Santolina Corsica is endemic to Corsica and Sardinia, with the main distributional area in central-northern Corsica. The distribution and floristic composition of the communities with S. Corsica were studied in relation to different environmental parameters such as altitude, geology and soil. The data was analysed by numerical methods: two-way indicator species (TWINSPAN) and Canonical Correspondence Analysis (CCA). TWINSPAN classification of 39 relevés revealed seven different community groups which were interpreted as belonging to a new subassociation of Stachydi-Genistetum in the alliance Teucrion mari (order Rosmarinetalia) and to Helichryso-Santolinetalia. The floristic composition of the communities studied was significantly correlated with the gradient of soil evolution. Another important factor was interpreted to be substrate coherence/inco- herence. The altitude/temperature gradient was not correlated with the floristic composition of the different communities. Several communities were regeneration stages after cultivation or grazing, and others seemed to be relatively unaffected by human activity. The ecological optimum for S. Corsica was in the former, in codominance with Helichrysum italicum

Claudia Angiolini

Vincenzo De Dominicis

Educating children, particularly girls, in Science, Technology, Engineering, and Mathematics (STEM) and ethics is necessary for an inclusive, diverse data-driven society. This poster illustrates the positive impact of engaging younger audiences, offering insights into encouraging ethical considerations in STEM.Peer reviewe

Wong, Janis

St Andrews Research Repository

IsWALL-EHuman? : Introducing STEMand ethicaldecision-making to younger audiencesJanis Wong jccw@st-andrews.ac.uk University of St Andrews1. MotivationRobogals, a global organisation that empowers, inspires, and engages youngpeople, particularly girls, in STEM by running free workshops, aims todecrease the STEM gender gap, where only 21% of the UK workforce arewomen [4]. This is particularly necessary in Computer Science, wherewomenarenegatively affected by biased algorithms [2], smart devices [1], and in softwareengineering [3]. Given that technology is not value neutral, ethical decision-making should be taught simultaneously in diversifying STEM.2. Diversity and Ethics in EducationIncreased awareness of the STEM gender gap has prompted investment inequality from non-profits such as Code First: Girls, Robogals, and Stemettes.Recent dilemmas in research ethics, data protection, and robotic legalpersonhood has led to universities including STEM ethics courses. Whilediversity and ethics are both goals within STEM, the topics are dealt withseparately. As controversies within these disciplines impact women in society,an inclusive and ethical STEM education should happen simultaneously.3. Robogals St Andrews Annual Report Robogals St Andrews Annual Report 2018 Established in January, over the course of 4 weeks, Robogals St Andrews … robogals@st-andrews.ac.uk | standrews.exec@robogals.org | @StARobogals Reached 250+ kids across Fife  Attended the SINE Conference Robogals EMEA Represents 1 of 2 Scottish Chapters out of 35+ globally Taught 11 sessions at 6 schools Increased 82% girls’ interest in future STEM participation Received support for & will present Robogals’ teaching experience at the Association for Computing Machinery womENcourage 2018 Conference Communicated with Scottish Schools Education Research Centre to inspire STEM educators 4. Robogals St Andrews WorkshopsRobogals St Andrews encourages diversity and ethics in STEM. Volunteersteach students how to build robots and understand programming languagesthrough ethical lenses. For example, by asking ‘Is WALL-E human?’, childrenbroaden their understanding of robots’ capabilities, developing the ability tobuild ethical systems. Robogals St Andrews teaches classes of all genders, withspecial attention for girls. Within 4 weeks, Robogals St Andrews taught 11STEM workshops to 252 primary school children, of which 58% identified asfemale. 82% girls showed interest in future STEM participation. 99% enjoyedthe workshops. Class teachers were surprised by girls’ interest, suggesting theimportance of increased exposure and encouragement for STEM participation.HELLO WORLD: MACHINE WAY• Some programming languages are simpler for humans• Some are harder• We will use a simple one for this workshopTASKS FOR YOUR ROBOT1. Go forward for 5 seconds2. Go forward infinitely3. Go forward infinitely until sensor is activated and then stop4. Go forward infinitely until sensor is activated and then reverse until sensor is activated and then reverse…5. Go forward infinitely until sensor is activated and then reverse5. Suggestions for Teaching Younger AudiencesPrimary school education in important for encouraging girls in STEM. Greaterappreciation of ethics is essential to prepare future generations for thechallenges to be faced in our data-driven society. Suggestions include:1. Ask open-ended questions: ‘What if…’, ‘Should…’, and ‘Is it right if…’.2. Support independent thinking, explaining concepts in detail withclarifications as necessary by encouraging question asking.3. Recognise effort, using inclusive language to dismantle gendered norms.4. Promoteagency,usingphrases that gobeyond technological capabilitiessuch as ‘It can if you want it to.’ and ‘If you program it to.’5. Relate ethical dilemmas to everyday problems, normalising decision-making, such as mapping robotic decisions to making a cup of tea.References[1] Bowles, N. Thermostats, locks and lights: Digital tools of domesticabuse, 2018. https://www.nytimes.com/2018/06/23/technology/smart-home-devices-domestic-abuse.html.[2] Schiebinger, L., Klinge, I., Sánchez de Madariaga, I., Paik, H. Y.,Schraudner, M., and Stefanick, M. Gendered innovations inscience, health & medicine, engineering and environment, 2015.https://genderedinnovations.stanford.edu.[3] Terrell, J., Kofink, A., Middleton, J., Rainear, C., Murphy-Hill, E., Parnin, C.,and Stallings, J. Gender differences and bias in open source: Pull requestacceptance of women versus men. PeerJ Preprints 4 (July 2016), e1733v2.[4] WISE. Women in the STEM workforce 2016, 2016.https://www.wisecampaign.org.uk/statistics/women-in-the-stem-workforce-2016/.AcknowledgementsThank you to the Robogals committee, student volunteers, Fife schools, parentsand students, and the School of Computer Science.

Is WALL-E human? : Introducing STEM and ethical decision-making to younger audiences

Educating children, particularly girls, in Science, Technology, Engineering, and Mathematics (STEM) and ethics is necessary for an inclusive, diverse data-driven society. This poster illustrates the positive impact of engaging younger audiences, offering insights into encouraging ethical considerations in STEM

A synecological study of communities with Santolina Corsica Jordan et Fourr.

Abstract

Similar works

Full text

Available Versions

St Andrews Research Repository

University of St. Andrews - Pure

FigShare

University of St. Andrews - Pure

Hrčak - Portal of scientific journals of Croatia