Honorary President of Conference Tosiyasu L

Program Committee Honorary President of Conference Tosiyasu L. Kunii, University of Aizu, Japan Conference Co-Chairs Barbara Gorayska, City University of Hong Kong, HK Jacob L. Mey, Odense University, Denmark Publication Chair Jonathon P. Marsh, Hong Kong University, HK Proceedings Editors Jonathon P. Marsh, Hong Kong University, HK Chrystopher L. Nehaniv, University of Aizu, Japan Barbara Gorayska, City University of Hong Kong, HK International Program Committee (The preceding and) Hugh Applewhite, Pi&down Technologies, USA Betty Lindsay, Novell Corporation, USA Frank Biocca, University of North Carolina, USA Roger Lindsay, Oxford-Brookes University, UK Bruce L. Blum, Johns Hopkins University, USA Alec McHoul, Murdoch University, Australia Ho Mun Chan, City University of Hong Kong, HK John Nealon, Oxford-Brookes University, UK Orville L. Clubb, City University of Hong Kong, HK Rolf Pfeifer, University Zurich-Zrchel, Switzerland Chris Colbourn, University of Southampton, UK Herbert Pick, University of Minnesota, USA Kevin Cox, City University of Hong Kong, HK Tony Roberts, University of Southampton, UK Will Fitzgerald, ZntellAgent Systems, USA Roger Schank, Inst. for the Learning Sciences, USA Laurence Goldstein, Hong Kong University, HK Colin T. Schmidt, Sorbonne University, France David Good, Cambridge University, UK John Sillince, University of London, UK Hartmut Haberland, Roskilde University, Denmark John Spinks, Hong Kong University, HK Wolfgang A. Halang, Fern University, Germany Hiroshi Tamura, Kyoto Inst. of Technology, Japan Stevan Hamad, University of Southampton, UK Peter Thomas, University of the West of England, UK Douglas Herrmann, Indiana State University Steven Tripp, University of Aizu, Japan Richard Janney, University of Munich, Germany Jacques J. Vidal, University of California at Los Benny Karpatschoff, Copenhagen Univ., Denmark Angeles, USA & University of Aizu, Japan Alex Kass, Northwestern University, USA William S.Y. Wang, City Univ. of Hong Kong, HK Reinhard Keil-Slawik, Univ. of Paderborn, Germany Yorick Wilks, Sheffield University, UK Myron W. Krueger, Artificial Reality Corp., USA Albert Yonas, University of Minnesota, USA C.K. Leong, University of Saskatchewan, Canada Local and Financial Arrangements Kazuaki Yamauchi, University of Aizu, Japan Yuko Kesen, University of Aizu, Japan X .

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Narrative Intelligence
From: AAAI Technical Report FS-99-01. Compilation copyright © 1999, AAAI (www.aaai.org). All rights reserved. Narrative Intelligence Michael Mateas Phoebe Sengers Computer Science Department Media Arts Research Studies Carnegie Mellon University Institut fuer Medienkommunikation 5000 Forbes Avenue GMD Pittsburgh, PA 15213 Schloss Birlinghoven [email protected] D-53754 Sankt Augustin Germany [email protected] to sentences around it, to prior experience, and to some larger context, the group's work quickly became focused Introduction on understanding narratives. In a series of programs, they developed a theory of the knowledge structures necessary People are narrative animals. As children, our caretakers to understand textual narratives. The story-understanding immerse us in stories: fairy tales, made-up stories, favorite system SAM (Cullingford 1981) used scripts to capture the stories, "Read me a story!" Even when barely verbal, we notion of a stereotyped situations or contexts. The scripts begin to tell our own proto-stories. "Phoebe! Pizza! captured the typical causal connections holding in a Phoebe! Pizza!" was the excited story of a 2-year-old stereotyped situation. The story-understanding system friend Addie when one of us happened to arrive PAM (Wilensky 1981) and the story-generation system simultaneously with the pizza delivery man. This story TAIL-SPIN (Meehan 1977) both incorporated a notion of means, approximately, "Can you believe it? Phoebe and the goals held by characters in a narrative and the various pizza came into the house at the same time!" As children, means they have to accomplish these goals. Other work in narrative frameworks become an important part of the way this group included a model of ideologically-biased we learn to approach the world (Nelson 1989).
