Ethics
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Language: English
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- How does mis/disinformation spread between social media platforms, particularly primary and secondary platforms? How can it be identified and contained?
- How can AI be used to identify harmful content?
- How will the use of generative AI to create ‘deepfakes’ that manipulate people’s likeness (face, body, voice) evolve? What is the psychological impact of being deepfaked, and what harmful uses (e.g. intimate image abuse, fraud, reputational damage) will develop and increase?
- How will AI affect existing kinds of harmful online content (e.g. online abuse, scams) and what new kinds of online harmful content might it give rise to?
- Which harmful online uses of AI are likely to increase? What could be the impact of AI-generated content on attitudes, beliefs, behaviours or psychological wellbeing?
- What are the economics underlying the spread of mis/disinformation (i.e., what is the scale and nature of the for profit mis/disinformation)?
- How can policing measure and demonstrate the level of accuracy in predictive algorithms?
- How can policing co-develop useful predictive models with public debate and consent?
- How can policing demonstrate that algorithms are fair and unbiased in using policing data?
- From what other sources can police enrich their own analytical data where it is legal and proportionate to do so?
- What are the best practices for conducting pre-interview assessments to identify vulnerability or intimidation to determine appropriate ‘special measures’ and communication?
- What, if any, are the emerging risks to personal privacy and victim intrusion from new digital forensic technologies?
- What are the potential investigative opportunities for policing through the use of emerging biometrics, including the current limits of biometrics to identify and trace individuals?
- What risks to personal privacy are emerging from the increasing ability to identify data characteristics unique to a person?
- What are the potential criminal opportunities posed by emerging biometrics?
- What emerging biological or behavioural measurements and calculations can be used to ascertain or impersonate a person’s identity?
- What methods and policies could policing use to identify deepfakes rapidly and automatically, while retaining victim privacy?
- What computational and analytical techniques can deliver accurate, large scale, automated image capture, processing, and amalgamation, while maintaining privacy and proportionality?
- What legal and ethical challenges does the use of autonomous systems in policing face as robots become more able to operate independently?
- How can policing use advances in robotics to reduce or remove the need for police officers to enter hazardous environments e.g., water, fire, electrical, natural disaster, CBRN (chemical, biological, radiological and nuclear)? Further, how can a seamless and secure operation be enabled in such environments?
- How can we best communicate and understand the public’s perception of autonomous vehicles and drone usage in policing?
- How can policing best communicate our ambitions, decisions and use of science and technology to improve public awareness and understanding?
- What are the public’s perceptions, beliefs, and concerns about policing’s existing and emerging science and technology capabilities?
- How might the growth in innovative uses of location data impact public attitudes on the responsible use of location data, for example population movement data?
- What are the potential risks or unintended consequences of counter-disinformation interventions?
- How do online bystanders respond to viewing perceived online mis/disinformation (e.g. report, share, ignore), and how could their behaviours be influenced?
- What are the potential harms and wellbeing risks that can impact consumers? How do we best measure and quantify these harms taking into account different online markets? How do different markets and tools engage in terms of reach and impact on individuals, for example to what extent does advertising follow and adversely impact consumers?
- How can diversity in the cyber security workforce be improved? What can be done to have immediate impact and what should be done to affect long-term change?
- What behavioural and attitudinal considerations can be mapped in this area and how do we encourage good behaviours across organisations?
- What human systems are resilient to impacts from AI and which are less so?
- How can we attribute the role that AI had in causing a particular harm, rather than something else?
- How can we reduce bias when using AI?
- How can we ensure use of AI is ethical?
- How can the UK design a flexible anticipatory approach to regulation while ensuring protection to consumers and environment? What are the ethical aspects of regulating future technology and how can these be incorporated into an anticipatory regulatory framework? Are there successful case studies we can draw lessons from?
- How will AI impact societal cohesion, including through trust in institutions and the government and through factionalism?
- How can we ensure public attitudes to AI are positive, and maximise trust in safe AI?
- How can AI and other emerging technologies be implemented in education settings so that they do not widen existing inequalities or create new inequalities?
