The integration of artificial intelligence (AI) into the workplace is advancing rapidly, necessitating robust metrics to evaluate its tangible impact on the labour market. Existing measures of AI occupational exposure largely focus on AI's theoretical potential to substitute or complement human labour on the basis of technical feasibility, providing limited insight into actual adoption and offering inadequate guidance for policymakers. To address this gap, we introduce the AI Startup Exposure (AISE) index-a novel metric based on occupational descriptions from O*NET and AI applications developed by startups funded by the Y Combinator accelerator. Our findings indicate that while high-skilled professions are theoretically highly exposed according to conventional metrics, they are heterogeneously targeted by startups. Roles involving routine organizational tasks-such as data analysis and office management-display significant exposure, while occupations involving tasks that are less amenable to AI automation due to ethical or high-stakes, more than feasibility, considerations -- such as judges or surgeons -- present lower AISE scores. By focusing on venture-backed AI applications, our approach offers a nuanced perspective on how AI is reshaping the labour market. It challenges the conventional assumption that high-skilled jobs uniformly face high AI risks, highlighting instead the role of today's AI players' societal desirability-driven and market-oriented choices as critical determinants of AI exposure. Contrary to fears of widespread job displacement, our findings suggest that AI adoption will be gradual and shaped by social factors as much as by the technical feasibility of AI applications. This framework provides a dynamic, forward-looking tool for policymakers and stakeholders to monitor AI's evolving impact and navigate the changing labour landscape.

Data-driven models, in general, and machine learning (ML) models, in particular, have gained popularity over recent years with an increased usage of such models across the scientific and engineering domains. When using ML models in realistic and dynamic environments, users need to often handle the challenge of concept drift (CD). In this study, we explore the application of genetic algorithms (GAs) to address the challenges posed by CD in such settings. We propose a novel two-level ensemble ML model, which combines a global ML model with a CD detector, operating as an aggregator for a population of ML pipeline models, each one with an adjusted CD detector by itself responsible for re-training its ML model. In addition, we show one can further improve the proposed model by utilizing off-the-shelf automatic ML methods. Through extensive synthetic dataset analysis, we show that the proposed model outperforms a single ML pipeline with a CD algorithm, particularly in scenarios with unknown CD characteristics. Overall, this study highlights the potential of ensemble ML and CD models obtained through a heuristic and adaptive optimization process such as the GA one to handle complex CD events.

This work revisits the classical low-rank matrix factorization problem and unveils the critical role of initialization in shaping convergence rates for such nonconvex and nonsmooth optimization. We introduce Nystrom initialization, which significantly improves the global convergence of Scaled Gradient Descent (ScaledGD) in both symmetric and asymmetric matrix factorization tasks. Specifically, we prove that ScaledGD with Nystrom initialization achieves quadratic convergence in cases where only linear rates were previously known. Furthermore, we extend this initialization to low-rank adapters (LoRA) commonly used for finetuning foundation models. Our approach, NoRA, i.e., LoRA with Nystrom initialization, demonstrates superior performance across various downstream tasks and model scales, from 1B to 7B parameters, in large language and diffusion models.

Our method leverages three networks (a), which are trained in three alternating phases: the roll-out phase (b), the policy update phase (c), and the alignment phase (d). The grey boxes represent networks frozen during the specific phase and the dashed arrows indicate the gradient flow. Imitation learning with a privileged teacher has proven effective for learning complex control behaviors from high-dimensional inputs, such as images. In this framework, a teacher is trained with privileged task information, while a student tries to predict the actions of the teacher with more limited observations, e.g., in a robot navigation task, the teacher might have access to distances to nearby obstacles, while the student only receives visual observations of the scene. However, privileged imitation learning faces a key challenge: the student might be unable to imitate the teacher's behavior due to partial observability. This problem arises because the teacher is trained without considering if the student is capable of imitating the learned behavior. To address this teacher-student asymmetry, we propose a framework for joint training of the teacher and student policies, encouraging the teacher to learn behaviors that can be imitated by the student despite the latters' limited access to information and its partial observability. Based on the performance bound in imitation learning, we add (i) the approximated action difference between teacher and student as a penalty term to the reward function of the teacher, and (ii) a supervised teacher-student alignment step. We motivate our method with a maze navigation task and demonstrate its effectiveness on complex vision-based quadrotor flight and manipulation tasks. In reinforcement learning (RL), an agent learns to perform a task by interacting with its environment and maximizing the cumulative rewards gained through these interactions. This work was supported by the European Research Council (ERC) under grant agreement No. 864042 (AGILEFLIGHT) However, this process requires extensive exploration, as the agent must avoid getting trapped in local minima, often resulting in a large number of environment interactions (Pathak et al., 2017). The number of interactions is even further increased when the agent processes high-dimensional data as input (Ota et al., 2020). Using such observations, the policy must learn to extract a notion of the agent's state, a process that is computationally expensive when optimized solely through RL.

Retrieval-Augmented Generation (RAG) systems have demonstrated remarkable potential as question answering systems in the K-12 Education domain, where knowledge is typically queried within the restricted scope of authoritative textbooks. However, the discrepancy between textbooks and the parametric knowledge in Large Language Models (LLMs) could undermine the effectiveness of RAG systems. To systematically investigate the robustness of RAG systems under such knowledge discrepancies, we present EduKDQA, a question answering dataset that simulates knowledge discrepancies in real applications by applying hypothetical knowledge updates in answers and source documents. EduKDQA includes 3,005 questions covering five subjects, under a comprehensive question typology from the perspective of context utilization and knowledge integration. We conducted extensive experiments on retrieval and question answering performance. We find that most RAG systems suffer from a substantial performance drop in question answering with knowledge discrepancies, while questions that require integration of contextual knowledge and parametric knowledge pose a challenge to LLMs.

