Crafting the ideal, job-specific resume is a challenging task for many job applicants, especially for early-career applicants. While it is highly recommended that applicants tailor their resume to the specific role they are applying for, manually tailoring resumes to job descriptions and role-specific requirements is often (1) extremely time-consuming, and (2) prone to human errors. Furthermore, performing such a tailoring step at scale while applying to several roles may result in a lack of quality of the edited resumes. To tackle this problem, in this demo paper, we propose ResumeFlow: a Large Language Model (LLM) aided tool that enables an end user to simply provide their detailed resume and the desired job posting, and obtain a personalized resume specifically tailored to that specific job posting in the matter of a few seconds. Our proposed pipeline leverages the language understanding and information extraction capabilities of state-of-the-art LLMs such as OpenAI's GPT-4 and Google's Gemini, in order to (1) extract details from a job description, (2) extract role-specific details from the user-provided resume, and then (3) use these to refine and generate a role-specific resume for the user. Our easy-to-use tool leverages the user-chosen LLM in a completely off-the-shelf manner, thus requiring no fine-tuning. We demonstrate the effectiveness of our tool via a video demo and propose novel task-specific evaluation metrics to control for alignment and hallucination. Our tool is available at https://job-aligned-resume.streamlit.app.

This paper describes the design and implementation of a virtual and remote laboratory based on Easy Java Simulations (EJS) and LabVIEW. The main application of this laboratory is to improve the study of sensors in Mobile Robotics, dealing with the problems that arise on the real world experiments. This laboratory allows the user to work from their homes, tele-operating a real robot that takes measurements from its sensors in order to obtain a map of its environment. In addition, the application allows interacting with a robot simulation (virtual laboratory) or with a real robot (remote laboratory), with the same simple and intuitive graphical user interface in EJS. Thus, students can develop signal processing and control algorithms for the robot in simulation and then deploy them on the real robot for testing purposes. Practical examples of application of the laboratory on the inter University Master of Systems Engineering and Automatic Control are presented.

Large Language Models (LLMs) have drawn a lot of attention due to their strong performance on a wide range of natural language tasks, since the release of ChatGPT in November 2022. LLMs' ability of general-purpose language understanding and generation is acquired by training billions of model's parameters on massive amounts of text data, as predicted by scaling laws \cite{kaplan2020scaling,hoffmann2022training}. The research area of LLMs, while very recent, is evolving rapidly in many different ways. In this paper, we review some of the most prominent LLMs, including three popular LLM families (GPT, LLaMA, PaLM), and discuss their characteristics, contributions and limitations. We also give an overview of techniques developed to build, and augment LLMs. We then survey popular datasets prepared for LLM training, fine-tuning, and evaluation, review widely used LLM evaluation metrics, and compare the performance of several popular LLMs on a set of representative benchmarks. Finally, we conclude the paper by discussing open challenges and future research directions.

Despite recent community revelations about the advancements and potential applications of Large Language Models (LLMs) in understanding Text-Attributed Graph (TAG), the deployment of LLMs for production is hindered by its high computational and storage requirements, as well as long latencies during model inference. Simultaneously, although traditional Graph Neural Networks (GNNs) are light weight and adept at learning structural features of graphs, their ability to grasp the complex semantics in TAG is somewhat constrained for real applications. To address these limitations, we concentrate on the downstream task of node classification in TAG and propose a novel graph knowledge distillation framework, termed Linguistic Graph Knowledge Distillation (LinguGKD), using LLMs as teacher models and GNNs as student models for knowledge distillation. It involves TAG-oriented instruction tuning of LLM on designed tailored prompts, followed by propagating knowledge and aligning the hierarchically learned node features from the teacher LLM to the student GNN in latent space, employing a layer-adaptive contrastive learning strategy. Through extensive experiments on a variety of LLM and GNN models and multiple benchmark datasets, the proposed LinguGKD significantly boosts the student GNN's predictive accuracy and convergence rate, without the need of extra data or model parameters. Compared to teacher LLM, distilled GNN achieves superior inference speed equipped with much fewer computing and storage demands, when surpassing the teacher LLM's classification accuracy on some of benchmark datasets.

Knowledge Graphs (KGs) play a pivotal role in advancing various AI applications, with the semantic web community's exploration into multi-modal dimensions unlocking new avenues for innovation. In this survey, we carefully review over 300 articles, focusing on KG-aware research in two principal aspects: KG-driven Multi-Modal (KG4MM) learning, where KGs support multi-modal tasks, and Multi-Modal Knowledge Graph (MM4KG), which extends KG studies into the MMKG realm. We begin by defining KGs and MMKGs, then explore their construction progress. Our review includes two primary task categories: KG-aware multi-modal learning tasks, such as Image Classification and Visual Question Answering, and intrinsic MMKG tasks like Multi-modal Knowledge Graph Completion and Entity Alignment, highlighting specific research trajectories. For most of these tasks, we provide definitions, evaluation benchmarks, and additionally outline essential insights for conducting relevant research. Finally, we discuss current challenges and identify emerging trends, such as progress in Large Language Modeling and Multi-modal Pre-training strategies. This survey aims to serve as a comprehensive reference for researchers already involved in or considering delving into KG and multi-modal learning research, offering insights into the evolving landscape of MMKG research and supporting future work.

