"Works of art are landscapes of the Mind" Ted Godwin How does the landscape change over time and what does that mean to, and for, us? Our view of the landscape, and the actions we take to use and value it, are steered by a complex mix of factors, many of which are often unconscious. Some of these factors are related to the rise of technology-mediated experiences changing the way we interact with nature, whilst others are imposed on us when decisions have to be made about resource management and sustainable urbanisation. Increasingly, decision-makers are gathering around issues about the Earth, our environment and the nexus with society, "Do we want fracking or wind farms in this place?"; "Should a mine be opened or closed?"; "Should we bury our waste here?"; "Are we doing enough about climate change?" Addressing these complex questions requires a holistic approach to both understanding the problem and the actions we take to solve it. Decision-making requires an evidence base, but this has to be greater than the sum of its parts, requiring knowledge across seemingly disparate aspects of science and society. This project aims to contribute to an evidence base to support decision making about landscape, as well as open up dialogue about the contribution and importance of the arts in environmental research. Increasingly, local-to-global challenges are being addressed by integrating knowledge from seemingly disparate disciplines, including the arts, even if collaborations between artists and 'other' researchers are slow to be endorsed. In this project, collaborating artists and geoscientists will develop new ways of working and co-create new artworks. Their focus is on the evolution of Scotland's landscape, particularly the balance between landscape conservation and adaptation to changing culture, communities and societal needs. On the surface, the core creative team of this project may seem an unlikely grouping to develop an arts-based network - a volcanologist, marine geoscientist and a soil hydrologist. Yet all three are practicing artists, and regularly use creative approaches to develop and communicate their research. The team are collaborating with award-winning contemporary sculpture park, Jupiter Artland, and Edinburgh's science centre, Dynamic Earth, to develop a network of artists and geoscientists and undertake innovative transdisciplinary activities to inspire participants to think, learn, and create in unfamiliar territories. By fostering an open attitude towards the way the network sees and represents the landscape, their aim to more effectively exchange knowledge with stakeholder groups attentive to landscape decision-making in the UK.

The Greenland Ice Sheet (GrIS) has been losing mass over the past three decades and is now a significant contributor to global sea-level rise. In recent decades, the ice sheet's rate of mass (or ice) loss has accelerated, driven by a warming climate and substantial increases both in: 1) the flow speed and retreat rate of many large glaciers that drain the ice sheet and terminate in the ocean; and 2) the surface melt rates and area of the ice sheet experiencing summer melting. However, a critical area of future potential dynamic change and ice-mass loss, which is unaccounted for in our current model projections of the Greenland Ice Sheet's future evolution, concerns the influence of ice-marginal (or proglacial) lake formation on the dynamic stability of outlet glaciers. It is well known from numerous observations elsewhere, that glaciers which terminate in proglacial lakes typically flow much faster than similar sized glaciers that terminate on land. It is now also clear that the number and size of proglacial lakes around the margins of the GrIS are increasing and that trend will continue in to the future. There is therefore the clear potential for the development of more lake-terminating glaciers affecting the ice-sheets' ice-dynamics and long-term stability with the possibility of a dramatic (or 'catastrophic') acceleration in ice-mass loss from these hitherto slowly changing ice-margins. Greenland's land-terminating ice-sheet margins currently flow rather slowly (~100 m/yr) and their mass loss is controlled almost entirely by surface-melt processes. Since the climate is warming, these land-terminating glaciers are thinning and retreating slowly. However, in numerous glaciated regions around the globe, glacier termini are accelerating (by a factor of 2 or more) where glaciers terminate in lakes as opposed to adjacent land-terminating glaciers. This occurs because when a glacier terminates in a lake, it experiences processes which lead to glacier calving, thinning and acceleration. These processes lead to enhanced ice mass loss from the terminus calving and retreat but also through the glacier acceleration which brings ice more rapidly from higher to lower elevations on the ice-sheet thereby exposing the ice to warmer temperatures that promote increased surface melt. As such, a rather simple change in glacier terminus morphology can have a dramatic impact on the glaciers' ice dynamics and mass loss. This project will determine the extent to which these developing proglacial lakes will impact future ice-sheet mass loss, and thus contribute to sea-level rise, over the coming century. We have already undertaken a proof-of-concept study revealing contrasting behaviour at two adjacent lake- and land-terminating glaciers in SW Greenland. Using satellite data to derive glacier velocities, our study shows that ice-motion at the lake-terminating margin more than doubled between 2017-2021 (to ~200 m/yr); by contrast, the neighbouring land-terminating glacier decelerated over the same time-period. We now aim to determine the extent to which these observations of recent acceleration are typical at Greenland's numerous lake terminating margins and more importantly, investigate how important ice-marginal lake terminating glacier dynamics will become in the future for ice-sheet mass loss. In order to achieve this broad aim, the project will use a range of satellite data in conjunction with surface mass balance and ice-sheet modelling to determine: i) how glacier terminus position, motion and surface elevation have changed, both at the ice-margin and inland, in recent decades in response to glacier termination in proglacial lakes; ii) what processes are driving these observed changes in terminus behaviour; and iii) the impact of proglacial lake-induced ice-margin acceleration, thinning and retreat, on the Greenland Ice Sheet's sea level rise contributions, under projected climate warming over the next century.

Recent advances in Generative Artificial Intelligence (GenAI) have the potential to transform education, from reactive tweaks in assessment practices to fundamental philosophical debates about what we should value in the education of humans in an age of (currently narrow) machine intelligence. Though it is still early, the implications for learning in an age of pervasive use of GenAI are significant: issues of accountability; accuracy; and inclusion need addressing. that young people (YP) have a voice in how AI could and should be used in their education. Responsible AI requires meaningful engagement with stakeholders, including YP, who have the right to be consulted about the systems which affect their lives. The project will bridge the divide between principles of explainability, fairness and privacy as they apply to educational AI, and the values, hopes and concerns of YP when faced with emerging technologies whose implications are not yet fully understood. It will produce recommendations for educational policy and visions for educational practice that are grounded in lively, specific and meaningful engagements with YP as key stakeholders in education. The three aims of this project are to: Develop a picture of what responsible GenAI could look like within secondary school education. Develop and test imaginative, speculative and participatory methods for generating meaningful insights into YP's perspectives on emerging AI technologies, testing these methods in two distinct educational contexts and providing a strong methodological foundation for a BRAID demonstrator project focusing on YP and education. Produce recommendations for policymakers, educators and technology developers about what YP consider to be important considerations for including GenAI in school learning and assessment, and how GenAI literacy should be fostered. To achieve these aims, the project will: Interview academics, key government and local government and educational technology (EdTech) companies, to map how AI and data are currently used in the Scottish school system and document upcoming plans for changes and possible future developments. Create educational materials to develop learners' GenAI literacy, containing clear and accessible visual summaries of how AI and data are currently used in schools and key emerging ideas about GenAI in educational contexts. Work with groups of YP to understand their ideas about possible, desirable, acceptable future uses of GenAI in education (including barriers and opportunities), using creative, speculative, design-based and story-based methodologies. Disseminate initial recommendations for the responsible use of AI in secondary schools for policymakers, educators and technology developers. We will engage with a network of educational stakeholders in a way which rebalances the power and interests of current actors. While the power to make decisions about AI and data usage in education currently lies with government and local government, our work will make current practices visible and salient to learners in an accessible way, so that they can express informed preferences about responsible uses of such technology in the future. This will lead to action-guiding recommendations for responsible AI in school education, which can be expanded and enacted in later stages of the BRAID programme.