Deep learning could be prone to learning shortcuts raised by dataset bias and result in inaccurate, unreliable, and unfair models, which impedes its adoption in real-world clinical applications. Despite its significance, there is a dearth of research in the medical image classification domain to address dataset bias. Furthermore, the bias labels are often agnostic, as identifying biases can be laborious and depend on post-hoc interpretation. This paper proposes learning Adaptive Agreement from a Biased Council (Ada-ABC), a debiasing framework that does not rely on explicit bias labels to tackle dataset bias in medical images. Ada-ABC develops a biased council consisting of multiple classifiers optimized with generalized cross entropy loss to learn the dataset bias. A debiasing model is then simultaneously trained under the guidance of the biased council. Specifically, the debiasing model is required to learn adaptive agreement with the biased council by agreeing on the correctly predicted samples and disagreeing on the wrongly predicted samples by the biased council. In this way, the debiasing model could learn the target attribute on the samples without spurious correlations while also avoiding ignoring the rich information in samples with spurious correlations. We theoretically demonstrated that the debiasing model could learn the target features when the biased model successfully captures dataset bias. Moreover, to our best knowledge, we constructed the first medical debiasing benchmark from four datasets containing seven different bias scenarios. Our extensive experiments practically showed that our proposed Ada-ABC outperformed competitive approaches, verifying its effectiveness in mitigating dataset bias for medical image classification. The codes and organized benchmark datasets will be made publicly available.

The emergence of Large language models (LLMs) is expected to have a major impact on education. This paper explores the potential of using ChatGPT, an LLM, as a virtual Teaching Assistant (TA) in an Introductory Programming Course. We evaluate ChatGPT's capabilities by comparing its performance with that of human TAs in some of the important TA functions. The TA functions which we focus on include (1) grading student code submissions, and (2) providing feedback to undergraduate students in an introductory programming course. Firstly, we assess ChatGPT's proficiency in grading student code submissions using a given grading rubric and compare its performance with the grades assigned by human TAs. Secondly, we analyze the quality and relevance of the feedback provided by ChatGPT. This evaluation considers how well ChatGPT addresses mistakes and offers suggestions for improvement in student solutions from both code correctness and code quality perspectives. We conclude with a discussion on the implications of integrating ChatGPT into computing education for automated grading, personalized learning experiences, and instructional support.

In upcoming 6G networks, unmanned aerial vehicles (UAVs) are expected to play a fundamental role by acting as mobile base stations, particularly for demanding vehicle-to-everything (V2X) applications. In this scenario, one of the most challenging problems is the design of trajectories for multiple UAVs, cooperatively serving the same area. Such joint trajectory design can be performed using multi-agent deep reinforcement learning (MADRL) algorithms, but ensuring collision-free paths among UAVs becomes a critical challenge. Traditional methods involve imposing high penalties during training to discourage unsafe conditions, but these can be proven to be ineffective, whereas binary masks can be used to restrict unsafe actions, but naively applying them to all agents can lead to suboptimal solutions and inefficiencies. To address these issues, we propose a rank-based binary masking approach. Higher-ranked UAVs move optimally, while lower-ranked UAVs use this information to define improved binary masks, reducing the number of unsafe actions. This approach allows to obtain a good trade-off between exploration and exploitation, resulting in enhanced training performance, while maintaining safety constraints.

The prevalence of social media presents a growing opportunity to collect and analyse examples of English varieties. Whilst usage of these varieties was - and, in many cases, still is - used only in spoken contexts or hard-to-access private messages, social media sites like Twitter provide a platform for users to communicate informally in a scrapeable format. Notably, Indian English (Hinglish), Singaporean English (Singlish), and African-American English (AAE) can be commonly found online. These varieties pose a challenge to existing natural language processing (NLP) tools as they often differ orthographically and syntactically from standard English for which the majority of these tools are built. NLP models trained on standard English texts produced biased outcomes for users of underrepresented varieties. Some research has aimed to overcome the inherent biases caused by unrepresentative data through techniques like data augmentation or adjusting training models. We aim to address the issue of bias at its root - the data itself. We curate a dataset of tweets from countries with high proportions of underserved English variety speakers, and propose an annotation framework of six categorical classifications along a pseudo-spectrum that measures the degree of standard English and that thereby indirectly aims to surface the manifestations of English varieties in these tweets. Following best annotation practices, our growing corpus features 170,800 tweets taken from 7 countries, labeled by annotators who are from those countries and can communicate in regionally-dominant varieties of English. Our corpus highlights the accuracy discrepancies in pre-trained language identifiers between western English and non-western (i.e., less standard) English varieties. We hope to contribute to the growing literature identifying and reducing the implicit demographic discrepancies in NLP.

