Ethical Decision-Making Framework Based on Incremental ILP Considering Conflicts

Humans are experiencing the inclusion of artificial agents in their lives,such as unmanned vehicles,service robots,voice assistants,and intelligent medical care.If the artificial agents cannot align with social values or make ethical decisions,they may not meet the expectations of humans.Traditionally,an ethical decision-making framework is constructed by rule-based or statistical approaches.In this paper,we propose an ethical decision-making framework based on incremental ILP(Inductive Logic Programming),which can overcome the brittleness of rule-based approaches and little interpretability of statistical approaches.As the current incremental ILP makes it difficult to solve conflicts,we propose a novel ethical decision-making framework considering conflicts in this paper,which adopts our proposed incremental ILP system.The framework consists of two processes:the learning process and the deduction process.The first process records bottom clauses with their score functions and learns rules guided by the entailment and the score function.The second process obtains an ethical decision based on the rules.In an ethical scenario about chatbots for teenagers’mental health,we verify that our framework can learn ethical rules and make ethical decisions.Besides,we extract incremental ILP from the framework and compare it with the state-of-the-art ILP systems based on ASP(Answer Set Programming)focusing on conflict resolution.The results of comparisons show that our proposed system can generate better-quality rules than most other systems.

The Acquisition of Ethical Competence in Basic Education and the Present State of Ethics Education

The aim of this study was to reveal the level of ethical competence acquired through basic nursing education, to report on the present state of ethics education, and to consider future directions for ethics education. The medical databases ICHUSHI, MEDLINE, and CINAHL were searched using the search terms “nursing ethics,” “nursing practice,” “ethics education,” and “nursing students.” Of the total results, 25 research articles (original papers, research reports, practical reports, documents) were used for this study. Ethical competence covered in basic nursing education corresponded to points 1 - 11 of the Code of Ethics, and the competencies acquired included cognizance and judgement. Ethics education included methods such as case studies in Japan and blended learning in other countries. At present, ethical competence education does not comprehensively cover the Code of Ethics, and the judgement level of competence is not acquired during basic nursing education. It is thus necessary henceforth to progressively put an educational program in place to develop ethics education that persists from basic nursing education through to continuing nursing education.

Examination of a Benchmark for Ethical Care Competence in Basic Nursing Education

Objectives: With rapid advancements in medical care, nurses are confronted with ethical issues on a daily basis. If new nurses are introduced to the clinical setting without having acquired sufficient ethical judgment skills in basic nursing education, they are unable to respond to the ethical dilemmas they face. This results in learned helplessness, which can lead to burnout and turnover. Therefore, it is imperative to develop educational programs where there is a natural progression from basic to continuing nursing. Therefore, in this study, we conducted a nationwide survey using the Nursing Student Care Ethical Competence Scale to present a benchmark for the assessment of this skill and facilitate continuity in nursing education. Methods: From February to March 2019, we conducted a questionnaire survey of 4930 final-year nursing students enrolled in nursing colleges, junior colleges, and technical schools nationwide. The survey consisted of 29 items on ethical behavior, 26 items on ethics knowledge, and seven items on personal attributes. For the analysis, we calculated percentiles for the five standards of nursing students’ ethical care competence: safe care provision, respecting self-determination, protecting personal information, providing the best care, and upholding patients’ dignity. Results: Responses were obtained from 1505 nursing students (collection rate 30.5%, valid response rate 30.5%). The 80th percentile (minimum value-maximum value) was 128 (38 - 145) points for the ethical competence of nursing students, 37 (11 - 40) points for safe care provision, 28 (4 - 31) points for respect for self-determination, 23 (5 - 25) points for protection of personal information, 23 (5 - 25) points for best care provision, and 13 (3 - 15) points for respect for personal dignity. Discussion: The 80th percentile was established as the benchmark for ethical care competence. Conclusion: Based on these criteria, nursing students can objectively assess their ethical behavior, allowing them to understand their strengths and weaknesses, articulate their challenges, and learn autonomously.

