Concepts behind clips: cinema to teach the science of artificial intelligence to undergraduate medical students.

Current challenges have accelerated the implementation of modern business concepts. Among the many practices of continuous business processes improvement is digitalization. Attention is focused on the benefits of digitalization in companies, which is to improve the processes quality, reduce their passage time, quickly fulfil orders, and hence increase customer loyalty. The concept of artificial intelligence is analysed, its three main types are identified: artificial narrow intelligence, general artificial intelligence, artificial superintelligence. Artificial narrow intelligence is focused on solving a narrowly defined, structured task; general artificial intelligence which is aimed at solving any problem, can respond to different environments and situations. Artificial superintelligence will be able to surpass people in absolutely everything, such as coping with creative tasks, decision-making and maintaining emotional relationships. The advantages of using artificial intelligence (accuracy in data processing, the ability to quickly analyse a large amount of information that will facilitate timely decision-making) are revealed. The main threats to the use of artificial intelligence (jobs disappearance, mass unemployment, loss of control over artificial intelligence – robots’ uncontrollability by humans) are also indicated. The most common technologies of artificial intelligence in enterprises (data science, machine learning, robotization) are considered. The business entities experience in the implementation of various artificial intelligence tools in operational activities, in the medical, legal, space, banking, educational spheres of activity, is presented. It was emphasized in the educational field that the annual increase in artificial intelligence is expected to reach 45% by 2030. It is also highlighted that artificial intelligence contributes to business development and global economic activity. The world's key players in the artificial intelligence market are considered, the top 10 world IT corporations are presented, the growth of their key performance indicators after the introduction of artificial intelligence technologies in goods and services is investigated.

The integration of artificial intelligence into the system of higher education represents a turning point in the process of learning and teaching. The development of artificial intelligence has opened the way to personalized training, automation of administrative tasks and the introduction of innovative training methods. The purpose of the study was to analyze the practical aspects of using artificial intelligence in higher education institutions of Ukraine. It was determined that artificial intelligence is an organized set of information technologies, which makes it possible to perform complex complex tasks. There are three main categories of artificial intelligence: narrow-spectrum artificial intelligence, or Artificial Narrow Intelligence, general artificial intelligence, or Artificial General Intelligence, and artificial superintelligence, or Artificial Super Intelligence. The main educational services provided by artificial intelligence in institutions of higher education are the development and conduct of lectures, seminars and practical classes; teacher counseling; creation of educational programs and electronic courses; development of tasks and simulation of their solution; conducting various educational events; evaluation of the works of education seekers. Some examples of the use of artificial intelligence, in particular chatbots, in the higher education of Ukraine are analyzed and their potential for improving the educational process and forming professional skills is emphasized. An example of the use of GPT-3.5 in the Luhansk Educational and Scientific Institute for teaching foreign languages is presented. Such applications based on artificial intelligence as Thinkster and Duolingo and the main aspects of their use by students of higher education are characterized. Recommendations are provided for the successful implementation of artificial intelligence technologies in higher education.

The integration of artificial intelligence into the system of higher education represents a turning point in the process of learning and teaching. The development of artificial intelligence has opened the way to personalized training, automation of administrative tasks and the introduction of innovative training methods. The purpose of the study was to analyze the practical aspects of using artificial intelligence in higher education institutions of Ukraine. It was determined that artificial intelligence is an organized set of information technologies, which makes it possible to perform complex complex tasks. There are three main categories of artificial intelligence: narrow-spectrum artificial intelligence, or Artificial Narrow Intelligence, general artificial intelligence, or Artificial General Intelligence, and artificial superintelligence, or Artificial Super Intelligence. The main educational services provided by artificial intelligence in institutions of higher education are the development and conduct of lectures, seminars and practical classes; teacher counseling; creation of educational programs and electronic courses; development of tasks and simulation of their solution; conducting various educational events; evaluation of the works of education seekers. Some examples of the use of artificial intelligence, in particular chatbots, in the higher education of Ukraine are analyzed and their potential for improving the educational process and forming professional skills is emphasized. An example of the use of GPT-3.5 in the Luhansk Educational and Scientific Institute for teaching foreign languages is presented. Such applications based on artificial intelligence as Thinkster and Duolingo and the main aspects of their use by students of higher education are characterized. Recommendations are provided for the successful implementation of artificial intelligence technologies in higher education.

