Recent advances in artificial intelligence (AI) have raised questions about whether the use of AI is appropriate and legal in various professional contexts. Here, we present a perspective on how scholars may approach writing in conjunction with AI, and offer approaches to evaluating whether or not such AI-writing violates copyright or falls within the safe harbor of fair use. We present a set of best practices for standard of care with regard to plagiarism, copyright, and fair use. As AI is likely to grow more capable in the coming years, it is appropriate to begin integrating AI into scholarly writing activities. We offer a framework for establishing sound legal and scholarly foundations.
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R is a language and environment for statistical computing and graphics, which provides a wide variety of statistical tools (modeling, statistical testing, time series analysis, classification problems, machine learning, ...), together with amazing graphical techniques and the great advantage that it is highly extensible. Nowadays, there is no doubt that it is the software par excellence in statistical courses for any level, for theoretical and applied subjects alike. Besides, it has become an almost essential tool for every research work that involves any kind of analysis or data visualization. Furthermore, it is one of the most employed programming languages for general purposes. The goal of this work is helping to share ideas and resources to improve teaching and/or research using the statistical software R. We will cover its benefits, show how to get started and where to locate specific resources, and will make interesting recommendations for using R, according to our experience. For the classroom we will develop a curricular and assessment infrastructure to support both dissemination and evaluation, while for research we will offer a broader approach to quantitative studies that provides an excellent support for work in science and technology.
The sciences of biological and artificial intelligence are ever more intertwined. Neural computational principles inspire new intelligent machines, which are in turn used to advance theoretical understanding of the brain. To promote further exchange of ideas and collaboration between biological and artificial intelligence researchers, we introduce the 2023 installment of the Algonauts Project challenge: How the Human Brain Makes Sense of Natural Scenes (//algonauts.csail.mit.edu). This installment prompts the fields of artificial and biological intelligence to come together towards building computational models of the visual brain using the largest and richest dataset of fMRI responses to visual scenes, the Natural Scenes Dataset (NSD). NSD provides high-quality fMRI responses to ~73,000 different naturalistic colored scenes, making it the ideal candidate for data-driven model building approaches promoted by the 2023 challenge. The challenge is open to all and makes results directly comparable and transparent through a public leaderboard automatically updated after each submission, thus allowing for rapid model development. We believe that the 2023 installment will spark symbiotic collaborations between biological and artificial intelligence scientists, leading to a deeper understanding of the brain through cutting-edge computational models and to novel ways of engineering artificial intelligent agents through inductive biases from biological systems.
Humankind is entering a novel creative era in which anybody can synthesize digital information using generative artificial intelligence (AI). Text-to-image generation, in particular, has become vastly popular and millions of practitioners produce AI-generated images and AI art online. This chapter first gives an overview of the key developments that enabled a healthy co-creative online ecosystem around text-to-image generation to rapidly emerge, followed by a high-level description of key elements in this ecosystem. A particular focus is placed on prompt engineering, a creative practice that has been embraced by the AI art community. It is then argued that the emerging co-creative ecosystem constitutes an intelligent system on its own - a system that both supports human creativity, but also potentially entraps future generations and limits future development efforts in AI. The chapter discusses the potential risks and dangers of cultivating this co-creative ecosystem, such as the bias inherent in today's training data, potential quality degradation in future image generation systems due to synthetic data becoming common place, and the potential long-term effects of text-to-image generation on people's imagination, ambitions, and development.
Integer linear programming (ILP) models a wide range of practical combinatorial optimization problems and has significant impacts in industry and management sectors. This work proposes new characterizations of ILP with the concept of boundary solutions. Motivated by the new characterizations, we develop an efficient local search solver, which is the first local search solver for general ILP validated on a large heterogeneous problem dataset. We propose a new local search framework that switches between three modes, namely Search, Improve, and Restore modes. We design tailored operators adapted to different modes, thus improving the quality of the current solution according to different situations. For the Search and Restore modes, we propose an operator named tight move, which adaptively modifies variables' values, trying to make some constraint tight. For the Improve mode, an efficient operator lift move is proposed to improve the quality of the objective function while maintaining feasibility. Putting these together, we develop a local search solver for integer linear programming called Local-ILP. Experiments conducted on the MIPLIB dataset show the effectiveness of our solver in solving large-scale hard integer linear programming problems within a reasonably short time. Local-ILP is competitive and complementary to the state-of-the-art commercial solver Gurobi and significantly outperforms the state-of-the-art non-commercial solver SCIP. Moreover, our solver establishes new records for 6 MIPLIB open instances. The theoretical analysis of our algorithm is also presented, which shows our algorithm could avoid visiting unnecessary regions and also maintain good connectivity of targeted solutions.
