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The riveting quest to construct the machine that would take on the world’s greatest human chess player—told by the man who built itOn May 11, 1997, millions worldwide heard news of a stunning victory, as a machine defeated the defending world chess champion, Garry Kasparov. Behind Deep Blue tells the inside story of the quest to create the mother of all chess machines and what happened at the two historic Deep Blue vs. Kasparov matches. Feng-hsiung Hsu, the system architect of Deep Blue, reveals how a modest student project started at Carnegie Mellon in 1985 led to the production of a multimillion-dollar supercomputer. Hsu discusses the setbacks, tensions, and rivalries in the race to develop the ultimate chess machine, and the wild controversies that culminated in the final triumph over the world's greatest human player. With a new foreword by Jon Kleinberg and a new preface from the author, Behind Deep Blue offers a remarkable look at one of the most famous advances in artificial intelligence, and the brilliant toolmaker who invented it.

Échecs electroniques. --- Deep Blue (Ordinateur) --- Computer chess. --- Deep Blue (Computer) --- Aircraft. --- Algebraic notation (chess). --- Analogy. --- Annotation. --- Behavior. --- Chessboard. --- Computation. --- Concept. --- Dependability. --- Diagram. --- Ecosystem. --- Educational technology. --- Emergence. --- Explanation. --- Facilitator. --- Feng-hsiung Hsu. --- Foreword. --- Heuristic. --- Human Dimension. --- Human eye. --- In scale. --- Interaction. --- Medical diagnosis. --- Mental image. --- Metaphor. --- Motivation. --- Murray Campbell. --- Notation. --- Prime number. --- Quantity. --- RC4. --- Reason. --- Result. --- Scientific notation. --- Scientist. --- Speech recognition. --- Watson (computer). --- Writing. --- IBM computers --- Supercomputers --- Chess --- Data processing

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A comprehensive look at the world of illicit trade Though mankind has traded tangible goods for millennia, recent technology has changed the fundamentals of trade, in both legitimate and illegal economies. In the past three decades, the most advanced forms of illicit trade have broken with all historical precedents and, as Dark Commerce shows, now operate as if on steroids, tied to computers and social media. In this new world of illicit commerce, which benefits states and diverse participants, trade is impersonal and anonymized, and vast profits are made in short periods with limited accountability to sellers, intermediaries, and purchasers.Louise Shelley examines how new technology, communications, and globalization fuel the exponential growth of dangerous forms of illegal trade-the markets for narcotics and child pornography online, the escalation of sex trafficking through web advertisements, and the sale of endangered species for which revenues total in the hundreds of millions of dollars. The illicit economy exacerbates many of the world's destabilizing phenomena: the perpetuation of conflicts, the proliferation of arms and weapons of mass destruction, and environmental degradation and extinction. Shelley explores illicit trade in tangible goods-drugs, human beings, arms, wildlife and timber, fish, antiquities, and ubiquitous counterfeits-and contrasts this with the damaging trade in cyberspace, where intangible commodities cost consumers and organizations billions as they lose identities, bank accounts, access to computer data, and intellectual property.Demonstrating that illicit trade is a business the global community cannot afford to ignore and must work together to address, Dark Commerce considers diverse ways of responding to this increasing challenge.

Advertising. --- Africa. --- Arms industry. --- Auction. --- Backpage. --- Beneficiary. --- Bitcoin. --- Botnet. --- Bribery. --- Business ethics. --- CITES. --- Camorra. --- Child pornography. --- Cigarette smuggling. --- Climate change. --- Cold War. --- Colonialism. --- Commodity. --- Competition. --- Consumer. --- Corruption. --- Counterfeit. --- Credit card. --- Crime. --- Currency. --- Customer. --- Cybercrime. --- Dark web. --- Deforestation. --- Developed country. --- EBay. --- Economic inequality. --- Economy. --- Employment. --- Entrepreneurship. --- Environmental crime. --- Europol. --- Export. --- Facilitator. --- Financial crimes. --- Fraud. --- Funding. --- Global Community. --- Globalization. --- Governance. --- Heroin. --- Human trafficking. --- Illegal drug trade. --- Illegal immigration. --- Illicit financial flows. --- Income. --- Insurgency. --- Intellectual property. --- Ivory trade. --- Latin America. --- Law enforcement. --- Malware. --- Marketing. --- Money laundering. --- Natural resource. --- North Korea. --- Online marketplace. --- Opioid. --- Organized crime. --- Panama Papers. --- Payment system. --- Payment. --- People smuggling. --- Pesticide. --- Piracy. --- Poaching. --- Politician. --- Private sector. --- Prostitution. --- Ransomware. --- Rhinoceros. --- Sex trafficking. --- Sicilian Mafia. --- Slavery. --- Smuggling. --- Supply (economics). --- Supply chain. --- Sustainability. --- Tax evasion. --- Tax. --- Technological revolution. --- Technology. --- Terrorism. --- Theft. --- Trade route. --- Transnational crime. --- Urbanization. --- Vendor. --- Virtual world. --- Volkswagen. --- War. --- Wealth. --- World War II. --- World economy. --- World population. --- Black market. --- Crime and globalization. --- Internet fraud.

