The widespread adoption of generative artificial intelligence (GenAI) tools in higher education has fundamentally altered the conditions under which academic work is produced, challenging long-standing assumptions about authorship, responsibility, and learning. While much of the existing literature has focused on technical, ethical, or pedagogical implications of GenAI, comparatively little attention has been paid to the legal and normative aspects of authorship in AI-aided academic work. In this work, we examine how the use of GenAI intersects with the concept of authorship as understood within European regulatory and institutional frameworks. Drawing primarily on European copyright law, notably the requirement of human intellectual creation, the paper argues that authorship functions as a qualitative threshold rather than a binary attribute. Authorship may remain attributable to the student where GenAI operates as cognitive support under human intellectual control. By contrast, attribution becomes legally and normatively disputable once AI output displaces creative autonomy. The analysis places this doctrinal framework alongside broader regulatory principles arising from the AI Act, data protection law, and emerging suprainstitutional governance practices in higher education. We propose a qualitative threshold framework designed to assist in authorship-sensitive assessment of GenAI-aided academic work. This framework provides criteria for distinguishing legitimate AI-assisted academic production from practices that undermine authorship, responsibility, and academic integrity.
Intercultural skills have become essential for functioning in contemporary society, where daily interaction with members of diverse cultures and adaptation to different cultural environments are increasingly necessary. Integration into such environments requires the development of new forms of behavior and approaches. Core values such as openness to diversity and strong communication skills have become key factors for functioning in these social conditions, and should be encouraged from an early age. An upbringing that enables children to participate in multicultural communities significantly contributes not only to their personal development but also to the improvement of society as a whole. The ability to develop intercultural competences helps individuals navigate relationships within various ethnic, religious, and national groups, which is crucial for the overall progress of society. This paper analyzes how primary school students assess their own intercultural competences, taking into account the location of the school they attend. Data were collected using a self-assessment scale for intercultural competences. The results of the study indicate statistically significant differences in self-assessment, favoring students attending urban schools. These findings open avenues for further research to better understand the underlying causes of these differences.
History of scholarship and learning. The humanities
This article examines an intellectual debate between N.I. Kareev and L.Z. Slonimsky, which unfolded in Russian journals in 1883, following the publication of N.I. Kareev’s monograph “Key Issues in the Philosophy of History” based on his doctoral dissertation, which introduced his original but controversial perspective of the hierarchy of sciences, the nature of the laws of history, and the “progress” formula. New, previously unexplored anthropological contexts of the polemical exchange between the two scholars are explored that help uncover the reasons behind the sharp differences in how they understood the structure of the historical process and the place of the human being in it. The results show that, with respect to the idea and theory of the nation perceived as the central theoretical components of intellectual pursuits at that time, N.I. Kareev and L.Z. Slonimsky’s views reflect their fundamentally different personal experiences, as well as the alternative analytical and rhetorical traditions they accepted. Because they pursued different goals in their theorizing, their reasonings developed at different levels of meta-reflection.
History of scholarship and learning. The humanities
Generative UI is transforming interface design by facilitating AI-driven collaborative workflows between designers and computational systems. This study establishes a working definition of Generative UI through a multi-method qualitative approach, integrating insights from a systematic literature review of 127 publications, expert interviews with 18 participants, and analyses of 12 case studies. Our findings identify five core themes that position Generative UI as an iterative and co-creative process. We highlight emerging design models, including hybrid creation, curation-based workflows, and AI-assisted refinement strategies. Additionally, we examine ethical challenges, evaluation criteria, and interaction models that shape the field. By proposing a conceptual foundation, this study advances both theoretical discourse and practical implementation, guiding future HCI research toward responsible and effective generative UI design practices.
In this work, standard methods of the mixed thin-shell foramlism are refined using the framework of Colombeau's theory of generalized functions. To this end, systematic use is made of smooth generalized functions, in particular regularizations of the Heaviside step function and the delta distribution, instead of working directly with the corresponding Schwartz distributions. Based on this change of method, the resulting extended thin shell formalism is shown to offer a decisive advantage over traditional approaches to the subject: it avoids dealing with ill-defined products of distributions in the calculation of nonlinear curvature expressions, thereby allowing for the treatment of problems that prove intractable with the 'conventional' thin-shell formalism. This includes, in particular, the problem of matching singular spacetimes with distributional metrics (containing a delta distribution term) across a joint boundary hypersurface in spacetime, the problem of setting up the dominant energy condition for thin shells, and the problem of defining reasonably rigorously nonlinear distribution-valued curvature invariants needed in higher-derivative theories of gravity. Eventually, as a further application, close links to Penrose's cut-and-paste method are established by proving that results of said method can be re-derived using the generalized formalism presented.
