A repository of Maker Skill Trees and templates to make your own.

AI-powered sales team for Claude Code. Research prospects, qualify leads (BANT + MEDDIC), find decision makers, generate outreach sequences, prepare for meetings, write proposals, and produce PDF pipeline reports — 14 skills, 5 parallel agents.

Poole, Mackworth & Goebel 1998, p. 1. Russell & Norvig 2003, p. 55. Definition of AI as the study of intelligent agents: Poole, Mackworth & Goebel (1998), which provides the version that is used in this article. These authors use the term "computational intelligence" as a synonym for artificial intelligence.[1] Russell & Norvig (2003) (who prefer the term "rational agent") and write "The whole-agent view is now widely accepted in the field".[2] Nilsson 1998 Legg & Hutter 2007 Russell & Norvig 2009, p. 2. McCorduck 2004, p. 204 Maloof, Mark. "Artificial Intelligence: An Introduction, p. 37" (PDF). georgetown.edu. Archived (PDF) from the original on 25 August 2018. "How AI Is Getting Groundbreaking Changes In Talent Management And HR Tech". Hackernoon. Archived from the original on 11 September 2019. Retrieved 14 February 2020. Schank, Roger C. (1991). "Where's the AI". AI magazine. Vol. 12 no. 4. p. 38. Russell & Norvig 2009. "AlphaGo – Google DeepMind". Archived from the original on 10 March 2016. Allen, Gregory (April 2020). "Department of Defense Joint AI Center - Understanding AI Technology" (PDF). AI.mil - The official site of the Department of Defense Joint Artificial Intelligence Center. Archived (PDF) from the original on 21 April 2020. Retrieved 25 April 2020. Optimism of early AI: * Herbert Simon quote: Simon 1965, p. 96 quoted in Crevier 1993, p. 109. * Marvin Minsky quote: Minsky 1967, p. 2 quoted in Crevier 1993, p. 109. Boom of the 1980s: rise of expert systems, Fifth Generation Project, Alvey, MCC, SCI: * McCorduck 2004, pp. 426–441 * Crevier 1993, pp. 161–162,197–203, 211, 240 * Russell & Norvig 2003, p. 24 * NRC 1999, pp. 210–211 * Newquist 1994, pp. 235–248 First AI Winter, Mansfield Amendment, Lighthill report * Crevier 1993, pp. 115–117 * Russell & Norvig 2003, p. 22 * NRC 1999, pp. 212–213 * Howe 1994 * Newquist 1994, pp. 189–201 Second AI winter: * McCorduck 2004, pp. 430–435 * Crevier 1993, pp. 209–210 * NRC 1999, pp. 214–216 * Newquist 1994, pp. 301–318 AI becomes hugely successful in the early 21st century * Clark 2015 Pamela McCorduck (2004, p. 424) writes of "the rough shattering of AI in subfields—vision, natural language, decision theory, genetic algorithms, robotics ... and these with own sub-subfield—that would hardly have anything to say to each other." This list of intelligent traits is based on the topics covered by the major AI textbooks, including: * Russell & Norvig 2003 * Luger & Stubblefield 2004 * Poole, Mackworth & Goebel 1998 * Nilsson 1998 Kolata 1982. Maker 2006. Biological intelligence vs. intelligence in general: Russell & Norvig 2003, pp. 2–3, who make the analogy with aeronautical engineering. McCorduck 2004, pp. 100–101, who writes that there are "two major branches of artificial intelligence: one aimed at producing intelligent behavior regardless of how it was accomplished, and the other aimed at modeling intelligent processes found in nature, particularly human ones." Kolata 1982, a paper in Science, which describes McCarthy's indifference to biological models. Kolata quotes McCarthy as writing: "This is AI, so we don't care if it's psychologically real".[19] McCarthy recently reiterated his position at the AI@50 conference where he said "Artificial intelligence is not, by definition, simulation of human intelligence".[20]. Neats vs. scruffies: * McCorduck 2004, pp. 421–424, 486–489 * Crevier 1993, p. 168 * Nilsson 1983, pp. 10–11 Symbolic vs. sub-symbolic AI: * Nilsson (1998, p. 7), who uses the term "sub-symbolic". General intelligence (strong AI) is discussed in popular introductions to AI: * Kurzweil 1999 and Kurzweil 2005 See the Dartmouth proposal, under Philosophy, below. McCorduck 2004, p. 34. McCorduck 2004, p. xviii. McCorduck 2004, p. 3. McCorduck 2004, pp. 340–400. This is a central idea of Pamela McCorduck's Machines Who Think. She writes: "I like to think of artificial intelligence as the scientific apotheosis of a venerable cultural tradition."[26] "Artificial intelligence in one form or another is an idea that has pervaded Western intellectual history, a dream in urgent need of being realized."[27] "Our history is full of attempts—nutty, eerie, comical, earnest, legendary and real—to make artificial intelligences, to reproduce what is the essential us—bypassing the ordinary means. Back and forth between myth and reality, our imaginations supplying what our workshops couldn't, we have engaged for a long time in this odd form of self-reproduction."[28] She traces the desire back to its Hellenistic roots and calls it the urge to "forge the Gods."[29] "Stephen Hawking believes AI could be mankind's last accomplishment". BetaNews. 21 October 2016. Archived from the original on 28 August 2017. Lombardo P, Boehm I, Nairz K (2020). "RadioComics – Santa Claus and the future of radiology". Eur J Radiol. 