The bipartite graph structure has shown its promising ability in facilitating the subspace clustering and spectral clustering algorithms for large-scale datasets. To avoid the post-processing via k-means during the bipartite graph partitioning, the constrained Laplacian rank (CLR) is often utilized for constraining the number of connected components (i.e., clusters) in the bipartite graph, which, however, neglects the distribution (or normalization) of these connected components and may lead to imbalanced or even ill clusters. Despite the significant success of normalized cut (Ncut) in general graphs, it remains surprisingly an open problem how to enforce a one-step normalized cut for bipartite graphs, especially with linear-time complexity. In this paper, we first characterize a novel one-step bipartite graph cut (OBCut) criterion with normalized constraints, and theoretically prove its equivalence to a trace maximization problem. Then we extend this cut criterion to a scalable subspace clustering approach, where adaptive anchor learning, bipartite graph learning, and one-step normalized bipartite graph partitioning are simultaneously modeled in a unified objective function, and an alternating optimization algorithm is further designed to solve it in linear time. Experiments on a variety of general and large-scale datasets demonstrate the effectiveness and scalability of our approach.

METHODS: First, a set of evaluation criteria is designed based on a comprehensive literature review. Second, existing candidate criteria are optimized for using a Delphi method by five experts in medicine and engineering. Third, three clinical experts design a set of medical datasets to interact with LLMs. Finally, benchmarking experiments are conducted on the datasets. The responses generated by chatbots based on LLMs are recorded for blind evaluations by five licensed medical experts. RESULTS: The obtained evaluation criteria cover medical professional capabilities, social comprehensive capabilities, contextual capabilities, and computational robustness, with sixteen detailed indicators. The medical datasets include twenty-seven medical dialogues and seven case reports in Chinese. Three chatbots are evaluated, ChatGPT by OpenAI, ERNIE Bot by Baidu Inc., and Doctor PuJiang (Dr. PJ) by Shanghai Artificial Intelligence Laboratory. Experimental results show that Dr. PJ outperforms ChatGPT and ERNIE Bot in both multiple-turn medical dialogue and case report scenarios.

The application of computer vision to nuanced subjective use cases is growing. While crowdsourcing has served the vision community well for most objective tasks (such as labeling a "zebra"), it now falters on tasks where there is substantial subjectivity in the concept (such as identifying "gourmet tuna"). However, empowering any user to develop a classifier for their concept is technically difficult: users are neither machine learning experts, nor have the patience to label thousands of examples. In reaction, we introduce the problem of Agile Modeling: the process of turning any subjective visual concept into a computer vision model through a real-time user-in-the-loop interactions. We instantiate an Agile Modeling prototype for image classification and show through a user study (N=14) that users can create classifiers with minimal effort under 30 minutes. We compare this user driven process with the traditional crowdsourcing paradigm and find that the crowd's notion often differs from that of the user's, especially as the concepts become more subjective. Finally, we scale our experiments with simulations of users training classifiers for ImageNet21k categories to further demonstrate the efficacy.

This article details the advances made to a system that uses artificial intelligence to identify alarming student responses. This system is built into our assessment platform to assess whether a student's response indicates they are a threat to themselves or others. Such responses may include details concerning threats of violence, severe depression, suicide risks, and descriptions of abuse. Driven by advances in natural language processing, the latest model is a fine-tuned language model trained on a large corpus consisting of student responses and supplementary texts. We demonstrate that the use of a language model delivers a substantial improvement in accuracy over the previous iterations of this system.

We propose a multilingual data-driven method for generating reading comprehension questions using dependency trees. Our method provides a strong, mostly deterministic, and inexpensive-totrain baseline for less-resourced languages. While a language-specific corpus is still required, its size is nowhere near those required by modern neural question generation (QG) architectures. Our method surpasses QG baselines previously reported in the literature and shows a good performance in terms of human evaluation. 1 Introduction We are interested in question generation (QG) - the task of automatically generating reading comprehension questions and their correct answers from given declarative sentences. Numerous methods have been proposed for solving this task, most of which have been aimed at the English language. Recent methods are based on neural networks and rely on the availability of large-scale datasets, such as SQuAD (Rajpurkar et al. 2016) - a question-answering dataset repurposed for QG - or large-scale pretrained models, such as GPT-3 (Brown et al. 2020). Early methods, mostly based on context-free grammars, relied on the strict word order and the limited inflectional morphology of English. These traits made it relatively straightforward to craft handwritten templates based on these grammars. The above mentioned idiosyncracies and the unique availability of large-scale resources for English leave a number of open challenges for developing QG methods applicable to languages other than English. The first challenge is the lack of large-scale training datasets, and a prohibitively high cost of obtaining such resources. State-of-the-art QG methods for English train their models on the previously mentioned SQuAD dataset, which contains more than 100,000 questions. Obtaining a good-quality dataset of a similar size is very expensive, especially for languages with fewer native speakers around the world. The second challenge is knowing how well available methods developed for English would generalize to other languages, especially synthetic ones with richer inflectional morphology and less strict word order (e.g., Finnish, Turkish or Russian). To the best of our knowledge, not much research has been done on QG for these kinds of languages. The third challenge is assessing the obtained performance results.

