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Digital Trust and Artificial Intelligence: Ethical Standards and Risk
Get PDFArtificial intelligence (AI) will change many companies and industries. The pace of development of the use of AI in practice is influenced by lack of trust. Traditionally, trust was based on trust in family or friends, and in an extended form, organizations or professional groups. Stakeholder choices are based on human ethical standards and elements such as family, culture, religion, and communities. Creating a framework for using AI and risk management may seem complicated, but the process is similar to creating controls, rules, and processes that already exist for humans. The risks of AI technology depend on how it is used. However, it should be noted that the technology remains under human control. The aim of this study is to assess stakeholder confidence in AI depending on ethical standards and the degree of risk by presenting information and data from the literature and the results of the authors’ own research. AI has been found to cause embarrassment among some users. Only restrictive guidelines and a high level of ethical standards can change the attitudes of stakeholders toward creating trust in AI
The cohesion of schools as communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of children in England and Italy
Get PDFThe classroom can be a community of dialogic practices where personal and cultural identities are constructed and negotiated and a key context for integration of children with migrant background. However, for the first time in many decades, children across Europe, and globally, have been removed from their primary contexts of socialisation in the public health scramble to contain the pandemic, primarily through extended lockdowns. The consequences of the management of the COVID-19 pandemic on the cohesion of schools as intercultural communities of learning impacted on teachers, children and families. Public health measures to contain the COVID-19 pandemic affect the quality of children’s learning experience and deny access to the classroom as a space of socialisation and intercultural dialogue. Developing from the analysis of 50 focus groups with children in Italian and English primary and secondary schools, this contribution discusses the perspective of children on how the management of the pandemic: 1) impacted on the learning experience, in particular the progression of children with limited access to suitable spaces and resources for home learning; 2) affected the networks of social relationships and intercultural dialogue that have the classroom as their substratum
Working outside the box: breaking down barriers with a Learning Development Peer Mentor scheme
Get PDFPeer learning is simply described as students from similar social groupings helping each other to learn (Topping, 2007). A recent document by the European Centre for Supplemental Instruction-Peer Assisted Study Sessions (SI PASS) (2019) highlighted that 32 universities in the UK provide a system of peer support, and these vary both in how they operate and their nomenclature: schemes could be framed as peer assisted learning, peer assisted study sessions or peer mentoring. Our aim was to create a supplementary, peer-led service which provides students with engaging, timely guidance and develops effective learning relationships based on parity and equality (Collier, 2015). We decided to use a similar approach to the Student Learning Assistant model of Price et al. (2019), where the Learning Development (LD) Mentors offer support to students from any disciplinary subject. Eight students were recruited and funded to offer peer support to all students within the institution. All are current second-and third-year students who work four hours per week supplementing the LD provision via a daily drop-in as well as leading ongoing projects and tasks, including resource development and evaluation. A key driver is reaching students who do not currently use the LD provision by developing resources in physical spaces and digital platforms previously unused in our work (e.g.,in student halls and using platforms like Discord and TikTok). We will offer a perspective on the benefits and issues encountered when working with LD mentors, evaluate how the role was co-created with the students and assess the impact it has had on wider student engagement
SARS-CoV-2 susceptibility and ACE2 gene variations within diverse ethnic backgrounds
Get PDFThere is considerable variability in the susceptibility and progression for COVID-19 and it appears to be strongly correlated with age, gender, ethnicity and pre-existing health conditions. However, to our knowledge, cohort studies of COVID-19 in clinically vulnerable groups are lacking. Host genetics has also emerged as a major risk factor for COVID-19, and variation in the ACE2 receptor, which facilitates entry of the SARS-CoV-2 virus into the cell, has become a major focus of attention. Thus, we interrogated an ethnically diverse cohort of National Health Service (NHS) patients in the United Kingdom (UK) to assess the association between variants in the ACE2 locus and COVID-19 risk. We analysed whole-genome sequencing (WGS) data of 1,837 cases who were tested positive for SARS-CoV-2, and 37,207 controls who were not tested, from the UK’s 100,000 Genomes Project (100KGP) for the presence of ACE2 coding variants and expression quantitative trait loci (eQTLs). We identified a splice site variant (rs2285666) associated with increased ACE2 expression with an overrepresentation in SARS-CoV-2 positive patients relative to 100KGP controls (p = .015), and in hospitalised European patients relative to outpatients in intra-ethnic comparisons (p = .029). We also compared the prevalence of 288 eQTLs, of which 23 were enriched in SARS-CoV-2 positive patients. The eQTL rs12006793 had the largest effect size (d = 0.91), which decreases ACE2 expression and is more prevalent in controls, thus potentially reducing the risk of COVID-19. We identified three novel nonsynonymous variants predicted to alter ACE2 function, and showed that three variants (p.K26R, p.H378R, p.Y515N) alter receptor affinity for the viral Spike (S) protein. Variant p.N720D, more prevalent in the European population (p < .001), potentially increases viral entry by affecting the ACE2-TMPRSS2 complex. In conclusion, the spectrum of genetic variants in ACE2 may inform risk stratification of COVID-19 patients and could partially explain the differences in disease susceptibility and severity among different ethnic groups
