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In this article we report some practical experiences of integrating education for sustainable development into established university teaching modules. The 2021 guidance on Education for Sustainable Development from the UK's standards bodies QAA and Advance HE is an important and urgent motivation for introducing sustainability into university courses. We take as our context a first-year introductory module in Chemical Products and Process in the School of Chemistry and Chemical Engineering and a second-year module in Software Engineering and Systems Development in the School of Electronics, Electrical Engineering and Computer Science, both at Queen's University Belfast. We outline some of the challenges of adding new themes to existing courses. We comment on ways of presenting themes of sustainable development alongside existing module content, and we indicate the type of work students produced. We identify approaches that resulted in good outcomes, and outline changes we have made with a view to improved future outcomes. [ABSTRACT FROM AUTHOR]

This research examines the prevalence of research software as independent records of output within UK academic institutional repositories (IRs). There has been a steep decline in numbers of research software submissions to the UK's Research Excellence Framework from 2008 to 2021, but there has been no investigation into whether and how the official academic IRs have affected the low return rates. In what we believe to be the first such census of its kind, we queried the 182 online repositories of 157 UK universities. Our findings show that the prevalence of software within UK Academic IRs is incredibly low. Fewer than 28% contain software as recognised academic output. Of greater concern, we found that over 63% of repositories do not currently record software as a type of research output and that several Universities appeared to have removed software as a defined type from default settings of their repository. We also explored potential correlations, such as being a member of the Russell group, but found no correlation between these metadata and prevalence of records of software. Finally, we discuss the implications of these findings with regards to the lack of recognition of software as a discrete research output in institutions, despite the opposite being mandated by funders, and we make recommendations for changes in policies and operating procedures. [ABSTRACT FROM AUTHOR]

• Overview of human biases influencing digital forensics investigators. • Analysis of the UK's Post Office case, pointing to root causes and biases. • Digital forensics investigation framework to mitigate against human bias. • Evaluation of framework by digital forensics investigator. Software invisibly permeates our everyday lives: operating devices in our physical world (traffic lights and cars), effecting our business transactions and powering the vast World Wide Web. We have come to rely on such software to work correctly and efficiently. The generally accepted narrative is that any software errors that do occur can be traced back to a human operator's mistakes. Software engineers know that this is merely a comforting illusion. Software sometimes has bugs, which might lead to erratic performance: intermittently generating errors. The software, hardware and communication infrastructure can all introduce errors, which are often challenging to isolate and correct. Anomalies that manifest are certainly not always due to an operator's actions. When the general public and the courts believe the opposite, that errors are usually attributable to some human operator's actions, it is entirely possible for some hapless innocent individual to be blamed for anomalies and discrepancies whose actual source is a software malfunction. This is what occurred in the Post Office Horizon IT case, where unquestioning belief in the veracity of software-generated evidence led to a decade of wrongful convictions. We will use this case as a vehicle to demonstrate the way biases can influence investigations, and to inform the development of a framework to guide and inform objective digital forensics investigations. This framework, if used, could go some way towards neutralising biases and preventing similar miscarriages of justice in the future. [ABSTRACT FROM AUTHOR]

The government of the United Kingdom is offering significant amounts of funding to increase engagement between researchers and technology companies involved in the creative economy , a sector worth £100b per annum. The sector has naturally evolved into clusters involving actors as diverse as the BBC, the Victoria and Albert Museum, and freelance game designers. It collaborates and competes with multinational powerhouses including Google, Microsoft, and Pixar. The imbrication of academic researchers in the sector makes it a good example of the extension of academia to industry, raising ethical but also methodological and practical questions. This article describes a project that embedded a research software engineer (RSE) from a digital humanities (DH) laboratory into a small technology start-up engaged in high risk R&D of an immersive narrative story-telling platform. The platform is enabled by artificial intelligence and has the capacity to remember user input and modify narrative options and character mood accordingly. The team included a researcher specialising in narrative theory and digital production. The project demonstrated the utility of the critical application of DH methods and the need to develop career pipelines to produce people capable of working at the intersection of higher education and industry. [ABSTRACT FROM AUTHOR]