A constrained conditional model (CCM) is a machine learning and inference framework that augments the learning of conditional (probabilistic or discriminative) models with declarative constraints. The constraint can be used as a way to incorporate expressive prior knowledge into the model and bias the assignments made by the learned model to satisfy these constraints. The framework can be used to support decisions in an expressive output space while maintaining modularity and tractability of training and inference. Models of this kind have recently attracted much attention within the natural language processing (NLP) community. Formulating problems as constrained optimization problems over the output of learned models has several advantages. It allows one to focus on the modeling of problems by providing the opportunity to incorporate domain-specific knowledge as global constraints using a first order language. Using this declarative framework frees the developer from low level feature engineering while capturing the problem's domain-specific properties and guarantying exact inference. From a machine learning perspective it allows decoupling the stage of model generation (learning) from that of the constrained inference stage, thus helping to simplify the learning stage while improving the quality of the solutions. For example, in the case of generating compressed sentences, rather than simply relying on a language model to retain the most commonly used n-grams in the sentence, constraints can be used to ensure that if a modifier is kept in the compressed sentence, its subject will also be kept. == Motivation == Making decisions in many domains (such as natural language processing and computer vision problems) often involves assigning values to sets of interdependent variables where the expressive dependency structure can influence, or even dictate, what assignments are possible. These settings are applicable not only to Structured Learning problems such as semantic role labeling, but also for cases that require making use of multiple pre-learned components, such as summarization, textual entailment and question answering. In all these cases, it is natural to formulate the decision problem as a constrained optimization problem, with an objective function that is composed of learned models, subject to domain- or problem-specific constraints. Constrained conditional models form a learning and inference framework that augments the learning of conditional (probabilistic or discriminative) models with declarative constraints (written, for example, using a first-order representation) as a way to support decisions in an expressive output space while maintaining modularity and tractability of training and inference. These constraints can express either hard restrictions, completely prohibiting some assignments, or soft restrictions, penalizing unlikely assignments. In most applications of this framework in NLP, following, Integer Linear Programming (ILP) was used as the inference framework, although other algorithms can be used for that purpose. == Formal Definition == Given a set of feature functions { ϕ i ( x , y ) } {\displaystyle \{\phi _{i}(x,y)\}} and a set of constraints { C i ( x , y ) } {\displaystyle \{C_{i}(x,y)\}} , defined over an input structure x ∈ X {\displaystyle x\in X} and an output structure y ∈ Y {\displaystyle y\in Y} , a constraint conditional model is characterized by two weight vectors, w and ρ {\displaystyle \rho } , and is defined as the solution to the following optimization problem: a r g m a x y ∑ i w i ϕ i ( x , y ) − ∑ ρ i C i ( x , y ) {\displaystyle argmax_{y}\sum _{i}w_{i}\phi _{i}(x,y)-\sum \rho _{i}C_{i}(x,y)} . Each constraint C i ∈ C {\displaystyle C_{i}\in C} is a boolean mapping indicating if the joint assignment ( x , y ) {\displaystyle (x,y)} violates a constraint, and ρ {\displaystyle \rho } is the penalty incurred for violating the constraints. Constraints assigned an infinite penalty are known as hard constraints, and represent unfeasible assignments to the optimization problem. == Training paradigms == === Learning local vs. global models === The objective function used by CCMs can be decomposed and learned in several ways, ranging from a complete joint training of the model along with the constraints to completely decoupling the learning and the inference stage. In the latter case, several local models are learned independently and the dependency between these models is considered only at decision time via a global decision process. The advantages of each approach are discussed in which studies the two training paradigms: (1) local models: L+I (learning + inference) and (2) global model: IBT (Inference based training), and shows both theoretically and experimentally that while IBT (joint training) is best in the limit, under some conditions (basically, ”good” components) L+I can generalize better. The ability of CCM to combine local models is especially beneficial in cases where joint learning is computationally intractable or when training data are not available for joint learning. This flexibility distinguishes CCM from the other learning frameworks that also combine