Decision lists are a representation for Boolean functions which can be easily learned from examples. Single term decision lists are more expressive than disjunctions and conjunctions; however, 1-term decision lists are less expressive than the general disjunctive normal form and the conjunctive normal form. The language specified by a k-length decision list includes as a subset the language specified by a k-depth decision tree. Learning decision lists can be used for attribute efficient learning, a type of machine learning. == Definition == A decision list (DL) of length r is of the form: if f1 then output b1 else if f2 then output b2 ... else if fr then output br where fi is the ith formula and bi is the ith boolean for i ∈ { 1... r } {\displaystyle i\in \{1...r\}} . The last if-then-else is the default case, which means formula fr is always equal to true. A k-DL is a decision list where all of formulas have at most k terms. Sometimes "decision list" is used to refer to a 1-DL, where all of the formulas are either a variable or its negation.
Artificial intelligence in education
Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.
Top 10 AI Essay Writers Compared (2026)
Curious about the best AI essay writer? An AI essay writer is software that uses machine learning to help you get more done — it combines speed, accuracy, and an interface that just works. Hands-on testing shows real-world results vary, so a short free trial is the smartest way to decide. Whether you are a beginner or a pro, the right AI essay writer slots into your workflow and pays for itself fast. This guide breaks down the top picks, their pros and cons, and who each one is best for.
Jerome H. Friedman
Jerome Harold Friedman (born December 29, 1939) is an American statistician, consultant and Professor of Statistics at Stanford University, known for his contributions in the field of statistics and data mining. == Biography == Friedman studied at Chico State College for two years before transferring to the University of California, Berkeley in 1959, where he received his AB in Physics in 1962, and his PhD in High Energy Particle Physics in 1967. In 1968 he started his academic career as research physicist at the Lawrence Berkeley National Laboratory. In 1972 he started at Stanford University as leader of the Computation Research Group at the Stanford Linear Accelerator Center, where he would participate until 2003. In the year 1976–77 he was a visiting scientist at CERN in Geneva. From 1981 to 1984 he was visiting professor at the University of California, Berkeley. In 1982 he was appointed Professor of Statistics at Stanford University. In 1984 he was elected as a Fellow of the American Statistical Association. In 2002 he was awarded the SIGKDD Innovation Award by the Association for Computing Machinery (ACM). In 2010 he was elected as a member of the National Academy of Sciences (Applied mathematical sciences). == Publications == Friedman has authored and co-authored many publications in the field of data-mining including "nearest neighbor classification, logistical regressions, and high dimensional data analysis. His primary research interest is in the area of machine learning." A selection: Friedman, Jerome H. & Tukey, John W. (1974). "A projection pursuit algorithm for exploratory data analysis". IEEE Transactions on Computers. 23 (9): 881–890. doi:10.1109/T-C.1974.224051. OSTI 1442925. S2CID 7997450. Friedman, Jerome H. & Stuetzle, Werner (1981). "Projection pursuit regression". Journal of the American Statistical Association. 76 (376): 817–823. doi:10.1080/01621459.1981.10477729. OSTI 1445517. Friedman, Jerome H. (1991). "Multivariate adaptive regression splines". Annals of Statistics. 19 (1): 1–67. CiteSeerX 10.1.1.382.970. doi:10.1214/aos/1176347963. JSTOR 2241837. Friedman, Jerome H. (2001). "Greedy function approximation: a gradient boosting machine". Annals of Statistics. 29 (5): 1189–1232. doi:10.1214/aos/1013203451. JSTOR 2699986.
Eurotra
Eurotra was a machine translation project established and funded by the European Commission from 1978 until 1992. == History == In 1976, the European Commission started using the commercially developed machine translation system SYSTRAN with a plan to make it work for further languages than originally developed for (Russian-English and English-French), which however turned out to be difficult. This and the potential in existing systems within European research center, led to the decision in 1978 to start the project Eurotra, first through a preparatory Eurotra Coordination Group. Four years later, the European Commission and coordination group gained the approval of the European Parliament. The goal of the project as to create machine translation system for the official languages of the European Community, which at the time were Danish, Dutch, German, English, French, Italian, later including Greek, Spanish and Portuguese. However, as time passed, expectations became tempered; "Fully Automatic High Quality Translation" was not a reasonably attainable goal. The true character of Eurotra was eventually acknowledged to be in fact pre-competitive research rather than prototype development. The project was motivated by one of the founding principles of the EU: that all citizens had the right to read any and all proceedings of the Commission in their own language. As more countries joined, this produced a combinatorial explosion in the number of language pairs involved, and the need to translate every paper, speech and even set of meeting minutes produced by the EU into the other eight languages meant that translation rapidly became the overwhelming component in the administrative budget. To solve this problem Eurotra was devised. The project was unusual in that rather than consisting of a single research team, it had member groups distributed around the member countries, organised along language rather than national lines (for example, groups in Leuven and Utrecht worked closely together), and the secretariat was based at the European Commission in Luxembourg. The actual design of the project was unusual as MT projects go. Older systems, such as SYSTRAN, were heavily dictionary-based, with minor support for rearranging word order. More recent systems have often worked on a probabilistic approach, based on parallel corpora. Eurotra addressed the constituent structure of the text to be translated, going through first a syntactic parse followed by a second parse to produce a dependency structure followed by a final parse with a third grammar to produce what was referred to internally as Intermediate Representation (IR). Since all three modules were implemented as Prolog programs, it would then in principle be possible to put this structure backwards through the corresponding modules for another language to produce a translated text in any of the other languages. However, in practice this was not in fact how language pairs were implemented. The first "live" translation occupied a 4Mb Microvax running Ultrix and C-Prolog for a complete weekend some time in early 1987. The sentence, translated from English into Danish, was "Japan makes computers". The main problem faced by the system was the generation of so-called "Parse Forests" - often a large number of different grammar rules could be applied to any particular phrase, producing hundreds, even thousands of (often identical) parse trees. This used up huge quantities of computer store, slowing the whole process down unnecessarily. While Eurotra never delivered a "working" MT system, the project made a far-reaching long-term impact on the nascent language industries in European member states, in particular among the southern countries of Greece, Italy, Spain, and Portugal. There is at least one commercial MT system (developed by an academic/commercial consortium in Denmark) derived from Eurotra technology.
