Design and Implementation of Competency Based LIS Pedagogy: An Experiential Approach with DLIS Centre at Rajagiri College of Social Sciences (Autonomous) Kerala, India-A Case Study

Utilization of collective manpower in an effective manner is the key to the success of every organization. LIS Students need to be more practical and trained with intensive and extensive knowledge about the use of IT, Communication as well as Soft skills. A competency-based pedagogy and interdisciplinary approach within the institutions can deal with all these. Pedagogy is the approach to learning, refers to the theory and practice of learning, and how this process influences the social, political and psychological development of learners. LIS schools have redesigned their teaching-learning techniques to a great extent to keep track of the latest updates in the knowledge world. This paper discusses the status, developments and opportunities of library and information science education, curriculum, training and employment opportunities in DLIS at Rajagiri College of Social Sciences, Kerala, India. It also provides a brief overview of the historical perspective of LIS education and the LIS curriculum development processes in India and Kerala. The paper also discusses the importance of Competency-Based LIS Curriculum and its involvement in the development of professional growth and how interdisciplinary subject approach will help in this process within the campus

AntGPT: Can Large Language Models Help Long-term Action Anticipation from Videos?

Can we better anticipate an actor's future actions (e.g. mix eggs) by knowing what commonly happens after his/her current action (e.g. crack eggs)? What if we also know the longer-term goal of the actor (e.g. making egg fried rice)? The long-term action anticipation (LTA) task aims to predict an actor's future behavior from video observations in the form of verb and noun sequences, and it is crucial for human-machine interaction. We propose to formulate the LTA task from two perspectives: a bottom-up approach that predicts the next actions autoregressively by modeling temporal dynamics; and a top-down approach that infers the goal of the actor and plans the needed procedure to accomplish the goal. We hypothesize that large language models (LLMs), which have been pretrained on procedure text data (e.g. recipes, how-tos), have the potential to help LTA from both perspectives. It can help provide the prior knowledge on the possible next actions, and infer the goal given the observed part of a procedure, respectively. To leverage the LLMs, we propose a two-stage framework, AntGPT. It first recognizes the actions already performed in the observed videos and then asks an LLM to predict the future actions via conditioned generation, or to infer the goal and plan the whole procedure by chain-of-thought prompting. Empirical results on the Ego4D LTA v1 and v2 benchmarks, EPIC-Kitchens-55, as well as EGTEA GAZE+ demonstrate the effectiveness of our proposed approach. AntGPT achieves state-of-the-art performance on all above benchmarks, and can successfully infer the goal and thus perform goal-conditioned "counterfactual" prediction via qualitative analysis. Code and model will be released at https://brown-palm.github.io/AntGP

Classification Models for Preventing Juvenile Crimes Committed with Malware Apps

Spectacular developments that were recorded in the field of software engineering in recent years have led to the influx of software industry with series of computer apps such as dating apps, games apps, entertainment apps, banking apps, Photoshop apps, meetings and virtual conferencing apps. Studies have shown that most computer apps are widely accessible to adults and juveniles to download and effortlessly navigate through them. However, researchers have now revealed the existence of malware apps as new groups of computer apps that are strongly competing with legitimate computer apps and the latest rates at which some juveniles can adopt them to commit crimes. These discoveries have raised serious doubts about the elements of the crimes, the circumstances that surround vulnerable children to commit the crimes and how these dilemmas are rarely buttressed by pragmatic studies over the years. This chapter adopts mixed methods to critically explore the above issues. Qualitative interviews of 60 teenagers (between the ages of 10 and 17) and 20 grown-up children (between the ages of 18 and 22) together with 5 professionals were carried out. The analysis extended the generic elements of juvenile crime and raised new legal dilemmas regarding the concepts of transfer of criminal liability, compelled (or obligated) liability, ‘act’ that constitutes juvenile crimes and the restrictive applicability regarding criminal consent of extremely young children that are still under the tutelage and guidance of their parents

Towards An Interactional Theory Of Educational Therapy

PROBLEM: The development and presentation of theoretical assumptions about the interactional aspects of educational therapy for the severely dysfunctional pupil. PURPOSES: To provide a conceptual framework for the study of educational therapy as practiced and to develop a baseline for further research into psycho-educational strategies and their outcome. METHOD: An examination of systems and communications theory literature for models applicable to the educational-therapist-pupil dyad and of the use of field observations of educational therapists\u27 behaviors. FINDlNGS: An application of communications theory models and observations of educational therapist teaching behaviors seem to suggest the following theoretical assumptions: Initial, or first order learning, involves the establishment and sustaining of attention, perceptual and cognitive efficiency, and autonomous self-awareness, Such initial learning occurs as the educational therapist sends congruent and clear signals about the subject of discourse as well as about relationship aspects of this information. Explicit statements of roles and rules provide such relationship messages, These are both Verbal and non-verbal and carry specific kinesic aspects. FUTURE APPLICATION: Further studies of both context and communication components among a variety of congruent and non-congruent communication component among a variety of interactions and among a variety o£ subjects are needed further for the development of effective and replicable educational strategies

Report of the Working Group on Methods of Fish Stock Assessments (WGMG) [21-26 June 2006 Galway, Ireland]

Contributors: Asgeir Aglen, Dankert Skagen and Sam Subbe