In the contemporary landscape of big data and cloud computing, the efficient management of storage resources has emerged as a paramount concern. One of the most critical aspects of this challenge is the accurate identification of data's "cold" and "hot" states. Data is classified as "hot" if it is frequently accessed, necessitating fast and readily available storage solutions. Conversely, "cold" data, which is rarely accessed, can be stored more cost-effectively in slower, less expensive storage mediums. Effective hot-cold identification not only optimizes storage costs but also enhances system performance by ensuring that the most relevant data is quickly accessible[1, 2, 3].

In recent years, the field of machine learning has witnessed significant advancements, particularly in the development of optimisation algorithms that enhance the efficiency and effectiveness of training deep neural networks. Among these algorithms, the Adam optimiser has gained widespread popularity due to its adaptive learning rate capabilities, which enable more efficient convergence compared to traditional methods such as stochastic gradient descent. However, despite its advantages, Adam is not without its limitations, particularly when it comes to handling issues such as overshooting and stagnation during the training process. To address these challenges, we introduce AdamZ as an advanced variant of the Adam optimiser. AdamZ is specifically designed to dynamically adjust the learning rate responsive to the characteristics of the loss function, thereby improving both convergence stability and model accuracy. This novel optimiser integrates mechanisms to detect and mitigate overshooting, at the point where the optimiser has stepped too far into the parameter space, and stagnation at points, where progress has started to stall despite ongoing training. By introducing hyperparameters such as overshoot and stagnation factors, thresholds, and patience levels, AdamZ provides a more responsive approach to learning rate adaptation than obtained through Adam.

LoRA has emerged as one of the de facto methods for fine-tuning foundation models with low computational cost and memory footprint. The idea is to only train a low-rank perturbation to the weights of a pre-trained model, given supervised data for a downstream task. Despite its empirical sucess, from a mathematical perspective it remains poorly understood what learning mechanisms ensure that gradient descent converges to useful low-rank perturbations. In this work we study low-rank fine-tuning in a student-teacher setting. We are given the weights of a two-layer base model $f$, as well as i.i.d. samples $(x,f^*(x))$ where $x$ is Gaussian and $f^*$ is the teacher model given by perturbing the weights of $f$ by a rank-1 matrix. This generalizes the setting of generalized linear model (GLM) regression where the weights of $f$ are zero. When the rank-1 perturbation is comparable in norm to the weight matrix of $f$, the training dynamics are nonlinear. Nevertheless, in this regime we prove under mild assumptions that a student model which is initialized at the base model and trained with online gradient descent will converge to the teacher in $dk^{O(1)}$ iterations, where $k$ is the number of neurons in $f$. Importantly, unlike in the GLM setting, the complexity does not depend on fine-grained properties of the activation's Hermite expansion. We also prove that in our setting, learning the teacher model "from scratch'' can require significantly more iterations.

The COVID-19 pandemic has accelerated the implementation and acceptance of remotely proctored high-stake assessments. While the flexible administration of the tests brings forth many values, it raises test security-related concerns. Meanwhile, artificial intelligence (AI) has witnessed tremendous advances in the last five years. Many AI tools (such as the very recent ChatGPT) can generate high-quality responses to test items. These new developments require test security research beyond the statistical analysis of scores and response time. Data analytics and AI methods based on clickstream process data can get us deeper insight into the test-taking process and hold great promise for securing remotely administered high-stakes tests. This chapter uses real-world examples to show that this is indeed the case.

In this paper, we demonstrate how to enhance the validity of causal inference with unstructured high-dimensional treatments like texts, by leveraging the power of generative Artificial Intelligence. Specifically, we propose to use a deep generative model such as large language models (LLMs) to efficiently generate treatments and use their internal representation for subsequent causal effect estimation. We show that the knowledge of this true internal representation helps disentangle the treatment features of interest, such as specific sentiments and certain topics, from other possibly unknown confounding features. Unlike the existing methods, our proposed approach eliminates the need to learn causal representation from the data and hence produces more accurate and efficient estimates. We formally establish the conditions required for the nonparametric identification of the average treatment effect, propose an estimation strategy that avoids the violation of the overlap assumption, and derive the asymptotic properties of the proposed estimator through the application of double machine learning. Finally, using an instrumental variables approach, we extend the proposed methodology to the settings, in which the treatment feature is based on human perception rather than is assumed to be fixed given the treatment object. The proposed methodology is also applicable to text reuse where an LLM is used to regenerate the existing texts. We conduct simulation and empirical studies, using the generated text data from an open-source LLM, Llama 3, to illustrate the advantages of our estimator over the state-of-the-art causal representation learning algorithms.

In this paper we describe an efficient method for providing a regression model with a sense of curiosity about its data. In the field of machine learning, our framework for representing curiosity is called active learning, which means automatically choosing data points for which to query labels in the semisupervised setting. The methods we propose are based on computing a "regularity tangent" vector that can be calculated (with only a constant slow-down) together with the model's parameter vector during training. We then take the inner product of this tangent vector with the gradient vector of the model's loss at a given data point to obtain a measure of the influence of that point on the complexity of the model. There is only a single regularity tangent vector, of the same dimension as the parameter vector. Thus, in the proposed technique, once training is complete, evaluating our "curiosity" about a potential query data point can be done as quickly as calculating the model's loss gradient at that point. The new vector only doubles the amount of storage required by the model. We show that the quantity computed by our technique is an example of an "influence function", and that it measures the expected squared change in model complexity incurred by up-weighting a given data point. We propose a number of ways for using this quantity to choose new training data for a model in the framework of active learning.