Artificial intelligence
Artificial intelligence (AI) is the capability of computational systems to perform tasks typically associated with human intelligence, such as learning, reasoning, problem-solving, perception, and decision-making. It is a field of research in engineering, mathematics and computer science that develops and studies methods and software that enable machines to perceive their environment and use learning and intelligence to take actions that maximize their chances of achieving defined goals. High-profile applications of AI include advanced web search engines, chatbots, virtual assistants, autonomous vehicles, and play and analysis in strategy games (e.g., chess and Go). Since the 2020s, generative AI has become widely available to generate images, audio, and videos from text prompts. The traditional goals of AI research include learning, reasoning, knowledge representation, planning, natural language processing, and perception, as well as support for robotics. To reach these goals, AI researchers have used techniques including state space search and mathematical optimization, formal logic, artificial neural networks, and methods based on statistics, operations research, and economics. AI also draws upon psychology, linguistics, philosophy, neuroscience, and other fields. Some companies, such as OpenAI, Google DeepMind and Meta, aim to create artificial general intelligence (AGI) – AI that can complete virtually any cognitive task at least as well as a human. Artificial intelligence was founded as an academic discipline in 1956, and the field went through multiple cycles of optimism throughout its history, followed by periods of disappointment and loss of funding, known as AI winters. Funding and interest increased substantially after 2012, when graphics processing units began being used to accelerate neural networks, and deep learning outperformed previous AI techniques. This growth accelerated further after 2017 with the transformer architecture. In the 2020s, an AI boom has coincided with advances in generative AI, which allowed for the creation and modification of media. In addition to AI safety and unintended consequences and harms from the use of AI, ethical concerns, AI's long-term effects, and potential existential risks have prompted discussions of AI regulation. == Goals == The general problem of simulating (or creating) intelligence has been broken into subproblems. These consist of particular traits or capabilities that researchers expect an intelligent system to display. The traits described below have received the most attention and cover the scope of AI research. === Reasoning and problem-solving === Early researchers developed algorithms that imitated step-by-step reasoning that humans use when they solve puzzles or make logical deductions. By the late 1980s and 1990s, methods were developed for dealing with uncertain or incomplete information, employing concepts from probability and economics. Many of these algorithms are insufficient for solving large reasoning problems because they experience a "combinatorial explosion": They become exponentially slower as the problems grow. Even humans rarely use the step-by-step deduction that early AI research could model. They solve most of their problems using fast, intuitive judgments. Accurate and efficient reasoning is an unsolved problem. === Knowledge representation === Knowledge representation and knowledge engineering allow AI programs to answer questions intelligently and make deductions about real-world facts. Formal knowledge representations are used in content-based indexing and retrieval, scene interpretation, clinical decision support, knowledge discovery (mining "interesting" and actionable inferences from large databases), and other areas. A knowledge base is a body of knowledge represented in a form that can be used by a program. An ontology is the set of objects, relations, concepts, and properties used by a particular domain of knowledge. Knowledge bases need to represent things such as objects, properties, categories, and relations between objects; situations, events, states, and time; causes and effects; knowledge about knowledge (what we know about what other people know); default reasoning (things that humans assume are true until they are told differently and will remain true even when other facts are changing); and many other aspects and domains of knowledge. Among the most difficult problems in knowledge representation are the breadth of commonsense knowledge (the set of atomic facts that the average person knows is enormous); and the sub-symbolic form of most commonsense knowledge (much of what people know is not represented as "facts" or "statements" that they could express verbally). There is also the difficulty of knowledge acquisition, the problem of obtaining knowledge for AI applications. === Planning and decision-making === An "agent" is any entity (artificial or not) that perceives and takes actions in the world. A rational agent has goals or preferences and takes actions to make them happen. In automated planning, the agent has a specific goal. In automated decision-making, the agent has preferences—there are some situations it would prefer to be in, and some situations it is trying to avoid. The decision-making agent assigns a number to each situation (called the "utility") that measures how much the agent prefers it. For each possible action, it can calculate the "expected utility": the utility of all possible outcomes of the action, weighted by the probability that the outcome will occur. It can then choose the action with the maximum expected utility. In classical planning, the agent knows exactly what the effect of any action will be. In most real-world