- What are the best ways to ensure that AI is used safely, ethically, and in ways that protect the data and interests of children, young people, teachers, and schools and colleges? What forms of regulation and enforcement may be appropriate?
- Statistics representing society: How well or poorly do statistics represent society, and what are the impacts of this on how they are used and valued?
- How could machine learning and predictive analytics be used robustly and ethically to create claimant personas/segments for disability benefits?
- What are the key factors regarding public trust on autonomous systems?
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- Survey of Public Attitudes to the Environment, 1993
- Scottish House Condition Survey, 1991
- Comparative Manifestos Project : Programmatic Profiles of Political Parties in Twenty Countries, 1945-1988
- MORI Police Poll, 1981
- Workplace Industrial Relations Survey, 1990
- MORI General Election Data, 1992 : On the Record (BBC) Panel, March - April, 1992
- Families of Teenagers with Down's Syndrome: Parent, Child and Sibling Adaptation, 1991
- Social Mobility in Italy, 1985
- Political Participation, Interests and Attitudes of Women in Northern Ireland, 1991
- British Elections, 1963-1992
- Local Authorities Expenditure on Rights of Way, 1990-1991
- Company Level Industrial Relations Survey, 1992
- OPCS Omnibus Survey, November 1990
- Jewish Depression, 1991-1993
- Attitudes of Students at the London School of Economics, 1989-1990
- Economic and Social Research Council 16-19 Initiative; a Longitudinal Study of Two Cohorts of Young People, 1987-1989
- Privatisation and Popular Capitalism, August 1989 and April 1991
- Political Perceptions, Political Education and Voting among Young People, 1986-1988
- British General Election Study, 1987; Cross-Section Survey
- Control and Allocation of Money Within the Household, 1983-1984
- Northern Ireland Social Attitudes Survey, 1991
- ECPR Party Manifestos Project, 1921-1987
- Northern Ireland Social Attitudes Survey, 1990
- Social Change and Economic Life Initiative Surveys, 1986-1987
- Northern Ireland Social Attitudes Survey, 1989
- Quaker Questionnaire, 1990
- Training Needs and Provision : Bridgend Case Study, 1990; Employees
- Measurement and Valuation of Health, 1989
- Survey of the Selectors of Labour Party Parliamentary Candidates in 18 Constituencies, 1976-1979
- Young People's Leisure and Lifestyles in Modern Scotland, 1987
- Survey of Public Attitudes to the Environment, 1986
- Political Participation in Britain, 1984-1985; National and Community Studies
- Care for Elderly People at Home, 1989
- Rural Change in Europe: Research Programme on Farm Structures and Pluriactivity: United Kingdom Baseline Data, 1987
- Local Authority Resources Devoted to Rights of Way, 1986-1987
- Rural Change in Europe : Research Programme on Farm Structures and Pluriactivity; Spain: Baseline Data, 1987
- Rural Change in Europe : Research Programme on Farm Structures and Pluriactivity; Portugal : Baseline Data, 1987
- Rural Change in Europe : Research Programme on Farm Structures and Pluriactivity; France : Baseline Data, 1987
- HELM Survey of 1982 Graduates, 1983-1985
- Rural Change in Europe : Research Programme on Farm Structures and Pluriactivity; Germany : Baseline Data, 1987
- Rural Change in Europe : Research Programme on Farm Structures and Pluriactivity; Greece: Baseline Data, 1987
- Survey of Extra County Migration, 1974
- Rural Change in Europe : Research Programme on Farm Structures and Pluriactivity; Switzerland : Baseline Data, 1987
- Rural Change in Europe : Research Programme on Farm Structures and Pluriactivity; Sweden : Baseline Data, 1987
- Rural Change in Europe : Research Programme on Farm Structures and Pluriactivity; Holland : Baseline Data, 1987
- Rural Change in Europe : Research Programme on Farm Structures and Pluriactivity: Ireland, Baseline Data, 1987
