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We describe a deterministic process to associate a practical, permanent label to isomorphism classes of abelian varieties defined over finite fields and the polarizations they admit, for use in the mathematical literature., Comment: 5 pages

Recent advances in Generative AI (GenAI) are transforming multiple aspects of society, including education and foreign language learning. In the context of English as a Foreign Language (EFL), significant research has been conducted to investigate the applicability of GenAI as a learning aid and the potential negative impacts of new technologies. Critical questions remain about the future of AI, including whether improvements will continue at such a pace or stall and whether there is a true benefit to implementing GenAI in education, given the myriad costs and potential for negative impacts. Apart from the ethical conundrums that GenAI presents in EFL education, there is growing consensus that learners and teachers must develop AI literacy skills to enable them to use and critically evaluate the purposes and outputs of these technologies. However, there are few formalised frameworks available to support the integration and development of AI literacy skills for EFL learners. In this article, we demonstrate how the use of a general, all-purposes framework (the AI Assessment Scale) can be tailored to the EFL writing and translation context, drawing on existing empirical research validating the scale and adaptations to other contexts, such as English for Academic Purposes. We begin by engaging with the literature regarding GenAI and EFL writing and translation, prior to explicating the use of three levels of the updated AIAS for structuring EFL writing instruction which promotes academic literacy and transparency and provides a clear framework for students and teachers.

Recent developments in Generative Artificial Intelligence (GenAI) have created significant uncertainty in education, particularly in terms of assessment practices. Against this backdrop, we present an updated version of the AI Assessment Scale (AIAS), a framework with two fundamental purposes: to facilitate open dialogue between educators and students about appropriate GenAI use and to support educators in redesigning assessments in an era of expanding AI capabilities. Grounded in social constructivist principles and designed with assessment validity in mind, the AIAS provides a structured yet flexible approach that can be adapted across different educational contexts. Building on implementation feedback from global adoption across both the K-12 and higher education contexts, this revision represents a significant change from the original AIAS. Among these changes is a new visual guide that moves beyond the original traffic light system and utilises a neutral colour palette that avoids implied hierarchies between the levels. The scale maintains five distinct levels of GenAI integration in assessment, from "No AI" to "AI Exploration", but has been refined to better reflect rapidly advancing technological capabilities and emerging pedagogical needs. This paper presents the theoretical foundations of the revised framework, provides detailed implementation guidance through practical vignettes, and discusses its limitations and future directions. As GenAI capabilities continue to expand, particularly in multimodal content generation, the AIAS offers a starting point for reimagining assessment design in an era of disruptive technologies.

As educational institutions grapple with teaching students about increasingly complex Artificial Intelligence (AI) systems, finding effective methods for explaining these technologies and their societal implications remains a major challenge. This study proposes a methodological approach combining Conceptual Metaphor Theory (CMT) with UNESCO's AI competency framework to develop Critical AI Literacy (CAIL). Through a systematic analysis of metaphors commonly used to describe AI systems, we develop criteria for selecting pedagogically appropriate metaphors and demonstrate their alignment with established AI literacy competencies, as well as UNESCO's AI competency framework. Our method identifies and suggests four key metaphors for teaching CAIL. This includes GenAI as an echo chamber, GenAI as a funhouse mirror, GenAI as a black box magician, and GenAI as a map. Each of these seeks to address specific aspects of understanding characteristics of AI, from filter bubbles to algorithmic opacity. We present these metaphors alongside interactive activities designed to engage students in experiential learning of AI concepts. In doing so, we offer educators a structured approach to teaching CAIL that bridges technical understanding with societal implications. This work contributes to the growing field of AI education by demonstrating how carefully selected metaphors can make complex technological concepts more accessible while promoting critical engagement with AI systems.

