Data assimilation addresses the problem of identifying plausible state trajectories of dynamical systems given noisy or incomplete observations. In geosciences, it presents challenges due to the high-dimensionality of geophysical dynamical systems, often exceeding millions of dimensions. This work assesses the scalability of score-based data assimilation (SDA), a novel data assimilation method, in the context of such systems. We propose modifications to the score network architecture aimed at significantly reducing memory consumption and execution time. We demonstrate promising results for a two-layer quasi-geostrophic model.

Providing consistent, individualized feedback to teachers on their instruction can improve student learning outcomes. Such feedback can especially benefit novice instructors who teach on online platforms and have limited access to instructional training. To build scalable measures of instruction, we fine-tune RoBERTa and GPT models to identify five instructional talk moves inspired by accountable talk theory: adding on, connecting, eliciting, probing and revoicing students' ideas. We fine-tune these models on a newly annotated dataset of 2500 instructor utterances derived from transcripts of small group instruction in an online computer science course, Code in Place. Although we find that GPT-3 consistently outperforms RoBERTa in terms of precision, its recall varies significantly. We correlate the instructors' use of each talk move with indicators of student engagement and satisfaction, including students' section attendance, section ratings, and assignment completion rates. We find that using talk moves generally correlates positively with student outcomes, and connecting student ideas has the largest positive impact. These results corroborate previous research on the effectiveness of accountable talk moves and provide exciting avenues for using these models to provide instructors with useful, scalable feedback.

The emergence of AI tools in cybersecurity creates many opportunities and uncertainties. A focus group with advanced graduate students in cybersecurity revealed the potential depth and breadth of the challenges and opportunities. The salient issues are access to open source or free tools, documentation, curricular diversity, and clear articulation of ethical principles for AI cybersecurity education. Confronting the "black box" mentality in AI cybersecurity work is also of the greatest importance, doubled by deeper and prior education in foundational AI work. Systems thinking and effective communication were considered relevant areas of educational improvement. Future AI educators and practitioners need to address these issues by implementing rigorous technical training curricula, clear documentation, and frameworks for ethically monitoring AI combined with critical and system's thinking and communication skills.

POI recommendation is practically important to facilitate various Location-Based Social Network services, and has attracted rising research attention recently. Existing works generally assume the available POI check-ins reported by users are the ground-truth depiction of user behaviors. However, in real application scenarios, the check-in data can be rather unreliable due to both subjective and objective causes including positioning error and user privacy concerns, leading to significant negative impacts on the performance of the POI recommendation. To this end, we investigate a novel problem of robust POI recommendation by considering the uncertainty factors of the user check-ins, and proposes a Bayes-enhanced Multi-view Attention Network. Specifically, we construct personal POI transition graph, the semantic-based POI graph and distance-based POI graph to comprehensively model the dependencies among the POIs. As the personal POI transition graph is usually sparse and sensitive to noise, we design a Bayes-enhanced spatial dependency learning module for data augmentation from the local view. A Bayesian posterior guided graph augmentation approach is adopted to generate a new graph with collaborative signals to increase the data diversity. Then both the original and the augmented graphs are used for POI representation learning to counteract the data uncertainty issue. Next, the POI representations of the three view graphs are input into the proposed multi-view attention-based user preference learning module. By incorporating the semantic and distance correlations of POIs, the user preference can be effectively refined and finally robust recommendation results are achieved. The results of extensive experiments show that BayMAN significantly outperforms the state-of-the-art methods in POI recommendation when the available check-ins are incomplete and noisy.

We study online meta-learning with bandit feedback, with the goal of improving performance across multiple tasks if they are similar according to some natural similarity measure. As the first to target the adversarial online-within-online partial-information setting, we design meta-algorithms that combine outer learners to simultaneously tune the initialization and other hyperparameters of an inner learner for two important cases: multi-armed bandits (MAB) and bandit linear optimization (BLO). For MAB, the meta-learners initialize and set hyperparameters of the Tsallis-entropy generalization of Exp3, with the task-averaged regret improving if the entropy of the optima-in-hindsight is small. For BLO, we learn to initialize and tune online mirror descent (OMD) with self-concordant barrier regularizers, showing that task-averaged regret varies directly with an action space-dependent measure they induce. Our guarantees rely on proving that unregularized follow-the-leader combined with two levels of low-dimensional hyperparameter tuning is enough to learn a sequence of affine functions of non-Lipschitz and sometimes non-convex Bregman divergences bounding the regret of OMD.