statistical information with declarative constraints, such as Markov logic network, that emphasize joint training. === Minimally supervised CCM === CCM can help reduce supervision by using domain knowledge (expressed as constraints) to drive learning. These settings were studied in and. These works introduce semi-supervised Constraints Driven Learning (CODL) and show that by incorporating domain knowledge the performance of the learned model improves significantly. === Learning over latent representations === CCMs have also been applied to latent learning frameworks, where the learning problem is defined over a latent representation layer. Since the notion of a correct representation is inherently ill-defined, no gold-standard labeled data regarding the representation decision is available to the learner. Identifying the correct (or optimal) learning representation is viewed as a structured prediction process and therefore modeled as a CCM. This problem was covered in several papers, in both supervised and unsupervised settings. In all cases research showed that explicitly modeling the interdependencies between representation decisions via constraints results in an improved performance. == Integer linear programming for natural language processing applications == The advantages of the CCM declarative formulation and the availability of off-the-shelf solvers have led to a large variety of natural language processing tasks being formulated within the framework, including semantic role labeling, syntactic parsing, coreference resolution, summarization, transliteration, natural language generation and joint information extraction. Most of these works use an integer linear programming (ILP) solver to solve the decision problem. Although theoretically solving an Integer Linear Program is exponential in the size of the decision problem, in practice using state-of-the-art solvers and approximate inference techniques large scale problems can be solved efficiently. The key advantage of using an ILP solver for solving the optimization problem defined by a constrained conditional model is the declarative formulation used as input for the ILP solver, consisting of a linear objective function and a set of linear constraints. == Resources == CCM Tutorial Predicting Structures in NLP: Constrained Conditional Models and Integer Linear Programming in NLP
Superintelligence ban
Superintelligence ban refers to proposed legal, ethical, or policy measures intended to restrict or prohibit the development of artificial superintelligence, AI systems that would surpass human cognitive abilities in nearly all domains. The idea arises from concerns that such systems could become uncontrollable, potentially posing existential threats to humanity or causing severe social and economic disruption. == Background == The concept of limiting or banning superintelligence research has roots in early 21st-century debates on artificial general intelligence (AGI) safety. Thinkers such as Nick Bostrom and Eliezer Yudkowsky warned that self-improving AI could rapidly exceed human oversight. As advanced models like large-scale language models and autonomous agents began demonstrating complex reasoning abilities, policymakers and ethicists increasingly discussed the need for legal constraints on the creation of systems capable of recursive self-improvement. In October 2025, the Future of Life Institute published a statement calling for "a prohibition on the development of superintelligence, not lifted before there is broad scientific consensus that it will be done safely and controllably, and strong public buy-in." This statement was signed by various public personalities, such as Richard Branson and Steve Wozniak, and AI experts, such as Yoshua Bengio and Geoffrey Hinton. == Rationale == Supporters of a superintelligence ban argue that once AI systems surpass human intelligence, traditional containment, alignment, and control methods may fail. They contend that even limited experimentation with such systems could lead to irreversible outcomes, including loss of human decision-making power or unintended global harm. Some propose international treaties modeled after the nuclear non-proliferation framework to prevent a competitive AI arms race. Opponents argue that a ban would be difficult to define and enforce, given the lack of a precise threshold distinguishing advanced AGI from superintelligence. They also warn that excessive restriction could slow scientific progress, hinder beneficial automation, and encourage unregulated underground research. == Global discussion == Although no government has enacted an explicit superintelligence ban, the idea has been debated within the European Union, United Nations, and several independent AI safety organizations. The Future of Life Institute, Center for AI Safety, and other organizations have called for international cooperation to manage risks associated with the pursuit of superintelligent systems. In 2024 and 2025, proposals for a temporary moratorium on frontier AI research were circulated among major technology firms and research institutes, reflecting growing public concern over the trajectory of AI capabilities.