The use of mini-batches of data in training artificial neural networks is nowadays very common. Despite its broad usage, theories explaining quantitatively how large or small the optimal mini-batch size should be are missing. This work presents a systematic attempt at understanding the role of the mini-batch size in training two-layer neural networks. Working in the teacher-student scenario, with a sparse teacher, and focusing on tasks of different complexity, we quantify the effects of changing the mini-batch size $m$. We find that often the generalization performances of the student strongly depend on $m$ and may undergo sharp phase transitions at a critical value $m_c$, such that for $mm_c$ the student learns perfectly or generalizes very well the teacher. Phase transitions are induced by collective phenomena firstly discovered in statistical mechanics and later observed in many fields of science. Finding a phase transition varying the mini-batch size raises several important questions on the role of a hyperparameter which have been somehow overlooked until now.

As the shortage of skilled workers continues to be a pressing issue, exacerbated by demographic change, it is becoming a critical challenge for organizations to preserve the knowledge of retiring experts and to pass it on to novices. While this knowledge transfer has traditionally taken place through personal interaction, it lacks scalability and requires significant resources and time. IT-based teaching systems have addressed this scalability issue, but their development is still tedious and time-consuming. In this work, we investigate the potential of machine learning (ML) models to facilitate knowledge transfer in an organizational context, leading to more cost-effective IT-based teaching systems. Through a systematic literature review, we examine key concepts, themes, and dimensions to better understand and design ML-based teaching systems. To do so, we capture and consolidate the capabilities of ML models in IT-based teaching systems, inductively analyze relevant concepts in this context, and determine their interrelationships. We present our findings in the form of a review of the key concepts, themes, and dimensions to understand and inform on ML-based teaching systems. Building on these results, our work contributes to research on computer-supported cooperative work by conceptualizing how ML-based teaching systems can preserve expert knowledge and facilitate its transfer from SMEs to human novices. In this way, we shed light on this emerging subfield of human-computer interaction and serve to build an interdisciplinary research agenda.

Anonymization techniques based on obfuscating the quasi-identifiers by means of value generalization hierarchies are widely used to achieve preset levels of privacy. To prevent different types of attacks against database privacy it is necessary to apply several anonymization techniques beyond the classical k-anonymity or $\ell$-diversity. However, the application of these methods is directly connected to a reduction of their utility in prediction and decision making tasks. In this work we study four classical machine learning methods currently used for classification purposes in order to analyze the results as a function of the anonymization techniques applied and the parameters selected for each of them. The performance of these models is studied when varying the value of k for k-anonymity and additional tools such as $\ell$-diversity, t-closeness and $\delta$-disclosure privacy are also deployed on the well-known adult dataset.

Individual differences of Electroencephalogram (EEG) could cause the domain shift which would significantly degrade the performance of cross-subject strategy. The domain adversarial neural networks (DANN), where the classification loss and domain loss jointly update the parameters of feature extractor, are adopted to deal with the domain shift. However, limited EEG data quantity and strong individual difference are challenges for the DANN with cumbersome feature extractor. In this work, we propose knowledge distillation (KD) based lightweight DANN to enhance cross-subject EEG-based emotion recognition. Specifically, the teacher model with strong context learning ability is utilized to learn complex temporal dynamics and spatial correlations of EEG, and robust lightweight student model is guided by the teacher model to learn more difficult domain-invariant features. In the feature-based KD framework, a transformer-based hierarchical temporalspatial learning model is served as the teacher model. The student model, which is composed of Bi-LSTM units, is a lightweight version of the teacher model. Hence, the student model could be supervised to mimic the robust feature representations of teacher model by leveraging complementary latent temporal features and spatial features. In the DANN-based cross-subject emotion recognition, we combine the obtained student model and a lightweight temporal-spatial feature interaction module as the feature extractor. And the feature aggregation is fed to the emotion classifier and domain classifier for domain-invariant feature learning. To verify the effectiveness of the proposed method, we conduct the subject-independent experiments on the public dataset DEAP with arousal and valence classification. The outstanding performance and t-SNE visualization of latent features verify the advantage and effectiveness of the proposed method.

The widespread adoption of Machine Learning systems, especially in more decision-critical applications such as criminal sentencing and bank loans, has led to increased concerns about fairness implications. Algorithms and metrics have been developed to mitigate and measure these discriminations. More recently, works have identified a more challenging form of bias called intersectional bias, which encompasses multiple sensitive attributes, such as race and gender, together. In this survey, we review the state-of-the-art in intersectional fairness. We present a taxonomy for intersectional notions of fairness and mitigation. Finally, we identify the key challenges and provide researchers with guidelines for future directions.