Like clockwork each May, soon-to-be college graduates drift into New York City's Washington Square Park in caps and gowns, typically in purple, the school colour of nearby New York University. A sea of mostly 20-somethings gather for photographs that mark the moment when the predictability of collegiate life comes to a close and new graduates face the uncertainty of what's next. Julie Patel, who just finished a master's degree in public health, was one of those graduates. But a tight job market has dampened the joy of the graduation ceremony. Like millions of her peers around the country, she is headed into a precarious job market amid a surge in economic uncertainty driven by a range of reasons, including tariffs, the proliferation of artificial intelligence, global conflicts and, in her case, government funding cuts in her industry, slowing hiring, especially of new graduates.

My Son's Math Homework Is Essentially Just Pokémon Education games are taking over American classrooms. One afternoon earlier this year, my 11-year-old son was sitting at his laptop and working quietly on his math homework. At least, that's what he was supposed to be doing. When I glanced at his screen, equations were nowhere to be seen. He was controlling a monster in the midst of battle, casting magic spells to outduel an opposing player.

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Students at one of Russia's leading engineering universities are getting a lucrative offer: ditch their studies for a year, fly drones for the military and earn more than 5 million rubles ($68,275) in pay as well as free tuition on their return. Pamphlets distributed at Bauman Moscow State Technical University promise students who sign up for the unmanned systems forces will fly drones from far behind the front lines, but still qualify for combat veteran status. It's part of a broader push across Russia to recruit university and college students, using lavish signing bonuses, academic leave and even outright coercion to convince young men to join the fight. At least 270 institutions are actively promoting military contracts, according to the independent magazine Groza, which specializes in higher education and student issues. In a time of both misinformation and too much information, quality journalism is more crucial than ever. By subscribing, you can help us get the story right.

Offline-to-online learning aims to improve online decision-making by leveraging offline logged data. A central challenge in this setting is the distribution shift between offline and online environments. While some existing works attempt to leverage shifted offline data, they largely rely on UCB-type algorithms. Thompson sampling (TS) represents another canonical class of bandit algorithms, well known for its strong empirical performance and naturally suited to offline-to-online learning through its Bayesian formulation. However, unlike UCB indices, posterior samples in TS are not guaranteed to be optimistic with respect to the true arm means. This makes indices constructed from purely online and hybrid data difficult to compare and complicates their use. To address this issue, we propose sample-mean anchored TS (Anchor-TS), which introduces a novel median-based anchoring rule that defines the arm index as the median of an online posterior sample, a hybrid posterior sample, and the online sample mean. The median anchoring systematically corrects bias induced by distribution shift by mitigating over-estimation for suboptimal arms and under-estimation for optimal arms, while exploiting offline information to obtain more accurate estimates when the shift is small. We establish theoretical guarantees showing that the proposed algorithm safely leverages offline data to accelerate online learning, and quantifying how the degree of distribution shift and the size of offline data affect the resulting regret reduction. Extensive experiments demonstrate consistent improvements of our algorithm over baselines.

Supervised fine-tuning (SFT) provides the standard approach for teaching LLMs new behaviors from offline expert demonstrations. However, standard SFT uniformly fits all samples -- including those with low likelihood under the base model -- which can disproportionately drive training updates toward overfitting specific samples rather than learning the target behavior. Moreover, adapting to these unlikely samples induces substantial policy shifts that degrade prior capabilities. Existing methods mitigate this by filtering, regenerating, or down-weighting low-likelihood data. In doing so, they often suppress precisely the novel behaviors the base model has yet to learn. We propose InfoSFT, a principled weighting scheme for the SFT objective that concentrates learning signals on maximally informative, medium-confidence tokens -- those neither overly familiar to the base model nor too unlikely to cause instability. Requiring only a one-line modification to the standard token-wise loss, InfoSFT demonstrably improves generalization over vanilla SFT and likelihood-weighted baselines across math, code, and chain-of-thought tasks with diverse model families, while better preserving pre-existing capabilities.

