This study analyzed the perceptions and usage patterns of generative AI ChatGPT among 181 first-year non-major students at S University (humanities, social sciences, business administration, and engineering) who took the required humanities software course “Computational Thinking and Coding Basics” in the first semester of 2025. To this end, students were actively encouraged to use ChatGPT. Regarding learning through software education utilizing ChatGPT, 166 students (91.7%) reported very high satisfaction, and there were no statistically significant differences in satisfaction levels across universities. Regarding the recommended stages for ChatGPT usage, 75 students (41.4%) reported the highest usage during the project work stage, while 55 students (30.4%) reported using it in all stages. In multiple-choice responses regarding project work, ChatGPT was utilized as a core tool for technical implementation and problem-solving, with coding (64.6%) and debugging (49.7%) being the most common application cases. Regarding deliverable work in software projects, 173 students (95.6%) expressed a positive opinion about using ChatGPT, 134 (74.0%) responded that using ChatGPT was useful for enhancing creativity during the deliverable work process, and 151 (83.4%) responded that it was useful for improving integration skills. This study suggests that generative AI can be effectively utilized as a learning tool in software liberal arts education for non-majors, and it is expected to contribute to emphasizing the potential for effective utilization of generative AI in future university liberal arts software education.
La emblemática heráldica tuvo unos orígenes eminentemente prácticos. Ya fuera por diferenciarse en campos de batalla y torneos, reconocer a las huestes o por dar una señal de identidad a productos elaborados, se trataba de una realizar una distinción rápida y visual. Sin embargo, la evolución de la sociedad medieval hace de la heráldica un elemento de diferenciación del estatus nobiliario frente al resto del corpus social. Los elementos gráficos que fueron pensados de una manera eminentemente práctica, pasan a convertirse en definidores de un rango social. Puesto que este rango debía tener unos cimientos basados en la mejor condición del linaje del que eran titulares, las diferentes familias van a hacer un esfuerzo en trasladar el relato de mitificación del linaje al campo de la literatura heráldica, dando origen a un género que se aparta de los tradicionales armoriales para acercarse a las genealogías. Serán los libros de armerías. Así, en ellos se utilizan leyendas que enlazan el origen mítico del linaje a través de los elementos iconográficos del emblema familiar.
Résumé : Notre étude porte sur le périodique scientifique intitulé Annales Africaines de Médecine. Par son abondante production scientifique, ce périodique constitue un véritable vecteur de diffusion de l’information scientifique et un outil de valorisation des connaissances, établissant ainsi un pont entre la recherche et l’application. Ce périodique a porté successivement le titre des Annales de la Faculté de Médecine à sa naissance jusqu’à sa disparition, pour être rebaptisé en 2007 Annales Africaines de Médecine. Les annales africaines de médecine sont devenues la vitrine de divers groupes de chercheurs, instrument de communication, un moyen de communication d’institutions universitaires, qui par la publication de leurs articles mettent en valeur leurs travaux d’investigation. La production mentale d’un article résulte d’un effort de cogitation intellectuelle, de créativité qui est l’œuvre originale de l’auteur, du chercheur scientifique, bref de tous ceux qui pensent, cogitent et imaginent pour créer. La production matérielle du périodique est l’œuvre de l’éditeur et de l’imprimeur qui actionne ses presses rotatives pour la réalisation et l’impression de l’ouvrage. S’il est vrai que le fait, la farine, le sucre etc., sont des biens essentiels pour la satisfaction des besoins matériels et vitaux de l’homme, il n’en demeure pas moins vrai que le périodique qu’il soit scientifique, technique ou religieux est un autre bien d’une importance considérable pour le développement d’une nation. C’est la nourriture de l’esprit indispensable à l’évolution des structures mentales et intellectuelles.
Mots-clés : Périodique, Publications en série, Bibliothéconomie, Bibliothèques universitaires, Faculté de médecine
Arts in general, Computational linguistics. Natural language processing
In this article, I explore insights gained in the investigation of a personal artist-curator relationship using Katve-Kaisa Kontturi’s methodology of material-relational following. In my role as a curator, I track my relationship with Danish artist Regitze Karlsen as it unfolded from 2017 until 2023; from my first meeting with the artist and her work, through collaborative work on an exhibition, and a studio visit afterwards. I show how the method of following provides in-movement knowledge of the artist-curator relation, which makes it possible to conceive of the art-work as an expanded process of ideas, sites, materials, and affects between artworkers. Moving between sections of lived experiences and theoretical reflections, I conclude that the curatorial modes of being hooked, curiosity, and concern, were essential for my following of Regitze’s and my artist-curator relation.
