81,500 research outputs found

    The Virtual Storyteller: story generation by simulation

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    The Virtual Storyteller is a multi-agent framework that generates stories based on a concept called emergent narrative. In this paper, we describe the motivation and approach of the Virtual Storyteller, and give an overview of the computational processes involved in the story generation process. We also discuss some of the challenges posed by our chosen approach

    Post-Westgate SWAT : C4ISTAR Architectural Framework for Autonomous Network Integrated Multifaceted Warfighting Solutions Version 1.0 : A Peer-Reviewed Monograph

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    Police SWAT teams and Military Special Forces face mounting pressure and challenges from adversaries that can only be resolved by way of ever more sophisticated inputs into tactical operations. Lethal Autonomy provides constrained military/security forces with a viable option, but only if implementation has got proper empirically supported foundations. Autonomous weapon systems can be designed and developed to conduct ground, air and naval operations. This monograph offers some insights into the challenges of developing legal, reliable and ethical forms of autonomous weapons, that address the gap between Police or Law Enforcement and Military operations that is growing exponentially small. National adversaries are today in many instances hybrid threats, that manifest criminal and military traits, these often require deployment of hybrid-capability autonomous weapons imbued with the capability to taken on both Military and/or Security objectives. The Westgate Terrorist Attack of 21st September 2013 in the Westlands suburb of Nairobi, Kenya is a very clear manifestation of the hybrid combat scenario that required military response and police investigations against a fighting cell of the Somalia based globally networked Al Shabaab terrorist group.Comment: 52 pages, 6 Figures, over 40 references, reviewed by a reade

    The Distinction Between Rights and Responsibilities: A Defense

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    "Out of the loop": autonomous weapon systems and the law of armed conflict

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    The introduction of autonomous weapon systems into the ā€œbattlespaceā€ will profoundly influence the nature of future warfare. This reality has begun to draw the attention of the international legal community, with increasing calls for an outright ban on the use of autonomous weapons systems in armed conflict. This Article is intended to help infuse granularity and precision into the legal debates surrounding such weapon systems and their future uses. It suggests that whereas some conceivable autonomous weapon systems might be prohibited as a matter of law, the use of others will be unlawful only when employed in a manner that runs contrary to the law of armed conflictā€™s prescriptive norms governing the ā€œconduct of hostilities.ā€ This Article concludes that an outright ban of autonomous weapon systems is insupportable as a matter of law, policy, and operational good sense. Indeed, proponents of a ban underestimate the extent to which the law of armed conflict, including its customary law aspect, will control autonomous weapon system operations. Some autonomous weapon systems that might be developed would already be unlawful per se under existing customary law, irrespective of any treaty ban. The use of certain others would be severely limited by that law. Furthermore, an outright ban is premature since no such weapons have even left the drawing board. Critics typically either fail to take account of likely developments in autonomous weapon systems technology or base their analysis on unfounded assumptions about the nature of the systems. From a national security perspective, passing on the opportunity to develop these systems before they are fully understood would be irresponsible. Perhaps even more troubling is the prospect that banning autonomous weapon systems altogether based on speculation as to their future form could forfeit their potential use in a manner that would minimize harm to civilians and civilian objects when compared to non-autonomous weapon systems

    spotlight europe 2007/08, November 2007: Europe's Finances - The old system at its limits

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    The current system of EU revenues is opaque, complicated and unfair. That is the reason why it ought to be changed. The forthcoming budget review therefore offers the opportunity for a significant reform. The European Union needs greater financial flexibility in order to fulfil its global commitments. An EU tax should be considered, which would raise the level of the EU's own resources

    Corporate Social Responsibility and Business Regulation

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    This document is part of a digital collection provided by the Martin P. Catherwood Library, ILR School, Cornell University, pertaining to the effects of globalization on the workplace worldwide. Special emphasis is placed on labor rights, working conditions, labor market changes, and union organizing.UNRISD_CoportateSocialResponsibilityAndBusinessRegulation_2004.pdf: 4087 downloads, before Oct. 1, 2020

    Making Good Lawyers

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    Today, the criticism of law schools has become an industry. Detractors argue that legal education fails to effectively prepare students for the practice of law, that it is too theoretical and detached from the profession, that it dehumanizes and alienates students, too expensive and inapt in helping students develop a sense of professional identity, professional values, and professionalism. In this sea of criticisms it is hard to see the forest from the trees. ā€œThere is so much wrong with legal education today,ā€ writes one commentator, ā€œthat it is hard to know where to begin.ā€ This article argues that any reform agenda will fall short if it does not start by recognizing the dominant influence of the culture of autonomous self-interest in legal education. Law schools engage in a project of professional formation and instill a very particular brand of professional identity. They educate students to become autonomously self-interested lawyers who see their clients and themselves as pursuing self-interest as atomistic actors. As a result, they understand that their primary role is to serve as neutral partisans who promote the narrow self-interest of clients without regard to the interests of their families, neighbors, colleagues, or communities and to the exclusion of counseling clients on the implications of those interests. They view as marginal their roles as an officer of the legal system and as a public citizen and accordingly place a low priority on traditional professional values, such as the commitment to the public good, that conflict with their primary allegiance to autonomous self-interest. In this work of professional formation, law schools are reflecting the values and commitments of the autonomously self-interested culture that is dominant in the legal profession. Therefore, even if law schools sought to form a professional identity outside of the mold of autonomous self-interest, such a commitment would require much more than curricular reform. It would, at minimum, require the construction of a persuasive alternative understanding of the lawyerā€™s role. The article seeks to offer such an understanding grounded in a relational perspective on lawyers and clients. Part I offers workable definitions of professionalism and professional identity that enable an informed discussion of the formation of professional identity in and by law schools. Part II explores what and how legal education teaches students showing that both institutionally (at the law school level) and individually (at the law professor level) legal education is proactively engaged in the formation of a professional identity of autonomous self-interest. Part II further explains that its dominance in legal education notwithstanding, autonomous self-interest is but one, often unpersuasive, account of professionalism and professional identity. Part III turns to the competing vision of relationally self-interested professionalism and professional identity and develops an outline for legal education grounded in these conceptions. Because legal education reflects a deep commitment to the dominant culture of autonomous self-interest, it is unlikely that reform proposals that are inconsistent with that culture are likely to succeed in the near future. Yet proposing an alternative account of professional identity that exposes the assumptions of the dominant culture, explains their limitations, and develops a more persuasive understanding is a necessary step toward providing a workable framework for reformers committed to promoting professional values in the long term
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