- Rural Change in Europe : Research Programme on Farm Structures and Pluriactivity: Austria West and South-East, Baseline Data, 1987
- Rural Change in Europe : Research Programme on Farm Structures and Pluriactivity; Italy : Baseline Data, 1987
- Role of Farm Managers in the Industrialisation of British Agriculture, 1986-1987
- Transition to Parenthood, 1979-1981
- Access to the Countryside for Recreation and Sport, 1983-1985; Farmers' Survey
- Methodological Aspects of Attitude Research, 1985-1986
- Health Evaluations, 1984-1985
- Relevance of the Ph.D to Scientists and Engineers in Mid-Career, 1985
- Professional Socialisation: a Case Study of Estate Management Students, 1975-1980
- Migration Expectations of Youth Finishing High School, 1976
- Demonstration Farms Survey, 1980-1981
- Pedestrian Accidents, 1972-1977
- Determinants of Occupational Status and Mobility in Northern Ireland and the Irish Republic, 1973-1974; Phase II Data
- Spanish Social Attitudes : a Factor Analytic Study, 1982
- National Training Survey, 1975
- Public Attitudes towards Sentenced Offenders and Abortion, 1982
- Workplace Industrial Relations Survey, 1980
- Roman Catholic Opinion, 1978
- Employee Participation in the British Steel Corporation, 1970
- WHO/ICS Medical Care Utilization Study Data, 1968-1969
- Study of Manpower in Glasshouse Crops Production, 1975
- British Election Study, February 1974, October 1974, June 1975, May 1979; Panel Survey
- Deprivation, Work Experience and the Legitimation of Authority (DWELA), 1975
- Buckinghamshire Child Survey, 1961 and 1978
- Costa Rican Peasants, 1972-1973
- Into the 80s : New Society Survey, 1979
- Money Which? Survey on Job Satisfaction, 1976
- Survey of Active Support for a Moral Crusade, 1976
- Longitudinal Study of Child Development in an Inner London Area, 1974-1975
- Pre-School Education and the Family : Relative Responsibilities of Local Authority Departments, 1974-1975
- Deferential Worker: Farm Workers in the Class Structure, 1972
- Students in a Selective High School : Some Vocationally Oriented Data
- Child Development Research Unit Longitudinal Study: Composite File Including Ages One, Four, Seven, Eleven and Sixteen, 1958-1978
- Accommodation to Change : Panel Study to Examine Attitude Change towards the EEC Before and After the Referendum, June 1975
- Occupational Orientations of Polytechnic Sociology Students : Panel Survey, 1971-1974
- Some Psychometric and Biographic Variables from a Sample of Polytechnic Students; Academic Year 1973-1974
- Readers Digest Survey of Europe Today, 1969
- Survey on Attitudes to the Environment, 1978-1980
- MORI Labour Party Research Data, 1978; Marginals Survey
- Personal Injury Survey, 1966-1973
- Venezuelan Secondary School Students, 1971
- Workplace Industrial Relations, 1973
- Early Leaving in Northern Ireland, 1971-1972
- British Election Study, October 1974; Cross-Section Survey
- Images of the World in the Year 2000; Great Britain International, 1967
- British Election Study, February 1974; Cross-Section Survey
- Images of the World in the Year 2000: Great Britain Student, 1967
- Images of the World in the Year 2000; Great Britain National, 1967
- In-Service Training of Teachers : Three Counties Survey, 1967; Heads' Questionnaire
- Political Socialisation and Authority in Schools, 1970
- Worker Participation in Management: a Survey of the Attitudes of British Rail Employees, 1970
- Future in Britain Survey, 1970
- Mass Media and Social Attitudes, 1971
- Essex Student Survey, 1964
- General Analysis of Longitudinal Data on the Psychological Development of 0-18 Year Olds, 1951-1954; Initial Survey at Age Five
- Careers Development at Three Stages, 1967-1969 : Stage 3, 1960 Graduates
- Essex Student Survey, 1965
- Provision of Adult Education and Education Leisure, 1966-1968; Staff
- Survey of Employment of Former Postgraduate Students, 1966
- Provision of Adult Education and Education Leisure, 1966-1968; Student
- Provision of Adult Education and Education Leisure, 1966-1968 ; Adult