more work needs to be done in the area to support any claims.