Hardware for artificial intelligence
Specialized computer hardware is often used to execute artificial intelligence (AI) programs faster, and with less energy, such as Lisp machines, neuromorphic engineering, event cameras, and physical neural networks. Since 2017, several consumer grade CPUs and SoCs have on-die NPUs. As of 2023, the market for AI hardware is dominated by GPUs. As of the 2020s, AI computation is dominated by graphics processing units (GPUs) and newer domain-specific accelerators such as Google's Tensor Processing Units (TPUs), AMD's Instinct MI300 series, and various on-device neural-processing units (NPUs) found in consumer hardware. == Scope == For the purposes of this article, AI hardware refers to computing components and systems specifically designed or optimized to accelerate artificial-intelligence workloads such as machine-learning training or inference. This includes general-purpose accelerators used for AI (for example, GPUs) and domain-specific accelerators (for example, TPUs, NPUs, and other AI ASICs). Event-based cameras are sometimes discussed in the context of neuromorphic computing, but they are input sensors rather than AI compute devices. Conversely, components such as memristors are basic circuit elements rather than specialized AI hardware when considered alone. == Lisp machines == Lisp machines were developed in the late 1970s and early 1980s to make artificial intelligence programs written in the programming language Lisp run faster. == Dataflow architecture == Dataflow architecture processors used for AI serve various purposes with varied implementations like the polymorphic dataflow Convolution Engine by Kinara (formerly Deep Vision), structure-driven dataflow by Hailo, and dataflow scheduling by Cerebras. == Component hardware == === AI accelerators === Since the 2010s, advances in computer hardware have led to more efficient methods for training deep neural networks that contain many layers of non-linear hidden units and a very large output layer. By 2019, graphics processing units (GPUs), often with AI-specific enhancements, had displaced central processing units (CPUs) as the dominant means to train large-scale commercial cloud AI. OpenAI estimated the hardware compute used in the largest deep learning projects from Alex Net (2012) to Alpha Zero (2017), and found a 300,000-fold increase in the amount of compute needed, with a doubling-time trend of 3.4 months. === General-purpose GPUs for AI === Since the 2010s, graphics processing units (GPUs) have been widely used to train and deploy deep learning models because of their highly parallel architecture and high memory bandwidth. Modern data-center GPUs include dedicated tensor or matrix-math units that accelerate neural-network operations. In 2022, NVIDIA introduced the Hopper-generation H100 GPU, adding FP8 precision support and faster interconnects for large-scale model training. AMD and other vendors have also developed GPUs and accelerators aimed at AI and high-performance computing workloads. === Domain-specific accelerators (ASICs / NPUs) === Beyond general-purpose GPUs, several companies have developed application-specific integrated circuits (ASICs) and neural processing units (NPUs) tailored for AI workloads. Google introduced the Tensor Processing Unit (TPU) in 2016 for deep-learning inference, with later generations supporting large-scale training through dense systolic-array designs and optical interconnects. Other vendors have released similar devices—such as Apple's Neural Engine and various on-device NPUs—that emphasize energy-efficient inference in mobile or edge computing environments. === Memory and interconnects === AI accelerators rely on fast memory and inter-chip links to manage the large data volumes of training and inference. High-bandwidth memory (HBM) stacks, standardized as HBM3 in 2022, provide terabytes-per-second throughput on modern GPUs and ASICs. These accelerators are often connected through dedicated fabrics such as NVIDIA's NVLink and NVSwitch or optical interconnects used in TPU systems to scale performance across thousands of chips.
