In recent years, there is an increasing interest in high school robotics extracurriculars such as robotics clubs and robotics competitions. The growing demand is a result of more ubiquitous open-source software and affordable off-the-shelf hardware kits, which significantly help lower the barrier for entry-level robotics hobbyists. In this project, we present an open-source, low-cost, and lightweight robotic manipulator designed and developed by a high school researcher under the guidance of a university faculty and a Ph.D. student. We believe the presented project is suitable for high school robotics research and educational activities. Our open-source package consists of mechanical design models, mechatronics specifications, and software program source codes. The mechanical design models include CAD (Computer Aided Design) files that are ready for prototyping (3D printing technology) and serve as an assembly guide accommodated with a complete bill of materials. Electrical wiring diagrams and low-level controllers are documented in detail as part of the open-source software package. The educational objective of this project is to enable high school student teams to replicate and build a robotic manipulator. The engineering experience that high school students acquire in the proposed project is full-stack, including mechanical design, mechatronics, and programming. The project significantly enriches their hands-on engineering experience in a project-based environment. Throughout this project, we discovered that the high school researcher was able to apply multidisciplinary knowledge from K-12 STEM courses to build the robotic manipulator. The researcher was able to go through a system engineering design and development process and obtain skills to use professional engineering tools including SolidWorks and Arduino microcontrollers.

Generalized few-shot object detection aims to achieve precise detection on both base classes with abundant annotations and novel classes with limited training data. Existing approaches enhance few-shot generalization with the sacrifice of base-class performance, or maintain high precision in base-class detection with limited improvement in novel-class adaptation. In this paper, we point out the reason is insufficient Discriminative feature learning for all of the classes. As such, we propose a new training framework, DiGeo, to learn Geometry-aware features of inter-class separation and intra-class compactness. To guide the separation of feature clusters, we derive an offline simplex equiangular tight frame (ETF) classifier whose weights serve as class centers and are maximally and equally separated. To tighten the cluster for each class, we include adaptive class-specific margins into the classification loss and encourage the features close to the class centers. Experimental studies on two few-shot benchmark datasets (VOC, COCO) and one long-tail dataset (LVIS) demonstrate that, with a single model, our method can effectively improve generalization on novel classes without hurting the detection of base classes.

While large language models (LLMs) like GPT-3 have achieved impressive results on multiple choice question answering (MCQA) tasks in the zero, one, and few-shot settings, they generally lag behind the MCQA state of the art (SOTA). MCQA tasks have traditionally been presented to LLMs like cloze tasks. An LLM is conditioned on a question (without the associated answer options) and its chosen option is the one assigned the highest probability after normalization (for length, etc.). A more natural prompting approach is to present the question and answer options to the LLM jointly and have it output the symbol (e.g., "A") associated with its chosen answer option. This approach allows the model to explicitly compare answer options, reduces computational costs, and mitigates the effects of tokenization scheme and answer option representations on answer selection. For the natural approach to be effective, the LLM it is used with must be able to associate answer options with the symbols that represent them. The LLM needs what we term multiple choice symbol binding (MCSB) ability. This ability varies greatly by model. We show that a model with high MCSB ability performs much better with the natural approach than with the traditional approach across 20 diverse datasets and largely closes the gap with the SOTA, suggesting that the MCQA ability of LLMs has been previously underestimated. Current state of the art (SOTA) methods on many multiple choice question answering (MCQA) tasks involve specialized models, extensive per-task engineering, and individualized tuning in general. What if one model could do just as well as each of these models does individually? This is part of a general vision for so-called foundation models (Bommasani et al., 2021). Foundation models include large pre-trained language models (LLMs) that have derived enough broad knowledge (spanning, for example, linguistic, factual, and commonsense (Liu et al., 2019; Amrami & Goldberg, 2018; Petroni et al., 2020; Bosselut et al.; Bouraoui et al.; Zuo et al., 2018; Bhagavatula et al., 2019)) to transfer from a simple language modelling objective to a huge array of natural language tasks. Interestingly, while LLMs have achieved SOTA results on many tasks, they generally fall short on MCQA. Why is this the case, given their general language modelling prowess as suggested by the low cross-entropy loss they attain with all their parameters, data, and compute (Kaplan et al., 2020; Henighan et al., 2020; Hernandez et al., 2021)?