Interpreting the meaning of legal open-textured terms is a key task of legal professionals. An important source for this interpretation is how the term was applied in previous court cases. In this paper, we evaluate the performance of GPT-4 in generating factually accurate, clear and relevant explanations of terms in legislation. We compare the performance of a baseline setup, where GPT-4 is directly asked to explain a legal term, to an augmented approach, where a legal information retrieval module is used to provide relevant context to the model, in the form of sentences from case law. We found that the direct application of GPT-4 yields explanations that appear to be of very high quality on their surface. However, detailed analysis uncovered limitations in terms of the factual accuracy of the explanations. Further, we found that the augmentation leads to improved quality, and appears to eliminate the issue of hallucination, where models invent incorrect statements. These findings open the door to the building of systems that can autonomously retrieve relevant sentences from case law and condense them into a useful explanation for legal scholars, educators or practicing lawyers alike.
This paper examines the transformative role of Large Language Models (LLMs) in education and their potential as learning tools, despite their inherent risks and limitations. The authors propose seven approaches for utilizing AI in classrooms: AI-tutor, AI-coach, AI-mentor, AI-teammate, AI-tool, AI-simulator, and AI-student, each with distinct pedagogical benefits and risks. The aim is to help students learn with and about AI, with practical strategies designed to mitigate risks such as complacency about the AI's output, errors, and biases. These strategies promote active oversight, critical assessment of AI outputs, and complementarity of AI's capabilities with the students' unique insights. By challenging students to remain the "human in the loop," the authors aim to enhance learning outcomes while ensuring that AI serves as a supportive tool rather than a replacement. The proposed framework offers a guide for educators navigating the integration of AI-assisted learning in classrooms
This paper presents a comprehensive and practical guide for practitioners and end-users working with Large Language Models (LLMs) in their downstream natural language processing (NLP) tasks. We provide discussions and insights into the usage of LLMs from the perspectives of models, data, and downstream tasks. Firstly, we offer an introduction and brief summary of current GPT- and BERT-style LLMs. Then, we discuss the influence of pre-training data, training data, and test data. Most importantly, we provide a detailed discussion about the use and non-use cases of large language models for various natural language processing tasks, such as knowledge-intensive tasks, traditional natural language understanding tasks, natural language generation tasks, emergent abilities, and considerations for specific tasks.We present various use cases and non-use cases to illustrate the practical applications and limitations of LLMs in real-world scenarios. We also try to understand the importance of data and the specific challenges associated with each NLP task. Furthermore, we explore the impact of spurious biases on LLMs and delve into other essential considerations, such as efficiency, cost, and latency, to ensure a comprehensive understanding of deploying LLMs in practice. This comprehensive guide aims to provide researchers and practitioners with valuable insights and best practices for working with LLMs, thereby enabling the successful implementation of these models in a wide range of NLP tasks. A curated list of practical guide resources of LLMs, regularly updated, can be found at \url{//github.com/Mooler0410/LLMsPracticalGuide}.
Recently, ChatGPT, along with DALL-E-2 and Codex,has been gaining significant attention from society. As a result, many individuals have become interested in related resources and are seeking to uncover the background and secrets behind its impressive performance. In fact, ChatGPT and other Generative AI (GAI) techniques belong to the category of Artificial Intelligence Generated Content (AIGC), which involves the creation of digital content, such as images, music, and natural language, through AI models. The goal of AIGC is to make the content creation process more efficient and accessible, allowing for the production of high-quality content at a faster pace. AIGC is achieved by extracting and understanding intent information from instructions provided by human, and generating the content according to its knowledge and the intent information. In recent years, large-scale models have become increasingly important in AIGC as they provide better intent extraction and thus, improved generation results. With the growth of data and the size of the models, the distribution that the model can learn becomes more comprehensive and closer to reality, leading to more realistic and high-quality content generation. This survey provides a comprehensive review on the history of generative models, and basic components, recent advances in AIGC from unimodal interaction and multimodal interaction. From the perspective of unimodality, we introduce the generation tasks and relative models of text and image. From the perspective of multimodality, we introduce the cross-application between the modalities mentioned above. Finally, we discuss the existing open problems and future challenges in AIGC.
Deep neural networks (DNNs) have become a proven and indispensable machine learning tool. As a black-box model, it remains difficult to diagnose what aspects of the model's input drive the decisions of a DNN. In countless real-world domains, from legislation and law enforcement to healthcare, such diagnosis is essential to ensure that DNN decisions are driven by aspects appropriate in the context of its use. The development of methods and studies enabling the explanation of a DNN's decisions has thus blossomed into an active, broad area of research. A practitioner wanting to study explainable deep learning may be intimidated by the plethora of orthogonal directions the field has taken. This complexity is further exacerbated by competing definitions of what it means ``to explain'' the actions of a DNN and to evaluate an approach's ``ability to explain''. This article offers a field guide to explore the space of explainable deep learning aimed at those uninitiated in the field. The field guide: i) Introduces three simple dimensions defining the space of foundational methods that contribute to explainable deep learning, ii) discusses the evaluations for model explanations, iii) places explainability in the context of other related deep learning research areas, and iv) finally elaborates on user-oriented explanation designing and potential future directions on explainable deep learning. We hope the guide is used as an easy-to-digest starting point for those just embarking on research in this field.
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