In this task, you are given the abstract of a research paper. Your task is to generate a summary of this abstract. Your summary should not be very short, but it's better if it's not more than 30 words.

Q: Generative adversarial networks are a learning framework that rely on training a discriminator to estimate a measure of difference between a target and generated distributions. GANs, as normally formulated, rely on the generated samples being completely differentiable w.r.t. the generative parameters, and thus do not work for discrete data. We introduce a method for training GANs with discrete data that uses the estimated difference measure from the discriminator to compute importance weights for generated samples, thus providing a policy gradient for training the generator. The importance weights have a strong connection to the decision boundary of the discriminator, and we call our method boundary-seeking GANs (BGANs). We demonstrate the effectiveness of the proposed algorithm with discrete image and character-based natural language generation. In addition, the boundary-seeking objective extends to continuous data, which can be used to improve stability of training, and we demonstrate this on Celeba, Large-scale Scene Understanding (LSUN) bedrooms, and Imagenet without conditioning.

A: We address training GANs with discrete data by formulating a policy gradient that generalizes across f-divergences
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Q: Teaching plays a very important role in our society, by spreading human knowledge and educating our next generations. A good teacher will select appropriate teaching materials, impact suitable methodologies, and set up targeted examinations, according to the learning behaviors of the students. In the field of artificial intelligence, however, one has not fully explored the role of teaching, and pays most attention to machine \emph{learning}. In this paper, we argue that equal attention, if not more, should be paid to teaching, and furthermore, an optimization framework (instead of heuristics) should be used to obtain good teaching strategies. We call this approach ''learning to teach''. In the approach, two intelligent agents interact with each other: a student model (which corresponds to the learner in traditional machine learning algorithms), and a teacher model (which determines the appropriate data, loss function, and hypothesis space to facilitate the training of the student model). The teacher model leverages the feedback from the student model to optimize its own teaching strategies by means of reinforcement learning, so as to achieve teacher-student co-evolution. To demonstrate the practical value of our proposed approach, we take the training of deep neural networks (DNN) as an example, and show that by using the learning to teach techniques, we are able to use much less training data and fewer iterations to achieve almost the same accuracy for different kinds of DNN models (e.g., multi-layer perceptron, convolutional neural networks and recurrent neural networks) under various machine learning tasks (e.g., image classification and text understanding).

A: We propose and verify the effectiveness of learning to teach, a new framework to automatically guide machine learning process.
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Q: Domain specific goal-oriented dialogue systems typically require modeling three types of inputs, viz., (i) the knowledge-base associated with the domain, (ii) the history of the conversation, which is a sequence of utterances and (iii) the current utterance for which the response needs to be generated. While modeling these inputs, current state-of-the-art models such as Mem2Seq typically ignore the rich structure inherent in the knowledge graph and the sentences in the conversation context. Inspired by the recent success of structure-aware Graph Convolutional Networks (GCNs) for various NLP tasks such as machine translation, semantic role labeling and document dating, we propose a memory augmented GCN for goal-oriented dialogues. Our model exploits (i) the entity relation graph in a knowledge-base and (ii) the dependency graph associated with an utterance to compute richer representations for words and entities. Further, we take cognizance of the fact that in certain situations, such as, when the conversation is in a code-mixed language, dependency parsers may not be available. We show that in such situations we could use the global word co-occurrence graph and use it to enrich the representations of utterances. We experiment with the modified DSTC2 dataset and its recently released code-mixed versions in four languages and show that our method outperforms existing state-of-the-art methods, using a wide range of evaluation metrics.

A:
We propose a Graph Convolutional Network based encoder-decoder model with sequential attention for goal-oriented dialogue systems.
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