Ethics and Artificial life: From Modeling to Moral Agents     

John?P.?SullinsEmail author 《Ethics and Information Technology》2005,7(3):139-148

Artificial Life (ALife) has two goals. One attempts to describe fundamental qualities of living systems through agent based computer models. And the second studies whether or not we can artificially create living things in computational mediums that can be realized either, virtually in software, or through biotechnology. The study of ALife has recently branched into two further subdivisions, one is “dry” ALife, which is the study of living systems “in silico” through the use of computer simulations, and the other is “wet” ALife that uses biological material to realize what has only been simulated on computers, effectively wet ALife uses biological material as a kind of computer. This is challenging to the field of computer ethics as it points towards a future in which computer and bioethics might have shared concerns. The emerging studies into wet ALife are likely to provide strong empirical evidence for ALife’s most challenging hypothesis: that life is a certain set of computable functions that can be duplicated in any medium. I believe this will propel ALife into the midst of the mother of all cultural battles that has been gathering around the emergence of biotechnology. Philosophers need to pay close attention to this debate and can serve a vital role in clarifying and resolving the dispute. But even if ALife is merely a computer modeling technique that sheds light on living systems, it still has a number of significant ethical implications such as its use in the modeling of moral and ethical systems, as well as in the creation of artificial moral agents.  相似文献   

Teacher liking as an affective filter for the association between student behavior and peer status     

《Contemporary educational psychology》2017

This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (M_age = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class.  相似文献   

邓小平知识分子政策探析     

李志农 《湖南科技学院学报》2005,26(8):7-9

邓小平亲自制定的知识分子政策是邓小平理论的重要组成部分，这一政策的内容涉及知识分子阶级属性的定位、地位的提高、作用的发挥等多个方面。进入21世纪—知识经济时代，重温邓小平同志关于知识分子政策的论述，对于我国人才资源的开发和利用无疑有着重要的意义。  相似文献   

Effects of personality traits and social status on academic achievement: Gender differences     

Marko Jano&#x;evi&#x;  Boban Petrovi&#x; 《Psychology in the schools》2019,56(4):497-509

This study investigates the contribution of personality traits (HEXACO traits and Schizotypy) and social status dimensions (sociometric and perceived popularity) in understanding boys’ and girls’ respective academic achievement. The sample included 163 elementary school students from Serbia, aged 14–15 (87 girls and 76 boys). Regression analysis reveals that personality traits explain a similar amount of academic achievement variance in two gender groups (22% vs. 20% in girls’ favor), but social status proves to be a better predictor of academic achievement for boys (27% vs. 4% in boys’ favor). High Conscientiousness, perceived popularity as well as low extraversion turned out to be related to girls’ academic achievement. Low Schizotypy and Honesty‐Humility, as well as high openness, sociometric, and perceived popularity turned out to be related to boys’ academic achievement. Conscientiousness appears not to be related to boys’ academic achievement. The results are discussed and recommendations for improving educational practices are offered.  相似文献   

Weak and strong novice readers of english as a foreign language: Effects of first language and socioeconomic status     

Kahn-Horwitz J  Shimron J  Sparks RL 《Annals of dyslexia》2006,56(1):161-185

This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1 components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition but not for EFL reading comprehension.  相似文献   

高等教育全球化中政府作用的变化   总被引：1，自引：1，他引：1  

张慧洁 《黑龙江高教研究》2004,(12):1-4

章论述了高等教育全球化中制约政府地位的主要因素——新自由主义理论的影响、国家利益与市场利益关系变化的影响、国际组织对政府的替代作用。在此基础上，以留学生政策为例，剖析了各国政府在高等教育全球化中的政策的变化，如中东欧国家，瑞典、荷兰、澳大利亚，德国、法国、日本、中国等国家的政府在全球化过程中角色的转变。  相似文献   

论高等院校工会的法律地位   总被引：5，自引：0，他引：5  

孙学华 《云南师范大学学报(哲学社会科学版)》2005,37(3):123-126

作为工人阶级群众组织的高校工会,在国家经济和社会生活中,具有重要的法律地位。高校工会的法律地位是工会的政治、经济以及社会地位在国家法律中的反映。认清高校工会的法律地位对于高校工会依法开展工会工作、维护职工的合法权益具有重要的意义。  相似文献   

正确理解学分制内涵建立科学学籍管理体系   总被引：3，自引：0，他引：3  

石利萍 《牡丹江教育学院学报》2006,(4):89-89

学分制条件下的学籍管理是关系到学校发展和人才培养模式的系统工程。研究学籍管理如何适应学分制的改革,建立学分制学籍管理体系,完成学年制向完全学分制的平稳过渡,是高等院校教学管理面临的重要课题。这一课题需要教务教学管理人员在管理实践中不断探索、健全并完善。  相似文献   

论知识经济时代知识分子的地位和作用   总被引：2，自引：0，他引：2  

王卓民 《山西师大学报(社会科学版)》2002,29(1):34-40

任何时代都有特定的社会主体力量，农业经济时代的社会主体力量是农民，工业经济时代的社会主体力量是工人，知识经济时代的社会主体力量是知识分子；在知识经济时代知识分子已经不是零星的“分子”，而是一个逐渐庞大的社会群体，表现为不同层次的“集合”，以其特有的脑力劳动方式，已经成为从事知识产业、信息产业、教育产业活动的社会主体力量，并且直接影响着社会经济活动的内容、结构、方式、规模及效益，不断推动着整个社会经济、政治、文化的发展；在知识经济时代 ，以知识分子为主体、以知识为中轴的各种活动具有创新性、科学性、更符合人的主体性的特点。  相似文献   

高校教育技术人员队伍建设的现状与对策   总被引：1，自引：0，他引：1  

江文化 《中国教育技术装备》2007,(4):6-9

高校教育技术人员队伍建议目前存在一些问题,与高校教育技术发展不协调。必须切实转变观念,采取相应措施,重视队伍建设促进高校教育技术理论和实践和谐发展。  相似文献