122 (1): 108771. doi:10.1016/j.ejrad.2019.108771. PMID 31835078. Ford, Martin; Colvin, Geoff (6 September 2015). "Will robots create more jobs than they destroy?". The Guardian. Archived from the original on 16 June 2018. Retrieved 13 January 2018. AI applications widely used behind the scenes: * Russell & Norvig 2003, p. 28 * Kurzweil 2005, p. 265 * NRC 1999, pp. 216–222 * Newquist 1994, pp. 189–201 AI in myth: * McCorduck 2004, pp. 4–5 * Russell & Norvig 2003, p. 939 AI in early science fiction. * McCorduck 2004, pp. 17–25 Formal reasoning: * Berlinski, David (2000). The Advent of the Algorithm. Harcourt Books. ISBN 978-0-15-601391-8. OCLC 46890682. Archived from the original on 26 July 2020. Retrieved 22 August 2020. Turing, Alan (1948), "Machine Intelligence", in Copeland, B. Jack (ed.), The Essential Turing: The ideas that gave birth to the computer age, Oxford: Oxford University Press, p. 412, ISBN 978-0-19-825080-7 Russell & Norvig 2009, p. 16. Dartmouth conference: * McCorduck 2004, pp. 111–136 * Crevier 1993, pp. 47–49, who writes "the conference is generally recognized as the official birthdate of the new science." * Russell & Norvig 2003, p. 17, who call the conference "the birth of artificial intelligence." * NRC 1999, pp. 200–201 McCarthy, John (1988). "Review of The Question of Artificial Intelligence". Annals of the History of Computing. 10 (3): 224–229., collected in McCarthy, John (1996). "10. Review of The Question of Artificial Intelligence". Defending AI Research: A Collection of Essays and Reviews. CSLI., p. 73, "[O]ne of the reasons for inventing the term "artificial intelligence" was to escape association with "cybernetics". Its concentration on analog feedback seemed misguided, and I wished to avoid having either to accept Norbert (not Robert) Wiener as a guru or having to argue with him." Hegemony of the Dartmouth conference attendees: * Russell & Norvig 2003, p. 17, who write "for the next 20 years the field would be dominated by these people and their students." * McCorduck 2004, pp. 129–130 Russell & Norvig 2003, p. 18. Schaeffer J. (2009) Didn't Samuel Solve That Game?. In: One Jump Ahead. Springer, Boston, MA Samuel, A. L. (July 1959). "Some Studies in Machine Learning Using the Game of Checkers". IBM Journal of Research and Development. 3 (3): 210–229. CiteSeerX 10.1.1.368.2254. doi:10.1147/rd.33.0210. "Golden years" of AI (successful symbolic reasoning programs 1956–1973): * McCorduck 2004, pp. 243–252 * Crevier 1993, pp. 52–107 * Moravec 1988, p. 9 * Russell & Norvig 2003, pp. 18–21 The programs described are Arthur Samuel's checkers program for the IBM 701, Daniel Bobrow's STUDENT, Newell and Simon's Logic Theorist and Terry Winograd's SHRDLU. DARPA pours money into undirected pure research into AI during the 1960s: * McCorduck 2004, p. 131 * Crevier 1993, pp. 51, 64–65 * NRC 1999, pp. 204–205 AI in England: * Howe 1994 Lighthill 1973. Expert systems: * ACM 1998, I.2.1 * Russell & Norvig 2003, pp. 22–24 * Luger & Stubblefield 2004, pp. 227–331 * Nilsson 1998, chpt. 17.4 * McCorduck 2004, pp. 327–335, 434–435 * Crevier 1993, pp. 145–62, 197–203 * Newquist 1994, pp. 155–183 Mead, Carver A.; Ismail, Mohammed (8 May 1989). Analog VLSI Implementation of Neural Systems (PDF). The Kluwer International Series in Engineering and Computer Science. 80. Norwell, MA: Kluwer Academic Publishers. doi:10.1007/978-1-4613-1639-8. ISBN 978-1-4613-1639-8. Archived from the original (PDF) on 6 November 2019. Retrieved 24 January 2020. Formal methods are now preferred ("Victory of the neats"): * Russell & Norvig 2003, pp. 25–26 * McCorduck 2004, pp. 486–487 McCorduck 2004, pp. 480–483. Markoff 2011. 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Cognitive Systems Research. 48: 39–55. doi:10.1016/j.cogsys.2017.05.001. hdl:2318/1665207. S2CID 206868967. Problem solving, puzzle solving, game playing and deduction: * Russell & Norvig 2003, chpt. 3–9, * Poole, Mackworth & Goebel 1998, chpt. 2,3,7,9, * Luger & Stubblefield 2004, chpt. 3,4,6,8, * Nilsson 1998, chpt. 7–12 Uncertain reasoning: * Russell & Norvig 2003, pp. 452–644, * Poole, Mackworth & Goebel 1998, pp. 345–395, * Luger & Stubblefield 2004, pp. 333–381, * Nilsson 1998, chpt. 19 Psychological evidence of sub-symbolic reasoning: * Wason & Shapiro (1966) showed that people do poorly on completely abstract problems, but if the problem is restated to allow the use of intuitive social intelligence, performance dramatically improves. (See Wason selection task) * Kahneman, Slovic & Tversky (1982) have shown that people are terrible at elementary problems that involve uncertain reasoning. (See list of cognitive biases for several examples). * Lakoff & Núñez (2000) have controversially argued that even our skills at mathematics depend on knowledge and skills that come from "the body", i.e. sensorimotor and perceptual skills. (See Where Mathematics Comes From) Knowledge representation: * ACM 1998, I.2.4, * Russell & Norvig 2003, pp. 320–363, * Poole, Mackworth & Goebel 1998, pp. 23–46, 69–81, 169–196, 235–277, 281–298, 319–345, * Luger & Stubblefield 2004, pp. 227–243, * Nilsson 1998, chpt. 18 Knowledge engineering: * Russell & Norvig 2003, pp. 