Concept Analysis of Ethical Competence of Nursing Students and Nurses

[Aim] This study aimed to conduct a concept analysis and clarification of ethical competence of nursing students and nurses, and further clarify the components. [Method] Rodger’s concept analysis method was used. A literature search was conducted using the ICHUSHI database, MEDLINE, and CINAHL databases. The keywords included in the search were ethical competence. A total of 24 published articles were analyzed. [Results] As a concept of ethical competence among nursing students and nurses, five categories of [ethical sensitivity], [ethical reasoning], [ethical decision making], [ethical practice], [ethical reflection], obviously became. As a component, two categories of antecedent factors and three categories of consequences were identified. I defined ethical competence in nursing students and nurses, “including nursing students and nurses thinking processes and nursing practice and reflection to solve ethical problems Behavioral characteristics”. [Conclusion] Review of nursing practice from an ethical perspective [ethical reflection] is indispensable for clarifying self-tasks and deepening better nursing practice.

Emancipatory reflection on a nursing practice-based ethical issue about nurses' paternalistic decision-making for patients

Objective: This study aimed to demonstrate and promote the skill of critical emancipatory reflection through reflecting on a nursing practice-based ethical issue about nurses' paternalistic decision-making for patients. Meanwhile, critical awareness will be developed and the underlying issues of paternalism in nursing decision-making will be analyzed. Then, by applying the procedure, improvement in nursing decision-making practice will be expected.Methods: Taylor's model of emancipatory reflection with four steps, including construction, deconstruction, confrontation, and reconstruction, is utilized to guide the author's reflection.Results: Guided by the socialization theory, the author's personal and professional socialization is seen to be associated with the formation of the value of paternalism. The theory of reflexivity is applied to unearth the related issues, including deeper personal value,work environment, as well as historical and cultural contexts. Moreover, the power derived from policy, work relationship, and nursing administration, which could induce paternalism in the author's nursing decision-making practice, was critically debated using the hegemony theory. Finally, new insights into paternalism will be achieved, which enable change in terms of how to facilitate patients' autonomous decision-making.Conclusions: The process of refection makes it clear that respecting patients' right and performing patient-centered caring are the bases to change the paternalism existing in the nursing decision-making practice currently. The reconstruction step assists the author in terms of how to value the patients' autonomy and balance patients' safety and choice, rather than being overprotective; carry out risk assessment, and search for strong evidence to counterbalance the positive and negative aspects of risk-taking; communicate with patients appropriately in a manner that they can comprehend; spend more time to explore patients' preference and choice; make every effort to elevate the patients' decision-making capacity; implement patient-centered care and shared decision-making in nursing practice; consult with other colleagues and obtain the required support when limitations or challenges exist; try to justify and avoid hidden paternalism behind policy or guidelines; deal with the power in hand well and fairly; and also positively face the powers that constrain the author.

Intercultural Communication Ethics and Communication Competence

This paper investigates intercultural communication ethics is a vital element to promote intercultural communication competence.Firstly,it defines the concept of intercultural communication ethics;Secondly,it illustrates the relation between ethics and the key point of intercultural communication competence;and finally addresses how intercultural communication ethics can improve intercultural communication competence.

Who decides in withdrawal of treatment in a critical care setting? A case study on ethical dilemma

Case description:Withdrawal of treatment is a common practice in critical care settings,perticularly when treatment is considered futile.The case study demonstrates an ethical dilemma,in which Danny is unlikely to make a functional recovery because of multiple organ dysfunction syndromes.Under such a circumstance,withdrawal of treatment will inevitably be considered,although his family refused to do so.Consequently,acritical question must be answered:Who should make the decision?Ethical dilemma identification:Danny decided to withdraw the use of life-support,whilst his wife and adult children refused to do so.The ethical dilemma is illustrated by the following question:Who decides the withdrawal of treatment in a critical care setting?Analysis:To provide an opotional solution to this case and make the best moral decision,the current study will critically discuss this issue in conjunction with ethical principles,philosophical theories and the values statement of the European and Chinese nurses'codes of ethics.Additionally,the associated literature relative to this case are analysed before the decision-making.Ethical decision-making:The best ethical decision is Danny can decide whether to withhold or withdraw life-sustaining treatment.If his family is involved in the discussion,the medical staff should balance the ethical principles when they make the decision and allocate reasonable resources for patients.Results:In Danny's case,health professionals opted to respect his decision to withdraw treatment.The medical staff maintained an effective communication with the family involved,and provided the appropriate intervention to collaborate with other health care professionals to perfect further care.

