Abstract
The growing use of data-driven decision systems based on Artificial Intelligence (AI) by governments, companies and social organizations has given more attention to the challenges they pose to society. Over the last few years, news about discrimination appeared on social media, and privacy, among others, highlighted their vulnerabilities. Despite all the research around these issues, the definition of concepts inherent to the risks and/or vulnerabilities of data-driven decision systems is not consensual. Categorizing the dangers and vulnerabilities of data-driven decision systems will facilitate ethics by design, ethics in design and ethics for designers to contribute to responsibleAI. Themain goal of thiswork is to understand which types of AI risks/ vulnerabilities are Ethical and/or Technological and the differences between human vs machine classification. We analyze two types of problems: (i) the risks/ vulnerabilities classification task by humans; and (ii) the risks/vulnerabilities classification task by machines. To carry out the analysis, we applied a survey to perform human classification and the BERT algorithm in machine classification. The results show that even with different levels of detail, the classification of vulnerabilities is in agreement in most cases.

Abstract
The full realization of the potential of a technology requires good understanding of its imple-mentation. During implementations, lack of compatibility between technology and its adopters require dynamic sequences of alignment. This process is understood to be central to the success in technology assimilation. This paper proposes a configurational model to explain and predict the alignment process during technology implementations, derived from a multiple case research of the implementation of a retinopathy screening program in networks of healthcare providers. It builds on and expands previous research capturing in a holistic way the alignment process and its nature of adaptation over time.

Abstract
Implementation of information and communication technologies (ICTs) in education is defined as the incorporation of ICTs into teaching and learning activities, both inside and outside the classroom. Despite widely studied, there is still no consensus on how it affects student performance. However, before evaluating this, it is crucial to identify which factors impact students' use of ICT for educational purposes. This understanding can help educational institutions to effectively implement ICT, potentially improving student results. Thus, adapting the conceptual framework proposed by Biagi and Loi (2013) and using the 2018 database of the Program for International Student Assessment (PISA) and a decision tree classification model developed based on CRISP-DM framework, we aim to determine which socio-demographic factors influence students' use of ICT for educational purposes. First, we categorized students according to their use of ICT for educational purposes in two situations: during lessons and outside lessons. Then, we developed a decision tree model to distinguish these categories and find patterns in each group. The model was able to accurately distinguish different levels of ICT adoption and demonstrate that ICT use for entertainment and ICT access at school and at home are among the most influential variables to predict ICT use for educational purposes. Moreover, the model showed that variables related to teaching best practices of Internet utilization at school are not significant predictors of such use. Some results were found to be country-specific, leading to the recommendation that each country adapts the measures to improve ICT use according to its context.

Abstract
This paper analyses the process of generalisation of an innovative government-led public practice in the healthcare sector. The scaling and embedding involved in this generalisation process are assumed to be dependent on the multiple implementation processes (consecutive or simultaneous) that lead to a routine use of the innovation in different adopters. This paper, therefore, proposes the use of a configurational theory approach to conceptualise each implementation of the innovation during the generalisation process and shed light on the generalisation's scaling and embedding efforts. It suggests a set of recommendations and practices for generalisation managers, most notably: i) they should regard generalisations as organic processes where their main role is to create space for experimentation, learning and negotiation, and ii) they should adopt different modes of governance to identify adequate mechanisms and strategies and guide their actions. This configurational perspective allows them to monitor and manage the evolution of implementations, informs the valuable learning processes that take place in a generalisation and has been found to be a useful tool to support the crucial collaboration among the actors involved in a generalisation.