The Multi Autonomous Ground-robotic International Challenge (MAGIC) is a 1.6 million dollar prize competition for autonomous mobile robots funded by TARDEC and the DSTO, the primary research organizations for Tank and Defense research in the United States and Australia respectively. The goal of the competition is to create multi-vehicle robotic teams that can execute an intelligence, surveillance and reconnaissance mission in a dynamic urban environment. The challenge required competitors to map a 500 m x 500 m challenge area in under 3.5 hours and to correctly locate, classify and recognise all simulated threats. The challenge event was conducted in Adelaide, Australia, during November 2010. == Competitors == Initially 12 teams were selected for the competition in November 2009, of which 10 teams received funding. These included: MAGICian – Adelaide/Perth, Australia (UWA, ECU, Flinders, Thales) Strategic Engineering – Adelaide, Australia (U. Adelaide) Northern Hunters – Canada (Royal Military College of Canada) Chiba Team – Japan (Chiba University) Cappadocia – Ankara, Turkey (ASELSAN, Ohio State University) RASR – Gaithersburg, Md. (Robotics Research, LLC; QinetiQ; Embry-Riddle Aeronautical University) Team Cornell – US (Cornell University) Team Michigan – Ann Arbor, Mich. (University of Michigan) Virginia Tech – US (Virginia Tech) University of Pennsylvania – Philadelphia (University of Pennsylvania) Numinence – Brisbane, Australia (Numinence Pty Ltd, La Trobe University) UNSW – Sydney, Australia (UNSW) The first downselection trial required teams to map an indoor area and outdoor area, and to demonstrate distributing and handing over tasks between robots. During the first downselection trial, the top six teams were selected: Cappadocia – Ankara, Turkey MAGICian – Adelaide/Perth, Australia RASR – Gaithersburg, Md. Team Michigan – Ann Arbor, Mich. University of Pennsylvania – Philadelphia Chiba Team – Japan Before the finals were held, Chiba Team withdrew from the competition, leaving five competitors. == Event == Ultimately the overall goal of fully autonomous operations without human intervention was not achieved, however, the Secretary for Defence stated "The competing vehicles demonstrated new advances in robotics technology, which are very promising for their potential deployment in combat zones where they can replace our troops in carrying out life-threatening tasks" and considered the competition a success. == Results == The official results of the competition were: First – Team Michigan ($750,000 prize) Second – University of Pennsylvania ($250,000 prize) Third – RASR ($100,000 prize) Fourth – MAGICian & Cappadocia The "Old Ram Shed Challenge" was a single-day competition held after the completion of MAGIC. It was smaller in scale, allowing all of the teams to demonstrate their systems during a single day. The University of Pennsylvania won this challenge, having found a greater number of the target objects than the other teams. == Technology == Key technology used by all teams was computer vision, sensor fusion, human-robot interaction, and simultaneous localization and mapping (SLAM). Team Michigan, a collaboration between the University of Michigan's APRIL Lab and Soar Technology, Inc., had the largest fleet of 14 robots, developed their own Inertial Measurement Unit, and created their skid steer robot chassis out of Baltic birch plywood. Additionally, they had minimal reliance on GPS and used bandwidth limited 900 MHz radios for all telemetry, imaging, and status communications between all robots and the ground station. The code was written primarily in Java and each robot was equipped with an actuated 2D LIDAR, along with a unique 2D barcode for inter-robot recognition. The University of Pennsylvania team consisted of only four members. All code was written using Matlab. The robots were equipped with omnidirectional vision. RASR used the Foster-Miller TALON vehicle. MAGICian used the WAMbot robots developed by The University of Western Australia, Edith Cowan University and Thales Australia. Code was written in C++ and Java. The robots were equipped with SICK laser scanners. See the September/October 2012 special issue of the Journal of Field Robotics for contest highlights, technical approaches taken by several of the teams, and an explanation of the evaluation metrics used by organizers.
Artificial intelligence in education
Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.
