Generative models of code, pretrained on large corpora of programs, have shown great success in translating natural language to code (Chen et al., 2021; Austin et al., 2021; Li et al., 2022, inter alia). While these models do not explicitly incorporate program semantics (i.e., execution results) during training, they are able to generate correct solutions for many problems. However, choosing a single correct program from a generated set for each problem remains challenging. In this work, we introduce execution result--based minimum Bayes risk decoding (MBR-EXEC) for program selection and show that it improves the few-shot performance of pretrained code models on natural-language-to-code tasks. We select output programs from a generated candidate set by marginalizing over program implementations that share the same semantics. Because exact equivalence is intractable, we execute each program on a small number of test inputs to approximate semantic equivalence. Across datasets, execution or simulated execution significantly outperforms the methods that do not involve program semantics. We find that MBR-EXEC consistently improves over all execution-unaware selection methods, suggesting it as an effective approach for natural language to code translation. We open-source our code at github.com/facebookresearch/mbr-exec and data at dl.fbaipublicfiles.com/mbr-exec/mbr-exec-release.zip

Pre-trained language models have achieved promising performance on general benchmarks, but underperform when migrated to a specific domain. Recent works perform pre-training from scratch or continual pre-training on domain corpora. However, in many specific domains, the limited corpus can hardly support obtaining precise representations. To address this issue, we propose a novel Transformer-based language model named VarMAE for domain-adaptive language understanding. Under the masked autoencoding objective, we design a context uncertainty learning module to encode the token's context into a smooth latent distribution. The module can produce diverse and well-formed contextual representations. Experiments on science- and finance-domain NLU tasks demonstrate that VarMAE can be efficiently adapted to new domains with limited resources.

Advances in reinforcement learning research have demonstrated the ways in which different agent-based models can learn how to optimally perform a task within a given environment. Reinforcement leaning solves unsupervised problems where agents move through a state-action-reward loop to maximize the overall reward for the agent, which in turn optimizes the solving of a specific problem in a given environment. However, these algorithms are designed based on our understanding of actions that should be taken in a real-world environment to solve a specific problem. One such problem is the ability to identify, recommend and execute an action within a system where the users are the subject, such as in education. In recent years, the use of blended learning approaches integrating face-to-face learning with online learning in the education context, has in-creased. Additionally, online platforms used for education require the automation of certain functions such as the identification, recommendation or execution of actions that can benefit the user, in this sense, the student or learner. As promising as these scientific advances are, there is still a need to conduct research in a variety of different areas to ensure the successful deployment of these agents within education systems. Therefore, the aim of this study was to contextualise and simulate the cumulative reward within an environment for an intervention recommendation problem in the education context.

From this course, you can learn Object-Oriented Programming from basics to advanced concepts. All code examples in the course are written in Java but that's doesn't mean you can't apply the knowledge from this course in other programming languages. You can easily use the knowledge from this course in any language if you want to build applications with the help of an object-oriented programming approach. There are a lot of other courses on this topic. So, why would you choose exactly this course?

From this course, you can learn Testing for software engineers that includes the learning of JUnit 5, Mockito, PowerMock, and TDD approach. We hide nothing from our students! Including the source code for the home task solutions and source code of examples that were shared during the lesson. Having the source code you can just copy and paste it to run it on your local computer to understand how things work better. You are allowed to use all source code examples for learning purposes.

