The Japanese government has initiated plans to release water contaminated The international community has yet to fully recognize the accelerated spread of nuclear-contaminated water through ship ...ballast water along the Japanese route. This increases the risk of nuclear exposure for crew members and poses ecological and environmental contamination risks to port waters, inland seas, and rivers. The lack of international attention to the marine nuclear safety crisis caused by nuclear pollution from ballast water, along with the absence of corresponding legal prevention and control mechanisms and technical safeguards, remains a critical issue. From the perspective of international law, preventing the spread of Fukushima wastewater through ship ballast water faces numerous legal challenges, including disputes over the applicability of conventions, the jurisdiction of international organizations, and mechanisms for cross-border accountability for marine nuclear pollution. As a major shipping nation adjacent to Japan, China faces significant risks of nuclear pollution from ballast water along the Japanese route. To counter such risks, it is recommended to propose measures through the International Maritime Organization to elevate international attention. Moreover, refining ballast water regulatory frameworks, establishing monitoring and warning mechanisms specific to nuclear pollution from ballast water, improving the technical capabilities of ballast water treatment systems, and promoting international cooperation in monitoring marine environments and preventing pollution are also advisable.
Self-driving cars hold out the promise of being safer than manually driven cars. Yet they cannot be a 100 % safe. Collisions are sometimes unavoidable. So self-driving cars need to be programmed for ...how they should respond to scenarios where collisions are highly likely or unavoidable. The accident-scenarios self-driving cars might face have recently been likened to the key examples and dilemmas associated with the trolley problem. In this article, we critically examine this tempting analogy. We identify three important ways in which the ethics of accidentalgorithms for self-driving cars and the philosophy of the trolley problem differ from each other. These concern: (i) the basic decision-making situation faced by those who decide how selfdriving cars should be programmed to deal with accidents; (ii) moral and legal responsibility; and (iii) decision-making in the face of risks and uncertainty. In discussing these three areas of disanalogy, we isolate and identify a number of basic issues and complexities that arise within the ethics of the programming of self-driving cars.
The article reviews the provisions of domestic legislation and legal doctrine on the concept and classification of environmental crimes. The authors' positions and approaches concerning attributive ...and substantive characteristics of environmental crimes are presented, the problems of realisation of legal responsibility for their commission are outlined, and the ways of their resolution in the foreseeable future are outlined.
While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by ...themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between
doing ethical things
and
doing things ethically
, to understand and to make pedagogical choices that are ethical, and to account for the ever-present possibility of unintended consequences. However, addressing these and related questions is far from trivial. As a first step towards addressing this critical gap, we invited 60 of the AIED community’s leading researchers to respond to a survey of questions about ethics and the application of AI in educational contexts. In this paper, we first introduce issues around the ethics of AI in education. Next, we summarise the contributions of the 17 respondents, and discuss the complex issues that they raised. Specific outcomes include the recognition that most AIED researchers are not trained to tackle the emerging ethical questions. A well-designed framework for engaging with ethics of AIED that combined a multidisciplinary approach and a set of robust guidelines seems vital in this context.
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