problems, however, the agent may not be certain about the situation they are in (it is "unknown" or "unobservable") and it may not know for certain what will happen after each possible action (it is not "deterministic"). It must choose an action by making a probabilistic guess and then reassess the situation to see if the action worked. Alongside thorough testing and improvement based on previous decisions, having an explanation for why the agent took certain decisions is a way to build trust, especially when the decisions have to be relied upon. In some problems, the agent's preferences may be uncertain, especially if there are other agents or humans involved. These can be learned (e.g., with inverse reinforcement learning), or the agent can seek information to improve its preferences. Information value theory can be used to weigh the value of exploratory or experimental actions. The space of possible future actions and situations is typically intractably large, so the agents must take actions and evaluate situations while being uncertain of what the outcome will be. A Markov decision process has a transition model that describes the probability that a particular action will change the state in a particular way and a reward function that supplies the utility of each state and the cost of each action. A policy associates a decision with each possible state. The policy could be calculated (e.g., by iteration), be heuristic, or it can be learned. Game theory describes the rational behavior of multiple interacting agents and is used in AI programs that make decisions that involve other agents. === Learning === Machine learning is the study of programs that can improve their performance on a given task automatically. It has been a part of AI from the beginning. There are several kinds of machine learning. Unsupervised learning analyzes a stream of data and finds patterns and makes predictions without any other guidance. Supervised learning requires labeling the training data with the expected answers, and comes in two main varieties: classification (where the program must learn to predict what category the input belongs in) and regression (where the program must deduce a numeric function based on numeric input). In reinforcement learning, the agent is rewarded for good responses and punished for bad ones. The agent learns to choose responses that are classified as "good". Transfer learning is when the knowledge gained from one problem is applied to a new problem. Deep learning is a type of machine learning that runs inputs through biologically inspired artificial neural networks for all of these types of learning. Computational learning theory can assess learners by computational complexity, by sample complexity (how much data is required), or by other notions of optimization. === Natural language processing === Natural language processing (NLP) allows programs to read, write and communicate in human languages. Specific problems include speech recognition, speech synthesis, machine translation, information extraction, information retrieval and question answering. Early work, based on Noam Chomsky's generative grammar and semantic networks, had difficulty with word-sense disambiguation unless
Generalized nondeterministic finite automaton
In the theory of computation, a generalized nondeterministic finite automaton (GNFA), also known as an expression automaton or a generalized nondeterministic finite state machine, is a variation of a nondeterministic finite automaton (NFA) where each transition is labeled with any regular expression. The GNFA reads blocks of symbols from the input which constitute a string as defined by the regular expression on the transition. There are several differences between a standard finite state machine and a generalized nondeterministic finite state machine. A GNFA must have only one start state and one accept state, and these cannot be the same state, whereas an NFA or DFA both may have several accept states, and the start state can be an accept state. A GNFA must have only one transition between any two states, whereas a NFA or DFA both allow for numerous transitions between states. In a GNFA, a state has a single transition to every state in the machine, although often it is a convention to ignore the transitions that are labelled with the empty set when drawing generalized nondeterministic finite state machines. == Formal definition == A GNFA can be defined as a 5-tuple, (S, Σ, T, s, a), consisting of a finite set of states (S); a finite set called the alphabet (Σ); a transition function (T : (S ∖ {\displaystyle \setminus } {a}) × (S ∖ {\displaystyle \setminus } {s}) → R); a start state (s ∈ S); an accept state (a ∈ S); where R is the collection of all regular expressions over the alphabet Σ. The transition function takes as its argument a pair of two states and outputs a regular expression (the label of the transition). This differs from other finite state machines, which take as input a single state and an input from the alphabet (or the empty string in the case of nondeterministic finite state machines) and outputs the next state (or the set of possible states in the case of nondeterministic finite state machines). A DFA or NFA can easily be converted into a GNFA and then the GNFA can be easily converted into a regular expression by repeatedly collapsing parts of it to single edges until S = {s, a}. Similarly, GNFAs can be reduced to NFAs by changing regular expression operators into new edges until each edge is labelled with a regular expression matching a single string of length at most 1. NFAs, in turn, can be reduced to DFAs using the powerset construction. This shows that GNFAs recognize the same set of formal languages as DFAs and NFAs.