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AlphaZero, Leela Chess Zero and Stockfish NNUE revolutionized Computer Chess. This book gives a complete introduction into the technical inner workings of such engines. The book is split into four main chapters -- excluding chapter 1 (introduction) and chapter 6 (conclusion): Chapter 2 introduces neural networks and covers all the basic building blocks that are used to build deep networks such as those used by AlphaZero. Contents include the perceptron, back-propagation and gradient descent, classification, regression, multilayer perceptron, vectorization techniques, convolutional networks, squeeze and excitation networks, fully connected networks, batch normalization and rectified linear units, residual layers, overfitting and underfitting. Chapter 3 introduces classical search techniques used for chess engines as well as those used by AlphaZero. Contents include minimax, alpha-beta search, and Monte Carlo tree search. Chapter 4 shows how modern chess engines are designed. Aside from the ground-breaking AlphaGo, AlphaGo Zero and AlphaZero we cover Leela Chess Zero, Fat Fritz, Fat Fritz 2 and Efficiently Updatable Neural Networks (NNUE) as well as Maia. Chapter 5 is about implementing a miniaturized AlphaZero. Hexapawn, a minimalistic version of chess, is used as an example for that. Hexapawn is solved by minimax search and training positions for supervised learning are generated. Then as a comparison, an AlphaZero-like training loop is implemented where training is done via self-play combined with reinforcement learning. Finally, AlphaZero-like training and supervised training are compared.

During the 2017-18 academic year we carried out a series of coding activities, lasting about 3 months, in a third of the Giulia Falletti primary school in Barolo in Turin (Gena et a., 2020). These activities aimed to teach students not only the basics of programming, but also to introduce a new language and a new way of thinking and solving problems: computational thinking. The class consisted of 25 pupils: 14 males and 11 females, which we then operationally divided into two working groups (13 + 12) to make coding lessons more manageable and provide better childcare. The lessons lasted one hour and were conducted, in the presence of one of the teachers, by a computer teacher assisted by a student / facilitator. At the end of the three months of this positive experience, we realized that having an educational robot that can perform the same kind of actions that virtual robots do, like those of code.org, is very useful for children, especially to help them to solve orientation problems. Therefore, since no commercial robot had the characteristics we wanted, we decided to create an educational robot from scratch, equipped with social, interactive and emotional skills, able to involve children and establish an emotional bond with them in order to increase their learning and involvement. We decided from the beginning to design the robot as an open source project, made at a low cost, proposing a kit that can be easily reproduced and improved by anyone who wishes.

SHANGHAI, Sept 1 (Reuters) - A U.S. order to ban exports of some advanced chips to China is likely to hit almost any major tech company running public clouds or advanced artificial intelligence training modules in the country, experts said. Chip designer Nvidia Corp (NVDA.O) said on Wednesday that U.S. officials told it to stop exporting two top computing chips for AI work to China. Advanced Micro Devices (AMD.O) also said it had received new license requirements that will stop its advanced AI chip called MI250 from being exported to China. Shu Jueting, a Chinese Commerce Ministry spokesperson, said on Thursday that Beijing opposes the measures, saying they undermine the rights of Chinese companies and threaten to disrupt global supply chains. The orders underscore deepening U.S.-China tensions over access to advanced chip technology.

In 2009 I started playing with LLVM for some projects (data structure jit, for genetic programming, jit for tensorflow graphs, etc), and in these projects I realized how powerful LLVM design was at the time (and still is): using an elegant IR (intermediate representation) with an user-facing API and modularized front-ends and backends with plenty of transformation and optimization passes. Nowadays, LLVM is the main engine behind many compilers and JIT compilation and where most of the modern developments in compilers is happening. On a related note, PyTorch is doing an amazing job of exposing more of the torch tracing system and its IR and graphs, not to mention their work on recent fusers and TorchDynamo. In this context, I was doing a small test to re-implement Shine, but using ATen ops for tensors and realized that there were not many educative tutorials on how to use LLVM to JIT PyTorch graphs, so this is a quick series (if time helps there will be more following posts) on how to use LLVM (python bindings) to go from PyTorch graphs (as traced by torch.fx) to LLVM IR and native code. PyTorch itself also has a compiler that uses LLVM to generate native code for subgraphs that the fuser identifies.

This course with instructor Keith McCormick provides an introduction to some advanced techniques in causal inference and causal modeling. It builds upon a foundation in Keith's course, Machine Learning and AI Foundations: Prediction, Causality, and Statistical Inference. Keith focuses the course on three major topics: The power of experiments (and the reality that they aren't always available as an option); the Bayesian statistic philosophy and approach and when it's a good choice; and an introduction to causal modeling with techniques like structural equation modeling and Bayesian networks. Join Keith in this course to learn about these advanced techniques and what makes them both powerful and interesting.

In this paper, we introduce a new task, spoken video grounding (SVG), which aims to localize the desired video fragments from spoken language descriptions. Compared with using text, employing audio requires the model to directly exploit the useful phonemes and syllables related to the video from raw speech. Moreover, we randomly add environmental noises to this speech audio, further increasing the difficulty of this task and better simulating real applications. To rectify the discriminative phonemes and extract video-related information from noisy audio, we develop a novel video-guided curriculum learning (VGCL) during the audio pre-training process, which can make use of the vital visual perceptions to help understand the spoken language and suppress the external noise. Considering during inference the model can not obtain ground truth video segments, we design a curriculum strategy that gradually shifts the input video from the ground truth to the entire video content during pre-training. Finally, the model can learn how to extract critical visual information from the entire video clip to help understand the spoken language. In addition, we collect the first large-scale spoken video grounding dataset based on ActivityNet, which is named as ActivityNet Speech dataset. Extensive experiments demonstrate our proposed video-guided curriculum learning can facilitate the pre-training process to obtain a mutual audio encoder, significantly promoting the performance of spoken video grounding tasks. Moreover, we prove that in the case of noisy sound, our model outperforms the method that grounding video with ASR transcripts, further demonstrating the effectiveness of our curriculum strategy.

A growing number of universities worldwide use various forms of online and blended learning as part of their academic curricula. Furthermore, the recent changes caused by the COVID-19 pandemic have led to a drastic increase in importance and ubiquity of online education. Among the major advantages of e-learning is not only improving students' learning experience and widening their educational prospects, but also an opportunity to gain insights into students' learning processes with learning analytics. This study contributes to the topic of improving and understanding e-learning processes in the following ways. First, we demonstrate that accurate predictive models can be built based on sequential patterns derived from students' behavioral data, which are able to identify underperforming students early in the course. Second, we investigate the specificity-generalizability trade-off in building such predictive models by investigating whether predictive models should be built for every course individually based on course-specific sequential patterns, or across several courses based on more general behavioral patterns. Finally, we present a methodology for capturing temporal aspects in behavioral data and analyze its influence on the predictive performance of the models. The results of our improved sequence classification technique are capable to predict student performance with high levels of accuracy, reaching 90 percent for course-specific models.