From the perspective of content safety issues, alignment has shown to limit large language models' (LLMs) harmful content generation. This intentional method of reinforcing models to not respond to certain user inputs seem to be present in many modern open-source instruction tuning datasets such as OpenAssistant or Guanaco. We introduce a novel insight to an instruction-tuned model's performance affected by the presence of alignment in supervised fine-tuning dataset. To be specific, we noticed that alignment acts as if it is poisoning the instruction dataset. Experimentally, we demonstrate that aligned answers significantly worsen the performance of the resulting fine-tuned model's on various reasoning benchmarks such as Big Bench (BBH), Massive Multitask Language Understanding (MMLU), Human Eval, and Discrete Reasoning Over Paragraphs (DROP), performing worse than the counterpart tuned without alignment by 4-33%.

Assessment is a crucial part of education. Traditional marking is a source of inconsistencies and unconscious bias, placing a high cognitive load on the assessors. An approach to address these issues is comparative judgement (CJ). In CJ, the assessor is presented with a pair of items and is asked to select the better one. Following a series of comparisons, a rank is derived using a ranking model, for example, the BTM, based on the results. While CJ is considered a reliable method for marking, there are concerns around transparency, and the ideal number of pairwise comparisons to generate a reliable estimation of the rank order is not known. Additionally, there have been attempts to generate a method of selecting pairs that should be compared next in an informative manner, but some existing methods are known to have created their own bias within results inflating the reliability metric used. As a result, a random selection approach is usually deployed. We propose a novel Bayesian approach to CJ (BCJ) for determining the ranks of compared items alongside a new way to select the pairs to present to the marker(s) using active learning (AL), addressing the key shortcomings of traditional CJ. Furthermore, we demonstrate how the entire approach may provide transparency by providing the user insights into how it is making its decisions and, at the same time, being more efficient. Results from our experiments confirm that the proposed BCJ combined with entropy-driven AL pair-selection method is superior to other alternatives. We also find that the more comparisons done, the more accurate BCJ becomes, which solves the issue the current method has of the model deteriorating if too many comparisons are performed. As our approach can generate the complete predicted rank distribution for an item, we also show how this can be utilised in devising a predicted grade, guided by the assessor.

End-to-end autonomous driving aims to build a fully differentiable system that takes raw sensor data as inputs and directly outputs the planned trajectory or control signals of the ego vehicle. State-of-the-art methods usually follow the `Teacher-Student' paradigm. The Teacher model uses privileged information (ground-truth states of surrounding agents and map elements) to learn the driving strategy. The student model only has access to raw sensor data and conducts behavior cloning on the data collected by the teacher model. By eliminating the noise of the perception part during planning learning, state-of-the-art works could achieve better performance with significantly less data compared to those coupled ones. However, under the current Teacher-Student paradigm, the student model still needs to learn a planning head from scratch, which could be challenging due to the redundant and noisy nature of raw sensor inputs and the casual confusion issue of behavior cloning. In this work, we aim to explore the possibility of directly adopting the strong teacher model to conduct planning while letting the student model focus more on the perception part. We find that even equipped with a SOTA perception model, directly letting the student model learn the required inputs of the teacher model leads to poor driving performance, which comes from the large distribution gap between predicted privileged inputs and the ground-truth. To this end, we propose DriveAdapter, which employs adapters with the feature alignment objective function between the student (perception) and teacher (planning) modules. Additionally, since the pure learning-based teacher model itself is imperfect and occasionally breaks safety rules, we propose a method of action-guided feature learning with a mask for those imperfect teacher features to further inject the priors of hand-crafted rules into the learning process.

Chat Generative Pre-trained Transformer (ChatGPT) has gained significant interest and attention since its launch in November 2022. It has shown impressive performance in various domains, including passing exams and creative writing. However, challenges and concerns related to biases and trust persist. In this work, we present a comprehensive review of over 100 Scopus-indexed publications on ChatGPT, aiming to provide a taxonomy of ChatGPT research and explore its applications. We critically analyze the existing literature, identifying common approaches employed in the studies. Additionally, we investigate diverse application areas where ChatGPT has found utility, such as healthcare, marketing and financial services, software engineering, academic and scientific writing, research and education, environmental science, and natural language processing. Through examining these applications, we gain valuable insights into the potential of ChatGPT in addressing real-world challenges. We also discuss crucial issues related to ChatGPT, including biases and trustworthiness, emphasizing the need for further research and development in these areas. Furthermore, we identify potential future directions for ChatGPT research, proposing solutions to current challenges and speculating on expected advancements. By fully leveraging the capabilities of ChatGPT, we can unlock its potential across various domains, leading to advancements in conversational AI and transformative impacts in society.