推动人工智能向善发展:教育与人工智能共同的责任

人工智能的迅速发展正深刻改变人类的生产方式、生活方式和学习方式,对教育产生深度影响,而现阶段生成式人工智能工具在教育领域广泛应用,给教育带来新的道德伦理问题。该文首先从人工智能快速发展引发更加复杂的道德伦理问题和人工智能道德伦理是人类道德伦理价值体系新组成两方面给出人工智能延展人类道德伦理范围。再从人工智能教育应用伦理风险、教育人工智能伦理治理现状、教育人工智能伦理需解决问题等三个层面阐述了教育人工智能应用伦理风险与治理。再次从核心素养培养、规范应用监管、道德伦理框架、技术规范研制等四个维度给出人工智能向善发展的建设路线。最后,给出五条发展建议:加强顶层设计,系统规划总体框架;重视育人为本,创新发展人工智能课程;遵循治理原则,促进技术向善赋能;明确价值准则,助力人机相融共进;加快标准制定,规范教育人工智能实践。以期推动人工智能向善发展,赋能、赋智教育,促进教育数字化转型,构筑智能时代的人类命运共同体。

面向未成年人的人工智能技术发展蓝图——面向未成年人的人工智能技术规范研究(四)

随着ChatGPT等新型人工智能技术的进一步发展,未成年人成长面临着新的风险与挑战,急需构建面向未成年人的人工智能规范体系。文章从人才发展、AI向善和人机共融视角出发,构建了面向未成年人的人工智能技术规范体系模型:“技术内容规范”将基础性、时代性和价值性三个维度的知识结合在一起,旨在从核心素养的角度规范学生能接触到的人工智能技术内容;“技术工具规范”围绕可用性、适用性、安全性、价值观对AI学习工具的设计、开发和应用全过程提出规范要求,旨在从应用监管角度保障未成年人的使用体验;“技术伦理规范”基于以人为本、公平公正、安全可控原则,对人工智能技术伦理治理提出要求,旨在从安全伦理角度促进未成年人、社会、自然和人工智能的和谐共处。

新时期医药行业对高职药学专业人才的职业核心能力要求调查

为了解新时期医药行业对高职药学人才的职业核心能力要求,为教育教学改革提供依据,笔者从社会能力、方法能力及专业能力三个维度设计评价职业核心能力问卷,对长三角地区药学全产业链上下游企事业单位的101名不同层级管理人员进行调研。调查发现,医药行业对学生职业核心能力有一些新变化和新要求。医药行业对学生的敬业精神、职业道德、诚实守信及责任担当要求非常高,各医药行业对专业知识与技能的要求也有所不同。

教学数字化转型的伦理风险与规避进路

教学数字化转型是教育数字化转型的核心和关键,是深化数字技术与教学融合发展的必然选择。然而,大数据、人工智能等数字技术在推动教学要素发生创变的同时,也滋生诸多伦理风险,主要表现为伦理关系失序、伦理价值失衡、伦理行为失范、伦理制度失灵等风险样态。教学数字化转型伦理风险的形成是主体数字伦理风险素养缺失、技术不确定性及其固有缺陷、外部规约和保障不足、教学风险治理机制不健全等内外多重因素耦合作用的结果。培育主体数字伦理风险素养、加强数字技术伦理规约、优化教学伦理制度体系、创新教学伦理风险治理范式,是规避教学数字化转型伦理风险的有效路径。

