Using generative artificial intelligence to catalyse further interdisciplinarity across higher education

An international challenge, and opportunity, facing academics in these early decades of the 21st century is the inception of complex computational machines that are capable of imitating human-like learning and thinking; often described as Artificial Intelligence, or AI. One such form of AI is generative AI (GenAI), an algorithm capable of producing text, collages and other overviews of information and data gathered from multiple online sources. This offers challenges, such as students generating and submitting essays and reports from GenAI alone, but also opportunities, as a platform for further discussion and reflection as knowledge is uncovered and developed. Of particular interest is its capability in picking up information and data from multiple fields and presenting it in a digestible and interdisciplinary initial format, albeit it typically requiring further analysis, reflection, and modification. In response to this, a new AI-focused academic journal is proposed in this study, the drive being to enhance interdisciplinarity by bringing together postgraduate students and staff to research, explore, analyse, and critically reflect upon the challenges and opportunities that AI presents in their fields of study

The Power of Light Zine 3 - Why do we explore the world around us? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK

In the STFC funded Epistemic Insight Initiative project, The Power of Light, a series of resources have been designed informed by co-creation activities, pilot lessons, and workshops that involved children in schools and with their families in community spaces. Through this project with Diamond, we brought into classrooms and community spaces how light can be used to help investigate the world around us, address real-world problems and inform our thinking about Big Questions. The resources we develop support teachers' and their students' sense of agency when exploring 'how knowledge works' and how knowledge is built through different disciplines (including the natural sciences, the arts, and the humanities). This 'zine', with its focus on how scientists have been working with astronomers, geographers, and other disciplines to explore relationships between matter in environments that we cannot directly experience here on Earth, in space, and into the future through the use of scientific modelling and a synchrotron. Zine 3, with its focus on space and energy, has been developed through co-creative activities involving research scientists at Diamond Light Source (UK), academics, primary school teachers, STEM ambassadors, and Diamond's public engagement team. Zines use an appealing combination of text and images to create a concise comic-like narrative format to generate enthusiasm about a particular area of interest - the series of zines designed for this project focuses on research taking place at the Diamond facility. The Diamond Light Source facility houses a synchrotron which is used to conduct research in a variety of applied fields of science and technology. This zine is designed to be accessible to ages 8+, and works well with a short animation (available in both Zenodo and on the Epistemic Insight You Tube channel) that has been created with additional funding from STFC. Teaching notes are available for this zine, with guidance and activity sheets to support working with the Power of Light resources. This zine explores these discussion questions: 1) What do we know bout our planet Earth (and how it 'works')? 2) What can help us build knowledge about things beyond planet Earth? 3) What might help to inform our thinking when making choices and decisions

A framework for teaching epistemic insight in schools

This paper gives the rationale and a draft outline for a framework for education to teach epistemic insight into schools in England. The motivation to research and propose a strategy to teach and assess epistemic insight followed research that investigated how students and teachers in primary and secondary schools respond to big questions about the nature of reality and human personhood. The research revealed that there are pressures in schools that dampen students’ expressed curiosity in these types of questions and limit their developing epistemic insight into how science, religion and the wider humanities relate. These findings prompted the construction of a framework for education for students aged 5–16 designed to encourage students’ expressed interest in big questions and develop their understanding of the ways that science interacts with other ways of knowing. The centrepiece of the framework is a sequence of learning objectives for epistemic insight, organised into three categories. The categories are, firstly, the nature of science in real world contexts and multidisciplinary arenas; secondly, ways of knowing and how they interact; and thirdly, the relationships between science and religion. Our current version of the Framework is constructed to respond to the way that teaching is organised in England. The key principles and many of the activities could be adopted and tailored to work in many other countries

On classical models of spin

The reason for recalling this old paper is the ongoing discussion on the attempts of circumventing certain assumptions leading to the Bell theorem (Hess-Philipp, Accardi). If I correctly understand the intentions of these Authors, the idea is to make use of the following logical loophole inherent in the proof of the Bell theorem: Probabilities of counterfactual events A and A' do not have to coincide with actually measured probabilities if measurements of A and A' disturb each other, or for any other fundamental reason cannot be performed simulaneously. It is generally believed that in the context of classical probability theory (i.e. realistic hidden variables) probabilities of counterfactual events can be identified with those of actually measured events. In the paper I give an explicit counterexample to this belief. The "first variation" on the Aerts model shows that counterfactual and actual problems formulated for the same classical system may be unrelated. In the model the first probability does not violate any classical inequality whereas the second does. Pecularity of the Bell inequality is that on the basis of an in principle unobservable probability one derives probabilities of jointly measurable random variables, the fact additionally obscuring the logical meaning of the construction. The existence of the loophole does not change the fact that I was not able to construct a local model violating the inequality with all the other loopholes eliminated.Comment: published as Found. Phys. Lett. 3 (1992) 24