We evaluated the capability of generative pre-trained transformers (GPT), to pass assessments in introductory and intermediate Python programming courses at the postsecondary level. Discussions of potential uses (e.g., exercise generation, code explanation) and misuses (e.g., cheating) of this emerging technology in programming education have intensified, but to date there has not been a rigorous analysis of the models' capabilities in the realistic context of a full-fledged programming course with diverse set of assessment instruments. We evaluated GPT on three Python courses that employ assessments ranging from simple multiple-choice questions (no code involved) to complex programming projects with code bases distributed into multiple files (599 exercises overall). Further, we studied if and how successfully GPT models leverage feedback provided by an auto-grader. We found that the current models are not capable of passing the full spectrum of assessments typically involved in a Python programming course (<70% on even entry-level modules). Yet, it is clear that a straightforward application of these easily accessible models could enable a learner to obtain a non-trivial portion of the overall available score (>55%) in introductory and intermediate courses alike. While the models exhibit remarkable capabilities, including correcting solutions based on auto-grader's feedback, some limitations exist (e.g., poor handling of exercises requiring complex chains of reasoning steps). These findings can be leveraged by instructors wishing to adapt their assessments so that GPT becomes a valuable assistant for a learner as opposed to an end-to-end solution.

Projection-based model order reduction on nonlinear manifolds has been recently proposed for problems with slowly decaying Kolmogorov n-width such as advection-dominated ones. These methods often use neural networks for manifold learning and showcase improved accuracy over traditional linear subspace-reduced order models. A disadvantage of the previously proposed methods is the potential high computational costs of training the networks on high-fidelity solution snapshots. In this work, we propose and analyze a novel method that overcomes this disadvantage by training a neural network only on subsampled versions of the high-fidelity solution snapshots. This method coupled with collocation-based hyper-reduction and Gappy-POD allows for efficient and accurate surrogate models. We demonstrate the validity of our approach on a 2d Burgers problem.

The team behind ETHforestAI strongly believes that education should be accessible, engaging, and empowering. By combining cutting-edge technology with a focus on gamification, they are creating a platform that not only aims to teach users about Web3 but also fosters their growth and development in the space. Armed with an AI chatbot, the team further aims to provide a fun way of getting personalized recommendations and answers to a wide variety of Web3 and Crypto related questions. At ETHForestAI, the team is motivating both creators and users to engage with Learn-To-Earn, Real Yield and Creator Economy! Join us and discover the future of digital education!

Some AIs make choices or learn based on reinforcements given by a "reward" in a process called reinforcement learning where software decides how to maximize such reward. However, this reinforcement could lead to dangerous results. The pathologist William Thompson originally considered what is now known as the reinforcement learning problem in 1933. Given two untested therapies and a population of patients, he wondered how to cure the most patients. For Thompson, choosing a course of therapy was the action, and a patient cured was the reward. The reinforcement learning problem more broadly concerns how to arrange your behaviors to optimally gain rewards over the long run.

You can add Duolingo to the growing list of companies jumping on the generative AI craze. On Wednesday, the company announced Duolingo Max, a new, more expensive subscription tier that comes with access to a pair of GPT-4 features. The first of those, "Explain My Answer," allows you to ask Duo, a chatbot named after the company's owl mascot, to spell out why your answer to a question was right or wrong, with the option to ask for additional clarification if you need more help. The second feature, Roleplay, allows you to practice the skills you've learned through Duolingo in a handful of scenarios. Duolingo says no two conversations will be exactly the same, even when you rehearse a situation more than once, and users can earn experience points by completing the practice sessions.

Tens of thousands of AWS customers use AWS machine learning (ML) services to accelerate their ML development with fully managed infrastructure and tools. For customers who have been developing ML models on premises, such as their local desktop, they want to migrate their legacy ML models to the AWS Cloud to fully take advantage of the most comprehensive set of ML services, infrastructure, and implementation resources available on AWS. The term legacy code refers to code that was developed to be manually run on a local desktop, and is not built with cloud-ready SDKs such as the AWS SDK for Python (Boto3) or Amazon SageMaker Python SDK. The best practice for migration is to refactor these legacy codes using the Amazon SageMaker API or the SageMaker Python SDK. However, in some cases, organizations with a large number of legacy models may not have the time or resources to rewrite all those models.

Don't misinterpret this section header--ChatGPT and Google are different. The latter is primarily a tech-based search engine. The former is a conversational AI model (or chatbot) that responds like a human to the questions we input. That means we don't have to click through different links to find what we need. Here's how: Google pulls information from all over the internet, but users can condition ChatGPT to retrieve data it's trained on, and it gets smarter over time. That means we can train the AI model to keenly personalize our search requests.