理实一体 德法兼修——基于高阶能力培养的刑法总论课程教学创新与实践

教学团队以“新文科”建设为导向,提出“理实一体、德法兼修,培养高阶能力为目标”的教学创新改革思路。即以“OBE成果产出”为导向倒推教学目标、重构教学内容;以高阶能力培养为目标创建理实一体的“双五环”教学模式;以德法兼修为目标建设“四维度课程思政教育矩阵体系”;以综合能力评估为需要创新教学环境、改革课程考核体系。通过课程教学模式的改革,推动实践教学的开展,形成了校内校外资源深度联动、双师型师资队伍建设、学生学科竞赛等素能提升的系列综合成果。

基于教师权益的自主人工智能应用——对联合国教科文组织《教师人工智能能力框架》的解读

本文是对联合国教科文组织发布的《教师人工智能能力框架》的解读。人工智能在逐步以拟人智能体的技术形态助推“教师、学生和人工智能”三角教学互动关系的构建,并在人机互动中挑战教师的能动性,这凸显了教师理解和秉承以人为本的人工智能观念的必要性。目前通用的猎取性挖掘人类数据训练人工智能模型的智能技术生产关系范式加速了人工智能伦理问题的裂变及对智能时代社会关系的冲击和重构,人工智能伦理以及人工智能时代的社会责任已成为教师的必学领域。作为当今社会无所不在的一类基础性通用技术,人工智能在颠覆生产流程、社会实践和生活方式等方面的技术变革潜力已经彰显,教师理解人工智能基本工作原理、批判性评判其教学育人的适用性并探索人工智能支持教学和专业发展有效方式等方面的能力发展需求日益迫切。鉴于此,各国政府和教育机构应以基于教师教育教学权益的自主应用为宗旨,从以人为本的人工智能观念、人工智能伦理、人工智能基础知识和应用技能、人工智能与教学法整合、人工智能支持教师专业发展等层面界定教师的人工智能能力框架,以获取、深化、创造等能力水平为基准规划培训课程的目标、内容与方法,协助教师提升负责任地、有效和创新地应用人工智能所需的能力。

居家养老护理员核心能力研究现状及提升对策研究

立足居家养老护理员核心能力的概念定义和研究现状,结合中国养老事业发展现状和日本、德国等国家在养老服务体系建设方面的相关经验,梳理得出现阶段中国居家养老护理员老年护理技能、法律伦理素质、沟通交流能力和数智应用能力等核心能力相对薄弱,不能满足当前社会复杂环境以及失能老人个性需求、复杂心理和传统观念对护理员的综合要求。通过紧密结合党和国家提出的积极老龄化战略,明确居家养老护理员应具备综合的老年护理技能、基本的法律伦理素质、良好的沟通交流能力和必要的信息化应用能力等四大核心能力。建议培训机构和高校通过开展老年护理、基础法律伦理、沟通技巧以及智能设备使用培训课程,提升居家养老护理员核心能力,以期为老龄工作的持续发展提供参考。

论师德情怀:内涵、意义与构成要素

师德情怀是新时代我国教师需要具备的基本素养,但学界对它的内涵、意义和构成要素却不甚明确。师德情怀可以被理解为教师为人师表的道德自觉和追求卓越的理想情怀。它由“职业道德”与“教育情怀”两个独立的素养组成。“职业道德”是指教师个人内在具有的一类与教学密切相关的良好道德品质,包括尊重学生、对学生负责、以公正的方式对待学生、关爱学生。“教育情怀”是指教师树立的有关教学的理想信念,包括相信每个孩子都能成功;认同教师工作的专业性;恪尽师道,做学生的道德示范者;恪尽职守,做社会的角色楷模。师德情怀具有三重意义:它是教师开展育人工作不可或缺的素养;它能为教师专业化奠定伦理基石,教师职业若想受人尊重,教师就需要对公众负责;它能为教师胜任教学这项复杂而充满不确定性的工作注入动力。

基于核心素养的初中道德与法治课程教学目标设计:困境与理路

针对目前道德与法治课程教学目标部分存在的设计理念落后、目标层级不清、主体定位偏差,脱离学生生活情境、目标设计浅显、不能深度挖掘核心素养要素的困境,基于设计目标需秉持彰显目标统整性、凸显主体建构性、明确目标层级关系、深挖核心素养育人价值的理念,以“爱在家人间”框题为例,设计了生成教学目标的基本路径,以期为新课标下初中道德与法治课堂服务。