Digital Twin Technologies, Architecture, and Applications: A Comprehensive Systematic Review and Bibliometric Analysis
Get PDFDigital Twins, as a suite of technologies is progressively developing significant momentum in several fields of study. Various research works have been conducted outlining the concept, the underlying technologies, general and context-specific architectures, and applications. This study has been undertaken to identify relevant research areas, key authors, publishers, and geographical distribution of publications on digital twins through a systematic review and bibliometric analysis, to inform the trajectories of future research in the field. A keyword-based search for journals was first conducted in Web of Science Core Collection to obtain documents relevant for this study, and a systematic review was performed in accordance with the PRISMA guidelines. A bibliometric analysis was then performed on the extracted data using the VOSviewer software. The Tableau software and Microsoft Excel were also used to analyse and visualise some of insights derived from the analysis
Project Report: The development and use of online information literacy activities to engage first year health students during the Covid-19 pandemic.
Get PDFThe article discusses the development of online tutorials to support the Academic Librarians’ information literacy instruction during the first lockdown of the COVID-19 pandemic. The content and development of the activities are presented in relation to information literacy (IL) standards. At the University of Northampton, the first-year students each receive two IL sessions from an Academic Librarian that support their information skills development. The first session focuses on identifying an information need and how to search for relevant information. The second session supports students to understand the referencing process and how to use information ethically. The IL sessions are based on the principles of Active Blended Learning and focus on providing interactive and engaging workshops for students. The activities were designed to support the students on health programmes who began their studies in April 2020 and the students who were receiving their final IL session. The reflections on the IL sessions highlight lessons learnt during the online delivery
‘…staff here are just dropped in the deep end’- The impact of roles on communication and supervisor support in youth custody
Get PDFStaff experience in youth custody are often categorised by strains, which are affected by communication and support. This research explores the association between staff roles, within a Secure Training Centre in the England, and the levels of communication and support. It enhances our understanding of the challenges faced by staff members working with young people in custodial settings and how levels of communication and support are dictated by staff roles. Through questionnaires ( N = 74) and interviews ( N = 15) with staff, statistically significant relationship between staff role and levels of communication and support was identified. Through triangulation, this article illustrates the effectiveness of the job demands–resources model in understanding staff experiences with communication and supervisory support in youth custody. It has wide-ranging implications by providing sociologists with an effective model for understanding job satisfaction and stress and by providing policy-makers and organisations delivering custodial services an understanding of the communication and support required to reduce stress and turnover
Realising Economic and Social Rights Beyond COVID-19: The Imperative of International Cooperation
Get PDFThe imperative of international cooperation for realising economic, social and cultural rights (ESCR) has been a largely neglected theme in the theory and praxis of this category of human rights. The current Coronavirus (COVID-19) pandemic has brought to the fore the need to address this major gap. This paper adopts a Third World Approach to International Law(TWAIL) to deconstruct the dominant nationalist and isolationist approach to realising ESCR in making the case for a paradigm shift to an international cooperation model. The international cooperation model is apt for upholding and advancing human dignity as envisaged by the United Nations human rights system
Scaffolding and harvesting intuitive reasoning in Social Work teaching
No full textIntuitive reasoning is a crucial and critical component in Social Work activity. How academics harvest and scaffold this to teach their students is the focus of this poster and indeed my research. I present the initial findings of primary research undertaken which concludes that there are multiple factors impacting the way in which intuitive reasoning is constructed and taught to Social Work Student
Situational Analysis for Persons with Autism in Cambodia
Get PDFThe project team was commissioned by The Disability Action Council Secretary General (DACSG) and The Australia-Cambodia Cooperation for Equitable Sustainable Services (ACCESS), to provide a situational analysis to improve understanding and fill gaps in knowledge with regards to the population of young persons with autism and their families in Cambodia. The three objectives of the project were defined as: 1. To undertake an assessment and analysis of the support services available to persons with autism; 2. To analyse the situation of persons with autism in accessing support services, that may include facilitators, barriers and challenges; and 3. To make recommendations on options to strengthen support services, including but not limited to education, rehabilitation and vocational skills training
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