260–266, * Poole, Mackworth & Goebel 1998, pp. 199–233, * Nilsson 1998, chpt. ≈17.1–17.4 Representing categories and relations: Semantic networks, description logics, inheritance (including frames and scripts): * Russell & Norvig 2003, pp. 349–354, * Poole, Mackworth & Goebel 1998, pp. 174–177, * Luger & Stubblefield 2004, pp. 248–258, * Nilsson 1998, chpt. 18.3 Representing events and time:Situation calculus, event calculus, fluent calculus (including solving the frame problem): * Russell & Norvig 2003, pp. 328–341, * Poole, Mackworth & Goebel 1998, pp. 281–298, * Nilsson 1998, chpt. 18.2 Causal calculus: * Poole, Mackworth & Goebel 1998, pp. 335–337 Representing knowledge about knowledge: Belief calculus, modal logics: * Russell & Norvig 2003, pp. 341–344, * Poole, Mackworth & Goebel 1998, pp. 275–277 Sikos, Leslie F. (June 2017). Description Logics in Multimedia Reasoning. Cham: Springer. doi:10.1007/978-3-319-54066-5. ISBN 978-3-319-54066-5. S2CID 3180114. Archived from the original on 29 August 2017. Ontology: * Russell & Norvig 2003, pp. 320–328 Smoliar, Stephen W.; Zhang, HongJiang (1994). "Content based video indexing and retrieval". IEEE Multimedia. 1 (2): 62–72. doi:10.1109/93.311653. S2CID 32710913. Neumann, Bernd; Möller, Ralf (January 2008). "On scene interpretation with description logics". Image and Vision Computing. 26 (1): 82–101. doi:10.1016/j.imavis.2007.08.013. Kuperman, G. J.; Reichley, R. M.; Bailey, T. C. (1 July 2006). "Using Commercial Knowledge Bases for Clinical Decision Support: Opportunities, Hurdles, and Recommendations". Journal of the American Medical Informatics Association. 13 (4): 369–371. doi:10.1197/jamia.M2055. PMC 1513681. PMID 16622160. MCGARRY, KEN (1 December 2005). "A survey of interestingness measures for knowledge discovery". The Knowledge Engineering Review. 20 (1): 39–61. doi:10.1017/S0269888905000408. S2CID 14987656. Bertini, M; Del Bimbo, A; Torniai, C (2006). "Automatic annotation and semantic retrieval of video sequences using multimedia ontologies". MM '06 Proceedings of the 14th ACM international conference on Multimedia. 14th ACM international conference on Multimedia. Santa Barbara: ACM. pp. 679–682. Qualification problem: * McCarthy & Hayes 1969 * Russell & Norvig 2003[page needed] While McCarthy was primarily concerned with issues in the logical representation of actions, Russell & Norvig 2003 apply the term to the more general issue of default reasoning in the vast network of assumptions underlying all our commonsense knowledge. Default reasoning and default logic, non-monotonic logics, circumscription, closed world assumption, abduction (Poole et al. places abduction under "default reasoning". Luger et al. places this under "uncertain reasoning"): * Russell & Norvig 2003, pp. 354–360, * Poole, Mackworth & Goebel 1998, pp. 248–256, 323–335, * Luger & Stubblefield 2004, pp. 335–363, * Nilsson 1998, ~18.3.3 Breadth of commonsense knowledge: * Russell & Norvig 2003, p. 21, * Crevier 1993, pp. 113–114, * Moravec 1988, p. 13, * Lenat & Guha 1989 (Introduction) Dreyfus & Dreyfus 1986. Gladwell 2005. Expert knowledge as embodied intuition: * Dreyfus & Dreyfus 1986 (Hubert Dreyfus is a philosopher and critic of AI who was among the first to argue that most useful human knowledge was encoded sub-symbolically. See Dreyfus' critique of AI) * Gladwell 2005 (Gladwell's Blink is a popular introduction to sub-symbolic reasoning and knowledge.) * Hawkins & Blakeslee 2005 (Hawkins argues that sub-symbolic knowledge should be the primary focus of AI research.) Planning: * ACM 1998, ~I.2.8, * Russell & Norvig 2003, pp. 375–459, * Poole, Mackworth & Goebel 1998, pp. 281–316, * Luger & Stubblefield 2004, pp. 314–329, * Nilsson 1998, chpt. 10.1–2, 22 Information value theory: * Russell & Norvig 2003, pp. 600–604 Classical planning: * Russell & Norvig 2003, pp. 375–430, * Poole, Mackworth & Goebel 1998, pp. 281–315, * Luger & Stubblefield 2004, pp. 314–329, * Nilsson 1998, chpt. 10.1–2, 22 Planning and acting in non-deterministic domains: conditional planning, execution monitoring, replanning and continuous planning: * Russell & Norvig 2003, pp. 430–449 Multi-agent planning and emergent behavior: * Russell & Norvig 2003, pp. 449–455 Turing 1950. Solomonoff 1956. Alan Turing discussed the centrality of learning as early as 1950, in his classic paper "Computing Machinery and Intelligence".[120] In 1956, at the original Dartmouth AI summer conference, Ray Solomonoff wrote a report on unsupervised probabilistic machine learning: "An Inductive Inference Machine".[121] This is a form of Tom Mitchell's widely quoted definition of machine learning: "A computer program is set to learn from an experience E with respect to some task T and some performance measure P if its performance on T as measured by P improves with experience E." Learning: * ACM 1998, I.2.6, * Russell & Norvig 2003, pp. 649–788, * Poole, Mackworth & Goebel 1998, pp. 397–438, * Luger & Stubblefield 2004, pp. 385–542, * Nilsson 1998, chpt. 3.3, 10.3, 17.5, 20 Jordan, M. I.; Mitchell, T. M. (16 July 2015). "Machine learning: Trends, perspectives, and prospects". Science. 