We present cosmological results from the measurement of clustering of galaxy, quasar and Lyman-$\alpha$ forest tracers from the first year of observations with the Dark Energy Spectroscopic Instrument (DESI Data Release 1). We adopt the full-shape (FS) modeling of the power spectrum, including the effects of redshift-space distortions, in an analysis which has been validated in a series of supporting papers. In the flat $\Lambda$CDM cosmological model, DESI (FS+BAO), combined with a baryon density prior from Big Bang Nucleosynthesis and a weak prior on the scalar spectral index, determines matter density to $\Omega_\mathrm{m}=0.2962\pm 0.0095$, and the amplitude of mass fluctuations to $\sigma_8=0.842\pm 0.034$. The addition of the cosmic microwave background (CMB) data tightens these constraints to $\Omega_\mathrm{m}=0.3056\pm 0.0049$ and $\sigma_8=0.8121\pm 0.0053$, while further addition of the the joint clustering and lensing analysis from the Dark Energy Survey Year-3 (DESY3) data leads to a 0.4% determination of the Hubble constant, $H_0 = (68.40\pm 0.27)\,{\rm km\,s^{-1}\,Mpc^{-1}}$. In models with a time-varying dark energy equation of state, combinations of DESI (FS+BAO) with CMB and type Ia supernovae continue to show the preference, previously found in the DESI DR1 BAO analysis, for $w_0>-1$ and $w_a<0$ with similar levels of significance. DESI data, in combination with the CMB, impose the upper limits on the sum of the neutrino masses of $\sum m_\nu < 0.071\,{\rm eV}$ at 95% confidence. DESI data alone measure the modified-gravity parameter that controls the clustering of massive particles, $\mu_0=0.11^{+0.45}_{-0.54}$, while the combination of DESI with the CMB and the clustering and lensing analysis from DESY3 constrains both modified-gravity parameters, giving $\mu_0 = 0.04\pm 0.22$ and $\Sigma_0 = 0.044\pm 0.047$, in agreement with general relativity. [Abridged.], Comment: This DESI Collaboration Key Publication is part of the 2024 publication series using the first year of observations (see https://data.desi.lbl.gov/doc/papers/). 55 pages, 10 figures

We present the samples of galaxies and quasars used for DESI 2024 cosmological analyses, drawn from the DESI Data Release 1 (DR1). We describe the construction of large-scale structure (LSS) catalogs from these samples, which include matched sets of synthetic reference `randoms' and weights that account for variations in the observed density of the samples due to experimental design and varying instrument performance. We detail how we correct for variations in observational completeness, the input `target' densities due to imaging systematics, and the ability to confidently measure redshifts from DESI spectra. We then summarize how remaining uncertainties in the corrections can be translated to systematic uncertainties for particular analyses. We describe the weights added to maximize the signal-to-noise of DESI DR1 2-point clustering measurements. We detail measurement pipelines applied to the LSS catalogs that obtain 2-point clustering measurements in configuration and Fourier space. The resulting 2-point measurements depend on window functions and normalization constraints particular to each sample, and we present the corrections required to match models to the data. We compare the configuration- and Fourier-space 2-point clustering of the data samples to that recovered from simulations of DESI DR1 and find they are, generally, in statistical agreement to within 2\% in the inferred real-space over-density field. The LSS catalogs, 2-point measurements, and their covariance matrices will be released publicly with DESI DR1., Comment: This DESI Collaboration Key Publication is part of the 2024 publication series using the first year of observations (see https://data.desi.lbl.gov/doc/papers/)

We present the measurements and cosmological implications of the galaxy two-point clustering using over 4.7 million unique galaxy and quasar redshifts in the range $0.1

This scoping review examines the current body of knowledge at the intersection of Generative Artificial Intelligence (GenAI) and Self-Directed Learning (SDL). By synthesising the findings from 18 studies published from 2020 to 2024 and following the PRISMA-SCR guidelines for scoping reviews, we developed four key themes. This includes GenAI as a Potential Enhancement for SDL, The Educator as a GenAI Guide, Personalisation of Learning, and Approaching with Caution. Our findings suggest that GenAI tools, including ChatGPT and other Large Language Models (LLMs) show promise in potentially supporting SDL through on-demand, personalised assistance. At the same time, the literature emphasises that educators are as important and central to the learning process as ever before, although their role may continue to shift as technologies develop. Our review reveals that there are still significant gaps in understanding the long-term impacts of GenAI on SDL outcomes, and there is a further need for longitudinal empirical studies that explore not only text-based chatbots but also emerging multimodal applications.

This scoping review examines the relationship between Generative AI (GenAI) and agency in education, analyzing the literature available through the lens of Critical Digital Pedagogy. Following PRISMA-ScR guidelines, we collected 10 studies from academic databases focusing on both learner and teacher agency in GenAI-enabled environments. We conducted an AI-supported hybrid thematic analysis that revealed three key themes: Control in Digital Spaces, Variable Engagement and Access, and Changing Notions of Agency. The findings suggest that while GenAI may enhance learner agency through personalization and support, it also risks exacerbating educational inequalities and diminishing learner autonomy in certain contexts. This review highlights gaps in the current research on GenAI's impact on agency. These findings have implications for educational policy and practice, suggesting the need for frameworks that promote equitable access while preserving learner agency in GenAI-enhanced educational environments.

