Topological Machine Learning (TML) is an emerging field that leverages techniques from algebraic topology to analyze complex data structures in ways that traditional machine learning methods may not capture. This tutorial provides a comprehensive introduction to two key TML techniques, persistent homology and the Mapper algorithm, with an emphasis on practical applications. Persistent homology captures multi-scale topological features such as clusters, loops, and voids, while the Mapper algorithm creates an interpretable graph summarizing high-dimensional data. To enhance accessibility, we adopt a data-centric approach, enabling readers to gain hands-on experience applying these techniques to relevant tasks. We provide step-by-step explanations, implementations, hands-on examples, and case studies to demonstrate how these tools can be applied to real-world problems. The goal is to equip researchers and practitioners with the knowledge and resources to incorporate TML into their work, revealing insights often hidden from conventional machine learning methods. The tutorial code is available at https://github.com/cakcora/TopologyForML

In this article, we propose the R2GQA system, a Retriever-Reader-Generator Question Answering system, consisting of three main components: Document Retriever, Machine Reader, and Answer Generator. The Retriever module employs advanced information retrieval techniques to extract the context of articles from a dataset of legal regulation documents. The Machine Reader module utilizes state-of-the-art natural language understanding algorithms to comprehend the retrieved documents and extract answers. Finally, the Generator module synthesizes the extracted answers into concise and informative responses to questions of students regarding legal regulations. Furthermore, we built the ViRHE4QA dataset in the domain of university training regulations, comprising 9,758 question-answer pairs with a rigorous construction process. This is the first Vietnamese dataset in the higher regulations domain with various types of answers, both extractive and abstractive. In addition, the R2GQA system is the first system to offer abstractive answers in Vietnamese. This paper discusses the design and implementation of each module within the R2GQA system on the ViRHE4QA dataset, highlighting their functionalities and interactions. Furthermore, we present experimental results demonstrating the effectiveness and utility of the proposed system in supporting the comprehension of students of legal regulations in higher education settings. In general, the R2GQA system and the ViRHE4QA dataset promise to contribute significantly to related research and help students navigate complex legal documents and regulations, empowering them to make informed decisions and adhere to institutional policies effectively. Our dataset is available for research purposes.

Recently, the design of wireless receivers using deep neural networks (DNNs), known as deep receivers, has attracted extensive attention for ensuring reliable communication in complex channel environments. To adapt quickly to dynamic channels, online learning has been adopted to update the weights of deep receivers with over-the-air data (e.g., pilots). However, the fragility of neural models and the openness of wireless channels expose these systems to malicious attacks. To this end, understanding these attack methods is essential for robust receiver design. In this paper, we propose a transfer-based adversarial poisoning attack method for online receivers.Without knowledge of the attack target, adversarial perturbations are injected to the pilots, poisoning the online deep receiver and impairing its ability to adapt to dynamic channels and nonlinear effects. In particular, our attack method targets Deep Soft Interference Cancellation (DeepSIC)[1] using online meta-learning. As a classical model-driven deep receiver, DeepSIC incorporates wireless domain knowledge into its architecture. This integration allows it to adapt efficiently to time-varying channels with only a small number of pilots, achieving optimal performance in a multi-input and multi-output (MIMO) scenario.The deep receiver in this scenario has a number of applications in the field of wireless communication, which motivates our study of the attack methods targeting it.Specifically, we demonstrate the effectiveness of our attack in simulations on synthetic linear, synthetic nonlinear, static, and COST 2100 channels. Simulation results indicate that the proposed poisoning attack significantly reduces the performance of online receivers in rapidly changing scenarios.

But this year, more and more educational technology companies are pitching schools on a different use of AI. Rather than scrambling to tamp down the use of it in the classroom, these companies are coaching teachers how to use AI tools to cut down on time they spend on tasks like grading, providing feedback to students, or planning lessons. One company, called Magic School, says its AI tools like quiz generators and text summarizers are used by 2.5 million educators. Khan Academy offers a digital tutor called Khanmigo, which it bills to teachers as "your free, AI-powered teaching assistant." Teachers can use it to assist students in subjects ranging from coding to humanities.

Generative AI has drawn significant attention from stakeholders in higher education. As it introduces new opportunities for personalized learning and tutoring support, it simultaneously poses challenges to academic integrity and leads to ethical issues. Consequently, governing responsible AI usage within higher education institutions (HEIs) becomes increasingly important. Leading universities have already published guidelines on Generative AI, with most attempting to embrace this technology responsibly. This study provides a new perspective by focusing on strategies for responsible AI governance as demonstrated in these guidelines. Through a case study of 14 prestigious universities in the United States, we identified the multi-unit governance of AI, the role-specific governance of AI, and the academic characteristics of AI governance from their AI guidelines. The strengths and potential limitations of these strategies and characteristics are discussed. The findings offer practical implications for guiding responsible AI usage in HEIs and beyond.