To analyse how diffusion models learn correlations beyond Gaussian ones, we study the behaviour of higher-order cumulants, or connected n-point functions, under both the forward and backward process. We derive explicit expressions for the moment- and cumulant-generating functionals, in terms of the distribution of the initial data and properties of forward process. It is shown analytically that during the forward process higher-order cumulants are conserved in models without a drift, such as the variance-expanding scheme, and that therefore the endpoint of the forward process maintains nontrivial correlations. We demonstrate that since these correlations are encoded in the score function, higher-order cumulants are learnt in the backward process, also when starting from a normal prior. We confirm our analytical results in an exactly solvable toy model with nonzero cumulants and in scalar lattice field theory.
This study aims to examine the importance of convergence education in addressing global issues like the COVID-19 pandemic. The study also explores the features of online lectures and analyzes a case study of an online liberal arts lecture titled “Transformative Civilization in the Post COVID-19 Era” produced by K Cyber- University in 2020.The study analyzes the pre-production process and the results of a pre-survey to identify the characteristics of the lecture. The study categorizes the OX quiz, which is a measure of learner participation, and analyzes the lecture composition and content. Lastly, the students' changed perceptions and attitudes toward knowledge were investigated through post-mortem surveys.The study finds that “Transformative Civilization in the Post COVID-19 Era” has the following characteristics as a convergence course: student participation, conversational lectures, visualized summary, and interdisciplinary reflection on social phenomena. The lecture was designed to maximize interaction between the instructor and the learners by identifying and reflecting on the students' needs.Overall, the study presents a direction for online lectures during a period of transition in the history of civilization and is a significant case study of convergence in online education. Online education has become a crucial paradigm due to the COVID-19 pandemic, and this study offers valuable insights into creating effective online courses that engage learners and addresses global issues through convergence education.
Objectives: Our study aims to evaluate developments in vaccine uptake and digital proximity tracing app use in a localized context of the SARS-CoV-2 pandemic.Methods: We report findings from two population-based longitudinal cohorts in Switzerland from January to December 2021. Failure time analyses and Cox proportional hazards regression models were conducted to assess vaccine uptake and digital proximity tracing app (SwissCovid) uninstalling outcomes.Results: We observed a dichotomy of individuals who did not use the SwissCovid app and did not get vaccinated, and who used the SwissCovid app and got vaccinated during the study period. Increased vaccine uptake was observed with SwissCovid app use (aHR, 1.51; 95% CI: 1.40–1.62 [CI-DFU]; aHR, 1.79; 95% CI: 1.62–1.99 [CSM]) compared to SwissCovid app non-use. Decreased SwissCovid uninstallation risk was observed for participants who got vaccinated (aHR, 0.55; 95% CI: 0.38–0.81 [CI-DFU]; aHR, 0.45; 95% CI: 0.27–0.78 [CSM]) compared to participants who did not get vaccinated.Conclusion: In evolving epidemic contexts, these findings underscore the need for communication strategies as well as flexible digital proximity tracing app adjustments that accommodate different preventive measures and their anticipated interactions.
Diffusion models have shown remarkable success in visual synthesis, but have also raised concerns about potential abuse for malicious purposes. In this paper, we seek to build a detector for telling apart real images from diffusion-generated images. We find that existing detectors struggle to detect images generated by diffusion models, even if we include generated images from a specific diffusion model in their training data. To address this issue, we propose a novel image representation called DIffusion Reconstruction Error (DIRE), which measures the error between an input image and its reconstruction counterpart by a pre-trained diffusion model. We observe that diffusion-generated images can be approximately reconstructed by a diffusion model while real images cannot. It provides a hint that DIRE can serve as a bridge to distinguish generated and real images. DIRE provides an effective way to detect images generated by most diffusion models, and it is general for detecting generated images from unseen diffusion models and robust to various perturbations. Furthermore, we establish a comprehensive diffusion-generated benchmark including images generated by eight diffusion models to evaluate the performance of diffusion-generated image detectors. Extensive experiments on our collected benchmark demonstrate that DIRE exhibits superiority over previous generated-image detectors. The code and dataset are available at https://github.com/ZhendongWang6/DIRE.