Auditory working memory is essential for various daily activities, such as language acquisition, conversation. It involves the temporary storage and manipulation of information that is no longer present in the environment. While extensively studied in neuroscience and cognitive science, research on its modeling within neural networks remains limited. To address this gap, we propose a general framework based on a close-loop predictive coding paradigm to perform short auditory signal memory tasks. The framework is evaluated on two widely used benchmark datasets for environmental sound and speech, demonstrating high semantic similarity across both datasets.
Abstract This systematic review examined the association between students’ digital cultural and social capital and their learning outcomes, focusing on the characteristics, related factors, and impact of their digital cultural and social capital. Through a literature search process using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, 21 studies were identified for inclusion in the review. We found that digital cultural and social capital provides a useful theoretical basis for understanding the underlying effects of the digital divide on student development. Results of the review allow us to propose operational definitions of digital cultural and social capital, as well as refine our conceptualization of these forms of capital, including their roles in the reproduction of educational inequalities. Lastly, strategies that could be implemented by schools, parents, and other stakeholders in educational systems to bolster students’ digital cultural and social capital are suggested.
History of scholarship and learning. The humanities, Social Sciences
Abstract Using the Intimate Partner Behaviour Control Scale, the Autonomy Needs Questionnaire, the Intimacy Quality Questionnaire, and the Chinese version of the Brief Barratt Impulsiveness Scale, we conducted a survey of 416 college students (204 males and 212 females) with a mean age of 24.99 (SD = 7.94) years. The aim of this research was to explore the relationship between intimate partner behaviour control and impulsivity with a focus on the roles of autonomy needs satisfaction and intimacy quality in the context of college students in romantic relationships. The findings indicated that (1) intimate partner behaviour control significantly and positively predicts impulsivity among college students; (2) autonomy needs satisfaction plays a mediating role in the relationship between intimate partner behaviour control and impulsivity among college students; (3) intimacy quality also plays a mediating role in the relationship between intimate partner behaviour control and impulsivity among college students; (4) autonomy needs satisfaction and intimacy quality jointly play a chain mediating role in the relationship between intimate partner behaviour control and impulsivity among college students. These results highlight the close relationship between intimate partner behaviour control and impulsivity, in which context autonomy needs and intimacy quality play a vital role. The findings of this research offer practical insights for mental health practitioners with regard to preventing and intervening in impulsive behaviour among college students as well as guidance for policy plans that aim to promote healthy relationships and prevent intimate partner violence.
History of scholarship and learning. The humanities, Social Sciences
This study addresses critical challenges of cybersecurity in digital substations by proposing an innovative task-oriented dialogue (ToD) system for anomaly detection (AD) in multicast messages, specifically, generic object oriented substation event (GOOSE) and sampled value (SV) datasets. Leveraging generative artificial intelligence (GenAI) technology, the proposed framework demonstrates superior error reduction, scalability, and adaptability compared with traditional human-in-the-loop (HITL) processes. Notably, this methodology offers significant advantages over machine learning (ML) techniques in terms of efficiency and implementation speed when confronting novel and/or unknown cyber threats, while also maintaining model complexity and precision. The research employs advanced performance metrics to conduct a comparative assessment between the proposed AD and HITL-based AD frameworks, utilizing a hardware-in-the-loop (HIL) testbed for generating and extracting features of IEC61850 communication messages. This approach presents a promising solution for enhancing the reliability of power system operations in the face of evolving cybersecurity challenges.
The purpose of this study is to investigate the extent to which educational goals of teaching Math are achieved from the perspective of elementary school teachers in the city of Qom. This research is qualitative in approach, practical in purpose and descriptive in nature. 30 participants were selected using the purposive sampling method considering the theoretical saturation rule. The data collection tools were a researcher-made questionnaire and a semi-structured interview. The data were analyzed and coded using MAXQDA10 software. The results obtained from the participants' opinions and data analysis show that some educational and training objectives, such as understanding the concept of numbers and mathematical calculations, curiosity, problem-solving, and differences in students' interests and talents, have been addressed in the content of Math education as well as teachers' teaching methods. However, less attention has been paid to such educational goals as the effectiveness of Math education with the needs of society, fostering imagination, critical examination, discovering order and accuracy in the world, moral and spiritual growth, and utilizing the ideas of mathematicians. Participants also addressed the existing problems in Math education, the competence and professional development of teachers, and the use of digital facilities as mentioned in the text.