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A Linguistic and Conceptual Study of American Public Discourse
Beyond the Issues: A Linguistic and Conceptual Study of American Public Discourse by Pamela Sue Morgan B.A. (University of Tulsa) 1974 B.A. (University of Arizona) 1976 M.A. (University of California, Santa Barbara) 1981 M.A. (University of California, Berkeley) 1993 Ph.D. (University of California, Santa Barbara) 1985 A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the GRADUATE DIVISION of the UNIVERSITY OF CALIFORNIA, BERKELEY Committee in charge: Professor George Lakoff, Co-Chair Professor Eve Sweetser, Co-Chair Professor Robin Lakoff Professor David Collier Spring 1998 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Beyond the Issues: A Linguistic and Conceptual Study of American Public Discourse © 1998 by Pamela Sue Morgan Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The dissertation of Pamela Sue Morgan is approved: Date 18 /f?8 Co-Chair Date ^ /h^. Date o =oJ2 ^ ^ ' ? £ s' Date University of California, Berkeley Spring 1998 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Abstract Beyond the Issues: A Linguistic and Conceptual Study of American Public Discourse by Pamela Sue Morgan Doctor of Philosophy in Linguistics University of California, Berkeley Professor George Lakoff, Co-Chair Professor Eve Sweetser, Co-Chair Cultural cognitive models (CCMs) are learned and shared by members of cultural communities and serve as shortcuts to the presentation and understanding of communicative events, including public discourse. They are made up of "frames," here defined as prototypical representations of recurrent cultural experiences or historical references that contain culturally-agreed-upon sets of participants, event scenarios, and evaluations.
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Origins of the American Association for Artificial Intelligence
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A Computational Model of Knowledge-Intensive Problem
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CONFERENCE ANNOUNCEMENTS Aran, Ohio State University; Dr
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Menachem “Kemi” Jona
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The Dark Ages of AI: a Panel Discussion at AAAI-84
AI Magazine Volume 6 Number 3 (1985) (© AAAI) The Dark Ages of AI: A Panel Discussion at AAAI-84 Drew McDermott Yale University, New Haven, Comecticut 06520 M. Mitchell Waldrop Science Magazine 1515 Massachusetts Avenue NW, Washington, D C. 20005 Roger Schank Yale University, New Haven, Connecticut 06520 B. Chandrasekaran Computer and Informatiollal Science Department, Ohio State Ufziversify, Columbus, Ohio 43210 John McDermott Department of Coqmter Scieme, Carnegie-Melloll Ulziversity, Pittsburgh, Penmylvania 15213 Drew McDermott: what extent is it due to naivet6 on the part of the public? In spite of all the commercial hustle and bustle around AI What is the role of the press in this mismatch, and how these days, there’s a mood that I’m sure many of you are can we help to make the press a better channel of com- familiar with of deep unease among AI researchers who munication with the public? What is the role of funding have been around more than the last four years or so. agencies in the future going to be as far as keeping a realis- This unease is due to the worry that perhaps expectations tic attitude toward AI? Can we expect DARPA and ICOT about AI are too high, and that this will eventually result to be stabilizing forces, or is there a danger that they may in disaster. cause people in government and business to get a little To sketch a worst case scenario, suppose that five years bit too excited? Are funding agencies going to continue from now the strategic computing initiative collapses mis- to fund pure research, even if AI becomes a commercial erably as autonomous vehicles fail to roll.
