The increasing interest in developing Artificial Intelligence applications in the medical domain, suffers from the lack of high-quality dataset, mainly due to privacy-related issues. Moreover, the recent rising of Multimodal Large Language Models (MLLM) leads to a need for multimodal medical datasets, where clinical reports and findings are attached to the corresponding CT or MR scans. This paper illustrates the entire workflow for building the data set MedPix 2.0. Starting from the well-known multimodal dataset MedPix\textsuperscript{\textregistered}, mainly used by physicians, nurses and healthcare students for Continuing Medical Education purposes, a semi-automatic pipeline was developed to extract visual and textual data followed by a manual curing procedure where noisy samples were removed, thus creating a MongoDB database. Along with the dataset, we developed a GUI aimed at navigating efficiently the MongoDB instance, and obtaining the raw data that can be easily used for training and/or fine-tuning MLLMs. To enforce this point, we also propose a CLIP-based model trained on MedPix 2.0 for scan classification tasks.

Background: Graph Neural Networks (GNN) have emerged in very recent years as a powerful tool for supporting in silico Virtual Screening. In this work we present a GNN which uses Graph Convolutional architectures to achieve very accurate multi-target screening. We also devised a hierarchical Explainable Artificial Intelligence (XAI) technique to catch information directly at atom, ring, and whole molecule level by leveraging the message passing mechanism. In this way, we find the most relevant moieties involved in bioactivity prediction. Results: We report a state-of-the-art GNN classifier on twenty Cyclin-dependent Kinase targets in support of VS. Our classifier outperforms previous SOTA approaches proposed by the authors. Moreover, a CDK1-only high-sensitivity version of the GNN has been designed to use our explainer in order to avoid the inherent bias of multi-class models. The hierarchical explainer has been validated by an expert chemist on 19 approved drugs on CDK1. Our explainer provided information in accordance to the docking analysis for 17 out of the 19 test drugs. Conclusion: Our approach is a valid support for shortening both the screening and the hit-to-lead phase. Detailed knowledge about the molecular substructures that play a role in the inhibitory action, can help the computational chemist to gain insights into the pharmacophoric function of the molecule also for repurposing purposes.

The Association for the Advancement of Artificial Intelligence was pleased to present the 2010 Fall Symposium Series, held Thursday through Saturday, November 11-13, at the Westin Arlington Gateway in Arlington, Virginia. The titles of the eight symposia are as follows: (1) Cognitive and Metacognitive Educational Systems; (2) Commonsense Knowledge; (3) Complex Adaptive Systems: Resilience, Robustness, and Evolvability; (4) Computational Models of Narrative; (5) Dialog with Robots; (6) Manifold Learning and Its Applications; (7) Proactive Assistant Agents; and (8) Quantum Informatics for Cognitive, Social, and Semantic Processes. The highlights of each symposium are presented in this report.

The Association for the Advancement of Artificial Intelligence was pleased to present the 2010 Fall Symposium Series, held Thursday through Saturday, November 11-13, at the Westin Arlington Gateway in Arlington, Virginia. The titles of the eight symposia are as follows: (1) Cognitive and Metacognitive Educational Systems; (2) Commonsense Knowledge; (3) Complex Adaptive Systems: Resilience, Robustness, and Evolvability; (4) Computational Models of Narrative; (5) Dialog with Robots; (6) Manifold Learning and Its Applications; (7) Proactive Assistant Agents ; and (8) Quantum Informatics for Cognitive, Social, and Semantic Processes. The highlights of each symposium are presented in this report.

The AAAI Fall Symposium on Meta-Cognitive Educational - What are the theoretical foundations and how are they articulated Systems: One Step Forward is the second edition of the successful in CBLEs? MCES implemented as CBLEs are designed to interact with - What are the main aspects of metacognition, selfregulation users, and support their learning and decision-making processes. Can MCES actually foster they need to plan their learning activities, to adapt their learners to be self-regulating agents? How can a MCES learning strategies to meet learning goals, become aware of be autonomous and increase its knowledge to match the changing task conditions, and the dynamic aspects of the learners evolving skills and knowledge? MCES may not be embodied, prior to, during, and after they have been involved in but does it help if they act as intentional agents? the learning environment.