349 (6245): 255–260. Bibcode:2015Sci...349..255J. doi:10.1126/science.aaa8415. PMID 26185243. S2CID 677218. 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Archived from the original on 11 June 2020. Retrieved 11 June 2020. Machine perception: * Russell & Norvig 2003, pp. 537–581, 863–898 * Nilsson 1998, ~chpt. 6 Speech recognition: * ACM 1998, ~I.2.7 * Russell & Norvig 2003, pp. 568–578 Object recognition: * Russell & Norvig 2003, pp. 885–892 Computer vision: * ACM 1998, I.2.10 * Russell & Norvig 2003, pp. 863–898 * Nilsson 1998, chpt. 6 Robotics: * ACM 1998, I.2.9, * Russell & Norvig 2003, pp. 901–942, * Poole, Mackworth & Goebel 1998, pp. 443–460 Moving and configuration space: * Russell & Norvig 2003, pp. 916–932 Tecuci 2012. Robotic mapping (localization, etc): * Russell & Norvig 2003, pp. 908–915 Cadena, Cesar; Carlone, Luca; Carrillo, Henry; Latif, Yasir; Scaramuzza, Davide; Neira, Jose; Reid, Ian; Leonard, John J. (December 2016). "Past, Present, and Future of Simultaneous Localization and Mapping: Toward the Robust-Perception Age". IEEE Transactions on Robotics. 32 (6): 1309–1332. arXiv:1606.05830. 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Retrieved 26 April 2018. Domingos 2015. Artificial brain arguments: AI requires a simulation of the operation of the human brain * Russell & Norvig 2003, p. 957 * Crevier 1993, pp. 271 and 279 A few of the people who make some form of the argument: * Moravec 1988 * Kurzweil 2005, p. 262 * Hawkins & Blakeslee 2005 The most extreme form of this argument (the brain replacement scenario) was put forward by Clark Glymour in the mid-1970s and was touched on by Zenon Pylyshyn and John Searle in 1980. Goertzel, Ben; Lian, Ruiting; Arel, Itamar; de Garis, Hugo; Chen, Shuo (December 2010). "A world survey of artificial brain projects, Part II: Biologically inspired cognitive architectures". Neurocomputing. 74 (1–3): 30–49. doi:10.1016/j.neucom.2010.08.012. Nilsson 1983, p. 10. Nils Nilsson writes: "Simply put, there is wide disagreement in the field about what AI is all about."[163] AI's immediate precursors: * McCorduck 2004, pp. 51–107 * Crevier 1993, pp. 27–32 * Russell & Norvig 2003, pp. 15, 940 * Moravec 1988, p. 3 Haugeland 1985, pp. 112–117 The most dramatic case of sub-symbolic AI being pushed into the background was the devastating critique of perceptrons by Marvin Minsky and Seymour Papert in 1969. See History of AI, AI winter, or Frank Rosenblatt. Cognitive simulation, Newell and Simon, AI at CMU (then called Carnegie Tech): * McCorduck 2004, pp. 139–179, 245–250, 322–323 (EPAM) * Crevier 1993, pp. 145–149 Soar (history): * McCorduck 2004, pp. 450–451 * Crevier 1993, pp. 258–263 McCarthy and AI research at SAIL and SRI International: * McCorduck 2004, pp. 251–259 * Crevier 1993 AI research at Edinburgh and in France, birth of Prolog: * Crevier 1993, pp. 193–196 * Howe 1994 AI at MIT under Marvin Minsky in the 1960s : * McCorduck 2004, pp. 259–305 * Crevier 1993, pp. 83–102, 163–176 * Russell & Norvig 2003, p. 19 Cyc: * McCorduck 2004, p. 489, who calls it "a determinedly scruffy enterprise" * Crevier 1993, pp. 239–243 * Russell & Norvig 2003, p. 363−365 * Lenat & Guha 1989 Knowledge revolution: * McCorduck 2004, pp. 266–276, 298–300, 314, 421 * Russell & Norvig 2003, pp. 22–23 Frederick, Hayes-Roth; William, Murray; Leonard, Adelman. "Expert systems". AccessScience. doi:10.1036/1097-8542.248550. Embodied approaches to AI: * McCorduck 2004, pp. 454–462 * Brooks 1990 * Moravec 1988 Weng et al. 2001. Lungarella et al. 2003. Asada et al. 2009. Oudeyer 2010. Revival of connectionism: * Crevier 1993, pp. 214–215 * Russell & Norvig 2003, p. 25 Computational intelligence * IEEE Computational Intelligence Society Archived 9 May 2008 at the Wayback Machine Hutson, Matthew (16 February 2018). "Artificial intelligence faces reproducibility crisis". Science. pp. 725–726. Bibcode:2018Sci...359..725H. doi:10.1126/science.359.6377.725. Archived from the original on 29 April 2018. Retrieved 28 April 2018. Norvig 2012. Langley 2011. Katz 2012. The intelligent agent paradigm: * Russell & Norvig 2003, pp. 27, 32–58, 968–972 * Poole, Mackworth & Goebel 1998, pp. 7–21 * Luger & Stubblefield 2004, pp. 235–240 * Hutter 2005, pp. 125–126 The definition used in this article, in terms of goals, actions, perception and environment, is due to Russell & Norvig (2003). 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Archived (PDF) from the original on 4 September 2013. Retrieved 4 June 2013 – via msu.edu. "Applications of AI". www-formal.stanford.edu. Archived from the original on 28 August 2016. Retrieved 25 September 2016. Further reading DH Author, 'Why Are There Still So Many Jobs? The History and Future of Workplace Automation' (2015) 29(3) Journal of Economic Perspectives 3. Boden, Margaret, Mind As Machine, Oxford University Press, 2006. Cukier, Kenneth, "Ready for Robots? How to Think about the Future of AI", Foreign Affairs, vol. 98, no. 4 (July/August 2019), pp. 192–98. George Dyson, historian of computing, writes (in what might be called "Dyson's Law") that "Any system simple enough to be understandable will not be complicated enough to behave intelligently, while any system