Ayanna Howard
Ayanna MacCalla Howard (born January 24, 1972) is an American roboticist, entrepreneur, and educator currently serving as the dean of the College of Engineering at Ohio State University. Assuming this role in March 2021, Howard became the first woman to lead the Ohio State College of Engineering. Howard previously served as the chair of the School of Interactive Computing in the Georgia Tech College of Computing, the Linda J. and Mark C. Smith Endowed Chair in Bioengineering in the School of Electrical and Computer Engineering, and the director of the Human-Automation Systems (Humans) Lab. == Early life and education == As a little girl, Howard was interested in aliens and robots. Her favorite TV show was The Bionic Woman. Howard received her B.S. in engineering from Brown University in 1993 and her M.S. and Ph.D. in electrical engineering from the University of Southern California in 1994 and 1999, respectively. Her thesis, Recursive Learning for Deformable Object Manipulation, was advised by George A. Bekey. In addition, Howard's Doctoral thesis was triggered by the AIDS epidemic with focus on sorting hospital waste by using robots. Howard has also received an MBA from Claremont Graduate University. == Career == Howard's early interest in artificial intelligence led her to pursue a senior position at Seattle-based Axcelis Inc, where she helped develop Evolver, the first commercial genetic algorithm, and Brainsheet, a neural network developed in partnership with Microsoft. From 1993 to 2005, she worked at the NASA Jet Propulsion Laboratory, holding multiple roles such as senior robotics researcher and deputy manager in the Office of the Chief Scientist. In 2005, she joined Georgia Tech as an associate professor and founder of the Human-Automation Systems (Humans) lab. She has also served as the associate director of research for Georgia Tech's Institute for Robotics and Intelligent Machines and as chair of the multidisciplinary robotics Ph.D. program at Georgia Tech. In 2017, she became the chair of the School of Interactive Computing at Georgia Tech. In 2008, Howard received worldwide attention for her SnoMote robots, designed to study the impact of global warming on the Antarctic ice shelves. In 2013, she founded Zyrobotics, which has released their first suite of therapy and educational products for children with special needs. Howard has authored 250 publications in reputable journals and conferences, including serving as co-editor/co-author of more than a dozen books and book chapters. She has also received four patents and given over 140 invited talks and keynotes. She is a fellow of the Association for the Advancement of Artificial Intelligence (AAAI) and the Institute of Electrical and Electronics Engineers (IEEE). Among her many honors, Howard received the Computer Research Association's A. Nico Habermann Award and the Richard A. Tapia Achievement Award. In a 2020 interview on Marketplace, Howard outlined how companion robots could alleviate the effects of social distancing caused by the COVID-19 pandemic in the United States. On November 30, 2020, the Columbus Dispatch reported that Howard would become the next dean of the College of Engineering at Ohio State University on March 1, pending approval by the board of trustees. On March 1, 2021, she assumed this role, becoming the first woman to hold the position. In 2021, Howard received the Athena Lecturer Award from Association for Computing Machinery (ACM) for her Contributions to Robotics, AI and Broadening Participation in Computing. In June 2022, Howard was elected a trustee of Brown University. == Research == Howard's research interests include human-robot interaction, assistive/rehabilitation robotics, science-driven/field robotics, and perception, learning, and reasoning. Howard's research and published works span across various topics in robotics and AI, including intelligent learning, virtual reality for rehabilitation and robotics in the role of pediatric therapy. Her research is highlighted by her focus on technology development for intelligent agents that must interact with and in a human-centered world. Her work, which addresses issues of human-robot interaction, learning, and autonomous control, has resulted in more than 200 peer-reviewed publications. == Honors and awards == Howard's numerous accomplishments have been documented in more than a dozen featured articles. In 2003, she was named to the MIT Technology Review TR100 as one of the top 100 innovators in the world under the age of 35. She