Feedback beyond the grade is an important part of the learning process. However, because of the large student groups, many teachers in higher education are faced with practicalities such as the limited time to prepare and communicate the feedback to individual students. We have set up an experiment, titled Pro-f-quiz, in which over two years 236 students participated and in which the feedback is communicated through an online quiz that activates the students to reflect upon their solution. The system can be set up in a very limited time compared to booking individual time slots. The results show that approximately 85% of the students appreciate the approach with 60% indicating that they reflect more intensively about their work than when the feedback is transmitted traditionally. Moreover, the grade of the students participating in the project was substantially higher than students not participating.
Rotation matters for the life of a star. It causes a multitude of dynamical phenomena in the stellar interior during a star's evolution and its effects accumulate until the star dies. All stars rotate at some level but those born with a mass above about 1.3 times the mass of the Sun rotate rapidly during more than 90% of their nuclear lifetime. Internal rotation guides the angular momentum and chemical element transport throughout the stellar interior. These transport processes change over time as the star evolves. The cumulative effects of stellar rotation and its induced transport processes determine the helium content of the core by the time it exhausts its hydrogen isotopes. The amount of helium at that stage also guides the heavy element yields by the end of the star's life. A proper theory of stellar evolution and any realistic models for the chemical enrichment of galaxies, must be based on observational calibrations of stellar rotation and of the induced transport processes. Since a few years, asteroseismology offers such calibrations, for single and binary stars. We review the current status of asteroseismic modelling of rotating stars for different stellar mass regimes, in an accessible way for the non-expert. While doing so, we describe exciting opportunities sparked by asteroseismology for various domains in astrophysics, touching upon topics from exoplanetary science to galactic structure and evolution towards gravitational wave physics. Along the way, we provide ample sneak-previews for future 'industrialised' applications of asteroseismology to slow and rapid rotators, from exploitation of combined Kepler, TESS, PLATO, Gaia, and spectroscopy surveys. We end the review with a list of take away messages and achievements of asteroseismology, which are of relevance for many fields of astrophysics.
ABSTRACT In this introduction, we outline the context for the international emergence of cultural policy responses to the COVID-19 pandemic. Our article first offers a general account of how arts and culture have been affected by the pandemic, before looking at some of the state interventions (bailouts’) to support the professional sector, and the present and future conditions they might be seeking to preserve or occasion. We then examine the UK as a particular case study. In rejecting a politics of “bailout” and “return”, and in synchrony with others seeking to situate culture in a re-vitalised political economy, we argue that professional arts and culture needs to move forward with a “new deal” in hand; one that can enhance culture’s potential and multipart value, as well as help the sector progressively engage with the many social, economic and environmental challenges ahead and beyond C-19.
Abstract The article provides an overview for understanding and measuring financial returns to education. Measurement difficulties stemming from ability bias, measurement error, and the potential endogeneity of the education decision are discussed, along with how some researchers address these concerns. For developed countries, average annual returns to education tend to be in the neighborhood of 10%, ranging from 5% to 15%, with considerable variation across different individuals and contexts. Returns are increasing over time and tend to be higher for: females as opposed to males; degree or credential holders as opposed to dropouts; general academic streams compared to technical vocational streams; and professional fields like engineering, medicine, business and sciences as opposed to social sciences and humanities and especially fields like fine arts. Social returns or externalities to third-parties are likely substantial, and estimated be in the neighborhood of the private returns of around 10%, effectively doubling the returns.
We study without-replacement SGD for solving finite-sum optimization problems. Specifically, depending on how the indices of the finite-sum are shuffled, we consider the RandomShuffle (shuffle at the beginning of each epoch) and SingleShuffle (shuffle only once) algorithms. First, we establish minimax optimal convergence rates of these algorithms up to poly-log factors. Notably, our analysis is general enough to cover gradient dominated nonconvex costs, and does not rely on the convexity of individual component functions unlike existing optimal convergence results. Secondly, assuming convexity of the individual components, we further sharpen the tight convergence results for RandomShuffle by removing the drawbacks common to all prior arts: large number of epochs required for the results to hold, and extra poly-log factor gaps to the lower bound.