complicated enough to behave intelligently will be too complicated to understand." (p. 197.) Computer scientist Alex Pentland writes: "Current AI machine-learning algorithms are, at their core, dead simple stupid. They work, but they work by brute force." (p. 198.) Domingos, Pedro, "Our Digital Doubles: AI will serve our species, not control it", Scientific American, vol. 319, no. 3 (September 2018), pp. 88–93. Gopnik, Alison, "Making AI More Human: Artificial intelligence has staged a revival by starting to incorporate what we know about how children learn", Scientific American, vol. 316, no. 6 (June 2017), pp. 60–65. Johnston, John (2008) The Allure of Machinic Life: Cybernetics, Artificial Life, and the New AI, MIT Press. Koch, Christof, "Proust among the Machines", Scientific American, vol. 321, no. 6 (December 2019), pp. 46–49. Christof Koch doubts the possibility of "intelligent" machines attaining consciousness, because "[e]ven the most sophisticated brain simulations are unlikely to produce conscious feelings." (p. 48.) According to Koch, "Whether machines can become sentient [is important] for ethical reasons. If computers experience life through their own senses, they cease to be purely a means to an end determined by their usefulness to... humans. Per GNW [the Global Neuronal Workspace theory], they turn from mere objects into subjects... with a point of view.... Once computers' cognitive abilities rival those of humanity, their impulse to push for legal and political rights will become irresistible – the right not to be deleted, not to have their memories wiped clean, not to suffer pain and degradation. The alternative, embodied by IIT [Integrated Information Theory], is that computers will remain only supersophisticated machinery, ghostlike empty shells, devoid of what we value most: the feeling of life itself." (p. 49.) Marcus, Gary, "Am I Human?: Researchers need new ways to distinguish artificial intelligence from the natural kind", Scientific American, vol. 316, no. 3 (March 2017), pp. 58–63. A stumbling block to AI has been an incapacity for reliable disambiguation. An example is the "pronoun disambiguation problem": a machine has no way of determining to whom or what a pronoun in a sentence refers. (p. 61.) E McGaughey, 'Will Robots Automate Your Job Away? Full Employment, Basic Income, and Economic Democracy' (2018) SSRN, part 2(3) Archived 24 May 2018 at the Wayback Machine. George Musser, "Artificial Imagination: How machines could learn creativity and common sense, among other human qualities", Scientific American, vol. 320, no. 5 (May 2019), pp. 58–63. Myers, Courtney Boyd ed. (2009). "The AI Report" Archived 29 July 2017 at the Wayback Machine. Forbes June 2009 Raphael, Bertram (1976). The Thinking Computer. W.H.Freeman and Company. ISBN 978-0-7167-0723-3. Archived from the original on 26 July 2020. Retrieved 22 August 2020. Scharre, Paul, "Killer Apps: The Real Dangers of an AI Arms Race", Foreign Affairs, vol. 98, no. 3 (May/June 2019), pp. 135–44. "Today's AI technologies are powerful but unreliable. Rules-based systems cannot deal with circumstances their programmers did not anticipate. Learning systems are limited by the data on which they were trained. AI failures have already led to tragedy. Advanced autopilot features in cars, although they perform well in some circumstances, have driven cars without warning into trucks, concrete barriers, and parked cars. In the wrong situation, AI systems go from supersmart to superdumb in an instant. When an enemy is trying to manipulate and hack an AI system, the risks are even greater." (p. 140.) Serenko, Alexander (2010). "The development of an AI journal ranking based on the revealed preference approach" (PDF). Journal of Informetrics. 4 (4): 447–459. doi:10.1016/j.joi.2010.04.001. Archived (PDF) from the original on 4 October 2013. Retrieved 24 August 2013. Serenko, Alexander; Michael Dohan (2011). "Comparing the expert survey and citation impact journal ranking methods: Example from the field of Artificial Intelligence" (PDF). Journal of Informetrics. 5 (4): 629–649. doi:10.1016/j.joi.2011.06.002. Archived (PDF) from the original on 4 October 2013. Retrieved 12 September 2013. Sun, R. & Bookman, L. (eds.), Computational Architectures: Integrating Neural and Symbolic Processes. Kluwer Academic Publishers, Needham, MA. 1994. Tom Simonite (29 December 2014). "2014 in Computing: Breakthroughs in Artificial Intelligence". MIT Technology Review. Tooze, Adam, "Democracy and Its Discontents", The New York Review of Books, vol. LXVI, no. 10 (6 June 2019), pp. 52–53, 56–57. "Democracy has no clear answer for the mindless operation of bureaucratic and technological power. We may indeed be witnessing its extension in the form of artificial intelligence and robotics. Likewise, after decades of dire warning, the environmental problem remains fundamentally unaddressed.... Bureaucratic overreach and environmental catastrophe are precisely the kinds of slow-moving existential challenges that democracies deal with very badly.... Finally, there is the threat du jour: corporations and the technologies they promote." (pp. 56–57.)