A general overview of current CP courses and instructional methods is presented, with a focus on online and virtually-delivered courses. This is followed by a discussion of the novel approach taken to introductory CP education for engineering students at large scale at the Georgia Institute of Technology (Georgia Tech) in Atlanta, GA, USA. The paper summarizes important takeaways from the Georgia Tech CP course and ends with a discussion on the future of CP education. Some ideas for instructional methods, promotional methods, and organizational changes are proposed to aid in the long-term growth of CP education.

Many engineering organizations are reimplementing and extending deep neural networks from the research community. We describe this process as deep learning model reengineering. Deep learning model reengineering - reusing, reproducing, adapting, and enhancing state-of-the-art deep learning approaches - is challenging for reasons including under-documented reference models, changing requirements, and the cost of implementation and testing. In addition, individual engineers may lack expertise in software engineering, yet teams must apply knowledge of software engineering and deep learning to succeed. Prior work has examined on DL systems from a "product" view, examining defects from projects regardless of the engineers' purpose. Our study is focused on reengineering activities from a "process" view, and focuses on engineers specifically engaged in the reengineering process. Our goal is to understand the characteristics and challenges of deep learning model reengineering. We conducted a case study of this phenomenon, focusing on the context of computer vision. Our results draw from two data sources: defects reported in open-source reeengineering projects, and interviews conducted with open-source project contributors and the leaders of a reengineering team. Our results describe how deep learning-based computer vision techniques are reengineered, analyze the distribution of defects in this process, and discuss challenges and practices. Integrating our quantitative and qualitative data, we proposed a novel reengineering workflow. Our findings inform several future directions, including: measuring additional unknown aspects of model reengineering; standardizing engineering practices to facilitate reengineering; and developing tools to support model reengineering and model reuse.

Abstract--Performing bimanual tasks with dual robotic setups can drastically increase the impact on industrial and daily life applications. However, performing a bimanual task brings many challenges, like synchronization and coordination of the singlearm policies. This article proposes the Safe, Interactive Movement Primitives Learning (SIMPLe) algorithm, to teach and correct single or dual arm impedance policies directly from human kinesthetic demonstrations. Moreover, it proposes a novel graph encoding of the policy based on Gaussian Process Regression (GPR) where the single-arm motion is guaranteed to converge close to the trajectory and then towards the demonstrated goal. Factory assembly, logistics, and household applications of bimanual robots have been known for decades [7], [8]. Modern society is faced with the lack of workforce in various However, the increased number of Degrees of Freedom repetitive jobs like re-shelving products in supermarkets (DoFs) (the curse of dimensionality) implies an increased or handling heavy luggage in airports. Robots appear to be teaching complexity and the necessity of skilled human teachers the most promising solution to mitigate the negative effects of who knows how to interface with the bimanual robotic the declining workforce and perform these various complex platform. To work in variable and unstructured environments, In this paper we contribute with the Safe Interactive Movement robots must be dexterous and intelligent to quickly learn the Primitive Learning (SIMPLe) algorithm and propose: job while interacting safely with other robots, objects, and humans.

ChatGPT may be as good as or better than students at assessments in around a quarter of university courses. However, this generally only applies to questions with a clear answer that require memory recall, rather than critical analysis. Yasir Zaki and his team at New York University Abu Dhabi in the United Arab Emirates contacted colleagues in other departments asking them to provide assessment questions from courses taught at the university, including computer science, psychology, political science and business. These colleagues also provided real student answers to the questions. The questions were then run through the artificial intelligence chatbot ChatGPT, which supplied its own responses.

ChatGPT may be as good as or better than students at assessments in around a quarter of university courses. However, this generally only applies to questions with a clear answer that require memory recall, rather than critical analysis. Yasir Zaki and his team at New York University Abu Dhabi in the United Arab Emirates contacted colleagues in other departments asking them to provide assessment questions from courses taught at the university, including computer science, psychology, political science and business. These colleagues also provided real student answers to the questions. The questions were then run through the artificial intelligence chatbot ChatGPT, which supplied its own responses.

The mainstream of data-driven abstractive summarization models tends to explore the correlations rather than the causal relationships. Among such correlations, there can be spurious ones which suffer from the language prior learned from the training corpus and therefore undermine the overall effectiveness of the learned model. To tackle this issue, we introduce a Structural Causal Model (SCM) to induce the underlying causal structure of the summarization data. We assume several latent causal factors and non-causal factors, representing the content and style of the document and summary. Theoretically, we prove that the latent factors in our SCM can be identified by fitting the observed training data under certain conditions. On the basis of this, we propose a Causality Inspired Sequence-to-Sequence model (CI-Seq2Seq) to learn the causal representations that can mimic the causal factors, guiding us to pursue causal information for summary generation. The key idea is to reformulate the Variational Auto-encoder (VAE) to fit the joint distribution of the document and summary variables from the training corpus. Experimental results on two widely used text summarization datasets demonstrate the advantages of our approach.