Search for gravitational waves associated with the August 2006 timing glitch of the Vela pulsar

The physical mechanisms responsible for pulsar timing glitches are thought to excite quasinormal mode oscillations in their parent neutron star that couple to gravitational-wave emission. In August 2006, a timing glitch was observed in the radio emission of PSR B0833-45, the Vela pulsar. At the time of the glitch, the two colocated Hanford gravitational-wave detectors of the Laser Interferometer Gravitational wave observatory (LIGO) were operational and taking data as part of the fifth LIGO science run (S5). We present the first direct search for the gravitational-wave emission associated with oscillations of the fundamental quadrupole mode excited by a pulsar timing glitch. No gravitational-wave detection candidate was found. We place Bayesian 90% confidence upper limits of 6.3 x 10^(-21) to 1.4 x 10^(-20) on the peak intrinsic strain amplitude of gravitational-wave ring-down signals, depending on which spherical harmonic mode is excited. The corresponding range of energy upper limits is 5.0 x 10^(-44) to 1.3 x 10^(-45) erg

Growth of uniform infinite causal triangulations

We introduce a growth process which samples sections of uniform infinite causal triangulations by elementary moves in which a single triangle is added. A relation to a random walk on the integer half line is shown. This relation is used to estimate the geodesic distance of a given triangle to the rooted boundary in terms of the time of the growth process and to determine from this the fractal dimension. Furthermore, convergence of the boundary process to a diffusion process is shown leading to an interesting duality relation between the growth process and a corresponding branching process.Comment: 27 pages, 6 figures, small changes, as publishe

Diffusive limits on the Penrose tiling

In this paper random walks on the Penrose lattice are investigated. Heat kernel estimates and the invariance principle are shown

Condensation in nongeneric trees

We study nongeneric planar trees and prove the existence of a Gibbs measure on infinite trees obtained as a weak limit of the finite volume measures. It is shown that in the infinite volume limit there arises exactly one vertex of infinite degree and the rest of the tree is distributed like a subcritical Galton-Watson tree with mean offspring probability $m<1$. We calculate the rate of divergence of the degree of the highest order vertex of finite trees in the thermodynamic limit and show it goes like $(1-m)N$ where $N$ is the size of the tree. These trees have infinite spectral dimension with probability one but the spectral dimension calculated from the ensemble average of the generating function for return probabilities is given by $2\beta -2$ if the weight $w_n$ of a vertex of degree $n$ is asymptotic to $n^{-\beta}$.Comment: 57 pages, 14 figures. Minor change

The Color of Childhood: The Role of the Child/Human Binary in the Production of Anti-Black Racism

The binary between the figure of the child and the fully human being is invoked with regularity in analyses of race, yet its centrality to the conception of race has never been fully explored. For most commentators, the figure of the child operates as a metaphoric or rhetorical trope, a non-essential strategic tool in the perpetuation of White supremacy. As I show in the following, the child/human binary does not present a contingent or merely rhetorical construction but, rather, a central feature of racialization. Where Black peoples are situated as objects of violence it is often precisely because Blackness has been identified with childhood and childhood is historically identified as the archetypal site of naturalized violence and servitude. I proceed by offering a historical account of how Black peoples came to inherit the subordination and dehumanization of European childhood and how White youth were subsequently spared through their partial categorization as adults

On the flow-level stability of data networks without congestion control: the case of linear networks and upstream trees

In this paper, flow models of networks without congestion control are considered. Users generate data transfers according to some Poisson processes and transmit corresponding packet at a fixed rate equal to their access rate until the entire document is received at the destination; some erasure codes are used to make the transmission robust to packet losses. We study the stability of the stochastic process representing the number of active flows in two particular cases: linear networks and upstream trees. For the case of linear networks, we notably use fluid limits and an interesting phenomenon of "time scale separation" occurs. Bounds on the stability region of linear networks are given. For the case of upstream trees, underlying monotonic properties are used. Finally, the asymptotic stability of those processes is analyzed when the access rate of the users decreases to 0. An appropriate scaling is introduced and used to prove that the stability region of those networks is asymptotically maximized