To search for sustainable general education, the principles and content aspects of general education need to be reestablished. The former is a matter of securing the identity of general education amid the rapid changes of the times, whereas the latter solves the issue of the inherent educational matter (i.e., what to teach) from a productive perspective. In addition, the historicity of general education should be fully exposed to explain these two tasks. Exposing the historicity of general education refers to finding a future-oriented form of general education by accurately tracing changes in its history rather than adopting the monumental attitude of trying to establish a prototype of general education and reproduce it.The goal of this study is to investigate the conditions and directions of the modern transformation of liberal arts education (LAE) by examining the changes in the general education content due to the internal factor of the differentiation of the academic landscape and the external factor of social changes. More specifically, this study will investigate the elements of the trivium and the quadrivium that can be applied to the current general education curriculum through conceptual and historical approaches to the traditional trivium and quadrivium curriculum of LAE.First, this study will show that LAE encourages free decision-making, realizes universal values and the meaning of emancipation, and realizes freedom while teaching and learning through the conceptual analysis of liberty and arts. This study will also embody the form of LEA, which is effective even in the process of academic differentiation, by emphasizing the importance of understanding arts from the perspective of competence and integrated principles that constitute the arts. Next, this study will demonstrate that the transition of LAE is the history of the creative tension of humanity and scientific character (Wissenschaftlichkeit)―that is, the history of development through mutual, rather than unilateral, stimulation―through a historical review of LAE.In conclusion, this study will present the spirit of the trivium and quadrivium that is effective in the modern context and the trivium and quadrivium curriculum from an integrated perspective. Naturally, for this attempt to have significance as an advanced attempt at the general education level, connections with the following two issues should be considered. One is the issue of how the traditional LAE can be reformed in the current undergraduate educational environment, and the other is the relationship of general education with competency-based education and major education. Considering these connections, this study will search for the possibility of sustainable general education at the content level.
Up until now, there have been several different viewpoints on creativity in general and creativity in the science field in particular. Furthermore, STEAM (science, technology, engineering, arts, and mathematics) education is increasingly successful and widespread around the world; however, few studies on its impact on scientific creativity exist. As a result, research on the influence of STEAM-based curriculum on students’ scientific creativity is critical. Elementary school students were chosen to be investigated in this research, and the main topic of the STEAM-based curriculum was about a house-shaped money-saving tube with the concept of lock science, which was developed and created by the authors’ team. This research produced two phases of courses: Lock Science Courses (2 weeks) and STEAM-based courses (2 weeks). In this study, sixty-six elementary students from two separate courses were divided into two groups: control and experimental. This research used a counterbalanced design. The control group took Lock Science Courses first and then STEAM-based courses, while the experimental group did the opposite. As a pretest and posttest, students in both groups were asked to complete the “scientific creativity test” (Cronbach’s α, 0.87). The findings of the paired t-test study indicate that both the control and experimental groups have shown significant improvement in their scientific creativity. However, only the fluency and flexibility components of scientific creativity (consisting of fluency, flexibility, and originality) showed considerable development, whereas the originality component remained unchanged. This research also found that after engaging in a STEAM-based curriculum, there was no substantial difference in scientific creativity between males and females. Further discussion is provided.
Eurocentrism is criticized in many academic fields, such as International Relations, History, and many other social science fields. Over the last decades, numerous scholars demonstrated relationships between inequalities and Eurocentric approaches towards many regional studies. Many scholars whose origins are from the Middle East have cited postcolonial literature, such as Said’s criticism of Orientalism, as examples of dominant Euro-centric perspectives. Others cited problems of dominant perspectives in social sciences of being Euro-centric, notably, Wallerstein (1997). Therefore, Eurocentric view, narrowing alternativist perspectives can become a problem in the aimed universality. This article does not intend to criticize the critiques of Euro-centric perspectives but rather caution on pitfalls of reactionary approaches to Eurocentric malaise. The discussion is centered on rhetoric that often criticizes Orientalism, to the expense of not contributing viable alternatives to social development. The article takes a threefold approach. First, Euro-centrism in IR, particularly IR Theory, and mainstream History and Social Sciences, in general, are discussed. The second part focuses on Orientalism and Postcolonial literature and warns on reactionary pitfalls. The third part emphasizes the importance of universalism in literature, arts, and sciences. In order to emphasize universalism, the difference of authors such as Amin Maalouf is provided as examples of those who raised awareness and alternative perspectives from the MENA regions without necessarily taking a reactionary approach. The conclusion discusses the analysis and makes recommendations.