Developmental robotics
Developmental robotics (DevRob), sometimes called epigenetic robotics, is a scientific field which aims at studying the developmental mechanisms, architectures and constraints that allow lifelong and open-ended learning of new skills and new knowledge in embodied machines. As in human children, learning is expected to be cumulative and of progressively increasing complexity, and to result from self-exploration of the world in combination with social interaction. The typical methodological approach consists in starting from theories of human and animal development elaborated in fields such as developmental psychology, neuroscience, developmental and evolutionary biology, and linguistics, then to formalize and implement them in robots, sometimes exploring extensions or variants of them. The experimentation of those models in robots allows researchers to confront them with reality, and as a consequence, developmental robotics also provides feedback and novel hypotheses on theories of human and animal development. Developmental robotics is related to but differs from evolutionary robotics (ER). ER uses populations of robots that evolve over time, whereas DevRob is interested in how the organization of a single robot's control system develops through experience, over time. DevRob is also related to work done in the domains of robotics and artificial life. == Background == Can a robot learn like a child? Can it learn a variety of new skills and new knowledge unspecified at design time and in a partially unknown and changing environment? How can it discover its body and its relationships with the physical and social environment? How can its cognitive capacities continuously develop without the intervention of an engineer once it is "out of the factory"? What can it learn through natural social interactions with humans? These are the questions at the center of developmental robotics. Alan Turing, as well as a number of other pioneers of cybernetics, already formulated those questions and the general approach in 1950, but it is only since the end of the 20th century that they began to be investigated systematically. Because the concept of adaptive intelligent machines is central to developmental robotics, it has relationships with fields such as artificial intelligence, machine learning, cognitive robotics or computational neuroscience. Yet, while it may reuse some of the techniques elaborated in these fields, it differs from them from many perspectives. It differs from classical artificial intelligence because it does not assume the capability of advanced symbolic reasoning and focuses on embodied and situated sensorimotor and social skills rather than on abstract symbolic problems. It differs from cognitive robotics because it focuses on the processes that allow the formation of cognitive capabilities rather than these capabilities themselves. It differs from computational neuroscience because it focuses on functional modeling of integrated architectures of development and learning. More generally, developmental robotics is uniquely characterized by the following three features: It targets task-independent architectures and learning mechanisms, i.e. the machine/robot has to be able to learn new tasks that are unknown by the engineer; It emphasizes open-ended development and lifelong learning, i.e. the capacity of an organism to acquire continuously novel skills. This should not be understood as a capacity for learning "anything" or even “everything”, but just that the set of skills that is acquired can be infinitely extended at least in some (not all) directions; The complexity of acquired knowledge and skills shall increase (and the increase be controlled) progressively. Developmental robotics emerged at the crossroads of several research communities including embodied artificial intelligence, enactive and dynamical systems cognitive science, connectionism. Starting from the essential idea that learning and development happen as the self-organized result of the dynamical interactions among brains, bodies and their physical and social environment, and trying to understand how this self-organization can be harnessed to provide task-independent lifelong learning of skills of increasing complexity, developmental robotics strongly interacts with fields such as developmental psychology, developmental and cognitive neuroscience, developmental biology (embryology), evolutionary biology, and cognitive linguistics. As many of the theories coming from these sciences are verbal and/or descriptive, this implies a crucial formalization and computational modeling activity in developmental robotics. These computational models are then not only used as ways to explore how to build more versatile and adaptive machines but also as a way to evaluate their coherence and possibly explore alternative explanations for understanding biological development. == Research directions == === Skill domains === Due to the general approach and methodology, developmental robotics projects typically focus on having robots develop the same types of skills as human infants. A first category that is important being investigated is the acquisition of sensorimotor skills. These include the discovery of one's own body, including its structure and dynamics such as hand-eye coordination, locomotion, and interaction with objects as well as tool use, with a particular focus on the discovery and learning of affordances. A second category of skills targeted by developmental robots are social and linguistic skills: the acquisition of simple social behavioural games such as turn-taking, coordinated interaction, lexicons, syntax and grammar, and the grounding of these linguistic skills into sensorimotor skills (sometimes referred as symbol grounding). In parallel, the acquisition of associated cognitive skills are being investigated such as the emergence of the self/non-self distinction, the development of attentional capabilities, of categorization systems and higher-level representations of affordances or social