A new architectural framework for a metacognitive tutoring system is presented that is aimed to stimulate self-regulatory behavior in the learner.The new framework extends the cognitive architecture of TutorJ that has been already proposed by some of the authors. TutorJ relies mainly on dialogic interaction with the user, and makes use of a statistical dialogue planner implemented through a Partially Observable Markov Decision Process (POMDP). A suitable two-level structure has been designed for the statistical reasoner to cope with measuring and stimulating metacognitive skills in the user. Suitable actions have been designed to this purpose starting from the analysis of the main questionnaires proposed in the literature. Our reasoner has been designed to model the relation between each item in a questionnaire and the related metacognitive skill, so the proper action can be selected by the tutoring agent. The complete framework is detailed, the reasoner structure is discussed, and a simple application scenario is presented.

The Association for the Advancement of Artificial Intelligence was pleased to present the 2009 Fall Symposium Series, held Thursday through Saturday, November 5–7, at the Westin Arlington Gateway in Arlington, Virginia. The Symposium Series was preceded on Wednesday, November 4 by a one-day AI funding seminar. The titles of the seven symposia were as follows: (1) Biologically Inspired Cognitive Architectures, (2) Cognitive and Metacognitive Educational Systems, (3) Complex Adaptive Systems and the Threshold Effect: Views from the Natural and Social Sciences, (4) Manifold Learning and Its Applications, (5) Multirepresentational Architectures for Human-Level Intelligence, (6) The Uses of Computational Argumentation, and (7) Virtual Healthcare Interaction.

Series, held Thursday through Saturday, November 5-7, at he Association for the Advancement of Artificial Intelligence the Westin Arlington Gateway in Arlington, Virginia. The titles of the seven symposia were as follows: (1) Biologically Inspired Cognitive Biologically Inspired Cognitive Architectures Architectures, (2) Cognitive and Metacognitive Cognitive and Metacognitive Educational Systems Educational Systems, (3) Complex Adaptive Complex Adaptive Systems and the Threshold Effect: Views from the Natural Systems and the Threshold Effect: Views and Social Sciences from the Natural and Social Sciences, (4) Manifold Manifold Learning and Its Applications Learning and Its Applications, (5) Multirepresentational Architectures for Human-Level Multirepresentational Architectures for Human-Level Intelligence Intelligence, (6) The Uses of Computational The Uses of Computational Argumentation Argumentation, and (7) Virtual Healthcare Virtual Healthcare Interaction Interaction. An informal reception was held on Thursday, November 5. A general plenary session, in which the highlights of each symposium were presented, was held on Friday, November 6. The challenge of creating a real-life computational equivalent of the human mind requires that we better understand at a computational level how natural intelligent systems develop their cognitive and learning functions. They will behave, variety of disjoined communities and schools of learn, communicate, and "think" as conscious thought that used to speak different languages and beings in general, in addition to being able to perform ignore each other.

This paper presents a methodology to acquire new knowledge in TutorJ using external information sources. TutorJ is an ITS whose architecture is inspired to the HIPM cognitive model, while meta-cognition principles have been used to design the knowledge acquisition process. The system behavior is intended to increase its own knowledge as a consequence of the interaction with users. The implemented methodology uses external links and services to capture new knowledge from contents related to discussion topics and transforms these contents into structured knowledge that is stored inside an ontology. The purpose of the proposed methodology is to lower the effort of system scaffolding creation and to increase the level of interaction with users. The focus is on self-regulated learners while meta-cognitive strategies have to bee defined to adapt and to increase the effectiveness of tutoring actions.

Artificial learning systems such as e-learning, multimedia Human or artificial tutors have to continuously and dynamically and hypermedia, and Intelligent Tutoring Systems (ITS) monitor and model all of the students activities are designed to support learning processes in order to facilitate (including problem solving processes, deployment of regulatory the acquisition, development, use, and transfer required processes, and so on), make complicated inferences to solve complex tasks. Besides their trivial duties about them, to ensure that learning is maximized. Students regarding content management, these systems have to interact and tutors need decision support capabilities in terms of social with different users, and support them with several decisional networks analysis, visualization tools of students behaviors processes. One of the most critical decisions includes in relation to the domain knowledge to be explored, those dealing with aspects of self-regulation. A paradigm shift changing task conditions, and dynamic aspects of the instructional is needed in this respect.