With advanced development in robotics and autonomous systems in the past decades, the opportunities and demands for more complex physical human-robot interaction (pHRI) in our everyday unconstrained environments are rising; thus, it is critical for robots to be adaptive, compliant, reactive, safe and easy to program [1, 2, 3]. In many cases, robots will need to acquire new skills to satisfy task requirements in an ever-changing environment. It is usually difficult for non-experts to program robots for complex motion tasks and even tedious for experts to reprogram them when task requirements change. A straightforward and intuitive approach for robots to develop new skills is through Learning from Demonstration (LfD) [4, 5, 6, 7, 8]. This paradigm allows robots to acquire skills, typically encoded or defined in literature as action policies, motion policies, or imitation policies, directly from motion examples provided by humans or even other robots, mirroring a teacher-student relationship. In recent years, significant progress has been made in using LfD to learn complex and diverse motion tasks.

Given the huge volume of cross-border flows, effective and efficient control of trade becomes more crucial in protecting people and society from illicit trade. However, limited accessibility of the transaction-level trade datasets hinders the progress of open research, and lots of customs administrations have not benefited from the recent progress in data-based risk management. In this paper, we introduce an import declaration dataset to facilitate the collaboration between domain experts in customs administrations and researchers from diverse domains, such as data science and machine learning. The dataset contains 54,000 artificially generated trades with 22 key attributes, and it is synthesized with conditional tabular GAN while maintaining correlated features. Synthetic data has several advantages. First, releasing the dataset is free from restrictions that do not allow disclosing the original import data. The fabrication step minimizes the possible identity risk which may exist in trade statistics. Second, the published data follow a similar distribution to the source data so that it can be used in various downstream tasks. Hence, our dataset can be used as a benchmark for testing the performance of any classification algorithm. With the provision of data and its generation process, we open baseline codes for fraud detection tasks, as we empirically show that more advanced algorithms can better detect fraud.

Generative large language models (LLMs) have shown great success in various applications, including question-answering (QA) and dialogue systems. However, in specialized domains like traditional Chinese medical QA, these models may perform unsatisfactorily without fine-tuning on domain-specific datasets. To address this, we introduce MedChatZH, a dialogue model designed specifically for traditional Chinese medical QA. Our model is pre-trained on Chinese traditional medical books and fine-tuned with a carefully curated medical instruction dataset. It outperforms several solid baselines on a real-world medical dialogue dataset. We release our model, code, and dataset on https://github.com/tyang816/MedChatZH to facilitate further research in the domain of traditional Chinese medicine and LLMs.

Resource sharing between multiple workloads has become a prominent practice among cloud service providers, motivated by demand for improved resource utilization and reduced cost of ownership. Effective resource sharing, however, remains an open challenge due to the adverse effects that resource contention can have on high-priority, user-facing workloads with strict Quality of Service (QoS) requirements. Although recent approaches have demonstrated promising results, those works remain largely impractical in public cloud environments since workloads are not known in advance and may only run for a brief period, thus prohibiting offline learning and significantly hindering online learning. In this paper, we propose RAPID, a novel framework for fast, fully-online resource allocation policy learning in highly dynamic operating environments. RAPID leverages lightweight QoS predictions, enabled by domain-knowledge-inspired techniques for sample efficiency and bias reduction, to decouple control from conventional feedback sources and guide policy learning at a rate orders of magnitude faster than prior work. Evaluation on a real-world server platform with representative cloud workloads confirms that RAPID can learn stable resource allocation policies in minutes, as compared with hours in prior state-of-the-art, while improving QoS by 9.0x and increasing best-effort workload performance by 19-43%.

Audio is one of the most used ways of human communication, but at the same time it can be easily misused to trick people. With the revolution of AI, the related technologies are now accessible to almost everyone thus making it simple for the criminals to commit crimes and forgeries. In this work, we introduce a neural network method to develop a classifier that will blindly classify an input audio as real or mimicked; the word 'blindly' refers to the ability to detect mimicked audio without references or real sources. The proposed model was trained on a set of important features extracted from a large dataset of audios to get a classifier that was tested on the same set of features from different audios. The data was extracted from two raw datasets, especially composed for this work; an all English dataset and a mixed dataset (Arabic plus English). These datasets have been made available, in raw form, through GitHub for the use of the research community at https://github.com/SaSs7/Dataset. For the purpose of comparison, the audios were also classified through human inspection with the subjects being the native speakers. The ensued results were interesting and exhibited formidable accuracy.