为智能社会公民素养奠基的《学生人工智能能力框架》

联合国教科文组织于2024年9月颁布了全球首份《学生人工智能能力框架》,该文是对该能力框架的解读。世界各国将先后步入智能社会的新时代,以理念引领和公民素养培养为核心职责的教育系统须预前构想包容和可持续发展的智能社会所需的智能社会公民素养,主动定义和培养学生人工智能能力。在中小学阶段,《学生人工智能能力框架》主张应致力于将学生培养为人工智能的负责应用者、合作设计者和有创造力的人工智能社会公民。为此,相关能力框架应以以人为本的人工智能价值观取向为出发点,综合界定人工智能伦理知识和智能社会公民责任、服务于终生学习的可迁移人工智能知识和技能、面向社会包容和环境可持续发展的人工智能系统设计能力。中小学人工智能课程是智能社会公民素养奠基的主渠道,课程规划机构应论证超学科人工智能能力结构和核心课程体系,探索跨学科课程群和螺旋上升的课程序列,推进人工智能教师的专业化培养和发展,并建构人工智能领域的效标参照评价体系。

拓展还是维持:技术时代下律师称职义务的边界

技术的快速发展为律师称职义务的边界带来了新变化。美国律师职业行为规则通过引入律师技术能力与技术称职性的概念对律师的称职义务进行了拓展,但也因拓展进程较为激进而受到批判质疑。与美国律师职业伦理相比,中国律师职业行为规则仍维持对律师称职义务的既有要求,但对规则文本的维持不应等同于对称职义务边界的维持。在技术时代,根据律师执业中涉及的不同技术种类对律师称职义务的边界做相应拓展具有适正性。首先,应对现行律师称职义务规范内涵做扩大解释以囊括“技能”类技术;其次,应列明律师对“技艺”类技术的掌握要求以初步拓展称职义务边界。同时,为了实现好律师技术称职性内涵的合理拓展,还应同步构建对其他利用技术的法律服务市场参与主体的配套规制措施。通过综合施策以重构律师称职义务的边界范围,确保律师拥有与技术时代相称的技术能力及技术称职性。

Community Needs Assessment for a Professional University Health Counselling Course in Cambodia

Developing health and counselling professionals remains an important part of supporting mental health services in Cambodia.This paper aims to identify how the key stakeholders and mental health experts in Cambodia consider how a university level health counselling course could contribute to addressing the needs/treatment gap for mental health services in Cambodia.In order to do this,the study consists of semi-structured interviews with stakeholders,community needs assessment,and community resource mapping.The data were drawn from 15 NGOs,various profit and not-for-profit organizations as well as two key government stakeholders.The participants were invited to take part in a stakeholders/expert semi-structured interview that lasted between 30-60 minutes at the participants’organizations.The findings revealed that all participants believe that a university level health counseling course was crucial in Cambodia to address pressing mental health issues in the country.Most participants believed that a graduate or post-graduate level program such as a B.A.or M.A.was necessary to train qualified counsellors.The program should be internationally benchmarked,with a Cambodian context.Topics should include psychopathology,professional ethics and competencies,counselling theories and interventions,trauma treatment,as well as emotional intelligence and addiction.Other topics might need to include parenting,support system for suicidal patients,self-care,staff wellbeing programs,and school counselor programs.

人工智能时代数字出版人才核心素养的培养路径构建

探讨人工智能时代数字出版人才应具备的核心素养及其培养路径,以应对新兴技术发展给数字出版人才培养带来的机遇与挑战。文章界定人工智能时代数字出版人才应具备的核心素养为系统素养、数据素养、伦理素养,分析数字出版人才核心素养培养面对的现实困境,包括:传统学科教育制约系统素养发展;“生硬植入”制约数据素养发展;职业理想缺失制约伦理素养发展。提出人工智能时代数字出版人才核心素养的培养路径:搭建两个平台,推动学科产业深度交融;实施三类融合,推动核心素养理念落地生根;提升四项能力,确保核心素养培养见行见效。