This is still not directly definable, although we still know of human abilities that even the the best present programs on the fastest computers have not been able to emulate, such as playing master-level go and learning science from the Internet. Basic researchers in AI should measure their work as to the extent to which it advances this goal. AI research should not be dominated by near-term applications. DARPA should recall the extent to which its applied goals were benefitted by basic research. NSF should not let itself be seduced by impatience.

Included are articles on integrated systems such as virtual humans, an intelligent textbook, and a game-based learning environment as well as technology-focused components such as student models and data mining. The winter issue will conclude with an article summarizing the contemporary and emerging challenges at the intersection of AI and education. Everyone recognizes the need to improve teacher effectiveness, to improve student engagement, and to create a twenty-first century education system that maximizes potential of every student. The challenges that must be addressed to make these improvements greatly exceed the scope of any single approach, whether it is educational technology, improved teacher training and better after school programs, and so on. In past research, AI -- with its inextricable links to cognitive science, psychology, and mathematics -- has proven a close fit for many of these challenging educational problems.

Included are articles on integrated systems such as virtual humans, an intelligent textbook, and a game-based learning environment as well as technology-focused components such as student models and data mining. This issue concludes with an article summarizing the contemporary and emerging challenges at the intersection of AI and education. Everyone recognizes the need to improve teacher effectiveness, to improve student engagement, and to create a twenty-first century education system that maximizes potential of every student. The challenges that must be addressed to make these improvements greatly exceed the scope of any single approach, whether it is educational technology, improved teacher training and better after school programs, and so on. In past research, AI -- with its inextricable links to cognitive science, psychology, and mathematics -- has proven a close fit for many of these challenging educational problems.

'm delighted to bring our readers the news of an exciting resource for AAAI members. AAAI has now completed a major initiative, begun five years ago, to develop a digital library of AAAI publications. The collection now comprises approximately 13,000 papers, including the full set of papers from the AAAI proceedings, papers from other major conferences, AAAI workshop and symposium technical reports, selected AAAI Press books, and the full contents of AI Magazine. This already-extensive collection is a growing resource, with new publications and access methods to be added over time. I encourage readers to visit it at the members' library section of the AAAI web site, www.aaai.org.

AAAI has seen great ups and downs, based largely on the perceived success of AI in business applications. Great early success allowed AAAI to weather the "AI winter" to enjoy the current "thaw." Other challenges to AAAI have resulted from its success in spinning out international conferences, thereby effectively removing several key AI areas from the AAAI National Conference. AAAI leadership continues to look for ways to deal with these challenges. AAI began life intending to be completely different from the established professional societies (such as ACM).

Although AI and HCI explore computing and intelligent behavior and the fields have seen some crossover, until recently there was not very much. This article outlines a history of the fields that identifies some of the forces that kept the fields at arm's length. AI was generally marked by a very ambitious, long-term vision requiring expensive systems, although the term was rarely envisioned as being as long as it proved to be, whereas HCI focused more on innovation and improvement of widely used hardware within a short time scale. These differences led to different priorities, methods, and assessment approaches. A consequence was competition for resources, with HCI flourishing in AI winters and moving more slowly when AI was in favor.

Czerwinski, Mary, see Nguyen, Trung 1992 AAAI Robot Exhibition and Competition see Dean, Thomas 1992 Workshop on Design Rationale Capture and Use, The, see Lee, Jintae Advances in Real-Time Expert System Technologies, see Barachini, Franz AI and Creativity: 1993 Spring Symposium Report, see Kim, Steven AI and N&Hard Problems: 1993 Spring Symposium Report, see Crawford, James AI Research and Application Development at Boeing's Huntsville Laboratories see Tanner, Steve Anick, Peter; and Simoudis, Evange-10s. Agent Architectures, see Hanks, Steve Berman, Jay I. see Wright, Jon R. Bonasso, R. Peter see Dean, Thomas Bookman, Lawrence, see Sun, Ron Brown, Karen E. see Wright, Jon R. Building Lexicons Two Winner see Congdon, Clare Carnes, Ray, see Tanner, Steve Case-Based Reasoning and Information Retrieval: 1993 Spring Symposium Report, see Anick, Peter Chandrasekaran, B.; Narayanan, N. Hari; and Iwasaki, Yumi. Charniak, Eugene, see Goldman, Robert l? Chien, Steve, see Gat, Erann. Cohen, Paul R., see Hanks, Steve Compaq Quicksource: Providing the Consumer with the Power Drummond, Mark, see Lansky, Amy Engineering Design through Constraint-Based Reasoning, see Murtagh, Niall Etzioni, Oren. Goal-Driven Learning: Fundamental Issues: A Symposium Report, see Leake, David Goldman, Robert l?; Charniak, Eugene; Gale, William; and Norvig, Peter.

Bylaws of the American Association for Artificial Intelligence, 13(1): Spring 1992, A2-A9 Adler, Mark see Rewari, Anil. Anick, Peter see Rewari, Anil. Architecture for Real-Time Distributed Scheduling, An, 13(3): Fall 1992, 46-56. Billmers, Meyer see Rewari, Anil. Bylaws of the American Association for Artificial Intelligence, 13(1): Spring 1992, A2-A9 Cambridge Center for Behavioral Studies see Weintraub, Joseph.