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'Don't be evil' was part of Google's corporate code of conduct since 2000; however, it was quietly removed in April or May 2018 and subsequently replaced with 'do the right thing'. Questions were raised both internally and externally to the organisation regarding the substantive meaning of this imperative. Some have highlighted the company's original intentions in creating the code of conduct, while others have used the motto as a basis for critiquing the company—such as for its advertising practices, failure to pay corporate tax or the manipulation of Google-owned content. The imperative's removal occurred at a time when thousands of Google employees, including senior engineers, signed a letter protesting the company's involvement in Project Maven, a Pentagon program that uses artificial intelligence to interpret video imagery, which could in turn be used to improve the targeting capability of drone strikes. Employees asserted their refusal to be involved in the business of war and expressed their wariness of the United States government's use of technology. This article will examine the legal construct and concept of the corporation, and whether it is possible for corporations to not be evil in the twenty-first century.

Objective We determined whether the human capability for sensemaking, or for identifying essential elements of information (EEIs), could be enhanced by a simulated recognition aid that directed attention to people and vehicles in scenes or by a simulated recognition aid that directed attention to EEIs. Background For intelligence analysts, sensemaking is challenging because it frequently involves making inferences about uncertain data. One way to enhance sensemaking may involve collaboration from a machine recognition aid such as Project Maven, an established algorithm that directs analysts' attention to people and vehicles in scenes. We simulated the directed attention of Project Maven as well as a machine recognition aid that directed attention to EEIs. Method We created full-motion videos of simulated compounds viewed by an overhead camera. Sensemaking was assessed by measuring participants' ability to predict events and identify signs. Participants' attention was directed by placing small globe symbols above either all people and vehicles, or all EEIs. Novices and intelligence analysts participated. Results Simulated recognition aids directing participants' attention to EEIs improved EEI identification but directing attention to people and vehicles (emulating Project Maven) did not. Participants' sensemaking was not enhanced by either type of simulated recognition aid. Conclusion Guiding attention to features in a scene improves their identification whereas indiscriminate steering of attention to entities in the scene does not improve understanding of the holistic meaning of events, unless attention is drawn to relevant signs of those events. Application Results contribute to our goal of determining which human-machine systems improve the sensemaking capability of intelligence analysts in the field.

The following report summarises the actions to date and future planned activity with respect to a systematic literature review and an investigation of policy-related data and documents relating to enterprise and entrepreneurship education (EntEd) activity in UK Higher Education institutions (HEIs). The key findings are: 1. There is a lack of information and context, necessary for educators to make informed decisions about what works (or not), provided in published papers. Research to date focusses on short-term impact relating to awareness, knowledge, and entrepreneurial intent. 2. Analysis of Teaching Excellence Framework (TEF) submissions shows that the majority of institutions include EntEd-related activity in their submissions. Results narratives are more likely to highlight 'enterprise' related activity at higher levels of TEF award and where it is a sustained and strategic part of the university's educational offer. 3. Research and impact work relating to enterprise, entrepreneurship, or entrepreneurial education can provide a meaningful contribution to Research Excellence Framework (REF) results and therefore research funding. It can also have a significant impact on the communities it serves. 4. Returns to the Higher Education Business and Community Interaction (HE-BCI) survey show that the number of student and graduate new-start businesses per year was relatively constant for the four years analysed (2014/2015 to 2017/2018) at around 4,000 business each year with a mean average of 38.3 new-starts per returning institution in 2017/2018. Active companies reportedly employed an estimated mean average of 1.9 FTE employees, and had an average estimated turnover of £53,506. 5. 3 of the 10 highest ranking institutions for new-start businesses in 2017/2018 were specialist art, music, dance, or drama institutions. This increased to 6 of the top 10 when a proxy for the proposed new Knowledge Excellence Framework (KEF) metric for student entrepreneurship was applied. The KEF proxy used here was the number of HE-BCI reported new-start businesses by an institution by its total student population recorded for the same year of data collection. 6. The highest-ranking institution returned a number of new-starts to HE-BCI that equated to 12.7% of its total student FTE population in 2017/2018. Only 6 institutions (including the highest ranking) have a KEF proxy figure of over 2% of their total student FTE; 85 institutions report less than 0.5%. The results of the systematic literature review and the TEF, REF, HE-BCI and KEF proxy analysis have been used to inform questions to be used in a Delphi study exploring impact measurement, and will be taking forward into conference and journal submissions as appropriate.

This article aims to integrate two interrelated strands in critical security studies. The first is mounting evidence for the fallacy of claims for precision and accuracy in the United States 'counterterrorism' programme, particularly as it involves expanding aerial surveillance in support of operations of extrajudicial assassination. The second line of critical analysis concerns growing investment in the further automation of these operations, more specifically in the form of the US Department of Defense Algorithmic Warfare Cross-Functional Team, or Project Maven. Building upon generative intersections of critical security studies and science and technology studies (STS), I argue that the promotion of automated data analysis under the sign of artificial intelligence can only serve to exacerbate military operations that are at once discriminatory and indiscriminate in their targeting, while remaining politically and legally unaccountable.

This article critically assesses the transformative role of Artificial Intelligence (AI) in military operations, focusing on terrestrial warfare and outer space security. It offers four main points of discussion: 1) An evaluation of AI applications in terrestrial warfare, using real-world technologies such as Project Maven and BAE Systems' Taranis; 2) an examination of AI's contributions and risks in the field of cybersecurity; 3) an in-depth look at AI's growing influence in space security, including technical aspects of systems like the U.S. Space-Based Infrared and the European Data Relay System; 4) an analysis of the ethical and policy challenges associated with AI deployment, informed by the author's viewpoints on the necessity of international regulation. Drawing from various case studies and expert consultations, the article highlights AI's capabilities in enhancing decision-making and operational efficiency while discussing the ethical and technical complexities it introduces. The study concludes by offering nuanced recommendations for responsibly integrating AI into military strategies and policies, especially those concerning space security. The aim is to inform and guide military professionals and policymakers by providing actionable insights for responsible decision-making in AI-augmented conflict scenarios on Earth and in space.

The article deals with Habermas's intersubjective approach to critical social theory, focusing on his intersubjective accounts of truth, justice and democratic legitimacy. Distinguishing between stronger and weaker versions of an intersubjective account, it draws attention to Habermas's recent move from a strong intersubjective, constructivist, interpretation of truth to a weaker, non-constructivist, one. It then looks at his refusal to make a similar move in the case of justice, arguing that it is not well-founded, even from the point of view of Habermas's overall concerns. It contends, in particular, that a strong intersubjective conception is not necessary in order to maintain the close link between normative validity and argumentation that plays an important role in Habermas's project of a critical social theory and concludes that the advantages of abandoning a strong intersubjective position outweigh the disadvantages. Consequently, it recommends extension of the weaker, non-constructivist, account that Habermas now proposes in the case of truth to justice as well. In the final section, it considers the implications of this recommendation for Habermas's conception of normative validity in the domain of law and politics.

Community education in the Republic of Ireland exists in several forms and in several sites. This article draws on two qualitative research projects in community education to identify the practices of the social model of community education that link them. The context of the research is the impact of policy changes as experienced by the practitioners and providers. The social model can be spoken of in different terms, depending on the practice of the speaker; it can be a process model of curriculum, critical literacy, or feminist emancipatory pedagogy. The article describes different discourses of practice and considers how practitioners could, while differentiating aspects of their practice, find common ground and resist the erosion of adult education for social justice by the state's drive for vocational education for the labour market.

Senior Project submitted to The Division of Social Studies of Bard College.