This paper examines the trajectory of artificial intelligence (AI) development, focusing on three key stages: Artificial Narrow Intelligence (ANI), Artificial General Intelligence (AGI), and Artificial Superintelligence (ASI). Recent advancements in AI architectures, particularly the evolution of transformer-based models, have significantly accelerated progress across these stages, enabling more sophisticated and scalable AI systems. This paper explores the architectural foundations of ANI, AGI, and ASI, highlighting recent modifications and their implications for future AI development. Additionally, the societal, ethical, and geopolitical implications of AI are discussed, emphasizing the need for robust safeguards and governance frameworks to ensure that AI serves as a force for human advancement rather than a source of existential risk. By integrating historical comparisons, current trends, and future projections, this paper provides a comprehensive analysis of the transformative potential of AI and its impact on humanity.

Siri, Siri, in my hand: Who’s the fairest in the land? On the interpretations, illustrations, and implications of artificial intelligence

The development of artificial intelligence (AI) is progressing through stages: artificial narrow intelligence (ANI), artificial general intelligence (AGI) and artificial super intelligence (ASI). This article aims to map out recent literature in Islamic philosophy which discusses and explores AI with respect to those divisions. In other words, this is a baseline study on the potential discourse of AI within the various schools of Islamic philosophy such as masha’ī (peripatetic), ishraqī (illuminationist), and sadranī (transcendental). Our inquiry concerns with how do contemporary scholars in Islamic philosophy give response to the recent development of AI? We seek various open access English references which discuss AI and Islamic philosophy, and we discover 19 English references published in between 2014-2024. We take the initiative to broaden our investigation to include 12 Arabic references. Although classical Islamic philosophy contains a significant number of discussions on intellect and mind, this has not been sufficient to attract more research on AI and Islamic philosophy. Therefore, we present and identify some questions to stimulate further academic research on AI within Islamic philosophy.

Artificial intelligence is the intelligence of machines or software, as opposed to the intelligence of humans or animals. It is also the field of study in computer science that develops and studies intelligent machines. "AI" may also refer to the machines themselves. AI is not a new for the scientist, it was introduce in 1943 with artificial neurons model and get popular in 1950 due to “Turting test” the test was done to get answer that machine can think?, purposed by Alan Turing. Basically AI is categorized into three types, Artificial Narrow Intelligence, Artificial General Intelligence and Artificial Super Intelligence. Deep learning and machine learning is major subfield of Artificial intelligence. DL as a subset of ML, which is also another subset of AI. Therefore, AI is the all-encompassing concept that initially erupted. Application of AI fields are Healthcare, Business, Education, Agriculture, Finance, Law, Entertainment and media, Software coding and IT processes, Security, Manufacturing, Banking and Transportation. In reference to Job creation or distraction, Artificial Intelligence is not job killer but a job category killer”. In the latest report (May 2023) on The Future of Jobs, the World Economic Forum (WEF) predicts the creation of 69 million jobs by 2027 thanks to AI, but also the destruction of 89 million jobs. In context to intelligence level, Jan. 2022, Age of IQ level of AI was as 7 year Children and in Dec. 2022, Age of IQ level of AI was as 9 year Children. India is emerging market in global and it has around 12 % of work could be automated by AI. In India more than 2000 startup are related to AI and 90000 plus AI Professional work in India.The economic impact of AI, for select G20 countries and estimates AI to boost India’s annual growth rate by 1.3 percentage points by 2035. AI has potential to add 1 trillion to India’s economy in 2035. We are going to enter into new technological world, it’s may be our fortune or misfortune. Key Words: - Artificial Intelligence, Machine learning, Job, India

Industrial Revolution 4.0 (I.R. 4.0) has given a gateway to the emerging intelligent technology: artificial intelligence (AI) technology. This emerging AI technology is rapidly moving towards human society and establishing a considerably more substantial human–machine relationship. This specific chapter describes the various stages of the Industrial Revolution and current I.R. 4.0 technology enrichment. Current I.R. 4.0 is progressively developing an intelligent machine whose performance is equivalent to the most intelligent human and making this possible by exercising artificial intelligence. The numerous stages of artificial intelligence are discussed here. These classifications of AI like Artificial Narrow Intelligence (ANI), Artificial General Intelligence (AGI), and Artificial Super Intelligence (ASI) development in day-to-day applications are miraculously transforming human skills and employment in society. The other name of ANI is Human-level Artificial Intelligence (HLAI), which will help the society to remote monitor risk-based workplaces, i.e. computer vision. Verbal communication or typing messages will be substituted by Nanobot technology such as hybrid thinking. The backbone of this technology advancement is possible by machine learning, neural network, and genetic algorithms like deep neural network and non-maximum suppression algorithm. Once the intelligent machine starts thinking, then machine autonomous, i.e. singularity-based AI model, ensures decision-making based on real-time situations. Ultimately, the necessary need for social ethics and legal regulation of AI in routine life is adequately discussed.