constructs, of the emergence of values, empathy, or theories of mind. === Mechanisms and constraints === The sensorimotor and social spaces in which humans and robot live are so large and complex that only a small part of potentially learnable skills can actually be explored and learnt within a life-time. Thus, mechanisms and constraints are necessary to guide developmental organisms in their development and control of the growth of complexity. There are several important families of these guiding mechanisms and constraints which are studied in developmental robotics, all inspired by human development: Motivational systems, generating internal reward signals that drive exploration and learning, which can be of two main types: extrinsic motivations push robots/organisms to maintain basic specific internal properties such as food and water level, physical integrity, or light (e.g. in phototropic systems); intrinsic motivations push robot to search for novelty, challenge, compression or learning progress per se, thus generating what is sometimes called curiosity-driven learning and exploration, or alternatively active learning and exploration; Social guidance: as humans learn a lot by interacting with their peers, developmental robotics investigates mechanisms that can allow robots to participate to human-like social interaction. By perceiving and interpreting social cues, this may allow robots both to learn from humans (through diverse means such as imitation, emulation, stimulus enhancement, demonstration, etc. ...) and to trigger natural human pedagogy. Thus, social acceptance of developmental robots is also investigated; Statistical inference biases and cumulative knowledge/skill reuse: biases characterizing both representations/encodings and inference mechanisms can typically allow considerable improvement of the efficiency of learning and are thus studied. Related to this, mechanisms allowing to infer new knowledge and acquire new skills by reusing previously learnt structures is also an essential field of study; The properties of embodiment, including geometry, materials, or innate motor primitives/synergies often encoded as dynamical systems, can considerably simplify the acquisition of sensorimotor or social skills, and is sometimes referred as morphological computation. The interaction of these constraints with other constraints is an important axis of investigation; Maturational constraints: In human infants, both the body and the neural system grow progressively, rather than being full-fledged already at birth. This implies, for example, that new degrees of freedom, as well as increases of the volume and resolution of available sensorimotor signals, may appear as learning and development unfold. Transposing these mechanisms in developmental robots, and understanding how it may hinder or on the contrary ease the acquisition of novel complex skills is a central questi
Inductive programming
Inductive programming (IP) is a special area of automatic programming, covering research from artificial intelligence and programming, which addresses learning of typically declarative (logic or functional) and often recursive programs from incomplete specifications, such as input/output examples or constraints. Depending on the programming language used, there are several kinds of inductive programming. Inductive functional programming, which uses functional programming languages such as Lisp or Haskell, and most especially inductive logic programming, which uses logic programming languages such as Prolog and other logical representations such as description logics, have been more prominent, but other (programming) language paradigms have also been used, such as constraint programming or probabilistic programming. == Definition == Inductive programming incorporates all approaches which are concerned with learning programs or algorithms from incomplete (formal) specifications. Possible inputs in an IP system are a set of training inputs and corresponding outputs or an output evaluation function, describing the desired behavior of the intended program, traces or action sequences which describe the process of calculating specific outputs, constraints for the program to be induced concerning its time efficiency or its complexity, various kinds of background knowledge such as standard data types, predefined functions to be used, program schemes or templates describing the data flow of the intended program, heuristics for guiding the search for a solution or other biases. Output of an IP system is a program in some arbitrary programming language containing conditionals and loop or recursive control structures, or any other kind of Turing-complete representation language. In many applications the output program must be correct with respect to the examples and partial specification, and this leads to the consideration of inductive programming as a special area inside automatic programming or program synthesis, usually opposed to 'deductive' program synthesis, where the specification is usually complete. In other cases, inductive programming is seen as a more general area where any declarative programming or representation language can be used and we may even have some degree of error in the examples, as in general machine learning, the more specific area of structure mining or the area of symbolic artificial intelligence. A distinctive feature is the number of examples or partial specification needed. Typically, inductive programming techniques can learn from just a few examples. The diversity of inductive programming usually comes from the applications and the languages that are used: apart from logic programming and functional programming, other programming paradigms and representation languages have been used or suggested in inductive programming, such as functional logic programming, constraint programming, probabilistic programming, abductive logic programming, modal logic, action languages, agent languages and many types of imperative languages. == History == The early works of Plotkin, and his "relative least general generalization (rlgg)", had an enormous impact in inductive logic programming. There were some encouraging results on learning recursive Prolog programs such as quicksort from examples together with suitable background knowledge, for example with GOLEM. However, after initial success, the community got disappointed by limited progress about the induction of recursive programs with ILP less and less focusing on recursive programs and leaning more and more towards a machine learning setting with applications in relational data mining and knowledge discovery. In parallel to work in ILP, Koza proposed genetic programming in the early 1990s as a generate-and-test based approach to learning programs. The idea of genetic programming was further developed into the inductive programming system ADATE and the systematic-search-based system MagicHaskeller. Here again, functional programs are learned from sets of positive examples together with an output evaluation (fitness) function which specifies the desired input/output behavior of the program to be learned. The early work in grammar induction (also known as grammatical inference) is related to inductive programming, as rewriting systems or logic programs can be used to represent production rules. In fact, early works in inductive inference considered grammar induction and Lisp program inference as basically the same problem. The results in terms of learnability were related to classical concepts, such as identification-in-the-limit, as introduced in the seminal work of Gold. More recently, the language learning problem was addressed by the inductive programming community. In the recent years, the classical approaches have been resumed and advanced with great success. Therefore, the synthesis problem has been reformulated on the background of constructor-based term rewriting systems taking into account modern techniques of functional programming, as well as moderate use of search-based strategies and usage of background knowledge as well as automatic invention of subprograms. Many new and successful applications have recently appeared beyond program synthesis, most especially in the area of data manipulation, programming by example and cognitive modelling (see below). Other ideas have also been explored with the common characteristic of using declarative languages for the representation of hypotheses. For instance, the use of higher-order features, schemes or structured distances have been advocated for a better handling of recursive data types and structures; abstraction has also been explored as a more powerful approach to cumulative learning and function invention. One powerful paradigm that has been recently used for the representation of hypotheses in inductive programming (generally in the form of generative models) is probabilistic programming (and related paradigms, such as stochastic logic programs and Bayesian logic programming). == Application areas == The first workshop on Approaches and Applications of Inductive Programming (AAIP) Archived 2016-03-03 at the Wayback Machine held in conjunction with ICML 2005 identified all applications where "learning of programs or recursive rules are called for, [...] first in the domain of software engineering where structural learning, software assistants and software agents can help to relieve programmers from routine tasks, give programming support for end users, or support of novice programmers and programming tutor systems. Further areas of application are language learning, learning recursive control rules for AI-planning, learning recursive concepts in web-mining or for data-format transformations". Since then, these and many other areas have shown to be successful application niches for inductive programming, such as end-user programming, the related areas of programming by example and programming by demonstration, and intelligent tutoring systems. Other areas where inductive inference has been recently applied are knowledge acquisition, artificial general intelligence, reinforcement learning and theory evaluation, and cognitive science in general. There may also be prospective applications in intelligent agents, games, robotics, personalisation, ambient intelligence and human interfaces.
Snapshot isolation
In databases, and transaction processing (transaction management), snapshot isolation is a guarantee that all reads made in a transaction will see a consistent snapshot of the database (in practice it reads the last committed values that existed at the time it started), and the transaction itself will successfully commit only if no updates it has made conflict with any concurrent updates made since that snapshot. Snapshot isolation has been adopted by several major database management systems, such as InterBase, Firebird, Oracle, MySQL, PostgreSQL, SQL Anywhere, MongoDB and Microsoft SQL Server (2005 and later). The main reason for its adoption is that it allows better performance than serializability, yet still avoids most of the concurrency anomalies that serializability avoids (but not all). In practice snapshot isolation is implemented within multiversion concurrency control (MVCC), where generational values of each data item (versions) are maintained: MVCC is a common way to increase concurrency and performance by generating a new version of a database object each time the object is written, and allowing transactions' read operations of several last relevant versions (of each object). Snapshot isolation has been used to criticize the ANSI SQL-92 standard's definition of isolation levels, as it exhibits none of the "anomalies" that the SQL standard prohibited, yet is not serializable (the anomaly-free isolation level defined by ANSI). In spite of its distinction from serializability, snapshot isolation is sometimes referred to as serializable by Oracle. == Definition == A transaction executing under snapshot isolation appears to operate on a personal snapshot of the database, taken at the start of the transaction. When the transaction concludes, it will