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A Timeline of Artificial Intelligence
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Over Two-Hundred Education & Science Blogs
Over Two-Hundred Education & Science Blogs * † Richard Hake <[email protected]> Indiana University, Emeritus <http://www.physics.indiana.edu/~hake> This compilation, an expansion of the earlier “Over Sixty Education Blogs,” lists over two-hundred education and science blogs, providing for each blog: the author’s name and background; the blog title, focus, and URL; and (where available) the Technorati Authority [TA] (number of blogs linking to the website in the last six months) and the Blogged Rating [BR]. Appendix A discusses the Academic Discussion List Sphere (ADLsphere) and the Blog Sphere (Blogosphere), indicating some strengths and weaknesses of each. Appendix B considers the ADLsphere and the Blogosphere as harbingers of a collective short-term working memory. Appendix C discusses the International Edubloggers Directory, Technorati, Blogged, ScienceBlogs; other blog directories and lists; and other social networking sites. The REFERENCES contain over 100 general citations to open access, internet usage, the ADLsphere, and the Blogosphere. Topic Page ABSTRACT & TABLE OF CONTENTS ...................................................................1 OVER TWO-HUNDRED EDUCATION & SCIENCE BLOGS............................... 2 Appendix A. Social Networking Spheres ..........................................................31 1. Academic Discussion List Sphere (ADLsphere) ................................ 31 a. Some Strengths of the ADLsphere............................................... 31 b. Some Weaknesses of the ADLsphere...............................................33
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Lawrence E. Hunter, Phd
Lawrence E. Hunter, PhD Personal History Current Positions: University of Colorado, Professor, 2008 to present: School of Medicine, Department of Pharmacology School of Public Health, Department of Biometrics Arts & Sciences (Boulder), Department of Computer Science Arts & Sciences (Denver), Department of Biology Computational Bioscience Program (Director) Biomolecular Structure Program Cardiovascular Institute Cancer Center Human Medical Genetics Program IQ Biology / BioFrontiers Program (Boulder) Professional Address: University of Colorado School of Medicine Mailstop 8303 Aurora, CO 80045-0511 Phone: 303-724-3574 Fax: 303-724-3648 Email: [email protected] Education • B.A. in Psychology, 1982, Yale University, cum laude. • M.S. and M.Phil. in Computer Science, 1987, Yale University. • Ph.D. in Computer Science, 1989, Yale University. • Thesis: Knowledge Acquisition Planning: Gaining Expertise Through Experience, advised by Roger Schank. Academic Appointments Teaching Assistant, Yale University, Computer Science Department 1983-1988. Adjunct Assistant Professor, George Mason University, Computational Science and Informatics, 1991-1997 Adjunct Associate Professor, George Mason University, Computational Science and Informatics, 1997-2000 Fellow, Krasnow Institute of Advanced Study in Cognition, 1995-2000. Associate Professor, University of Colorado School of Medicine, 2000-2008. Professor, University of Colorado School of Medicine, 2008- 1 Other Professional Positions Government Positions Board of Scientific Counselors, Environmental Protection Agency, Office of Research and Development / Computational Toxicology Subcommittee 2009-2012 Chief of Section, National Cancer Institute (NIH), Section on Molecular Statistics and Bioinformatics, 1999-2000. Computer Scientist, National Library of Medicine (NIH), Lister Hill Center, 1989-1999. National Science Foundation Scientific Database Network Project, Board of Directors, 1992-1996; Corporate Positions Consultant, SomaLogic, Inc., 2014- Consultant, Cycorp, Inc.
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DOCUMENT RESUME the Death of the Classroom, Learning Cycles
DOCUMENT RESUME ED 429 434 EF 005 346 AUTHOR Fielding, Randall TITLE The Death of the Classroom, Learning Cycles and Roger Schank. PUB DATE 1999-05-00 NOTE 5p.; Based on Roger Schank's presentation at the CEFPI Conference (Columbus, OH, April 1999) as well as Schank's book "Virtual Learning." AVAILABLE FROM Web site: http://www.designshare.com/Research/Schank/schankl.html PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Computer Uses in Education; *Educational Change; Educational Improvement; Educational Technology; Educational Trends; *Electronic Classrooms; Elementary Secondary Education; Learning Strategies IDENTIFIERS *Schank (Roger); *Virtual Classrooms ABSTRACT Roger Schank's ideas regarding the abandonment of classrooms as the central learning environment and changing the delivery of education are examined. Schank believes today's learning cycles should be divided equally between working at a computer, talking with others, and making something--none of which requires a formal classroom. Emphasis is placed on doing something as the best way for learning to occur, and computer simulations that engage students to take action, wrestle with failure, and develop emotional connections with the experience are the best solution for this task. Further, Schank believes that virtual universities via the Internet will eventually be in direct competition to the existing secondary and university system. (GR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Death of the Classroom Introduction http://www.designshare.com/Research/Schank/Schankl.html The Death of the Classroom, Learning Cycles and Roger Schank by Randall Fielding Cbesijn "Classrooms are out! No more classrooms! Don't build them!" Share Roger Schank, Institute fir Learning Sciences the sou me fiir frailties.
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