Overview and commentary of the CDEI's extended roadmap to an effective AI assurance ecosystem

In recent years, the field of ethical artificial intelligence (AI), or AI ethics, has gained traction and aims to develop guidelines and best practices for the responsible and ethical use of AI across sectors. As part of this, nations have proposed AI strategies, with the UK releasing both national AI and data strategies, as well as a transparency standard. Extending these efforts, the Centre for Data Ethics and Innovation (CDEI) has published an AI Assurance Roadmap, which is the first of its kind and provides guidance on how to manage the risks that come from the use of AI. In this article, we provide an overview of the document's vision for a “mature AI assurance ecosystem” and how the CDEI will work with other organizations for the development of regulation, industry standards, and the creation of AI assurance practitioners. We also provide a commentary of some key themes identified in the CDEI's roadmap in relation to (i) the complexities of building “justified trust”, (ii) the role of research in AI assurance, (iii) the current developments in the AI assurance industry, and (iv) convergence with international regulation

Non-classical forms of pemphigus: pemphigus herpetiformis, IgA pemphigus, paraneoplastic pemphigus and IgG/IgA pemphigus

The pemphigus group comprises the autoimmune intraepidermal blistering diseases classically divided into two major types: pemphigus vulgaris and pemphigus foliaceous. Pemphigus herpetiformis, IgA pemphigus, paraneoplastic pemphigus and IgG/IgA pemphigus are rarer forms that present some clinical, histological and immunopathological characteristics that are different from the classical types. These are reviewed in this article. Future research may help definitively to locate the position of these forms in the pemphigus group, especially with regard to pemphigus herpetiformis and the IgG/ IgA pemphigus.Universidade Federal de São Paulo (UNIFESP), Escola Paulista de Medicina (EPM) Dermatology DepartmentUniversidade Federal de São Paulo (UNIFESP), Escola Paulista de Medicina (EPM) Dermatology and Pathology DepartmentsUNIFESP, EPM, Dermatology DepartmentUNIFESP, EPM, Dermatology and Pathology DepartmentsSciEL

Youth representations of environmental protest

A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions because these decisions can have intergenerational consequences. In this article we examine young people’s beliefs about one form of political participation - protest - in the context of communities affected by fracking and associated anti-fracking protest, and discuss the implications of these representations for education. Drawing on focus groups with 121 young people (age 15-19) in 5 schools and colleges near sites which have experienced anti-fracking protest in England and Northern Ireland, we find young people well-informed about avenues for formal and non-formal political participation against a background of disillusionment with formal political processes and varying levels of support for protest. We find representations of protest as disruptive, divisive, extreme, less desirable than other forms of participation, and ineffective in bringing about change but effective in awareness-raising. These representations are challenging, not least because the way protest is interpreted is critical to the way people think and act in the world. These representations of environmental protest must be challenged through formal education in order to safeguard the UN Convention on the Rights of the Child and ensure that the spirit of Article 11 of the UK Human Rights Act is protected

Trees and farming in the dry zone of southern Honduras I: campesino tree husbandry practices

Forest cover in the dry zone of southern Honduras has suffered drastic reduction, largely as a result of the marginalisation of small farmers onto formerly wooded hillsides. In four case study communities, the relations between the area's human population and the remaining tree diversity were investigated through a combination of interviews, focus group meetings and inventories. Inventories on 10 farms in 2 communities found an average of 57.6 standing trees (above 2 m in height) and 9388.3 live stumps and seedlings of tree and shrub species (less than 2 m in height) per hectare in recently cropped fields. Tree management practices were found to include the selective promotion of naturally regenerated trees valued by farmers for their products, the elimination of unwanted trees due to competition with crops for light and space, and pruning to reduce competition. Farmers listed 41 species as being actively protected, although protection was largely concentrated on a subset of 5 (Cordia alliodora, Swietenia humilis, Lysiloma spp., Enterolobium cyclocarpum and Albizia saman, in that order); they also described broadening their species preferences in the face of scarcity of preferred species. The study questions the common perception of dry zone farmers as being responsible for continued elimination of tree diversity, and highlights the potential of the management of natural regeneration for meeting the livelihood needs of small farmers

Challenge of Transforming Curricula with Computers, High Impact Interventions and Disruption

Conventional educational attainment expectations for school students are generally defined by curriculum documents in each jurisdiction. However, new technologies disrupt societies, so it is pertinent to ask how computers have changed educational expectations. Robert Heinlein put this into perspective in a short story (1957). The protagonist is Holly Jones. She is 15 and a spaceship designer: “I’m very bright in mathematics, which is everything in space engineering, so I’ll get my degree pretty fast. Meanwhile we design ships anyhow. I didn’t tell Miss Brentwood this, as tourists think a girl my age can’t possibly be a spaceship designer.” This demonstrates some early aspirations of how education might change in future where lunar habitats become well established

Challenge of Transforming Curricula with Computers, High Impact Interventions and Disruption

Conventional educational attainment expectations for school students are generally defined by curriculum documents in each jurisdiction. However, new technologies disrupt societies, so it is pertinent to ask how computers have changed educational expectations. Robert Heinlein put this into perspective in a short story (1957). The protagonist is Holly Jones. She is 15 and a spaceship designer: “I’m very bright in mathematics, which is everything in space engineering, so I’ll get my degree pretty fast. Meanwhile we design ships anyhow. I didn’t tell Miss Brentwood this, as tourists think a girl my age can’t possibly be a spaceship designer.” This demonstrates some early aspirations of how education might change in future where lunar habitats become well established