We present CompoSuite, an open-source simulated robotic manipulation benchmark for compositional multi-task reinforcement learning (RL). Each CompoSuite task requires a particular robot arm to manipulate one individual object to achieve a task objective while avoiding an obstacle. This compositional definition of the tasks endows CompoSuite with two remarkable properties. First, varying the robot/object/objective/obstacle elements leads to hundreds of RL tasks, each of which requires a meaningfully different behavior. Second, RL approaches can be evaluated specifically for their ability to learn the compositional structure of the tasks. This latter capability to functionally decompose problems would enable intelligent agents to identify and exploit commonalities between learning tasks to handle large varieties of highly diverse problems. We benchmark existing single-task, multi-task, and compositional learning algorithms on various training settings, and assess their capability to compositionally generalize to unseen tasks. Our evaluation exposes the shortcomings of existing RL approaches with respect to compositionality and opens new avenues for investigation.

Artificial intelligence is one of the most emerging fields in recent scenarios. This field aims to produce projects that can work like a human brain. Till now we can see many examples of such projects of artificial intelligence that is capable of learning, thinking and working like humans and brains of humans. Looking at the use cases AI is solving nowadays we may think that it is a very new field but the word Artificial intelligence came in front of the world in 1956 by McCarthy at the Dartmouth conference. The effect of this can be seen in the 21st century where the world's leading companies like Microsoft, Google, Facebook and Amazon are developing some of the states of the art projects like AdaNet, Dopamine, Alexa, Prophet, and OpenAI.

You will learn how to use Python to analyze data, visualize it, and use powerful machine learning algorithms during this comprehensive course! In the 21st century, data scientists are poised to become one of the most valuable workers in the workforce. There are many possible explanations for this, including the rise of big data and the increase in demand for data analysis. However, demand has been outpacing supply. College graduates have had trouble finding jobs as data scientists. Most online courses focus on a specific topic.

Millions of students attend community colleges every year, with almost 1,300 schools located in every corner of the United States. With their large student bodies, community colleges are a massive source of potential for expanding the artificial intelligence (AI) workforce, but employers and policymakers alike sorely underestimate their potential. If the United States aims to maintain its global lead and competitive advantage in AI, it must recognize that community colleges hold a special spot in our education system and are too important to be overlooked any longer. As detailed in a recent study I co-authored as part of Georgetown University's Center for Security and Emerging Technology (CSET), community colleges have the potential to support the country in its mission for superiority in AI. Community colleges could create pathways to good-paying jobs across the United States and become tools for training a new generation of AI-literate workers.

The ELEXIS showcase event invites representatives of institutions that have become observers, as well as people from the industry, operating in fields such as Language Technology, Machine Translation, language learning, Dictionary Publishing, etc.

What are best practices for implementing machine learning on Google Cloud? What is Vertex AI and how can you use the platform to quickly build, train, and deploy AutoML machine learning models without writing a single line of code? What is machine learning, and what kinds of problems can it solve? Google thinks about machine learning slightly differently: it's about providing a unified platform for managed datasets, a feature store, a way to build, train, and deploy machine learning models without writing a single line of code, providing the ability to label data, create Workbench notebooks using frameworks such as TensorFlow, SciKit Learn, Pytorch, R, and others. Our Vertex AI Platform also includes the ability to train custom models, build component pipelines, and perform both online and batch predictions.

We introduce a new algorithm, Regression based Supervised Learning (RSL), for learning per instance Neural Network (NN) defined heuristic functions for classical planning problems. RSL uses regression to select relevant sets of states at a range of different distances from the goal. RSL then formulates a Supervised Learning problem to obtain the parameters that define the NN heuristic, using the selected states labeled with exact or estimated distances to goal states. Our experimental study shows that RSL outperforms, in terms of coverage, previous classical planning NN heuristics functions while requiring two orders of magnitude less training time.

The vast majority of existing algorithms for unsupervised domain adaptation (UDA) focus on adapting from a labeled source domain to an unlabeled target domain directly in a one-off way. Gradual domain adaptation (GDA), on the other hand, assumes a path of $(T-1)$ unlabeled intermediate domains bridging the source and target, and aims to provide better generalization in the target domain by leveraging the intermediate ones. Under certain assumptions, Kumar et al. (2020) proposed a simple algorithm, Gradual Self-Training, along with a generalization bound in the order of $e^{O(T)} \left(\varepsilon_0+O\left(\sqrt{log(T)/n}\right)\right)$ for the target domain error, where $\varepsilon_0$ is the source domain error and $n$ is the data size of each domain. Due to the exponential factor, this upper bound becomes vacuous when $T$ is only moderately large. In this work, we analyze gradual self-training under more general and relaxed assumptions, and prove a significantly improved generalization bound as $\varepsilon_0+ O \left(T\Delta + T/\sqrt{n}\right) + \widetilde{O}\left(1/\sqrt{nT}\right)$, where $\Delta$ is the average distributional distance between consecutive domains. Compared with the existing bound with an exponential dependency on $T$ as a multiplicative factor, our bound only depends on $T$ linearly and additively. Perhaps more interestingly, our result implies the existence of an optimal choice of $T$ that minimizes the generalization error, and it also naturally suggests an optimal way to construct the path of intermediate domains so as to minimize the accumulative path length $T\Delta$ between the source and target. To corroborate the implications of our theory, we examine gradual self-training on multiple semi-synthetic and real datasets, which confirms our findings. We believe our insights provide a path forward toward the design of future GDA algorithms.

Responsive teaching is a highly effective strategy that promotes student learning. In math classrooms, teachers might "funnel" students towards a normative answer or "focus" students to reflect on their own thinking, deepening their understanding of math concepts. When teachers focus, they treat students' contributions as resources for collective sensemaking, and thereby significantly improve students' achievement and confidence in mathematics. We propose the task of computationally detecting funneling and focusing questions in classroom discourse. We do so by creating and releasing an annotated dataset of 2,348 teacher utterances labeled for funneling and focusing questions, or neither. We introduce supervised and unsupervised approaches to differentiating these questions. Our best model, a supervised RoBERTa model fine-tuned on our dataset, has a strong linear correlation of .76 with human expert labels and with positive educational outcomes, including math instruction quality and student achievement, showing the model's potential for use in automated teacher feedback tools. Our unsupervised measures show significant but weaker correlations with human labels and outcomes, and they highlight interesting linguistic patterns of funneling and focusing questions. The high performance of the supervised measure indicates its promise for supporting teachers in their instruction.

This paper investigates simultaneous preference and metric learning from a crowd of respondents. A set of items represented by $d$-dimensional feature vectors and paired comparisons of the form ``item $i$ is preferable to item $j$'' made by each user is given. Our model jointly learns a distance metric that characterizes the crowd's general measure of item similarities along with a latent ideal point for each user reflecting their individual preferences. This model has the flexibility to capture individual preferences, while enjoying a metric learning sample cost that is amortized over the crowd. We first study this problem in a noiseless, continuous response setting (i.e., responses equal to differences of item distances) to understand the fundamental limits of learning. Next, we establish prediction error guarantees for noisy, binary measurements such as may be collected from human respondents, and show how the sample complexity improves when the underlying metric is low-rank. Finally, we establish recovery guarantees under assumptions on the response distribution. We demonstrate the performance of our model on both simulated data and on a dataset of color preference judgements across a large number of users.