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Artificial intelligence's (AI) progress holds great promise in tackling pressing societal concerns such as health and climate. Large Language Models (LLM) and the derived chatbots, like ChatGPT, have highly improved the natural language processing capabilities of AI systems allowing them to process an unprecedented amount of unstructured data. However, the ensuing excitement has led to negative sentiments, even as AI methods demonstrate remarkable contributions (e.g. in health and genetics). A key factor contributing to this sentiment is the misleading perception that LLMs can effortlessly provide solutions across domains, ignoring their limitations such as hallucinations and reasoning constraints. Acknowledging AI fallibility is crucial to address the impact of dogmatic overconfidence in possibly erroneous suggestions generated by LLMs. At the same time, it can reduce fear and other negative attitudes toward AI. This necessitates comprehensive AI literacy interventions that educate the public about LLM constraints and effective usage techniques, i.e prompting strategies. With this aim, a pilot educational intervention was performed in a high school with 21 students. It involved presenting high-level concepts about intelligence, AI, and LLMs, followed by practical exercises involving ChatGPT in creating natural educational conversations and applying established prompting strategies. Encouraging preliminary results emerged, including high appreciation of the activity, improved interaction quality with the LLM, reduced negative AI sentiments, and a better grasp of limitations, specifically unreliability, limited understanding of commands leading to unsatisfactory responses, and limited presentation flexibility. Our aim is to explore AI acceptance factors and refine this approach for more controlled future studies.

The recent deployment of multi-agent systems in a wide range of scenarios has enabled the solution of learning problems in a distributed fashion. In this context, agents are tasked with collecting local data and then cooperatively train a model, without directly sharing the data. While distributed learning offers the advantage of preserving agents' privacy, it also poses several challenges in terms of designing and analyzing suitable algorithms. This work focuses specifically on the following challenges motivated by practical implementation: (i) online learning, where the local data change over time; (ii) asynchronous agent computations; (iii) unreliable and limited communications; and (iv) inexact local computations. To tackle these challenges, we introduce the Distributed Operator Theoretical (DOT) version of the Alternating Direction Method of Multipliers (ADMM), which we call the DOT-ADMM Algorithm. We prove that it converges with a linear rate for a large class of convex learning problems (e.g., linear and logistic regression problems) toward a bounded neighborhood of the optimal time-varying solution, and characterize how the neighborhood depends on~$\text{(i)--(iv)}$. We corroborate the theoretical analysis with numerical simulations comparing the DOT-ADMM Algorithm with other state-of-the-art algorithms, showing that only the proposed algorithm exhibits robustness to (i)--(iv).

Science is facing a reproducibility crisis. Previous work has proposed incorporating data analysis replications into classrooms as a potential solution. However, despite the potential benefits, it is unclear whether this approach is feasible, and if so, what the involved stakeholders-students, educators, and scientists-should expect from it. Can students perform a data analysis replication over the course of a class? What are the costs and benefits for educators? And how can this solution help benchmark and improve the state of science? In the present study, we incorporated data analysis replications in the project component of the Applied Data Analysis course (CS-401) taught at EPFL (N=354 students). Here we report pre-registered findings based on surveys administered throughout the course. First, we demonstrate that students can replicate previously published scientific papers, most of them qualitatively and some exactly. We find discrepancies between what students expect of data analysis replications and what they experience by doing them along with changes in expectations about reproducibility, which together serve as evidence of attitude shifts to foster students' critical thinking. Second, we provide information for educators about how much overhead is needed to incorporate replications into the classroom and identify concerns that replications bring as compared to more traditional assignments. Third, we identify tangible benefits of the in-class data analysis replications for scientific communities, such as a collection of replication reports and insights about replication barriers in scientific work that should be avoided going forward. Overall, we demonstrate that incorporating replication tasks into a large data science class can increase the reproducibility of scientific work as a by-product of data science instruction, thus benefiting both science and students.

In this paper we consider online distributed learning problems. Online distributed learning refers to the process of training learning models on distributed data sources. In our setting a set of agents need to cooperatively train a learning model from streaming data. Differently from federated learning, the proposed approach does not rely on a central server but only on peer-to-peer communications among the agents. This approach is often used in scenarios where data cannot be moved to a centralized location due to privacy, security, or cost reasons. In order to overcome the absence of a central server, we propose a distributed algorithm that relies on a quantized, finite-time coordination protocol to aggregate the locally trained models. Furthermore, our algorithm allows for the use of stochastic gradients during local training. Stochastic gradients are computed using a randomly sampled subset of the local training data, which makes the proposed algorithm more efficient and scalable than traditional gradient descent. In our paper, we analyze the performance of the proposed algorithm in terms of the mean distance from the online solution. Finally, we present numerical results for a logistic regression task.