Valiant's 1984 paper is widely credited with introducing the PAC learning model, but it, in fact, introduced a different model: unlike PAC learning, the learner receives only positives, may issue membership queries, and must output a hypothesis with no false positives. Prior work characterized variants, including the case without queries. We revisit Valiant's original model and ask: *Which classes are learnable in it?* For every finite domain, including Valiant's Boolean-hypercube setting, we show that a class is learnable if and only if every realizable positive sample can be certified by a poly-size adaptive query-compression scheme. This is a new variant of sample compression where the learner certifies samples via a short interaction with the membership oracle. Our characterization shows that learnability in Valiant's model is strictly sandwiched between learnability in the PAC model and the variant of Valiant's model without membership queries. This is one of the rare cases where introducing membership queries changes the set of learnable classes, and not just the sample or computational complexity. Next, we study the natural extension of the model to arbitrary domains. While we do not obtain an exact characterization, our techniques readily generalize and show that the same strict sandwiching persists. Finally, we show that $d$-dimensional halfspaces, which are not learnable without queries, are learnable with queries: we give a $\mathrm{poly}(d) \tilde{O}(1/ε)$ sample and $\mathrm{poly}(d) \mathrm{polylog}(1/ε)$ query algorithm, and prove that at least $Ω(d)$ samples or queries are necessary. To our knowledge, this is the first algorithm for halfspaces in Valiant's model. Together, these results uncover a surprisingly rich theory behind Valiant's original notion of learnability and introduce ideas that may be of independent interest in learning theory.

The 10th International Workshop on Health Intelligence (W3PHIAI-26) celebrated a decade of bringing AI and health research together, building on a lineage that began with the AAAI-W3PHI workshops focused on population health (2014-2016), the AAAI-HIAI workshops focused on personalized health (2013-2016), and the subsequent joint W3PHIAI workshops held annually from 2017 through 2025. Over this decade, the series has produced hundreds of talks and high-impact publications that have collectively received thousands of citations, shaping the research agenda in both population health intelligence and personalized healthcare AI. This year's special theme, "Foundation Models and AI Agents," reflected the field's rapidly evolving frontier: the emergence of autonomous and semi-autonomous AI systems reshaping clinical workflows, patient management, health system operations, and public health surveillance. Day 1 of the workshop focused on medical imaging and the translation of AI for clinical ...

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We study the information-theoretic limits of learning a one-hidden-layer teacher network with hierarchical features from noisy queries, in the context of knowledge transfer to a smaller student model. We work in the high-dimensional regime where the teacher width $k$ scales linearly with the input dimension $d$ -- a setting that captures large-but-finite-width networks and has only recently become analytically tractable. Using a heuristic leave-one-out decoupling argument, validated numerically throughout, we derive asymptotically sharp characterizations of the Bayes-optimal generalization error and individual feature overlaps via a system of closed fixed-point equations. These equations reveal that feature learnability is governed by a sequence of sharp phase transitions: as data grows, teacher features become recoverable sequentially, each through a discontinuous jump in overlap. This sequential acquisition underlies a precise notion of \textit{effective width} $k_c$ -- the number of learnable features at a given data budget $n$ -- which unifies two distinct scaling regimes: a feature-learning regime in which the Bayes-optimal generalization error $\varepsilon^{\rm BO}$ scales as $ n^{1/(2β)-1}$, and a refinement regime in which it scales as $n^{-1}$, where $β>1/2$ is the exponent of the power-law feature hierarchy. Both laws collapse to the single relation $\varepsilon^{\rm BO}=Θ(k_c d/n)$. We further show empirically that a student trained with \textsc{Adam} near the effective width $k_c$ achieves these optimal scaling laws (up to a small algorithmic gap), and provide an information-theoretic account of the associated scaling in model size.