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AI-enhanced landmark recognition for self-guided tour application using large language models
No full textArtificial intelligence (AI), particularly Large Language Models (LLMs), has created opportunities to improve user experiences by enabling the development of more interactive applications in various implementation scenarios. This paper proposes a mobile application as a virtual self-guided tour, enabling landmark recognition and enhanced user interaction with LLMs. A landmark classifier is employed for Cloud-based image classification, with accuracy further improved by incorporating GPS-based matching of classification results. These preliminary tests proved that the use of GPS to match the location improved the results and that the London Eye improved from 82 to 88 percent. Subsequently, users are provided with audio information about the identified landmark and access to extended landmark details generated by the used LLM. Users can also engage in text or voice-based interactions with the system. The system architecture integrates real-time image processing, location optimisation, and generative AI, creating interactive and engaging user interfaces
Tap the mine of library data to help enhance your courses
No full textUniversity libraries offer a rich well of data for course enhancement teams, on everything from student engagement to which resources they’re using most. Here’s how to make the most of it
Six tips when undertaking a curriculum framework review
No full textFor a curriculum framework to deliver for both students and educators, it must be regularly updated. Here are six things to remember when embarking on a framework review
Which MPs get elevated to the UK House of Lords?
Get PDFUsing logistic regression and a dataset of 816 MPs who sat in the UK House of Commons between 1997 and 2019, we analyse which MPs get elevated to the upper chamber. Drawing on literatures concerning progressive political ambition, the UK Parliament and the wider nature of the British state, we test hypotheses concerning loyalty, expertise and nepotism. We find evidence to support all three but expertise in the form of frontbench experience and, for those MPs without such experience, loyalty appear to be the most important factors driving elevation. Our research has implications for debates surrounding House of Lords reform.</p
Branching out:using the “Tree of Life” to explore physical education identities
No full textThe “Tree of Life” is a data gathering process that has evolved from narrative-based therapy. It provides a platform for communities and groups to explore their core values, beliefs, and aspirations. Used sensitively and respectfully, it gives participants an empowered voice using their own experiences to establish deeper and meaningful understanding. It is particularly suitable for exploring collective narratives. Trees can be cultivated together to establish a “forest,” representative of their community of practice. We start by considering identity and occupational socialization from sociological and psychological lenses, prior to guiding the reader through the application of this pedagogical tool that allows students to consider their cocreated sense of belonging. By offering a theoretical and contextual foundation, the intention is to offer the reader an insight into how the Tree of Life method can be applied. As a relatively new qualitative methodology, its efficacy is actively evolving. As such, we explore the potential of “Tree of Life” as an innovative and creative research method. The challenge we face is converting what has been a powerful pedagogical practice into a robust research outcome.</p
An open-source multi-semantic annotation dataset and automated recognition tool for viral carcinogenesis factors
Get PDFIn-depth investigations into the characteristics of high-risk oncogenic viruses are critical for the early prevention and control of related cancers and the development of effective vaccines. The mechanism of viral carcinogenesis involves numerous risk factors such as viral genomic variations, lifestyle, and environmental influences. Based on literature data on eight oncogenic viruses, we have created a large-scale, semantically rich corpus of viral carcinogenic factors, including 551715 abstracts and 5821308 entities, using natural language processing technology combined with expert knowledge. We also developed a semantic filter to improve entity recognition performance. Moreover, transcriptomic data related to oncogenic viruses were collected. We performed gene differential expression analysis, feature gene identification, and immune microenvironment analysis. A visual knowledge platform, an open-source dataset, and a tool for automatically identifying internal and external semantic factors related to viral carcinogenesis are available at http://www.biomedinfo.cn:8281/. This study provides new insights into the key factors involved in the viral carcinogenesis process and helps researchers and clinicians quickly obtain clues for further experimental research and clinical validation.</p
Academic literacies: learning developers’ perspectives on informing the curriculum