A database of abstract groups has been added to the L-functions and Modular Forms Database (LMFDB), available at https://www.lmfdb.org/Groups/Abstract/. We discuss the functionality of the database and what makes it distinct from other available databases of abstract groups. We describe solutions to mathematical problems we encountered while creating the database, as well as connections between the abstract groups database and other collections of objects in the LMFDB.

This study examines the impact of Generative Artificial Intelligence (GenAI) on academic research, focusing on its application to qualitative and quantitative data analysis. As GenAI tools evolve rapidly, they offer new possibilities for enhancing research productivity and democratising complex analytical processes. However, their integration into academic practice raises significant questions regarding research integrity and security, authorship, and the changing nature of scholarly work. Through an examination of current capabilities and potential future applications, this study provides insights into how researchers may utilise GenAI tools responsibly and ethically. We present case studies that demonstrate the application of GenAI in various research methodologies, discuss the challenges of replicability and consistency in AI-assisted research, and consider the ethical implications of increased AI integration in academia. This study explores both qualitative and quantitative applications of GenAI, highlighting tools for transcription, coding, thematic analysis, visual analytics, and statistical analysis. By addressing these issues, we aim to contribute to the ongoing discourse on the role of AI in shaping the future of academic research and provide guidance for researchers exploring the rapidly evolving landscape of AI-assisted research tools and research.

The rapid advancement of Generative Artificial Intelligence (GenAI) presents both opportunities and challenges for English for Academic Purposes (EAP) instruction. This paper proposes an adaptation of the AI Assessment Scale (AIAS) specifically tailored for EAP contexts, termed the EAP-AIAS. This framework aims to provide a structured approach for integrating GenAI tools into EAP assessment practices while maintaining academic integrity and supporting language development. The EAP-AIAS consists of five levels, ranging from "No AI" to "Full AI", each delineating appropriate GenAI usage in EAP tasks. We discuss the rationale behind this adaptation, considering the unique needs of language learners and the dual focus of EAP on language proficiency and academic acculturation. This paper explores potential applications of the EAP-AIAS across various EAP assessment types, including writing tasks, presentations, and research projects. By offering a flexible framework, the EAP-AIAS seeks to empower EAP practitioners seeking to deal with the complexities of GenAI integration in education and prepare students for an AI-enhanced academic and professional future. This adaptation represents a step towards addressing the pressing need for ethical and pedagogically sound AI integration in language education.

The rise of Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI) in higher education necessitates assessment reform. This study addresses a critical gap by exploring student and academic staff experiences with AI and GenAI tools, focusing on their familiarity and comfort with current and potential future applications in learning and assessment. An online survey collected data from 35 academic staff and 282 students across two universities in Vietnam and one in Singapore, examining GenAI familiarity, perceptions of its use in assessment marking and feedback, knowledge checking and participation, and experiences of GenAI text detection. Descriptive statistics and reflexive thematic analysis revealed a generally low familiarity with GenAI among both groups. GenAI feedback was viewed negatively; however, it was viewed more positively when combined with instructor feedback. Academic staff were more accepting of GenAI text detection tools and grade adjustments based on detection results compared to students. Qualitative analysis identified three themes: unclear understanding of text detection tools, variability in experiences with GenAI detectors, and mixed feelings about GenAI's future impact on educational assessment. These findings have major implications regarding the development of policies and practices for GenAI-enabled assessment and feedback in higher education.

The availability of software which can produce convincing yet synthetic media poses both threats and benefits to tertiary education globally. While other forms of synthetic media exist, this study focuses on deepfakes, which are advanced Generative AI (GenAI) fakes of real people. This conceptual paper assesses the current literature on deepfakes across multiple disciplines by conducting an initial scoping review of 182 peer-reviewed publications. The review reveals three major trends: detection methods, malicious applications, and potential benefits, although no specific studies on deepfakes in the tertiary educational context were found. Following a discussion of these trends, this study applies the findings to postulate the major risks and potential mitigation strategies of deepfake technologies in higher education, as well as potential beneficial uses to aid the teaching and learning of both deepfakes and synthetic media. This culminates in the proposal of a research agenda to build a comprehensive, cross-cultural approach to investigate deepfakes in higher education.