In the Data Science and Engineering program, engineering professionals combine the skills of software programmer, database manager, and statistician to create mathematical models of the data, identify trends/deviations, then present them in effective visual ways that can be understood by others. Data scientists unlock new sources of economic value, provide fresh insights into science, and inform decision makers by analyzing large, diverse, complex, longitudinal, and distributed data sets generated from instruments, sensors, internet transactions, email, video, and other digital sources. Students entering the MAS program for a degree in Data Science and Engineering will undertake courses in programming, analysis, and applications management and visualization. This program requires three foundational courses, four core courses, and two electives totaling thirty-four units, plus a capstone team project course of four units, for a total of thirty-eight units.

An RPG Maker MV plugin that creates a D&D type Skill system.

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Passeport Maker, a helpfull tool to ID makers in their community, to collect skills badges and token, to help the process of documentation.

Arduino/embedded systems skills and maker tools.

Portfolio of skills and projects developed during and after Makers Academy

A Claude Code skill that integrates OpenAI Codex CLI for independent code reviews - enabling proposer-checker-maker-checker workflows

RPG Skill Tree Maker. Easy drag-and-drop skill tree editor. Feedback welcome

An RPG Maker MV plugin that allows you to add or customize your classes skill/magic systems.

Godot tool for making and exporting skill trees that you can use in your games

Reusable skill + static framework for building evidence-tiered industry relationship maps with AI agents (anime showcase included).