Get PDFThis paper sets out the findings of a research project that explores how learning developers (LDers) translate academic literacies (AL) into practice for student learning (Lea and Street, 1998; Hilsdon, 2011; Hilsdon et al., 2019; Bassett and McNaught, 2024) through curriculum design and content creation. The findings reveal varied practice informed by each LDer’s theoretical foundations, wider debates within learning development, and local conditions within each participant’s university.A key emergent theme is that participants seek to influence the design of new and existing curriculum and resources by actively reaching out to colleagues, often from the ‘ground up’. Through interactions of sharing, persuasion, and collaboration, LDers are attempting to integrate multiple forms of academic knowledge and skills into wide-ranging courses so all students can fully participate and succeed in their disciplines. However, the participants’ reflections reveal structural and individual factors within higher education that manifest as challenges and affordances for informing curricula, content, and resources. The research reveals some unexpected results about how LDers engage with AL in their own practice and their relationships with discipline-based colleagues to promote and develop inclusive curricula (OfS, 2024).This paper uses the words of LDers across multiple disciplines and universities to share insights into how we seek to influence accessibility, equity, and inclusivity throughout students’ learning journeys. Participants will be invited to reflect on the findings and consider how they might inform their own strategies for their contexts
Challenges and benefits of cat fostering: a focus group study with volunteer cat fosterers in Aotearoa New Zealand
Get PDFCat fostering programs play a critical role in managing and supporting the health and wellbeing of stray abandoned or relinquished cats. Most cat fostering programs can only operate with the help of volunteer cat fosterers. Yet, there is comparatively little research on the experiences of cat fosterers. This study aimed to explore the motivations of volunteer cat fosterers, the challenges they experienced in their fostering practice, and what they perceived as the main benefits of cat fostering. We conducted focus group interviews with cat fosterers in Aotearoa New Zealand to answer our research questions. In total, 13 cat fosterers with a range of fostering experience participated in the focus groups. Data were analysed using qualitative content analysis. The primary motivations to become cat fosterers included a general love for animals, wanting an alternative to cat ownership, and the desire to help and make a difference, which was underpinned by altruistic values. Cat fostering is an emotionally challenging role that requires significant time commitment and involves substantial responsibility, which makes it a form of high-stakes volunteerism. Despite the challenges, however, cat fosterers experienced social and emotional benefits along with the satisfaction of making a meaningful impact on their fosters’ lives. These benefits fulfil basic psychological needs of autonomy, relatedness, and competence. The findings have important implications for shelter organizations and for the recruitment, retention, and training of volunteer fosterers
London's Ultra Low Emission Zone and active travel to school: a qualitative study exploring the experiences of children, families and teachers
Get PDFObjective Taking a qualitative approach, we aimed to understand how London's Ultra Low Emission Zone (ULEZ) might work to change behaviour and improve health in the context of the school journey. Design Primary qualitative study embedded within an existing natural experimental study. Setting A population-level health intervention implemented across London. Participants Purposive sampling was used to recruit children (aged 10-11 years) from ethnically and socioeconomically diverse backgrounds within an existing cohort study, Children's Health in London and Luton. Methods In-person and online interviews were conducted with 21 families and seven teachers from the children's schools between November 2022 and March 2023. Verbatim transcripts were analysed drawing on Braun and Clarke's reflexive thematic analysis and guided by realist evaluation principles to identify contexts, mechanisms and outcomes using NVivo. Results Common context, mechanism, outcome (CMO) configurations were identified reflecting congruent narratives across children, parents and teachers, for example, current active travellers (context) reported reductions in pollution (mechanism) leading to improvements in health, including alleviated symptoms of asthma (outcome). These CMOs were broadly captured by two themes: (i) how you travelled before the ULEZ matters: the impact of travel mode on experiences of the ULEZ and (ii) your context matters: the role of socioeconomic position in experiences of the ULEZ. Participants highlighted the potential for the ULEZ to positively impact their choice of travel mode to school, experiences of the journey and their health. However, the impact of the ULEZ differed inequitably by journey length, travel mode before implementation and access to reliable and affordable public transport. Conclusions The capacity for the ULEZ to both narrow and exacerbate inequities across different travel contexts suggests when developing such schemes, more emphasis needs to be placed on providing accessible and affordable alternatives to driving.</p
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