We present cosmological results from the measurement of baryon acoustic oscillations (BAO) in galaxy, quasar and Lyman-$\alpha$ forest tracers from the first year of observations from the Dark Energy Spectroscopic Instrument (DESI), to be released in the DESI Data Release 1. DESI BAO provide robust measurements of the transverse comoving distance and Hubble rate, or their combination, relative to the sound horizon, in seven redshift bins from over 6 million extragalactic objects in the redshift range $0.1-1$ and $w_a<0$. This preference is 2.6$\sigma$ for the DESI+CMB combination, and persists or grows when SN~Ia are added in, giving results discrepant with the $\Lambda$CDM model at the $2.5\sigma$, $3.5\sigma$ or $3.9\sigma$ levels for the addition of Pantheon+, Union3, or DES-SN5YR datasets respectively. For the flat $\Lambda$CDM model with the sum of neutrino mass $\sum m_\nu$ free, combining the DESI and CMB data yields an upper limit $\sum m_\nu < 0.072$ $(0.113)$ eV at 95% confidence for a $\sum m_\nu>0$ $(\sum m_\nu>0.059)$ eV prior. These neutrino-mass constraints are substantially relaxed in models beyond $\Lambda$CDM. [Abridged.], Comment: This DESI Collaboration Key Publication is part of the 2024 publication series using the first year of observations (see https://data.desi.lbl.gov/doc/papers). 68 pages, 15 figures. Version accepted for publication in JCAP

We present the measurement of Baryon Acoustic Oscillations (BAO) from the Lyman-$\alpha$ (Ly$\alpha$) forest of high-redshift quasars with the first-year dataset of the Dark Energy Spectroscopic Instrument (DESI). Our analysis uses over $420\,000$ Ly$\alpha$ forest spectra and their correlation with the spatial distribution of more than $700\,000$ quasars. An essential facet of this work is the development of a new analysis methodology on a blinded dataset. We conducted rigorous tests using synthetic data to ensure the reliability of our methodology and findings before unblinding. Additionally, we conducted multiple data splits to assess the consistency of the results and scrutinized various analysis approaches to confirm their robustness. For a given value of the sound horizon ($r_d$), we measure the expansion at $z_{\rm eff}=2.33$ with 2\% precision, $H(z_{\rm eff}) = (239.2 \pm 4.8) (147.09~{\rm Mpc} /r_d)$ km/s/Mpc. Similarly, we present a 2.4\% measurement of the transverse comoving distance to the same redshift, $D_M(z_{\rm eff}) = (5.84 \pm 0.14) (r_d/147.09~{\rm Mpc})$ Gpc. Together with other DESI BAO measurements at lower redshifts, these results are used in a companion paper to constrain cosmological parameters., Comment: This DESI Collaboration Key Publication is part of the 2024 publication series using the first year of observations (see https://data.desi.lbl.gov/doc/papers). Minor changes in v4, version accepted for publication in JCAP

We present the DESI 2024 galaxy and quasar baryon acoustic oscillations (BAO) measurements using over 5.7 million unique galaxy and quasar redshifts in the range 0.1

This study investigates the efficacy of six major Generative AI (GenAI) text detectors when confronted with machine-generated content that has been modified using techniques designed to evade detection by these tools (n=805). The results demonstrate that the detectors' already low accuracy rates (39.5%) show major reductions in accuracy (17.4%) when faced with manipulated content, with some techniques proving more effective than others in evading detection. The accuracy limitations and the potential for false accusations demonstrate that these tools cannot currently be recommended for determining whether violations of academic integrity have occurred, underscoring the challenges educators face in maintaining inclusive and fair assessment practices. However, they may have a role in supporting student learning and maintaining academic integrity when used in a non-punitive manner. These results underscore the need for a combined approach to addressing the challenges posed by GenAI in academia to promote the responsible and equitable use of these emerging technologies. The study concludes that the current limitations of AI text detectors require a critical approach for any possible implementation in HE and highlight possible alternatives to AI assessment strategies.

The rapid adoption of Generative Artificial Intelligence (GenAI) technologies in higher education has raised concerns about academic integrity, assessment practices, and student learning. Banning or blocking GenAI tools has proven ineffective, and punitive approaches ignore the potential benefits of these technologies. This paper presents the findings of a pilot study conducted at British University Vietnam (BUV) exploring the implementation of the Artificial Intelligence Assessment Scale (AIAS), a flexible framework for incorporating GenAI into educational assessments. The AIAS consists of five levels, ranging from 'No AI' to 'Full AI', enabling educators to design assessments that focus on areas requiring human input and critical thinking. Following the implementation of the AIAS, the pilot study results indicate a significant reduction in academic misconduct cases related to GenAI, a 5.9% increase in student attainment across the university, and a 33.3% increase in module passing rates. The AIAS facilitated a shift in pedagogical practices, with faculty members incorporating GenAI tools into their modules and students producing innovative multimodal submissions. The findings suggest that the AIAS can support the effective integration of GenAI in HE, promoting academic integrity while leveraging the technology's potential to enhance learning experiences.