An emotional support conversation system aims to alleviate users' emotional distress and assist them in addressing their challenges. To generate supportive responses, it is critical to consider multiple factors such as empathy, support strategies, and response coherence, as established in prior methods. Nonetheless, previous models occasionally generate unhelpful responses, which intend to provide support but display counterproductive effects. According to psychology and communication theories, poor performance in just one contributing factor might cause a response to be unhelpful. From the model training perspective, since these models have not been exposed to unhelpful responses during their training phase, they are unable to distinguish if the tokens they generate might result in unhelpful responses during inference. To address this issue, we introduce a novel model-agnostic framework named mitigating unhelpfulness with multifaceted AI feedback for emotional support (Muffin). Specifically, Muffin employs a multifaceted AI feedback module to assess the helpfulness of responses generated by a specific model with consideration of multiple factors. Using contrastive learning, it then reduces the likelihood of the model generating unhelpful responses compared to the helpful ones. Experimental results demonstrate that Muffin effectively mitigates the generation of unhelpful responses while slightly increasing response fluency and relevance.

This study proposes a method for knowledge distillation (KD) of fine-tuned Large Language Models (LLMs) into smaller, more efficient, and accurate neural networks. We specifically target the challenge of deploying these models on resource-constrained devices. Our methodology involves training the smaller student model (Neural Network) using the prediction probabilities (as soft labels) of the LLM, which serves as a teacher model. This is achieved through a specialized loss function tailored to learn from the LLM's output probabilities, ensuring that the student model closely mimics the teacher's performance. To validate the performance of the KD approach, we utilized a large dataset, 7T, containing 6,684 student-written responses to science questions and three mathematical reasoning datasets with student-written responses graded by human experts. We compared accuracy with state-of-the-art (SOTA) distilled models, TinyBERT, and artificial neural network (ANN) models. Results have shown that the KD approach has 1% and 4% higher scoring accuracy than ANN and TinyBERT and comparable accuracy to the teacher model. Furthermore, the student model size is 0.02M, 10,000 times smaller in parameters and x10 faster in inferencing than the teacher model and TinyBERT, respectively. The significance of this research lies in its potential to make advanced AI technologies accessible in typical educational settings, particularly for automatic scoring.

Neoteric works have shown that modern deep learning models can exhibit a sparse double descent phenomenon. Indeed, as the sparsity of the model increases, the test performance first worsens since the model is overfitting the training data; then, the overfitting reduces, leading to an improvement in performance, and finally, the model begins to forget critical information, resulting in underfitting. Such a behavior prevents using traditional early stop criteria. In this work, we have three key contributions. First, we propose a learning framework that avoids such a phenomenon and improves generalization. Second, we introduce an entropy measure providing more insights into the insurgence of this phenomenon and enabling the use of traditional stop criteria. Third, we provide a comprehensive quantitative analysis of contingent factors such as re-initialization methods, model width and depth, and dataset noise. The contributions are supported by empirical evidence in typical setups. Our code is available at https://github.com/VGCQ/DSD2.

This paper introduces a novel approach, Decision Theory-guided Deep Reinforcement Learning (DT-guided DRL), to address the inherent cold start problem in DRL. By integrating decision theory principles, DT-guided DRL enhances agents' initial performance and robustness in complex environments, enabling more efficient and reliable convergence during learning. Our investigation encompasses two primary problem contexts: the cart pole and maze navigation challenges. Experimental results demonstrate that the integration of decision theory not only facilitates effective initial guidance for DRL agents but also promotes a more structured and informed exploration strategy, particularly in environments characterized by large and intricate state spaces. The results of experiment demonstrate that DT-guided DRL can provide significantly higher rewards compared to regular DRL. Specifically, during the initial phase of training, the DT-guided DRL yields up to an 184% increase in accumulated reward. Moreover, even after reaching convergence, it maintains a superior performance, ending with up to 53% more reward than standard DRL in large maze problems. DT-guided DRL represents an advancement in mitigating a fundamental challenge of DRL by leveraging functions informed by human (designer) knowledge, setting a foundation for further research in this promising interdisciplinary domain.

This direction promises a holistic and applied trajectory for Following the core purpose of analyzing and evaluating the influence Computer Engineering education, supported by the outcomes of of a combination of the mentioned innovative teaching our case study, where artifact-centric learning proved effective, methodologies on students' perceptions and experiences, the proposed with 73% of students achieving the highest grade. Self-assessments research question (RQ): RQ: How does a hybrid teaching further corroborated academic excellence, emphasizing students' methodology affect students' perceptions of their learning experiences engagement in skill enhancement and knowledge acquisition.