This research presents preliminary work to address the challenge of identifying at-risk students using supervised machine learning and three unique data categories: engagement, demographics, and performance data collected from Fall 2023 using Canvas and the California State University, Fullerton dashboard. We aim to tackle the persistent challenges of higher education retention and student dropout rates by screening for at-risk students and building a high-risk identification system. By focusing on previously overlooked behavioral factors alongside traditional metrics, this work aims to address educational gaps, enhance student outcomes, and significantly boost student success across disciplines at the University. Pre-processing steps take place to establish a target variable, anonymize student information, manage missing data, and identify the most significant features. Given the mixed data types in the datasets and the binary classification nature of this study, this work considers several machine learning models, including Support Vector Machines (SVM), Naive Bayes, K-nearest neighbors (KNN), Decision Trees, Logistic Regression, and Random Forest. These models predict at-risk students and identify critical periods of the semester when student performance is most vulnerable. We will use validation techniques such as train test split and k-fold cross-validation to ensure the reliability of the models. Our analysis indicates that all algorithms generate an acceptable outcome for at-risk student predictions, while Naive Bayes performs best overall.

Knowledge Distillation (KD) is essential in transferring dark knowledge from a large teacher to a small student network, such that the student can be much more efficient than the teacher but with comparable accuracy. Existing KD methods, however, rely on a large teacher trained specifically for the target task, which is both very inflexible and inefficient. In this paper, we argue that a SSL-pretrained model can effectively act as the teacher and its dark knowledge can be captured by the coordinate system or linear subspace where the features lie in. We then need only one forward pass of the teacher, and then tailor the coordinate system (TCS) for the student network. Our TCS method is teacher-free and applies to diverse architectures, works well for KD and practical few-shot learning, and allows cross-architecture distillation with large capacity gap. Experiments show that TCS achieves significantly higher accuracy than state-of-the-art KD methods, while only requiring roughly half of their training time and GPU memory costs.

Implicit sentiment analysis (ISA) presents significant challenges due to the absence of salient cue words. Previous methods have struggled with insufficient data and limited reasoning capabilities to infer underlying opinions. Integrating multi-task learning (MTL) with large language models (LLMs) offers the potential to enable models of varying sizes to reliably perceive and recognize genuine opinions in ISA. However, existing MTL approaches are constrained by two sources of uncertainty: data-level uncertainty, arising from hallucination problems in LLM-generated contextual information, and task-level uncertainty, stemming from the varying capacities of models to process contextual information. To handle these uncertainties, we introduce MT-ISA, a novel MTL framework that enhances ISA by leveraging the generation and reasoning capabilities of LLMs through automatic MTL. Specifically, MT-ISA constructs auxiliary tasks using generative LLMs to supplement sentiment elements and incorporates automatic MTL to fully exploit auxiliary data. We introduce data-level and task-level automatic weight learning (AWL), which dynamically identifies relationships and prioritizes more reliable data and critical tasks, enabling models of varying sizes to adaptively learn fine-grained weights based on their reasoning capabilities. We investigate three strategies for data-level AWL, while also introducing homoscedastic uncertainty for task-level AWL. Extensive experiments reveal that models of varying sizes achieve an optimal balance between primary prediction and auxiliary tasks in MT-ISA. This underscores the effectiveness and adaptability of our approach.

Multimodal large language models have experienced rapid growth, and numerous different models have emerged. The interpretability of LVLMs remains an under-explored area. Especially when faced with more complex tasks such as chain-of-thought reasoning, its internal mechanisms still resemble a black box that is difficult to decipher. By studying the interaction and information flow between images and text, we noticed that in models such as LLaVA1.5, image tokens that are semantically related to text are more likely to have information flow convergence in the LLM decoding layer, and these image tokens receive higher attention scores. However, those image tokens that are less relevant to the text do not have information flow convergence, and they only get very small attention scores. To efficiently utilize the image information, we propose a new image token reduction method, Simignore, which aims to improve the complex reasoning ability of LVLMs by computing the similarity between image and text embeddings and ignoring image tokens that are irrelevant and unimportant to the text. Through extensive experiments, we demonstrate the effectiveness of our method for complex reasoning tasks. The paper's source code can be accessed from \url{https://github.com/FanshuoZeng/Simignore}.

With the continuous development of technological and educational innovation, learners nowadays can obtain a variety of support from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. The concept of hybrid intelligence is still at a nascent stage, and how learners can benefit from a symbiotic relationship with various agents such as AI, human experts and intelligent learning systems is still unknown. The emerging concept of hybrid intelligence also lacks deep insights and understanding of the mechanisms and consequences of hybrid human-AI learning based on strong empirical research. In order to address this gap, we conducted a randomised experimental study and compared learners' motivations, self-regulated learning processes and learning performances on a writing task among different groups who had support from different agents (ChatGPT, human expert, writing analytics tools, and no extra tool). A total of 117 university students were recruited, and their multi-channel learning, performance and motivation data were collected and analysed. The results revealed that: learners who received different learning support showed no difference in post-task intrinsic motivation; there were significant differences in the frequency and sequences of the self-regulated learning processes among groups; ChatGPT group outperformed in the essay score improvement but their knowledge gain and transfer were not significantly different. Our research found that in the absence of differences in motivation, learners with different supports still exhibited different self-regulated learning processes, ultimately leading to differentiated performance. What is particularly noteworthy is that AI technologies such as ChatGPT may promote learners' dependence on technology and potentially trigger metacognitive laziness.