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The book provides a rich, informative picture of the current state of student engagement evaluation, while also highlighting challenges and opportunities for future advances. A particular strength of this publication is its emphasis on the importance of taking evidence-based decisions, and showing how the South African Survey of Student Engagement (SASSE) can provide the evidence for well-informed changes in policy and practice in order to enhance student success." - Prof Magda Fourie-Malherbe, Stellenbosch University

Higher & further education, tertiary education --- Academics --- Academic achievement --- Academic advising --- Academic advisors --- Academic challenge --- Academic development --- Academic literacy --- Academic performance --- Academic support --- Access --- Academic staff (also see academics/Lecturers) --- Actionable --- Active learning --- Agency --- Aggregated --- Analyse --- Apply --- Ask questions --- Assessment --- Attitude --- Australasian Survey of Student Engagement (AUSSE) --- Beginning University Survey of Student Engagement (BUSSE) --- Benchmarking --- Bloom’s taxonomy --- Business --- economics and management --- Campus environment --- Capacity --- Career advisors --- Challenges --- Classroom activities --- Classroom Survey of Student Engagement (CLASSE) --- Co-curricular (also see extra-curricular) --- Cognitive --- Cognitive development --- Cognitive educational activities --- Cognitive functions --- Cognitive skills --- Collaborative learning --- Colleges --- Community college --- Comprehensive universities --- Conditional formatting --- Contextual --- Contextual challenges --- Contextualised --- Council on Higher Education (CHE) --- Course (module/subject) --- Critical thinking --- Culture --- Curriculum --- Data --- Data-informed --- Decision-making --- Decolonisation --- Deep learning --- Department chairs (heads of departments) --- Department of Higher Education and Training (DHET) --- Development --- Developmental outcomes --- Diagnostic --- Disaggregating --- Discussions --- Discussion with diverse others --- Dropout --- Education outcomes --- Effective educational behaviours --- Effective educational practices --- Effective leadership --- Effective teaching practices --- Empirical --- Engagement – also see Student Engagement --- Engineering --- Equity --- Equitable outcomes --- Evaluate --- Evidence --- Evidence-based --- Expectations --- Expected academic difficulty --- Expected academic perseverance --- Experiential learning --- Experience with staff --- Extended degree --- Extended curricula --- Extra-curricular (also see co-curricular) --- Financial Stress Scale --- First-generation --- First-year --- Food --- Food insecurity --- Frequency --- Freshman myth --- Gender --- Graduate attributes (Learning outcomes) --- Group work --- Heads of departments --- High-Impact practices --- Higher education outcomes --- Higher-Order Learning --- Holistic --- Humanities --- Incentive --- Indicators --- Innovation --- Innovative --- Instructional paradigm --- Interactions --- Interventions --- Institutional culture --- Institutional performance --- Institutional research --- Institutional researchers --- Institution-wide approaches --- Interpersonal relationships --- Interpersonal skills --- Intersectional --- Intersectionality --- Irish Survey of Student Engagement (ISSE) --- Knowledge --- Knowledge society --- Language --- Law --- Leaders --- Leadership (management/university leadership) --- Learning --- Learning environments --- Learning facilitator --- Learning outcomes --- Learning paradigm --- Learning strategies --- Learning with peers --- Lecturer Survey of Student Engagement (LSSE) --- Lecturers (also see academics/academic staff) --- Librarians --- Management (University leaders and Leadership) --- Mathematics --- Memorisation --- Mentor --- Mentoring --- Mentorship --- Mission --- Module (course/subject) --- Motivation --- National Benchmark Tests (NBT) --- National Benchmark Test Project (NBTP) --- National Development Plan --- National Survey of Student Engagement (NSSE) --- Natural and Agricultural Sciences --- Next Generation of Academics Programme (nGAP) --- Numeracy development --- Off-campus --- On-campus --- Online resources --- Pathways --- Peer learning (also see Tutor) --- Pedagogical approaches --- Pedagogical contexts --- Pedagogical environments --- Pedagogical experiences --- Pedagogical innovation --- Pedagogical practices --- Pedagogical relationship --- Pedagogical responsiveness --- Pedagogies --- Perceived academic preparation --- Perceived preparedness --- Persistence --- Policies --- Policy --- Policy makers --- Practical significance --- Practical work --- Preparing for class --- Professional development --- Professionals --- Professional staff --- Quadrant --- Quality --- Quality assurance --- Quality of interactions --- Quantitative reasoning --- Reflection --- Reflective and integrative learning --- Relationships --- Research --- Responsiveness --- Resources --- Retention --- Science --- engineering and technology --- Self-reflection --- Senior students --- Service learning --- Social sciences --- Socio-economic --- South African Survey(s) of Student Engagement (SASSE) --- Staff development (also academic development and lecturer development) --- Stakeholder --- Strategies --- Statistical --- Student affairs --- Student behaviour --- Student bodies --- Student data --- Student development --- Student engagement --- Student evaluation --- Student financial aid --- Student involvement --- Student learning --- Student life --- Student needs --- Student outcomes --- Student organisations --- Student perspective --- Student participation --- Student performance --- Student persistence --- Student retention --- Student responses --- Student societies --- Student-staff interaction --- Student success --- Student views --- Student voice --- Success rates --- Subject (course/module) --- Support services --- Support staff --- Supportive campus --- Supportive environment --- Synthesise --- Systemic perspective --- Systemic understanding --- Teaching --- Teaching and learning --- Techniques --- Time --- Time management --- Traditional universities --- Transformation --- Transformative --- Transition --- Tutor --- Tutorials --- Undergraduate research --- Underprepared --- United States --- University Capacity Development Grant (University Capacity Development Programme) --- Universities --- Universities of Technology --- University leaders --- Unrealistic --- Well-being