In recent years, foundation models (FMs) such as large language models (LLMs) and latent diffusion models (LDMs) have profoundly impacted diverse sectors, including music. This comprehensive review examines state-of-the-art (SOTA) pre-trained models and foundation models in music, spanning from representation learning, generative learning and multimodal learning. We first contextualise the significance of music in various industries and trace the evolution of AI in music. By delineating the modalities targeted by foundation models, we discover many of the music representations are underexplored in FM development. Then, emphasis is placed on the lack of versatility of previous methods on diverse music applications, along with the potential of FMs in music understanding, generation and medical application. By comprehensively exploring the details of the model pre-training paradigm, architectural choices, tokenisation, finetuning methodologies and controllability, we emphasise the important topics that should have been well explored, like instruction tuning and in-context learning, scaling law and emergent ability, as well as long-sequence modelling etc. A dedicated section presents insights into music agents, accompanied by a thorough analysis of datasets and evaluations essential for pre-training and downstream tasks. Finally, by underscoring the vital importance of ethical considerations, we advocate that following research on FM for music should focus more on such issues as interpretability, transparency, human responsibility, and copyright issues. The paper offers insights into future challenges and trends on FMs for music, aiming to shape the trajectory of human-AI collaboration in the music realm.

Existing text-to-SQL benchmarks have largely been constructed using publicly available tables from the web with human-generated tests containing question and SQL statement pairs. They typically show very good results and lead people to think that LLMs are effective at text-to-SQL tasks. In this paper, we apply off-the-shelf LLMs to a benchmark containing enterprise data warehouse data. In this environment, LLMs perform poorly, even when standard prompt engineering and RAG techniques are utilized. As we will show, the reasons for poor performance are largely due to three characteristics: (1) public LLMs cannot train on enterprise data warehouses because they are largely in the "dark web", (2) schemas of enterprise tables are more complex than the schemas in public data, which leads the SQL-generation task innately harder, and (3) business-oriented questions are often more complex, requiring joins over multiple tables and aggregations. As a result, we propose a new dataset BEAVER, sourced from real enterprise data warehouses together with natural language queries and their correct SQL statements which we collected from actual user history. We evaluated this dataset using recent LLMs and demonstrated their poor performance on this task. We hope this dataset will facilitate future researchers building more sophisticated text-to-SQL systems which can do better on this important class of data.

Keeping a poker face had never struck me as much of a feat--until I had to keep one. My pulse quickened, my cheeks felt flushed, and my eyes were desperate to dart and size up the pot. What had been a mediocre hand was transformed, after the flop came down, into something spectacular: every card from seven to jack--a straight. All that remained was to play it cool and build up my cash prize. The bets started small, and then grew. The next two cards looked innocuous enough.

This paper presents a curriculum, "AI Literacy for All," to promote an interdisciplinary understanding of AI, its socio-technical implications, and its practical applications for all levels of education. With the rapid evolution of artificial intelligence (AI), there is a need for AI literacy that goes beyond the traditional AI education curriculum. AI literacy has been conceptualized in various ways, including public literacy, competency building for designers, conceptual understanding of AI concepts, and domain-specific upskilling. Most of these conceptualizations were established before the public release of Generative AI (Gen-AI) tools like ChatGPT. AI education has focused on the principles and applications of AI through a technical lens that emphasizes the mastery of AI principles, the mathematical foundations underlying these technologies, and the programming and mathematical skills necessary to implement AI solutions. In AI Literacy for All, we emphasize a balanced curriculum that includes technical and non-technical learning outcomes to enable a conceptual understanding and critical evaluation of AI technologies in an interdisciplinary socio-technical context. The paper presents four pillars of AI literacy: understanding the scope and technical dimensions of AI, learning how to interact with Gen-AI in an informed and responsible way, the socio-technical issues of ethical and responsible AI, and the social and future implications of AI. While it is important to include all learning outcomes for AI education in a Computer Science major, the learning outcomes can be adjusted for other learning contexts, including, non-CS majors, high school summer camps, the adult workforce, and the public. This paper advocates for a shift in AI literacy education to offer a more interdisciplinary socio-technical approach as a pathway to broaden participation in AI.

The Abstraction and Reasoning Corpus (ARC) is a visual program synthesis benchmark designed to test challenging out-of-distribution generalization in humans and machines. Since 2019, limited progress has been observed on the challenge using existing artificial intelligence methods. Comparing human and machine performance is important for the validity of the benchmark. While previous work explored how well humans can solve tasks from the ARC benchmark, they either did so using only a subset of tasks from the original dataset, or from variants of ARC, and therefore only provided a tentative estimate of human performance. In this work, we obtain a more robust estimate of human performance by evaluating 1729 humans on the full set of 400 training and 400 evaluation tasks from the original ARC problem set. We estimate that average human performance lies between 73.3% and 77.2% correct with a reported empirical average of 76.2% on the training set, and between 55.9% and 68.9% correct with a reported empirical average of 64.2% on the public evaluation set. However, we also find that 790 out of the 800 tasks were solvable by at least one person in three attempts, suggesting that the vast majority of the publicly available ARC tasks are in principle solvable by typical crowd-workers recruited over the internet. Notably, while these numbers are slightly lower than earlier estimates, human performance still greatly exceeds current state-of-the-art approaches for solving ARC. To facilitate research on ARC, we publicly release our dataset, called H-ARC (human-ARC), which includes all of the submissions and action traces from human participants.