Chapter 7 - Artificial general intelligence

Artificial Intelligence (AI) is an interdisciplinary field of study that focuses on building machines that are able to think and, in particular, act in an intelligent manner. In this context, it is preferable to characterise intelligence as the ability to accomplish complex tasks, as opposed to anchoring this concept on the notion of human intelligence or thought. Machine Learning (ML) is a subfield of AI that encompasses software that improves with experience. A variety of teaching methods can be used to train ML algorithms, including supervised learning, unsupervised learning and reinforcement learning. In turn, Deep Learning (DL) is a subfield of ML that uses deep neural networks (DNN) to identify useful patterns in the input data. On the technical side, this chapter draws a distinction between artificial narrow intelligence (ANI), artificial general intelligence (AGI) and artificial superintelligence (ASI). All current instances of AI fall within the realm of ANI, but the increasing power of learning algorithms is gradually shifting the balance towards the AGI paradigm. We also explored the distinction between weak AI and strong AI based on consciousness, though concerns have been raised about the relevance and falsifiability of these concepts. AI is already playing an important role in the financial industry, including in the banking, investing and insurance sectors. However, the journey towards widespread adoption has been bumpy and halted by several roadblocks. An appreciation of key historical milestones helps to put the technology’s achievements into perspective and understand some of the future directions that AI research may take.

Artificial intelligence is promoted by means of incomprehensible advocacy through business majors that cannot easily be equated with human consciousness and abilities. Behavioral natural systems are quite different from language models and numeric inferences. This paper reviews through centuries of evolved human knowledge, and the resolutions as referred through the critics of mythology, literature, imagination of celluloid, and technical work products, which are against the intellect of both educative and fear mongering. Human metamorphic abilities are compared against the possible machine takeover and scope of envisaged arguments across both the worlds of ‘Artificial Intelligence’ and ‘Artificial General Intelligence’ with perpetual integrations through ‘Deep Learning’ and ‘Machine Learning’, which are early adaptive to ‘Artificial Narrow Intelligence’ — a cross examination of hypothetical paranoid that is gripping humanity in modern history. The potentiality of a highly sensitive humanoid and sanctification to complete consciousness at par may not be a near probability, but social engineering through the early stages in life may indoctrinate biological senses to a much lower level of ascendancy to Artificial Narrow Intelligence — with furtherance in swindling advancement in processes may reach to a pseudo-Artificial Intelligence {i}. There are no convincing answers to the discoveries from ancient scriptures about the consciousness of archetypal humans against an anticipated replication of a fulfilling Artificial Intelligence {ii}. Human use of lexicon has been the focal of automata for the past few years and the genesis for knowledge, and with the divergence of languages and dialects, scores of dictionaries and tools that perform bidirectional voice and text — contextual services are already influencing the lives, and appeasement to selective humanly incidentals is widely sustainable today {iii}. Synthesizing and harmonizing a pretentious labyrinthine gizmo is the center of human anxiety, but only evaluative research could corroborate that tantamount to genetic consciousness.

The modern project of creating human-like artificial intelligence (AI) started after World War II, when it was discovered that electronic computers are not just number-crunching machines, but can also manipulate symbols. It is possible to pursue this goal without assuming that machine intelligence is identical to human intelligence. This is known as weak AI. However, many AI researcher have pursued the aim of developing artificial intelligence that is in principle identical to human intelligence, called strong AI. Weak AI is less ambitious than strong AI, and therefore less controversial. However, there are important controversies related to weak AI as well. This paper focuses on the distinction between artificial general intelligence (AGI) and artificial narrow intelligence (ANI). Although AGI may be classified as weak AI, it is close to strong AI because one chief characteristics of human intelligence is its generality. Although AGI is less ambitious than strong AI, there were critics almost from the very beginning. One of the leading critics was the philosopher Hubert Dreyfus, who argued that computers, who have no body, no childhood and no cultural practice, could not acquire intelligence at all. One of Dreyfus’ main arguments was that human knowledge is partly tacit, and therefore cannot be articulated and incorporated in a computer program. However, today one might argue that new approaches to artificial intelligence research have made his arguments obsolete. Deep learning and Big Data are among the latest approaches, and advocates argue that they will be able to realize AGI. A closer look reveals that although development of artificial intelligence for specific purposes (ANI) has been impressive, we have not come much closer to developing artificial general intelligence (AGI). The article further argues that this is in principle impossible, and it revives Hubert Dreyfus’ argument that computers are not in the world.