The irrigation-suction process is a common procedure to rinse and clean up the surgical field in minimally invasive surgery (MIS). In this process, surgeons first irrigate liquid, typically saline, into the surgical scene for rinsing and diluting the contaminant, and then suction the liquid out of the surgical field. While recent advances have shown promising results in the application of reinforcement learning (RL) for automating surgical subtasks, fewer studies have explored the automation of fluid-related tasks. In this work, we explore the automation of both steps in the irrigation-suction procedure and train two vision-based RL agents to complete irrigation and suction autonomously. To achieve this, a platform is developed for creating simulated surgical robot learning environments and for training agents, and two simulated learning environments are built for irrigation and suction with visually plausible fluid rendering capabilities. With techniques such as domain randomization (DR) and carefully designed reward functions, two agents are trained in the simulator and transferred to the real world. Individual evaluations of both agents show satisfactory real-world results. With an initial amount of around 5 grams of contaminants, the irrigation agent ultimately achieved an average of 2.21 grams remaining after a manual suction. As a comparison, fully manual operation by a human results in 1.90 grams remaining. The suction agent achieved 2.64 and 2.24 grams of liquid remaining across two trial groups with more than 20 and 30 grams of initial liquid in the container. Fully autonomous irrigation-suction trials reduce the contaminant in the container from around 5 grams to an average of 2.42 grams, although yielding a higher total weight remaining (4.40) due to residual liquid not suctioned. Further information about the project is available at https://tbs-ualberta.github.io/CRESSim/.

For reasons of computational constraint, most global ocean circulation models used for Earth System Modeling still rely on parameterizations of sub-grid processes, and limitations in these parameterizations affect the modeled ocean circulation and impact on predictive skill. An increasingly popular approach is to leverage machine learning approaches for parameterizations, regressing for a map between the resolved state and missing feedbacks in a fluid system as a supervised learning task. However, the learning is often performed in an `offline' fashion, without involving the underlying fluid dynamical model during the training stage. Here, we explore the `online' approach that involves the fluid dynamical model during the training stage for the learning of baroclinic turbulence and its parameterization, with reference to ocean eddy parameterization. Two online approaches are considered: a full adjoint-based online approach, related to traditional adjoint optimization approaches that require a `differentiable' dynamical model, and an approximately online approach that approximates the adjoint calculation and does not require a differentiable dynamical model. The online approaches are found to be generally more skillful and numerically stable than offline approaches. Others details relating to online training, such as window size, machine learning model set up and designs of the loss functions are detailed to aid in further explorations of the online training methodology for Earth System Modeling.

Cognitive diagnosis (CD) aims to reveal students' proficiency in specific knowledge concepts. With the increasing adoption of intelligent education applications, accurately assessing students' knowledge mastery has become an urgent challenge. Although existing cognitive diagnosis frameworks enhance diagnostic accuracy by analyzing students' explicit response records, they primarily focus on individual knowledge state, failing to adequately reflect the relative ability performance of students within hierarchies. To address this, we propose the Hierarchy Constraint-Aware Cognitive Diagnosis Framework (HCD), designed to more accurately represent student ability performance within real educational contexts. Specifically, the framework introduces a hierarchy mapping layer to identify students' levels. It then employs a hierarchy convolution-enhanced attention layer for in-depth analysis of knowledge concepts performance among students at the same level, uncovering nuanced differences. A hierarchy inter-sampling attention layer captures performance differences across hierarchies, offering a comprehensive understanding of the relationships among students' knowledge state. Finally, through personalized diagnostic enhancement, the framework integrates hierarchy constraint perception features with existing models, improving the representation of both individual and group characteristics. This approach enables precise inference of students' knowledge state. Research shows that this framework not only reasonably constrains changes in students' knowledge states to align with real educational settings, but also supports the scientific rigor and fairness of educational assessments, thereby advancing the field of cognitive diagnosis.

Adaptive causal representation learning from observational data is presented, integrated with an efficient sample splitting technique within the semiparametric estimating equation framework. The support points sample splitting (SPSS), a subsampling method based on energy distance, is employed for efficient double machine learning (DML) in causal inference. The support points are selected and split as optimal representative points of the full raw data in a random sample, in contrast to the traditional random splitting, and providing an optimal sub-representation of the underlying data generating distribution. They offer the best representation of a full big dataset, whereas the unit structural information of the underlying distribution via the traditional random data splitting is most likely not preserved. Three machine learning estimators were adopted for causal inference, support vector machine (SVM), deep learning (DL), and a hybrid super learner (SL) with deep learning (SDL), using SPSS. A comparative study is conducted between the proposed SVM, DL, and SDL representations using SPSS, and the benchmark results from Chernozhukov et al. (2018), which employed random forest, neural network, and regression trees with a random k-fold cross-fitting technique on the 401(k)-pension plan real data. The simulations show that DL with SPSS and the hybrid methods of DL and SL with SPSS outperform SVM with SPSS in terms of computational efficiency and the estimation quality, respectively.