was featured in Time magazine's "Rise of the Machines" article in 2004. She was also featured in a USA Today Science & Space article. Some of Howard's notable awards include: Lew Allen Award for Excellence (formerly the Director's Research Achievement Award of the Jet Propulsion Laboratory) for significant technical contributions, 2001 MIT Technology Review Top 100 Young Innovators of the Year, 2003 NAE Gilbreth Lectureship, 2010 A. Richard Newton Educator ABIE Award, Anita Borg Institute, 2014 Computer Research Association's A. Nico Habermann Award, 2016 Brown Engineering Alumni Medal (BEAM), 2016 AAAS-Lemelson Invention Ambassador, 2016-2017 Atlanta magazine's Women Making a Mark, 2017 Walker's Legacy #WLPower25 Atlanta Award, 2017 Forbes America's Top 50 Women In Tech, 2018 ACM Athena Lecturer Award, 2021 2021 class of Fellows of the American Association for the Advancement of Science. IEEE Fellow, 2021, "for contributions to human-robot interaction systems" 2023 AAAI/EAAI Patrick Henry Winston Outstanding Educator Award
Mona Diab
Mona Talat Diab (Arabic: منى طلعت دياب) is a computer science professor and director of Carnegie Mellon University's Language Technologies Institute. Previously, she was a professor at George Washington University and a research scientist with Facebook AI. Her research focuses on natural language processing, computational linguistics, cross lingual/multilingual processing, computational socio-pragmatics, Arabic language processing, and applied machine learning. == Education == Diab completed her M.Sc. in computer science with a major in machine learning and artificial intelligence at The George Washington University (1997) and her Ph.D. in computational linguistics at the University of Maryland, Linguistics Department and University of Maryland Institute for Advanced Computer Studies (UMIACS) in 2003, under the supervision of Philip Resnik. She was also a postdoctoral research scientist at Stanford University (2003–2005) under the mentorship of Dan Jurafsky, where she was a part of the Stanford NLP Group. == Career == After her postdoc at Stanford, Diab took a position as research scientist (principal investigator) at the Center for Computational Learning Systems (CCLS) in Columbia University, where she was also adjunct professor in the computer science department. In 2013 she joined the George Washington University as an associate professor, where she was promoted to full professor in 2017. Diab is the founder and director of the GW NLP lab CARE4Lang. Diab served as an elected faculty senator at Columbia University for 6 years (2007–2012) and an elected faculty senator at GW (2013–2014). She served the computational linguistics community as elected member, secretary and president of ACL SIGLEX (2005–2016) and elected president of ACL SIGSemitic. She currently serves as the elected VP-elect for ACL SIGDAT. In 2017 Diab joined Amazon AWS AI Deep Learning Group for Human Language Technologies, where she led the AWS Lex project for task oriented dialogue systems for enterprises. A couple of years later, she moved to Facebook AI as a research scientist. In the fall of 2023, she became the director of CMU's Language Technologies Institute -- the first full time director since the passing of its founder Jaime Carbonell. == Research == Diab's research interests include several areas in computational linguistics/natural language processing, like conversational AI, computational lexical semantics, multilingual and cross lingual processing, social media processing with an emphasis on computational socio- pragmatics, information extraction & text analytics, machine translation. Besides this, she also has special interests in Arabic NLP and low resource scenarios. Diab co-established two research trends in the computational linguistics field, computational approaches to linguistic code switching in 2007 and semantic textual similarity in 2010. Diab together with Nizar Habash and Owen Rambow, co-founded CADIM in 2005, a global reference point in Arabic dialect processing. In 2012, Diab together with Eneko Agirre and Johan Bos, brought together two ACL communities SIGLEX and SIGSEM and established the 1st tier conference SEM. == Awards and recognition == Selected as one of top 150 leaders and visionaries in AI nationwide to participate in White House AI Summit in Government, Washington, D.C., US, September 2019 March 2017: 3 Muslim Women in STEM You Should Know About, Teen Vogue, March 2017 May 2017: Behind Every Strong Woman Is...Another Strong Woman: Ten women give