--W e address the problem of scarcity of educational Arabic Language Learning tools that advocates modern pedagogical models such active learning which ensures language proficiency . In fact, we investigate the design and evaluation of an AI-powered educational tool designed to enhance Arabic language learning for non-native speakers with beginner-to-intermediate proficiency level. The tool leverages advanced AI models to generate interactive visual quizzes, deploying Visual Question Answering as the primary activity . Adopting a constructivist learning approach, the system encourages active learning through real-life visual quizzes, and image-based questions that focus on improving vocabulary, grammar, and comprehension. The system integrates Vision-Language Pretraining models to generate contextually relevant image description from which Large Language Model generate assignments based on customized Arabic language Learning quizzes thanks to prompting. The effectiveness of the tool is evaluated through a manual annotated benchmark consisting of 1266 real-life visual quizzes, with human participants providing feedback. The results show a suitable accuracy rates, validating the tool's potential to bridge the gap in Arabic language education and highlighting the tool's promise as a reliable, AI-powered resource for Arabic learners, offering personalized and interactive learning experiences. I. Introduction Language learning has never been more important than it is today. Since the onset of globalization, language learning has become essential in facilitating communication across cultures and opening up numerous educational and professional opportunities [6]. To excel in any language, it is crucial to develop proficiency in all four core skills: listening, writing, reading, and speaking.

The transition from fetal to extra-uterine life is characterized by a series of respiratory, cardiovascular and metabolic adaptation mechanisms. Approximately 90% of newborns breathe spontaneously without the need for interventions, the remaining 10% will need assistance at birth. Among the latter, most will start breathing after the first assistance maneuvers (drying, tactile stimulation, alignment of the airways); 5% thanks to the application of positive pressure ventilation (PPV). Estimates of intubation rates vary between 0.4% and 2%; less than 0.3% will require chest compression and approximately 0.05% will need medication [1, 4, 5, 15, 16]. Neonatal mortality in Italy, for babies born after the 22nd week of gestational age, is estimated as 1.7 deaths per 1000 births, compared to an average 2.1/1000 in Europe [11]. The inability of some infants to establish and sustain spontaneous or adequate breathing, contributes significantly to these early deaths and also to the burden of adverse neurological outcomes among survivors.

Prior work has established the importance of integrating AI ethics topics into computer and data sciences curricula. We provide evidence suggesting that one of the critical objectives of AI Ethics education must be to raise awareness of AI harms. While there are various sources to learn about such harms, The AI Incident Database (AIID) is one of the few attempts at offering a relatively comprehensive database indexing prior instances of harms or near harms stemming from the deployment of AI technologies in the real world. This study assesses the effectiveness of AIID as an educational tool to raise awareness regarding the prevalence and severity of AI harms in socially high-stakes domains. We present findings obtained through a classroom study conducted at an R1 institution as part of a course focused on the societal and ethical considerations around AI and ML. Our qualitative findings characterize students' initial perceptions of core topics in AI ethics and their desire to close the educational gap between their technical skills and their ability to think systematically about ethical and societal aspects of their work. We find that interacting with the database helps students better understand the magnitude and severity of AI harms and instills in them a sense of urgency around (a) designing functional and safe AI and (b) strengthening governance and accountability mechanisms. Finally, we compile students' feedback about the tool and our class activity into actionable recommendations for the database development team and the broader community to improve awareness of AI harms in AI ethics education.

Although the prevention of AI vulnerabilities is critical to preserve the safety and privacy of users and businesses, educational tools for robust AI are still underdeveloped worldwide. We present the design, implementation, and assessment of Maestro. Maestro is an effective open-source game-based platform that contributes to the advancement of robust AI education. Maestro provides goal-based scenarios where college students are exposed to challenging life-inspired assignments in a competitive programming environment. We assessed Maestro's influence on students' engagement, motivation, and learning success in robust AI. This work also provides insights into the design features of online learning tools that promote active learning opportunities in the robust AI domain. We analyzed the reflection responses (measured with Likert scales) of 147 undergraduate students using Maestro in two quarterly college courses in AI. According to the results, students who felt the acquisition of new skills in robust AI tended to appreciate highly Maestro and scored highly on material consolidation, curiosity, and mastery in robust AI. Moreover, the leaderboard, our key gamification element in Maestro, has effectively contributed to students' engagement and learning. Results also indicate that Maestro can be effectively adapted to any course length and depth without losing its educational quality.

