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2019 has been proclaimed as the International Year of Indigenous Languages (UN Resolution 71178 on the Rights of Indigenous People). The steady decline and in some cases the critical loss of such languages have brought to the fore efforts for the promotion and revitalisation of endangered and minority languages in general. Against this backdrop, the EU is committed to safeguard the existence and the future of what it calls Endangered Languages. The Council of Europe’s Charter for Regional or Minority Languages specifically emphasises education and language learning as key priorities, given the lack of provision of education within minority language communities; in some states forexample the only possibility of learning the often endangered minority language is as a ‘foreign’ language subject.In this context, the priorities of our project are aligned with EU priorities and initiatives to protect and promote the EU’s 128 endangered languages (see 2013 report by the EP DG “Endangered Languages and Linguistic Diversity in the European Union”). According toUNESCO a language is endangered when its speakers stop using it or use it less often and stop passing it on to the next generation.Our project, IndyLan, will develop an educational tool designed specifically for users to learn not only some of Europe’s endangered languages but also more about the cultures of the people who speak these languages. The tool constitutes a gamified language-learning solution in the form of a mobile application. Smartphones have become a popular educational tool and the number of the smartphone and tablet users of all ages is constantly growing in the EU. The IndyLan application will help speakers of English, Spanish, Norwegian, Swedish and Finnish to learn Gaelic (designated as ‘definitely endangered’), Scots (‘severely endangered’), Cornish (‘critically endangered’), Basque (‘severely endangered’), Galician (a minority language) and Saami (‘severely endangered’). The application is building on a previous project, Moving Languages, with the key difference that IndyLan will produce one application for all languages, and not multiple language-specific applications as Moving Languages did. IndyLan will contain around 4,000 vocabulary items (both terms and expressions) in about 100 categories. The modes that will be available in the application are: Vocabulary; Phrases; Dialogues; Grammar; Culture; Test.The vocabulary can be practised in several study modes, such as (the list below is indicative):1. Flashcards for image+text practice2. Choose the image according to the word3. Select translation 4. Multiple choice with images 5. Multiple choice with words6. Matching7. Choose the letters 8. Write the missing word 9. Listening comprehension (with audio files) Most of the items will be illustrated for easy concept recognition. There will be audio for all vocabulary, phrases, dialogues etc. The app will also include a dedicated Culture tab with texts, music and images, where users will be able to learn more about the heritage and culture of the people speaking the selected endangered languages.The IndyLan application will be available for download globally for free in both iOS and Android. Like all language-learning apps, IndyLan is complementary to other language- and culture courses and can be considered to be part of self-study material. Our vision is for the IndyLan app to contribute to endangered language learning and revitalisation so that these languages remain alive and relevant in contemporary societies and economies.

In 2019, AHRC funding enabled the crowdsourced transcriptions of five notebooks kept by the nineteenth-century chemist, Sir Humphry Davy, between 1795 and 1805. Transcriptions of these notebooks revealed Davy's creative mind at work: lines of poetry were written among descriptions of chemical experiments, philosophical musings, geological drawings, and accounts of his life. With this new project, we will crowdsource transcriptions of his entire notebook collection: there are 65 held at the Royal Institution of Great Britain (RI), in London, and five held in Kresen Kernow in Redruth, Cornwall. Davy kept notebooks throughout his life but most of the pages of these notebooks have never been transcribed before. The notebooks show that he was writing poetry in the laboratory while conducting scientific experiments. Most entries have yet to be dated or considered in the light of what they tell us about Davy, his scientific discoveries, and the relationship between poetry and science. We will crowdsource transcriptions of the notebooks using the people-powered research platform Zooniverse. Online and in-person discussions with participants will enable us to find out how transcribing Davy's notebooks changes their view of how poetry and science could co-exist today. The consequences of seeing the arts and sciences as divided and separate are serious. Viewing them as 'two cultures' hinders our ability to solve major world problems. Speaking to a named priority area in the AHRC's 2019 Delivery Plan, 'Arts and science, arts in science', this project will ask what we can learn from the example of Davy's notebooks that will help us rethink what we understand about the relationship between the arts and sciences in the nineteenth century and today. Davy was the foremost 'man of science' of his time. He isolated more chemical elements than any individual has before or since. Between October and December 1815, he invented a miners' safety lamp that came to be known as the Davy Lamp, saving countless lives in Britain and Europe and vastly improving the nation's industrial capability. He also led a fascinating life, rising up through society's ranks from relatively modest origins to become the President of the Royal Society. His politics and religious beliefs changed from radical to conservative as his career progressed. Davy is not currently associated with poetry or well known as a poet, but the notebooks show that he was writing poetry in the laboratory while conducting scientific experiments throughout his life. Many of these poems will be transcribed and published for the first time on the Lancaster Digital Library and in a selected print edition. We will disseminate research findings, encourage participation in the project, and ask key questions in our public engagement and impact events, which include two transcribe-a-thons, a map-a-thon, a workshop on how to use the newly-developed transcription tools in other crowdsourcing projects, an academic conference on poetry in nineteenth-century scientific notebooks, a computer masterclass using data produced by the project, and an event that will consider Davy's attitude to race. We will also create an exhibition of Davy's and others' notebooks held at the RI, which will travel to the north-west and north-east of England. We will present two panel sessions at academic conferences and produce a special issue of an academic journal on the results of the project. The already-existing Massive Online Open Course (MOOC), previously funded by the AHRC, will be enhanced to feature new tasks specifically on the notebooks. Final transcriptions of whole collection of notebooks will be published, with images of the pages themselves, on the Lancaster Digital Library, with improved new and exciting features. An accompanying project website will present a map of Davy's life, utilising the information that emerges from this project and a previous AHRC-funded project on Davy's letters.

We will explore the links between patterns of sensor data within the home and health patterns of vulnerable residents. We will monitor internal home environment (temperature, humidity, air quality) and electricity usage over time, and use features in the patterns to detect unusual events. We will use health and wellbeing data from participants to assess whether the usual events detected relate to underlying issues in the home. Once connections between sensor data and underlying health are established, we will aim to predict events in advance to allow earlier or pre-emptive support. To ensure the relevance of this approach we will involve end users throughout using a co-design approach. We have engaged a public involvement and engagement group, and will establish a stakeholder group of representatives of health and care providers. We will recruit 50 participants, who are vulnerable or have existing health conditions. We will draw on our experience of analysis techniques with the comprehensive Smartline data set (including long-term and high-frequency time-series environmental sensor data and electricity usage for four years). We will characterise data, and detect and predict changes in the home suggesting health and wellbeing issues. If successful, this test of feasibility will support early intervention and thus maintaining independent living. We will extract features from the data using the following methods. Fourier analysis will determine dominant frequencies in the sensor data. Autoregressive models will establish the extent of influences from previous readings to current and future readings. Long short-term memory neural networks will be used to predict readings. We will also use neural networks and support vector machines to predict anomalies in advance of them occurring, and cluster analysis to categorise days that have different types of features.