Suchergebnisse

Nowadays the development of AI technology is not yet mature, let alone the legal definition and regulation of its type, even the type of technology itself is full of uncertain factors. Because of the rapid development of technology and the openness of theories, scientists have not yet formed a unified consensus and system on cutting-edge technical issues. Therefore, at present, governments all over the world are actively formulating the development plans of AI, but the supervision and regulation of AI are scattered and lagging behind. There is nothing wrong with encouraging the development of new technologies, but the application of technologies requires a responsible response to various ethical demands from human society. No matter what form of AI technology and its application are inseparable from the algorithm and the issue of "algorithm accountability" may probably be a focus of legal regulations on AI and the path of accountability is algorithm interpretation. It is desirable but regrettable that the EU's GDPR stipulates the non-binding "right to explanation". But the stop of GDPR is exactly the starting point of constructing the algorithm interpretation mechanism in law.

This study explored what Taiwanese parents would educate their children about peace and what children retained from parental teaching, as well as children's reported communication with parents about peace. In‐depth interviews were conducted with 60 parents and one of their children. Based on the perceptions of children, the most influential learning children received from their parents in peace education is the aspect of negative descriptions of peace (what peace is not). Unique findings suggest that Taiwanese parenting about peace focuses more on teaching children personal cultivation and interpersonal harmony than introducing the ideas of international collaboration or universal rights. The findings suggest that the specific macrosystem of Taiwan may influence how parents educate their children about peace. One important implication for family practitioners is the necessity to take into account the traditional cultural values particular to the group they work with and to connect those to peace education when designing programs.

The purpose of this study is to examine the effects of reflective counseling group supervision (RCGS) for military counselors. A convenience sampling method is adopted. Twenty-two military counselors participate in this study. Both qualitative and quantitative research methods are used for collecting and analyzing data. The results support our hypothesis that participants who received the RCGS would show a significant increase in their counseling competences. Four primary categories related to supervisory style, supervisory alliance, self-assessment, and supervising outcomes emerge as prominent and consistent from participants' learning experiences. RCGS can be an effective supervision model for participants. Implications of the findings for group supervision and further research are discussed.