Shared benchmarks and datasets have historically played a crucial role in driving advances in large-scale applications of deep learning, e.g. in computer vision ([6]) and natural language processing ([19, 13, 11]). Neural theorem proving is a rapidly developing area which aims to apply techniques from deep learning to interactive theorem proving. To date, most contributions in this area have focused on individual theorem proving systems, each with a separately-implemented mathematics library and with results reported on a dataset-specific test split; examples include the HOList [2], CoqGym [24] and LeanStep [7] theorem proving environments and benchmarks. However, benchmarks from this paradigm are not ideal for measuring the mathematical reasoning ability of neural theorem provers for several reasons. Library-specific train/test splits are siloed by construction, dependent on how theorems and lemmas are split in these libraries, and as such are not directly comparable across systems. Moreover, formal mathematics libraries are closer to software repositories than informal mathematical exposition, and many lemmas are implementation-specific artifacts without precise informal mathematical or cross-system translations. To date, the neural theorem proving community has not organized its efforts around a cross-system benchmark. To address this need and to provide a common resource to research groups working on formal theorem proving, we present miniF2F, a unified cross-system benchmark of formal mathematics of progressively increasing difficulty, centering around Olympiad-level problem statements (AMC, AIME, IMO) as well as high-school and undergraduate maths classes.

Recently, deep reinforcement learning (DRL) methods have achieved impressive performance on tasks in a variety of domains. However, neural network policies produced with DRL methods are not human-interpretable and often have difficulty generalizing to novel scenarios. To address these issues, prior works explore learning programmatic policies that are more interpretable and structured for generalization. Yet, these works either employ limited policy representations (e.g. decision trees, state machines, or predefined program templates) or require stronger supervision (e.g. input/output state pairs or expert demonstrations). We present a framework that instead learns to synthesize a program, which details the procedure to solve a task in a flexible and expressive manner, solely from reward signals. To alleviate the difficulty of learning to compose programs to induce the desired agent behavior from scratch, we propose to first learn a program embedding space that continuously parameterizes diverse behaviors in an unsupervised manner and then search over the learned program embedding space to yield a program that maximizes the return for a given task. Experimental results demonstrate that the proposed framework not only learns to reliably synthesize task-solving programs but also outperforms DRL and program synthesis baselines while producing interpretable and more generalizable policies. We also justify the necessity of the proposed two-stage learning scheme as well as analyze various methods for learning the program embedding.

Promotions and discounts are essential components of modern e-commerce platforms, where they are often used to incentivize customers towards purchase completion. Promotions also affect revenue and may incur a monetary loss that is often limited by a dedicated promotional budget. We study the Online Constrained Multiple-Choice Promotions Personalization Problem, where the optimization goal is to select for each customer which promotion to present in order to maximize purchase completions, while also complying with global budget limitations. Our work formalizes the problem as an Online Multiple Choice Knapsack Problem and extends the existent literature by addressing cases with negative weights and values. We provide a real-time adaptive method that guarantees budget constraints compliance and achieves above 99.7% of the optimal promotional impact on various datasets. Our method is evaluated on a large-scale experimental study at one of the leading online travel platforms in the world.

In this study, we examine a set of primary data collected from 484 students enrolled in a large public university in the Mid-Atlantic United States region during the early stages of the COVID-19 pandemic. The data, called Ties data, included students' demographic and support network information. The support network data comprised of information that highlighted the type of support, (i.e. emotional or educational; routine or intense). Using this data set, models for predicting students' academic achievement, quantified by their self-reported GPA, were created using Chi-Square Automatic Interaction Detection (CHAID), a decision tree algorithm, and cforest, a random forest algorithm that uses conditional inference trees. We compare the methods' accuracy and variation in the set of important variables suggested by each algorithm. Each algorithm found different variables important for different student demographics with some overlap. For White students, different types of educational support were important in predicting academic achievement, while for non-White students, different types of emotional support were important in predicting academic achievement. The presence of differing types of routine support were important in predicting academic achievement for cisgender women, while differing types of intense support were important in predicting academic achievement for cisgender men.