Resumo A recuperação de informação é uma área de estudo nativa da ciência da computação, cujo termo foi criado somente em 1951. No entanto, por mais de 5 mil anos, a humanidade vem organizando a informação para sua busca e recuperação. Com o advento dos computadores, o termo que era de interesse apenas de bibliotecários teve seu desenvolvimento acelerado. Desafios atuais envolvendo novos dispositivos e fenômenos, como o Big Data, continuam incitando estudos na área para promover aos usuários o acesso às informações. Este artigo tem o objetivo de identificar a produção acadêmico-científica brasileira sobre a recuperação de informação na ciência da informação nos últimos 10 anos. A Pesquisa é descritiva e exploratória, com abordagem quali-quantitativa, por meio de uma revisão bibliográfica integrativa na Biblioteca Digital Brasileira de Teses e Dissertações no período de 2012 a 2021. Foram selecionados 69 documentos, categorizados em 27 temáticas. A maior frequência de documentos foi observada para as seguintes temáticas: estudo de usuários, mecanismos de busca, representação da informação, modelo de recuperação e representação temática. Observou-se que as temáticas mais recentes são apresentadas a partir de 2016, e que o maior número de trabalhos está vinculado à Universidade Federal de Minas Gerais. No contexto da Ciência da Informação, a recuperação de informação tem forte ligação com a organização e a representação da informação e compõem uma relação quase que indissociável. O estudo é um aporte para novos pesquisadores, contribuindo para publicizar as contribuições existentes e instigando novas reflexões sobre a recuperação de Informação na Ciência da Informação.
Museums. Collectors and collecting, Bibliography. Library science. Information resources
The Generalized Gibbs Ensemble (GGE) is relevant to understand the thermalization of quantum systems with an infinite set of conserved charges. In this work, we analyze the GGE partition function of 2D Conformal Field Theories (CFTs) with a U(1) charge and quantum Benjamin-Ono$_{2}$ (qBO$_{2}$) hierarchy charges. We use the Alday-Gaiotto-Tachikawa (AGT) correspondence to express the thermal trace in terms of the Alba-Fateev-Litvinov-Tarnopolskiy (AFLT) basis of descendants, which diagonalizes all charges. We analyze the GGE partition function in the thermodynamic semiclassical limit, including the first order quantum correction. We find that the equality between GGE averages and primary eigenvalues of the qBO$_{2}$ charges is attainable in the strict large $c$ limit and potentially violated at the subleading $1/c$ order. We also obtain the finite $c$ partition function when only the first non-trivial charge is turned on, expressed in terms of partial theta functions. Our results should be relevant to the eigenstate thermalization hypothesis for charged CFTs, Warped CFTs and effective field theory descriptions of condensed matter systems.
We analyze differences in mode of transportation to work by sexual orientation, using the American Community Survey 2008-2019. Individuals in same-sex couples are significantly less likely to drive to work than men and women in different-sex couples. This gap is particularly stark among men: on average, almost 12 percentage point (or 13%) lower likelihood of driving to work for men in same-sex couples. Individuals in same-sex couples are also more likely to use public transport, walk, or bike to work: on average, men and women are 7 and 3 percentage points more likely, respectively, to take public transportation to work than those in different-sex couples. These differences persist after controlling for demographic characteristics, partner's characteristics, location, fertility, and marital status. Additional evidence from the General Social Survey 2008-2018 suggests that these disparities by sexual orientation may be due to lesbian, gay, and bisexual individuals caring more for the environment than straight individuals.
The notion of $n$-ary algebras, that is vector spaces with a multiplication concerning $n$-arguments, $n \geq 3$, became fundamental since the works of Nambu. Here we first present general notions concerning $n$-ary algebras and associative $n$-ary algebras. Then we will be interested in the notion of $n$-Lie algebras, initiated by Filippov, and which is attached to the Nambu algebras. We study the particular case of nilpotent or filiform $n$-Lie algebras to obtain a beginning of classification. This notion of $n$-Lie algebra admits a natural generalization in Strong Homotopy $n$-Lie algebras in which the Maurer Cartan calculus is well adapted.