Artificial intelligence (AI) is symptomatic of the Fourth Industrial Revolution and is the most important of several disruptive technologies which includes blockchain. There are three types of AI: artificial narrow intelligence whereby robots or comparable substitutes are able to perform singular tasks well; artificial general intelligence whereby AI seeks to emulate human intelligence and capabilities; and artificial superintelligence which is futuristic whereby AI mechanisms are superior to human intelligence. There are numerous subfields of AI including machine learning and its major subdivisions of deep learning and deep mind, robotics, facial recognition, artificial neural networks, and natural learning progression.

A key success factor of modern companies is the timely restructuring of business processes, taking into account the penetration of digital technologies in all spheres of society. Nowadays, the challenges have accelerated the implementation of modern business concepts. Continual improvements become the vital step in competitive market. Digitalization has become an unavoidable reality for companies. The article investigates the meaning of the terms "digitization", "digitalization" and "digital transformation". It is proved that digitalization provides companies with competitive advantages in all areas of activity, which is reflected in the optimization of production processes, costs minimization, decreasing errors, increasing speed of delivery, boosting the quality of finished products (services), improving the control of the company’s data and processes, increasing the effectiveness of communication. Examples of companies that use digital technologies and the results of their implementation in business processes are given. The results of survey confirm the positive effects of digitalization of business. Three main types of artificial intelligence are distinguished: artificial narrow intelligence, general artificial intelligence, artificial superintelligence and the differences of each are outlined. The benefits and the main threats of artificial intelligence are revealed. The global artificial intelligence industry is expected to grow from $59.7 billion in 2021 to $422.4 billion by 2028, according to Zion Market Research. The 2020 McKinsey Global Survey on Artificial Intelligence (AI) confirms that 50% of companies have reported using AI in at least one business function. The experience of the world’s largest companies in the implementation of various artificial intelligence tools in operational activities is presented. It is emphasized that artificial intelligence contributes to business development and global economic activity. The growth of key performance indicators after the implementation of artificial intelligence in the business processes of companies is presented.

This poster showcases a case study of an Australian higher education institution’s artificial intelligence (AI) literacy staff development program. It offers practical suggestions to ASCILITE attendees on how to empower academic and professional staff to navigate the unknown terrain of generative AI collaboratively and responsibly. Since the release of ChatGPT in November 2022, higher education institutions have been grappling with its impact on assessment, teaching and learning, and the world of work (CRADLE Blog, 2023) -culminating in the Tertiary Education Quality and Standards Agency (TEQSA) Request for Information (RFI) about how institutions will engage with AI and secure course integrity (TEQSA, 2024). Effective institutional responses to TEQSA’s RFI are predicated on staff at all levels rapidly developing their AI literacy in order to conceptualise and implement the curriculum and assessment changes required. AI literacy is generally accepted to include understanding of AI tools and how they work, discussion of ethical and societal implications and critical evaluation of their outputs, and competency in integration of AI ethically and effectively into daily practice (Chan & Colloton, 2024; Hibbert, Melanie et al., 2024; Hillier, 2023). This poses a significant challenge for institutions because of rapidly evolving AI tools and the diverse capabilities and starting points of large staff cohorts, including among third space support staff responsible for implementation. ECU's evolving strategy for building organisational capacity in AI literacy is outlined in this poster. The approach, which aligns with ECU’s Framework and Guidelines for Ethical and Productive Use of AI (Edith Cowan University, 2023), is designed to empower and enable staff. It intentionally incorporates connectivist and constructivist learning theories, informed by Fink's Taxonomy of Significant Learning (Fink, 2013) and Miller's Pyramid (Miller, 1990). This meant (a) providing essential foundational knowledge about AI, (b) developing practical skills through hands-on experience and exploration, and (c) fostering collective capability through sharing and collaboration. These efforts complemented initiatives to support student AI literacy through similar impactful interventions (Sullivan et al., 2024). In 2024, ECU implemented the following activities to support academic and professional staff: “AI 101” Canvas site: Covers how AI works, ethical and societal considerations, and AI in learning and teaching. “Explore AI” workshops: Focused on practical exploration of AI tools that generate both text and images, as well as ethics, research and assessment. “AI Digest” Viva Engage Community: Provides regular updates about AI. Generative AI tools: A series of tools for trials e.g., custom chatbots and image generators. Workshops co-designed with Schools: Explores generative AI in discipline-specific ways (including arts, humanities, business, law and performing arts) Despite currently being voluntary, these initiatives have received strong engagement and positive feedback to date. For example, all respondents to the Explore AI Session feedback forms said they would recommend the sessions to colleagues. 331 academic and professional staff have engaged with the AI 101 Canvas site so far, spending a median of 3 hours and 5 minutes in the course. 74% of the 50 respondents to the AI 101 evaluation form stated that their confidence levels improved after completing the course. ECU continues to iteratively improve its AI literacy offerings and expand staff engagement, collectively making sense of generative AI and its effects as an institution.