In a needlework shop made for quantity result, an established curriculum should comply with certain principles and a timetable. The larger your embroidery procedure, the much more you need a defined training program. https://houstonembroideryservice.com/custom-patches/ Having your new-hires discover by "on-the-job osmosis" generally leads to irregular task abilities, an unforeseeable timespan to establish trainees and no chance to determine development and also retention. Extra notably, it does not offer your new employees their finest opportunities to stand out. I have handled big, multiple-shift embroidery stores and also found that having a well-known training educational program allowed me to determine where employees needed added direction. A great training program has actually a specified curriculum connected to a timetable. I such as to customize the program to fit my trial-period time frame, which normally is 90 days. At the end of this period, a competent candidate should have successfully finished the program and also have the ability to execute the custom name patches making skills recognized later in this article. EXPERIENCE LEVELS It may be alluring to hire a knowledgeable operator, and also lots of state work commissions currently include a group for embroidery equipment operators. Make sure to completely examine operators that have worked in various other huge shops. Why? Since some huge stores train operators in very details tasks and their general understanding may be limited. For instance, I when hired a seasoned operator from a shop that stitched for Ocean Pacific (OP) Apparel Corp. Nonetheless, when performing sewouts, I learned that she was uninformed that you might move the starting position of the hoop. At her previous shop, jobs were repeated and there was no demand to train particular skills. Still, you can find some excellent skill that might have just recently moved right into your location or a person returning to the workforce. For these reasons, consult your state work compensation. SELECTING A CANDIDATE While many managers look for candidates with sewing experience, remember that industrial stitching equipment drivers are made use of to sitting while working. Embroidery operators need to depend on their feet all the time, proactively moving the workplace. The candidate also must have good eyesight, be able to recognize shade and also be reasonably in shape. I've located a variety of good driver students by seeing their work habits in one more job setup. For instance, when I go to a lunch counter or coffee shop, I notice employees that rush, as well as have knowledge as well as a great perspective. They make fantastic prospects for learning brand-new skills that could result in possibly greater earnings. TRAINING PRINCIPLES When you construct your training program around the complying with ideas, your students will certainly proceed quicker and consistently. 1. The needlework equipment doesn't have a mind of its very own. Makers might occasionally malfunction as a result of an electric or electronic trouble, but such incidents are unusual. When a new trainee states, "I do not recognize why the machine did that," the instructor must respond in a mild way that the device probably did what the trainee advised it to do. This creates responsibility as opposed to advertising the idea that the equipment does strange and also unpredictable points by itself. 2. The needlework machine can harm you. Students, in addition to skilled drivers, need to have a healthy respect for the machine as well as recognize they could be harmed if safety treatments are not complied with. It's an ideal practice to train all drivers to loudly state "Ready" or "Clear" prior to the maker is engaged. This helps guarantee that no fingers are near the needles or in a location where they could be pinched when the pantograph relocations. 3. Mistakes will certainly take place. Stand up to the temptation to jump ahead of your planned training schedule. Doing so can bring about errors-- potentially pricey ones-- and even damage to the tools. When an error does inevitably occur, stay favorable. This is a fine line to stroll due to the fact that you do not want to cultivate the idea that errors are constantly OKAY, however it's also essential to not damage the trainee's morale. Rather, try to make the negative experience a mentor minute. Assist the student comprehend and verbalize what was learned from the experience. 4. Have students say it in their very own words. Lots of people say they comprehend a principle also when they don't. Have the student repeat your instructions for treatments in their very own words. This is a great means to reveal misunderstandings and also miscommunication. Even if you have actually created treatments, allow students to make their very own notes to help them bear in mind the necessary steps to fill a style, designate needles and also other unknown jobs. 5. Most of us do it the same way. Some huge stores have "set-up drivers" and "job operators." In such setups, even more skilled or extra very trained operators set up new tasks, while less-skilled drivers keep the equipment packed as well as threaded. No matter each worker's training, all operators have to comply with the exact same treatments. Even though every person is asked to comply with store standards, no person knows better than drivers where improvements can be made. If a staff member-- also a trainee-- believes a better means exists to do a job, that person ought to feel comfortable sharing it. If it actually is much better, the new approach should come to be basic shop treatment for all workers. APPLICATION It's vital that trainees have the ability to distinguish great as well as inadequate needlework. During the normal course of organization, collect needlework examples that have describes that are off-register, rugged column stitches as well as various other symptoms of inferior needlework. Ask trainees to evaluate these samples to develop their recognition of high-grade stitching. Begin trainees with easy jobs, like altering string for a brand-new task. Next off, progress to mentor tension essentials and also recognizing good needlework from bad embroidery. Make some brief videos of operations in your store and also publish them for either public or private watching on YouTube. This offers a twin function: Trainees will certainly learn from the video clips and also they can show their loved ones concerning their intriguing new task. When creating your training program, accumulate referral material from the Internet, publication short articles or various other relevant resources. Establish treatments for typical tasks and give written standards. ________________________________________. A Minimum Training Plan for Embroidery Machine Operators & Supervisors. Listed here are the minimum elements that must be consisted of in a training program for drivers as well as for managers. Use this list as a guide, and also attach your own timespan as well as sequence that makes good sense for your store. At the end of your trial duration, utilize it as a checklist to evaluate the student's understanding of each element. You'll be pleased with the all-around and also experienced driver you have educated. Digital Embroidery Machine Operators. Student needs to get an explanation for each of the adhering to products and have the ability to carry out after ideal training time. 1) Understanding Placement Standards. a. How to apply your shop's typical embroidery positioning, such as left upper body or complete back. b. Selecting suitable strategies for marking garments when required. 2) Review of Job Details. a. Read orders for efficiency: string shades, design, placement. b. Ask for verification in the case of doubtful punctuation or instructions that don't appear right. 3) Garment Inspection. a. Counting garments. b. Checking for appropriate garments. c. Checking for defects before using embroidery. 4) Hooping. a. Select the smallest hoop that will certainly fit style. b. Exceptions to the guideline, such as maintaining bulky seams out of hoop location. c. Hooping procedures and also preventing damages to material from hooping. d. When to utilize holding fixtures rather than a standard hoop. 5) Matching Stabilizer to Fabrics. a. When to do a test sew-out for an initial post. b. Evaluate for appropriate support. c. Evaluate whether a topping is needed. 6) Assuring Consistent Placement. a. Determine positioning approach strategy for each and every work type. b. How to note garments. 7) Thread Handling. a. Setting up thread for basic work. b. Setting up threads for small quantities or combined color orders. c. Tying of knot to pull through needle for thread transition. d. Tying of knot for thread storage space, when relevant. e. Purpose of each element in the thread path (pre-tensioners, tensioners check springtime). f. How a stitch is created. g. How thread break detector/bobbin sensors work. h. Handling of metallics, polyesters as well as various other specialty strings. 8) Thread Tensions. a. Tension screening procedures (top and bottom). b. Troubleshooting tension problems. c. Adjusting and cleansing of the bobbin instance. d. Adjusting of the upper tensioners. 9) Needles. a. Matching the appropriate needle to items. b. How and when to alter needles. c. Identifying sewing signs and symptoms that are needle-related. 10) Troubleshooting as well as Machine Management. a. When and when not to back up the equipment to repair missing out on string. b. Identifying source of string breaks. c. Lubricating of the maker-- when, where, just how as well as with what. b. Sewing speeds for various tasks and also sew types. 11) Specialty Techniques. a. Producing premium needlework on completed caps. b. Producing appliqué products (if relevant). Needlework Supervisors (Multi-Machine Shops). 1) Pre-Production. a. Scheduling Principles. I. Matching job specifics for reliable consecutive work series. II. Assigning priorities according to assurance date. b. Procedures for purchasing digitized designs. c. Procedures for hosting upcoming orders. 2) Production. a. Sensible, organized job flow through store. b. Monitoring of supplies and also accessories. c. Matching operators to tasks and machines. d. Tracking of production throughout-- preserving a manufacturing log. e. Account daily or weekly losses and expense of nonconformity. 3) Equipment. a. Oversee upkeep. b. Keep a maintenance log for every machine. 4) Training. a. Organize as well as keep recommended reference product for operator students. b. Evaluate students' progression. c. Identify under-skilled drivers and offer aid.