Multiple autonomous underwater vehicles (multi-AUV) can cooperatively accomplish tasks that a single AUV cannot complete. Recently, multi-agent reinforcement learning has been introduced to control of multi-AUV. However, designing efficient reward functions for various tasks of multi-AUV control is difficult or even impractical. Multi-agent generative adversarial imitation learning (MAGAIL) allows multi-AUV to learn from expert demonstration instead of pre-defined reward functions, but suffers from the deficiency of requiring optimal demonstrations and not surpassing provided expert demonstrations. This paper builds upon the MAGAIL algorithm by proposing multi-agent generative adversarial interactive self-imitation learning (MAGAISIL), which can facilitate AUVs to learn policies by gradually replacing the provided sub-optimal demonstrations with self-generated good trajectories selected by a human trainer. Our experimental results in a multi-AUV formation control and obstacle avoidance task on the Gazebo platform with AUV simulator of our lab show that AUVs trained via MAGAISIL can surpass the provided sub-optimal expert demonstrations and reach a performance close to or even better than MAGAIL with optimal demonstrations. Further results indicate that AUVs' policies trained via MAGAISIL can adapt to complex and different tasks as well as MAGAIL learning from optimal demonstrations.

Timely, personalized feedback is essential for students learning programming, especially as class sizes expand. LLM-based tools like ChatGPT offer instant support, but reveal direct answers with code, which may hinder deep conceptual engagement. We developed CodeAid, an LLM-based programming assistant delivering helpful, technically correct responses, without revealing code solutions. For example, CodeAid can answer conceptual questions, generate pseudo-code with line-by-line explanations, and annotate student's incorrect code with fix suggestions. We deployed CodeAid in a programming class of 700 students for a 12-week semester. A thematic analysis of 8,000 usages of CodeAid was performed, further enriched by weekly surveys, and 22 student interviews. We then interviewed eight programming educators to gain further insights on CodeAid. Findings revealed students primarily used CodeAid for conceptual understanding and debugging, although a minority tried to obtain direct code. Educators appreciated CodeAid's educational approach, and expressed concerns about occasional incorrect feedback and students defaulting to ChatGPT.

Agents based on Large Language Models (LLMs) are increasingly permeating various domains of human production and life, highlighting the importance of aligning them with human values. The current alignment of AI systems primarily focuses on passively aligning LLMs through human intervention. However, agents possess characteristics like receiving environmental feedback and self-evolution, rendering the LLM alignment methods inadequate. In response, we propose an evolutionary framework for agent evolution and alignment, named EvolutionaryAgent, which transforms agent alignment into a process of evolution and selection under the principle of survival of the fittest. In an environment where social norms continuously evolve, agents better adapted to the current social norms will have a higher probability of survival and proliferation, while those inadequately aligned dwindle over time. Experimental results assessing the agents from multiple perspectives in aligning with social norms demonstrate that EvolutionaryAgent can align progressively better with the evolving social norms while maintaining its proficiency in general tasks. Effectiveness tests conducted on various open and closed-source LLMs as the foundation for agents also prove the applicability of our approach.

One of the most prestigious universities in the country is offering a course in playing video games as part of a shocking 40,000-a-year curriculum. The University of California (UC), Berkeley will launch a course in'The Art of Fighting Games' - which aims to make students better at video games for its Spring 2024 curriculum. The class will focus on the Japanese video game, 'Street Fighter III 3rd Strike,' with homework assignments consisting of students actually recording themselves playing the game, according to the class syllabus. University of California Berkeley is offering a course in'The Art of Fighting Games' Prerequisites are not required and students will not be graded based on their performance. UC Berkeley labels the class as an'introduction to fighting games, geared towards people with less than 100 hours in the genre,' but the university does not explain how the class could help students enter and succeed in life after college. Enrollment continues through January 24 and the university has encouraged students to sign up by stating: 'The only thing you do need is a willingness to learn and fail!' The university continues to explain that students will be graded on their'eagerness, commitment to improvement, and effort in the course assignments.'

Japan's Slim (Smart Lander for Investigating Moon) mission has now touched on the Moon. If this proves to have been a safe landing, Japan will become only the fifth country to land on the moon. Slim has completed its descent to the lunar surface and we are awaiting confirmation of whether the landing was a success. JAXA, Japan's space agency, expects the landing to take around 20 minutes, with touchdown expected by 15:20 GMT. MailOnline will also be bringing you all the latest updates as the landing progresses, so make sure you check back in!

Existing multimodal sentiment analysis tasks are highly rely on the assumption that the training and test sets are complete multimodal data, while this assumption can be difficult to hold: the multimodal data are often incomplete in real-world scenarios. Therefore, a robust multimodal model in scenarios with randomly missing modalities is highly preferred. Recently, CLIP-based multimodal foundational models have demonstrated impressive performance on numerous multimodal tasks by learning the aligned cross-modal semantics of image and text pairs, but the multimodal foundational models are also unable to directly address scenarios involving modality absence. To alleviate this issue, we propose a simple and effective framework, namely TRML, Toward Robust Multimodal Learning using Multimodal Foundational Models. TRML employs generated virtual modalities to replace missing modalities, and aligns the semantic spaces between the generated and missing modalities. Concretely, we design a missing modality inference module to generate virtual modaliites and replace missing modalities. We also design a semantic matching learning module to align semantic spaces generated and missing modalities. Under the prompt of complete modality, our model captures the semantics of missing modalities by leveraging the aligned cross-modal semantic space. Experiments demonstrate the superiority of our approach on three multimodal sentiment analysis benchmark datasets, CMU-MOSI, CMU-MOSEI, and MELD.