thanks to the women who supported them on the way up. Elle, May 2017. Google Faculty Research Award – Tharwa++: Building a multidialectal Arabic Lexical Repository, (PI), 09.2015 –12.2016. Google Faculty Research Award – Nuanced Sentiment and Perspective Analysis for Arabic Social Media Text, (PI), 12.2014 –12.2015 QNRF Best Poster Award – Ossama Obeid, Houda Bouamor, Wajdi Zaghouani, Mahmoud Ghoneim, Abdelati Hawwari, Mona Diab, Kemal Oflazer. (2016) MANDIAC: A Web-based Annotation System For Manual Arabic Diacritization. Proceedings of the 2nd Workshop on Arabic Corpora and Processing Tools, LREC 2016. Best Paper Award – Aminian, Maryam, Mahmoud Ghoneim, Mona Diab. (2015) Unsupervised False Friend Disambiguation Using Contextual Word Clusters and Parallel Word Alignments. In Proceedings of Workshop 9th Semantics Syntax Statistical Translation, NAACL 2015, Denver CO, US. == Publications == Diab has over 250 publications, and she is an acting editor for several scientific journals. === Selected publications === Semeval-2012 task 6: A pilot on semantic textual similarity. E. Agirre, D. Cer, M. Diab, A. Gonzalez-Agirre. SEM 2012: The First Joint Conference on Lexical and Computational Semantics–Volume 1: Proceedings of the main conference and the shared task, and Volume 2: Proceedings of the Sixth International Workshop on Semantic Evaluation (SemEval 2012) Predictive linguistic features of schizophrenia. ES Kayi, M Diab, L Pauselli, M Compton, G Coppersmith. arXiv preprint arXiv:1810.09377 Ideological perspective detection using semantic features. H Elfardy, M Diab, C Callison-Burch – Proceedings of SEM 2015 DeSePtion: Dual sequence prediction and adversarial examples for improved fact-checking. Christopher Hidey, Tuhin Chakrabarty, Tariq Alhindi, Siddharth Varia, Kriste Krstovski, Mona Diab, Smaranda Muresan, 2020 Does Causal Coherence Predict Online Spread of Social Media? Pedram Hosseini, Mona Diab, David A Broniatowski. Proceedings of International Conference on Social Computing, Behavioral-Cultural Modeling and Prediction and Behavior Representation in Modeling and Simulation, 2019. Diversity, Density, and Homogeneity: Quantitative Characteristic Metrics for Text Collections. YA Lai, X Zhu, Y Zhang, M Diab, arXiv preprint arXiv:2003.08529, 2020 Readability of written medicine information materials in Arabic language: expert and consumer evaluation. S Al Aqeel, N Abanmy, A Aldayel, H Al-Khalifa, M Al-Yahya, M Diab. BMC health services research 18 (1), 1–7, 2019 Unsupervised word mapping using structural similarities in monolingual embeddings. H Aldarmaki, M Mohan, M Diab – Transactions of the Association for Computational Linguistics, 2018 An unsupervised method for word sense tagging using parallel corpora M Diab, P Resnik. Proceedings of ACL 2002 Overview for the first shared task on language identification in code-switched data. Thamar Solorio, Elizabeth Blair, Suraj Maharjan, Steven Bethard, Mona Diab, Mahmoud Ghoneim, Abdelati Hawwari, Fahad AlGhamdi, Julia Hirschberg, Alison Chang, Pascale Fung. Proceedings of the First Workshop on Computational Approaches to Code Switching, 2014 Modeling sentences in the latent space. W Guo, M Diab – ACL 20 12 Task-based evaluation of multiword expressions: a pilot study in statistical machine translation. M Carpuat, M Diab – NAACL-HLT 2010 Rumor detection and classification for twitter data. S Hamidian, MT Diab – arXiv preprint arXiv:1912.08926, 2019 Subgroup detection in ideological discussions. A Abu-Jbara, P Dasigi, M Diab, D Radev – ACL 2012 Madamira: A fast, comprehensive tool for morphological analysis and disambiguation of arabic. A. Pasha, M. Al-Badrashiny, M. Diab, A. El Kholy, R. Eskander, N. Habash, M. Pooleery, O. Rambow, R. Roth. LREC 14, 1094–1101. 2014 Context-Aware Self-Attentive Natural Language Understanding for Task-Oriented Chatbots. A. Gupta, P. Zhang, G. Lalwani, M. Diab. EMNLP 2019 A multitask learning approach for diacritic restoration. S. Alqahtani, A. Mishra, M. Diab. ACL 2020
How to Choose an AI Copywriting Tool
Trying to pick the best AI copywriting tool? An AI copywriting tool is software that uses machine learning to help you get more done — it scales effortlessly from a single task to thousands. The best picks balance beginner-friendly simplicity with the depth power users need, and they ship updates often. Whether you are a beginner or a pro, the right AI copywriting tool slots into your workflow and pays for itself fast. Read on for hands-on impressions, pricing tiers, and the standout features that matter.