Interactive Imitation Learning (IIL) is a branch of Imitation Learning (IL) where human feedback is provided intermittently during robot execution allowing an online improvement of the robot's behavior. In recent years, IIL has increasingly started to carve out its own space as a promising data-driven alternative for solving complex robotic tasks. The advantages of IIL are its data-efficient, as the human feedback guides the robot directly towards an improved behavior, and its robustness, as the distribution mismatch between the teacher and learner trajectories is minimized by providing feedback directly over the learner's trajectories. Nevertheless, despite the opportunities that IIL presents, its terminology, structure, and applicability are not clear nor unified in the literature, slowing down its development and, therefore, the research of innovative formulations and discoveries. In this article, we attempt to facilitate research in IIL and lower entry barriers for new practitioners by providing a survey of the field that unifies and structures it. In addition, we aim to raise awareness of its potential, what has been accomplished and what are still open research questions. We organize the most relevant works in IIL in terms of human-robot interaction (i.e., types of feedback), interfaces (i.e., means of providing feedback), learning (i.e., models learned from feedback and function approximators), user experience (i.e., human perception about the learning process), applications, and benchmarks. Furthermore, we analyze similarities and differences between IIL and RL, providing a discussion on how the concepts offline, online, off-policy and on-policy learning should be transferred to IIL from the RL literature. We particularly focus on robotic applications in the real world and discuss their implications, limitations, and promising future areas of research.

In this paper we discuss our experience in teaching the Robotic Applications Programming course at ZHAW combining the use of a Kubernetes (k8s) cluster and real, heterogeneous, robotic hardware. We discuss the main advantages of our solutions in terms of seamless simulation-to-real experience for students and the main shortcomings we encountered with networking and sharing GPUs to support deep learning workloads. We describe the current and foreseen alternatives to avoid these drawbacks in future course editions and propose a more cloud-native approach to deploying multiple robotics applications on a k8s cluster.

In September 2016, Stanford's "One Hundred Year Study on Artificial Intelligence" project (AI100) issued the first report of its planned long-term periodic assessment of artificial intelligence (AI) and its impact on society. It was written by a panel of 17 study authors, each of whom is deeply rooted in AI research, chaired by Peter Stone of the University of Texas at Austin. The report, entitled "Artificial Intelligence and Life in 2030," examines eight domains of typical urban settings on which AI is likely to have impact over the coming years: transportation, home and service robots, healthcare, education, public safety and security, low-resource communities, employment and workplace, and entertainment. It aims to provide the general public with a scientifically and technologically accurate portrayal of the current state of AI and its potential and to help guide decisions in industry and governments, as well as to inform research and development in the field. The charge for this report was given to the panel by the AI100 Standing Committee, chaired by Barbara Grosz of Harvard University.

Reinforcement learning (rl) is a popular paradigm for sequential decision making problems. The past decade's advances in rl have led to breakthroughs in many challenging domains such as video games, board games, robotics, and chip design. The sample inefficiency of deep reinforcement learning methods is a significant obstacle when applying rl to real-world problems. Transfer learning has been applied to reinforcement learning such that the knowledge gained in one task can be applied when training in a new task. Curriculum learning is concerned with sequencing tasks or data samples such that knowledge can be transferred between those tasks to learn a target task that would otherwise be too difficult to solve. Designing a curriculum that improves sample efficiency is a complex problem. In this thesis, we propose a teacher-student curriculum learning setting where we simultaneously train a teacher that selects tasks for the student while the student learns how to solve the selected task. Our method is independent of human domain knowledge and manual curriculum design. We evaluated our methods on two reinforcement learning benchmarks: grid world and the challenging Google Football environment. With our method, we can improve the sample efficiency and generality of the student compared to tabula-rasa reinforcement learning.

In multilingual colloquial settings, it is a habitual occurrence to compose expressions of text or speech containing tokens or phrases of different languages, a phenomenon popularly known as code-switching or code-mixing (CMX). We present our approach and results for the Code-mixed Machine Translation (MixMT) shared task at WMT 2022: the task consists of two subtasks, monolingual to code-mixed machine translation (Subtask-1) and code-mixed to monolingual machine translation (Subtask-2). Most non-synthetic code-mixed data are from social media but gathering a significant amount of this kind of data would be laborious and this form of data has more writing variation than other domains, so for both subtasks, we experimented with data schedules for out-of-domain data. We jointly learn multiple domains of text by pretraining and fine-tuning, combined with a sentence alignment objective. We found that switching between domains caused improved performance in the domains seen earliest during training, but depleted the performance on the remaining domains. A continuous training run with strategically dispensed data of different domains showed a significantly improved performance over fine-tuning.