TASK DEFINITION: In this task, you are given a part of an article. Your task is to generate headline (title) for this text. Preferred headlines are under fifteen words.
PROBLEM: In this paper we present architecture of a fuzzy expert system used for therapy of dyslalic children. With fuzzy approach we can create a better model for speech therapist decisions. A software interface was developed for validation of the system. The main objectives of this task are: personalized therapy (the therapy must be in according with child's problems level, context and possibilities), speech therapist assistant (the expert system offer some suggestion regarding what exercises are better for a specific moment and from a specific child), (self) teaching (when system's conclusion is different that speech therapist's conclusion the last one must have the knowledge base change possibility).

SOLUTION: ARCHITECTURE OF A FUZZY EXPERT SYSTEM USED FOR DYSLALIC CHILDREN THERAPY

PROBLEM: This paper deals with the problem of esti mating the probability that one event was a cause of another in a given scenario. Us ing structural-semantical definitions of the probabilities of necessary or sufficient cau sation (or both), we show how to optimally bound these quantities from data obtained in experimental and observational studies, making minimal assumptions concerning the data-generating process. In particular, we strengthen the results of Pearl (1999) by weakening the data-generation assumptions and deriving theoretically sharp bounds on the probabilities of causation. These results delineate precisely how empirical data can be used both in settling questions of attribution and in solving attribution-related problems of decision making.

SOLUTION: Probabilities of Causation: Bounds and Identification

PROBLEM: The recent surge in interest in ethics in artificial intelligence may leave many educators wondering how to address moral, ethical, and philosophical issues in their AI courses. As instructors we want to develop curriculum that not only prepares students to be artificial intelligence practitioners, but also to understand the moral, ethical, and philosophical impacts that artificial intelligence will have on society. In this article we provide practical case studies and links to resources for use by AI educators. We also provide concrete suggestions on how to integrate AI ethics into a general artificial intelligence course and how to teach a stand-alone artificial intelligence ethics course.

SOLUTION:
Ethical Considerations in Artificial Intelligence Courses