GeneRIF
A GeneRIF or Gene Reference Into Function is a short (255 characters or fewer) statement about the function of a gene. GeneRIFs provide a simple mechanism for allowing scientists to add to the functional annotation of genes described in the Entrez Gene database. In practice, function is constructed quite broadly. For example, there are GeneRIFs that discuss the role of a gene in a disease, GeneRIFs that point the viewer towards a review article about the gene, and GeneRIFs that discuss the structure of a gene. However, the stated intent is for GeneRIFs to be about gene function. Currently over half a million geneRIFs have been created for genes from almost 1000 different species. GeneRIFs are always associated with specific entries in the Entrez Gene database. Each GeneRIF has a pointer to the PubMed ID (a type of document identifier) of a scientific publication that provides evidence for the statement made by the GeneRIF. GeneRIFs are often extracted directly from the document that is identified by the PubMed ID, very frequently from its title or from its final sentence. GeneRIFs are usually produced by NCBI indexers, but anyone may submit a GeneRIF. To be processed, a valid Gene ID must exist for the specific gene, or the Gene staff must have assigned an overall Gene ID to the species. The latter case is implemented via records in Gene with the symbol NEWENTRY. Once the Gene ID is identified, only three types of information are required to complete a submission: a concise phrase describing a function or functions (less than 255 characters in length, preferably more than a restatement of the title of the paper); a published paper describing that function, implemented by supplying the PubMed ID of a citation in PubMed; a valid e-mail address (which will remain confidential). == Example == Here are some GeneRIFs taken from Entrez Gene for GeneID 7157, the human gene TP53. The PubMed document identifiers have been omitted from the examples. Note the wide variability with respect to the presence or absence of punctuation and of sentence-initial capital letters. p53 and c-erbB-2 may have independent role in carcinogenesis of gall bladder cancer Degradation of endogenous HIPK2 depends on the presence of a functional p53 protein. p53 codon 72 alleles influence the response to anticancer drugs in cells from aged people by regulating the cell cycle inhibitor p21WAF1 Logistic regression analysis showed p53 and COX-2 as dependent predictors in pancreatic carcinogenesis, and a reciprocal relationship to neoplastic progression between p53 and COX-2. GeneRIFs are an unusual type of textual genre, and they have recently been the subject of a number of articles from the natural language processing community.
Eugene Charniak
Eugene Charniak (June 2, 1946 – June 13, 2023) was a professor of computer Science and cognitive Science at Brown University. He held an A.B. in Physics from the University of Chicago and a Ph.D. from M.I.T. in Computer Science. His research was in the area of language understanding or technologies which relate to it, such as knowledge representation, reasoning under uncertainty, and learning. Since the early 1990s he was interested in statistical techniques for language understanding. His research in this area included work in the subareas of part-of-speech tagging, probabilistic context-free grammar induction, and, more recently, syntactic disambiguation through word statistics, efficient syntactic parsing, and lexical resource acquisition through statistical means. He was a Fellow of the American Association of Artificial Intelligence and was previously a Councilor of the organization. He was also honored with the 2011 Association for Computational Linguistics Lifetime Achievement Award and awarded the 2011 Calvin & Rose G Hoffman Prize. In 2011, he was named a fellow of the Association for Computational Linguistics. In 2015, he won the Association for the Advancement of Artificial Intelligence (AAAI) Classic Paper Award for a paper (“Statistical Parsing with a Context-Free Grammar and Word Statistics”) that he presented at the Fourteenth National Conference on Artificial Intelligence in 1997. == Books == He published six books: Computational Semantics, (with Yorick Wilks), Amsterdam: North-Holland (1976) Artificial Intelligence Programming (now in a second edition) (with Chris Riesbeck, Drew McDermott, and James Meehan), Hillsdale NJ: Lawrence Erlbaum Associates (1980, 1987) Introduction to Artificial Intelligence (with Drew McDermott), Reading MA: Addison-Wesley (1985) Statistical Language Learning, Cambridge: MIT Press (1993) Introduction to Deep Learning, Cambridge: MIT Press (2019) AI & I: An Intellectual History of Artificial Intelligence, Cambridge: MIT Press (2024)