Introduction:AI, inclusion, and ‘everyone learning everything’

This chapter provides an introduction to the book—Artificial Intelligence and Inclusive Education: speculative futures and emerging practices. It examines the potential intersections, correspondences, divergences, and contestations between the discourses that typically accompany, on the one hand, calls for artificial intelligence technology to disrupt and enhance educational practice and, on the other, appeals for greater inclusion in teaching and learning. Both these areas of discourse are shown to envision a future of ‘education for all’: artificial intelligence in education (AIEd) tends to promote the idea of an automated, and personalised, one-to-one tutor for every learner, while inclusive education often appears concerned with methods of involving marginalised and excluded individuals and organising the communal dimensions of education. However, these approaches are also shown to imply important distinctions: between the attempts at collective educational work through inclusive pedagogies and the drive for personalised learning through AIEd. This chapter presents a critical view of the quest for personalisation found in AIEd, suggesting a problematic grounding in the myth of the one-to-one tutor and questionable associations with simplistic views of ‘learner-centred’ education. In contrast, inclusive pedagogy is suggested to be more concerned with developing a ‘common ground’ for educational activity, rather than developing a one-on-one relationship between the teacher and the student. Inclusive education is therefore portrayed as political, involving the promotion of active, collective, and democratic forms of citizen participation. The chapter concludes with an outline of the subsequent contributions to the book

A literature review of the training offered to qualified prescribers to use electronic prescribing systems: why is it so important?

Objectives A key element of the implementation and ongoing use of an electronic prescribing (ePrescribing) system is ensuring that users are, and remain, sufficiently trained to use the system. Studies have suggested that insufficient training is associated with suboptimal use. However, it is not clear from these studies how clinicians are trained to use ePrescribing systems or the effectiveness of different approaches. We sought to describe the various approaches used to train qualified prescribers on ePrescribing systems and to identify whether users were educated about the pitfalls and challenges of using these systems. Methods We performed a literature review, using a systematic approach across three large databases: Cumulative Index Nursing and Allied Health Literature, Embase and Medline were searched for relevant English language articles. Articles that explored the training of qualified prescribers on ePrescribing systems in a hospital setting were included. Key findings Our search of ‘all training’ approaches returned 1155 publications, of which seven were included. A separate search of ‘online’ training found three relevant publications. Training methods in the ‘all training’ category included clinical scenarios, demonstrations and assessments. Regarding ‘online’ training approaches; a team at the University of Victoria in Canada developed a portal containing simulated versions of electronic health records, where individuals could prescribe for fictitious patients. Educating prescribers about the challenges and pitfalls of electronic systems was rarely discussed. Conclusions A number of methods are used to train prescribers; however, the lack of papers retrieved suggests a need for additional studies to inform training methods

Agri-environmental Instruments for an Integrated Rural Policy: An Economic Analysis

The new Rural Development Regulation of the EU reflects the shift of attention within rural areas from agricultural production towards rural development and embraces both farmers and non-farm residents. While agricultural production is required to comply with environmental standards, rural areas also have to fulfil the growing demand for landscape, outdoor recreation and wildlife conservation. This paper develops a model of a rural area where farmers and non-farm residents live together. A central government uses a combination of two-policy instruments - direct compensation payments and public services - aimed at encouraging farmers to adopt environmentally beneficial practices and at the same time to increase the provision of countryside amenities and the sustained vitality of the rural area. The optimal mix of the policy instruments is evaluated under various governmental objectives. The analysis suggests that a combination of direct payments to farmers with the supply of local public services is a promising tool for policy development initiatives in the EU

EMU: Evolutionary Map of the Universe

Original article can be found at: http://www.publish.csiro.au/ Copyright CSIRO PublishingEMU is a wide-field radio continuum survey planned for the new Australian Square Kilometre Array Pathfinder (ASKAP) telescope. The primary goal of EMU is to make a deep (rms ~ 10 microJy/beam) radio continuum survey of the entire Southern Sky at 1.3 GHz, extending as far North as +30 degrees declination, with a resolution of 10 arcsec. EMU is expected to detect and catalogue about 70 million galaxies, including typical star-forming galaxies up to z~1, powerful starbursts to even greater redshifts, and AGNs to the edge of the visible Universe. It will undoubtedly discover new classes of object. This paper defines the science goals and parameters of the survey, and describes the development of techniques necessary to maximise the science return from EMU.Peer reviewe

Family environment, expressed emotion and adolescent self-harm: a review of conceptual, empirical, cross-cultural and clinical perspectives

Self-harm in young people is a complex and pervasive problem with a number of co-existing risk factors. Although research has implicated a range of family variables in understanding the onset, maintenance and prevention of adolescent self-harm, relatively little attention has been given to the expressed emotion (EE) construct. Based on a narrative review and synthesis of peer-reviewed literature up to and including 2011, this paper considers the conceptual background and empirical evidence for the role of family environment in the expression of adolescent self-harm, with a particular focus on EE. The clinical implications of this literature for working with young people and families from different cultures are also addressed. In summary, the surveyed research provides insufficient evidence for a direct causal link between family environment and adolescent self-harm, with questions raised about the temporal sequencing of measured variables, specificity of implicated family risk factors, and the nature and role of protective factors in families. Emerging evidence for an association between high EE and adolescent self-harm requires replication in well-controlled, prospective studies. There is also a lack of empirically-supported, family-based treatment modalities for adolescents who self-harm. Intervention strategies should be guided by personalised formulation, taking into account individual vulnerabilities, strengths and social contexts, as well as cultural norms for family environment