Ayanna howard, roboticist, ACM Athena Lecturer, and dean of The Ohio State University College of Engineering, is optimistic about the ability of robots to help people. She understands the challenges that must be addressed for that to happen, and has worked throughout her career not just to advance the technical state of the art, but to quantify and overcome issues including trust and bias in artificial intelligence (AI). Here, she talks about self-driving cars, accessible coding, and how to incorporate different perspectives into hardware and software design. The pandemic heightened public interest in robots--suddenly, we all want robot cleaners and robot grocery deliverers and so on. How is that impacting the robotics community?

Traditionally, it's been difficult for visually-impaired students to learn about aerospace engineering because understanding the mechanics of machine parts often requires being able to see how they move. But Dr. Kavan Hazeli, Associate Professor of Aerospace and Mechanical Engineering at the University of Arizona, hopes to change that. He is using cutting-edge robotics, artificial intelligence, and augmented reality technologies to develop advanced educational tools that rely more on touch and sound. Together with roboticist and former pupil Sahand Sabet, Hazeli is testing prototypes of these educational tools with students from the Arizona State School of the Deaf and the Blind.

Today, the White House Office of Science and Technology Policy (OSTP) and the National Science Foundation (NSF) announced the newly formed National Artificial Intelligence (AI) Research Resource Task Force which will write the road map for expanding access to critical resources and educational tools that will spur AI innovation and economic prosperity nationwide. As directed by Congress in the National AI Initiative Act of 2020, the Task Force will serve as a Federal advisory committee to help create and implement a blueprint for the National AI Research Resource (NAIRR) -- a shared research infrastructure providing AI researchers and students across all scientific disciplines with access to computational resources, high-quality data, educational tools, and user support. The Task Force will provide recommendations for establishing and sustaining the NAIRR, including technical capabilities, governance, administration, and assessment, as well as requirements for security, privacy, civil rights, and civil liberties. The Task Force will submit two reports to Congress that together will present a comprehensive strategy and implementation plan -- an interim report in May 2022 and final report in November 2022. "America's economic prosperity hinges on foundational investments in our technological leadership," said Science Advisor to the President and OSTP Director Eric Lander.

Headed to a university near you – Disruption. But not in the way you might expect. Most believe it will be the MOOCs (Massive Open Online Courses) that forever changes the landscape of higher education – but something much more close to all of us will be the demise. For years the college degree has been the path of success. The colleges said it was the path, and the culture followed suits pouring their hard earned (or borrowed) money into a college education for us and our children.

The widespread, deeply integrated use of artificial intelligence (AI) tools throughout all of radiology is still years--perhaps decades--away. But, the initial steps to using this technology are already in place. According to neuroradiology leaders at this year's American Society of Neuroradiology annual meeting in Vancouver, both patients and providers are already experiencing positive impacts even if the technology still has a way to go. "Convolutional neural networks (CNN) are not quite ready for prime time at this point," says Michael Lev, MD, director of emergency radiology and emergency neuroradiology at Massachusetts General Hospital. "It will not replace, but supplement radiology jobs. It will be a tool that radiologists will use for niche applications that can be done for certain detections."

Imagine debating the interpretation of a Shakespearean sonnet and being able to clarify its meaning with the bard himself. Or sitting in history class and being able to ask George Washington questions about the Constitution, no soul-conjuring witchcraft required. In the next decade, advancing AI technology will allow us to learn from the dead first-hand. New chatbot programs are being developed to keep our knowledge active after our physical being passes away. Early research in this topic already allows us to simulate dialogues with the dead.