Claude Code skill for designing LINE sticker sets with AI — from concept to submission-ready files

Source Code for 'Project Reliability Engineering: Pro Skills for Next Level Maker Projects' by Eyal Shahar

A fine-tuned Agent Skill to help you build your own, optimized Agent Skills

A drag and drop interface for building Maker Skill Trees

The idea of the project is to show a concept and how practically to control gripper and rotation via sensor signals. The project includes different devices such as Arduino, ESP, sensors and accessories and different languages such as Python, C/C++, php, Processing. This allowed us to deepen the skills acquired with the 'Electronica II' course. The structure is very simple and made in full of maker and DIY philosophy, only with recycled objects.

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A REframework mod to create new skills and enemy skills in Dragon's Dogma 2

My Workout Maker MCP server based on MCP Builder Skill. Assumes access to nanobanana MCP server for images.

My Recipe Maker MCP server based on MCP Builder Skill. Assumes access to nanobanana MCP server for images.

An Automated Market Maker based Decentralized Exchange for Ethereum. Go to www.defideveloperacademy.com to obtain more advanced skills in DeFi development.

MakerFriends.com website - A vibrant community platform connecting makers worldwide to share projects, learn new skills, and build lasting friendships through STEM/STEAM innovation.

The GMTK Game Jam is an annual game making marathon, where individuals and teams try to make a game that fits a theme, in just 48 hours. Thousands of games are submitted as designers improve their skills, flex their creative muscles, and try to get their game featured on Game Maker’s Toolkit.

A standard and basic resume maker. Add projects, skills, certificates, education, contact and just download the pdf. In future, The design of resume will be improved but the simpler the better. Feel free to use the template or the code to modify resume as per your choice.

Makers Skills Workshops