successfully commit only if the values updated by the transaction have not been changed externally since the snapshot was taken. Such a write–write conflict will cause the transaction to abort. In a write skew anomaly, two transactions (T1 and T2) concurrently read an overlapping data set (e.g. values V1 and V2), concurrently make disjoint updates (e.g. T1 updates V1, T2 updates V2), and finally concurrently commit, neither having seen the update performed by the other. Were the system serializable, such an anomaly would be impossible, as either T1 or T2 would have to occur "first", and be visible to the other. In contrast, snapshot isolation permits write skew anomalies. As a concrete example, imagine V1 and V2 are two balances held by a single person, Phil. The bank will allow either V1 or V2 to run a deficit, provided the total held in both is never negative (i.e. V1 + V2 ≥ 0). Both balances are currently $100. Phil initiates two transactions concurrently, T1 withdrawing $200 from V1, and T2 withdrawing $200 from V2. If the database guaranteed serializable transactions, the simplest way of coding T1 is to deduct $200 from V1, and then verify that V1 + V2 ≥ 0 still holds, aborting if not. T2 similarly deducts $200 from V2 and then verifies V1 + V2 ≥ 0. Since the transactions must serialize, either T1 happens first, leaving V1 = −$100, V2 = $100, and preventing T2 from succeeding (since V1 + (V2 − $200) is now −$200), or T2 happens first and similarly prevents T1 from committing. If the database is under snapshot isolation(MVCC), however, T1 and T2 operate on private snapshots of the database: each deducts $200 from an account, and then verifies that the new total is zero, using the other account value that held when the snapshot was taken. Since neither update conflicts, both commit successfully, leaving V1 = V2 = −$100, and V1 + V2 = −$200. Some systems built using multiversion concurrency control (MVCC) may support (only) snapshot isolation to allow transactions to proceed without worrying about concurrent operations, and more importantly without needing to re-verify all read operations when the transaction finally commits. This is convenient because MVCC maintains a series of recent history consistent states. The only information that must be stored during the transaction is a list of updates made, which can be scanned for conflicts fairly easily before being committed. However, MVCC systems (such as MarkLogic) will use locks to serialize writes together with MVCC to obtain some of the performance gains and still support the stronger "serializability" level of isolation. == Workarounds == Potential inconsistency problems arising from write skew anomalies can be fixed by adding (otherwise unnecessary) updates to the transactions in order to enforce the serializability property. Materialize the conflict Add a special conflict table, which both transactions update in order to create a direct write–write conflict. Promotion Have one transaction "update" a read-only location (replacing a value with the same value) in order to create a direct write–write conflict (or use an equivalent promotion, e.g. Oracle's SELECT FOR UPDATE). In the example above, we can materialize the conflict by adding a new table which makes the hidden constraint explicit, mapping each person to their total balance. Phil would start off with a total balance of $200, and each transaction would attempt to subtract $200 from this, creating a write–write conflict that would prevent the two from succeeding concurrently. However, this approach violates the normal form. Alternatively, we can promote one of the transaction's reads to a write. For instance, T2 could set V1 = V1, creating an artificial write–write conflict with T1 and, again, preventing the two from succeeding concurrently. This solution may not always be possible. In general, therefore, snapshot isolation puts some of the problem of maintaining non-trivial constraints onto the user, who may not appreciate either the potential pitfalls or the possible solutions. The upside to this transfer is better performance. == Terminology == Snapshot isolation is called "serializable" mode in Oracle and PostgreSQL versions prior to 9.1, which may cause confusion with the "real serializability" mode. There are arguments both for and against this decision; what is clear is that users must be aware of the distinction to avoid possible undesired anomalous behavior in their database system logic. == History == Snapshot isolation arose from work on multiversion concurrency control databases, where multiple versions of the database are maintained concurrently to allow readers to execute without colliding with writers. Such a system allows a natural definition and implementation of such an isolation level. InterBase, later owned by Borland, was acknowledged to provide SI rather than full serializability in version 4, and likely permitted write-skew anomalies since its first release in 1985. Unfortunately, the ANSI SQL-92 standard was written with a lock-based database in mind, and hence is rather vague when applied to MVCC systems. Berenson et al. wrote a paper in 1995 critiquing the SQL standard, and cited snapshot isolation as an example of an isolation level that did not exhibit the standard anomalies described in the ANSI SQL-92 standard, yet still had anomalous behaviour when compared with serializable transactions. In 2008, Cahill et al. showed that write-skew anomalies could be prevented by detecting and aborting "dangerous" triplets of concurrent transactions. This implementation of serializability is well-suited to multiversion concurrency control databases, and has been adopted in PostgreSQL 9.1, where it is known as Serializable Snapshot Isolation (SSI). When used consistently, this eliminates the need for the above workarounds. The downside over snapshot isolation is an increase in aborted transactions. This can perform better or worse than snapshot isolation with the above workarounds, depending on workload.
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.