We consider the query recommendation problem in closed loop interactive learning settings like online information gathering and exploratory analytics. The problem can be naturally modelled using the Multi-Armed Bandits (MAB) framework with countably many arms. The standard MAB algorithms for countably many arms begin with selecting a random set of candidate arms and then applying standard MAB algorithms, e.g., UCB, on this candidate set downstream. We show that such a selection strategy often results in higher cumulative regret and to this end, we propose a selection strategy based on the maximum utility of the arms. We show that in tasks like online information gathering, where sequential query recommendations are employed, the sequences of queries are correlated and the number of potentially optimal queries can be reduced to a manageable size by selecting queries with maximum utility with respect to the currently executing query. Our experimental results using a recent real online literature discovery service log file demonstrate that the proposed arm selection strategy improves the cumulative regret substantially with respect to the state-of-the-art baseline algorithms.

For a century, researchers have tracked genetic traits to find out which cattle produce more and better milk and meat. Now, two University of Florida scientists will use artificial intelligence to analyze millions of bits of genetic data to try to keep cattle cooler and thus, more productive. Raluca Mateescu, a UF/IFAS professor, and Fernanda Rezende, a UF/IFAS assistant professor – both in animal sciences -- gather hundreds of thousands of pieces of information about cattle genetic traits. They plan to use UF's supercomputer, the HiPerGator, to analyze that data. With the information Mateescu and her team get from the HiPerGator, they can give ranchers better recommendations on which animals to keep and breed for improved quantity of beef and dairy.

My course will be your complete guide to the theory and applications of supervised & unsupervised machine learning and predictive modeling using the R-programming language. Unlike other courses, it offers NOT ONLY the guided demonstrations of the R-scripts but also covers theoretical background that will allow you to FULLY UNDERSTAND & APPLY MACHINE LEARNING & PREDICTIVE MODELS (K-means, Random Forest, SVM, logistic regression, etc) in R (many R packages incl. This course also covers all the main aspects of practical and highly applied data science related to Machine Learning (classification & regressions) and unsupervised clustering techniques. Thus, if you take this course, you will save lots of time & money on other expensive materials in the R based Data Science and Machine Learning domain. In this age of big data, companies across the globe use R to analyze big volumes of data for business and research.

Technologies change how we teach and understand. Big information is among the main technological improvements that's forming the education sector in the 21st Century. New large data tools assist to reimagine and increase our plans. Technologies enable a student-centered method of schooling. They include new ways that pupils and teachers interact.

In addition to new outfits and backpacks, face masks are now an essential addition to kids' back-to-school gear. According to new guidelines released by the Centers for Disease Control and Prevention, all students and staff should wear masks inside schools, regardless of vaccination status. But kids used to virtual learning may not have much experience interacting or communicating with their peers or teachers while masked. And parents and child development experts alike are wondering how that will affect children as they return to school. For instance, to assess whether kids can accurately interpret a masked person's emotions, researchers from the University of Wisconsin-Madison's Child Emotion Lab showed children ages seven to 13 pictures of people displaying different emotions.

Interest in Artificial Intelligence (AI) and its applications has seen unprecedented growth in the last few years. This success can be partly attributed to the advancements made in the sub-fields of AI such as machine learning, computer vision, and natural language processing. Much of the growth in these fields has been made possible with deep learning, a sub-area of machine learning that uses artificial neural networks. This has created significant interest in the integration of vision and language. In this survey, we focus on ten prominent tasks that integrate language and vision by discussing their problem formulation, methods, existing datasets, evaluation measures, and compare the results obtained with corresponding state-of-the-art methods. Our efforts go beyond earlier surveys which are either task-specific or concentrate only on one type of visual content, i.e., image or video. Furthermore, we also provide some potential future directions in this field of research with an anticipation that this survey stimulates innovative thoughts and ideas to address the existing challenges and build new applications.