In the year since OpenAI released ChatGPT, high school teacher Vicki Davis has been rethinking every single assignment she gives her students. Davis, a computer science teacher at Sherwood Christian Academy in Georgia, was well-positioned to be an early adopter of the technology. She's also the IT director at the school and helped put together an AI policy in March: the school opted to allow the use of AI tools for specific projects so long as students discussed it with their teachers and cited the tool. In Davis' mind, there were good and bad uses of AI, and ignoring its growing popularity was not going to help students unlock the productive uses or understand its dangers. "It's actually changed how I design my projects because there are some times I want my students to use AI, and then there are times I don't want them to," Davis said.

This book aims to provide an introduction to the topic of deep learning algorithms. We review essential components of deep learning algorithms in full mathematical detail including different artificial neural network (ANN) architectures (such as fully-connected feedforward ANNs, convolutional ANNs, recurrent ANNs, residual ANNs, and ANNs with batch normalization) and different optimization algorithms (such as the basic stochastic gradient descent (SGD) method, accelerated methods, and adaptive methods). We also cover several theoretical aspects of deep learning algorithms such as approximation capacities of ANNs (including a calculus for ANNs), optimization theory (including Kurdyka-{\L}ojasiewicz inequalities), and generalization errors. In the last part of the book some deep learning approximation methods for PDEs are reviewed including physics-informed neural networks (PINNs) and deep Galerkin methods. We hope that this book will be useful for students and scientists who do not yet have any background in deep learning at all and would like to gain a solid foundation as well as for practitioners who would like to obtain a firmer mathematical understanding of the objects and methods considered in deep learning.

In today's rapidly evolving educational landscape, traditional modes of passive information delivery are giving way to transformative pedagogical approaches that prioritize active student engagement. Within the context of large-scale hybrid classrooms, the challenge lies in fostering meaningful and active interaction between students and course content. This study delves into the significance of measuring students' earnestness during interactive lecture participation exercises. By analyzing students' responses to interactive lecture poll questions, establishing a clear rubric for evaluating earnestness, and conducting a comprehensive assessment, we introduce EIT (Earnest Insight Toolkit), a tool designed to assess students' engagement within interactive lecture participation exercises - particularly in the context of large-scale hybrid classrooms. Through the utilization of EIT, our objective is to equip educators with valuable means of identifying at-risk students for enhancing intervention and support strategies, as well as measuring students' levels of engagement with course content.

There are not many large medical image datasets available. For these datasets, too small deep learning models can't learn useful features, so they don't work well due to underfitting, and too big models tend to overfit the limited data. As a result, there is a compromise between the two issues. This paper proposes a training strategy Medi-CAT to overcome the underfitting and overfitting phenomena in medical imaging datasets. Specifically, the proposed training methodology employs large pre-trained vision transformers to overcome underfitting and adversarial and contrastive learning techniques to prevent overfitting. The proposed method is trained and evaluated on four medical image classification datasets from the MedMNIST collection. Our experimental results indicate that the proposed approach improves the accuracy up to 2% on three benchmark datasets compared to well-known approaches, whereas it increases the performance up to 4.1% over the baseline methods.

AI developers often apply safety alignment procedures to prevent the misuse of their AI systems. For example, before Meta released Llama 2-Chat, a collection of instruction fine-tuned large language models, they invested heavily in safety training, incorporating extensive red-teaming and reinforcement learning from human feedback. However, it remains unclear how well safety training guards against model misuse when attackers have access to model weights. We explore the robustness of safety training in language models by subversively fine-tuning the public weights of Llama 2-Chat. We employ low-rank adaptation (LoRA) as an efficient fine-tuning method. With a budget of less than $200 per model and using only one GPU, we successfully undo the safety training of Llama 2-Chat models of sizes 7B, 13B, and 70B. Specifically, our fine-tuning technique significantly reduces the rate at which the model refuses to follow harmful instructions. We achieve a refusal rate below 1% for our 70B Llama 2-Chat model on two refusal benchmarks. Our fine-tuning method retains general performance, which we validate by comparing our fine-tuned models against Llama 2-Chat across two benchmarks. Additionally, we present a selection of harmful outputs produced by our models. While there is considerable uncertainty about the scope of risks from current models, it is likely that future models will have significantly more dangerous capabilities, including the ability to hack into critical infrastructure, create dangerous bio-weapons, or autonomously replicate and adapt to new environments. We show that subversive fine-tuning is practical and effective, and hence argue that evaluating risks from fine-tuning should be a core part of risk assessments for releasing model weights.