The energy policy of the European Union and China toward the Arctic in view of falling oil and gas prices, climate change and low-carbon economies

Energy has become one of the most important fields of international policy since many countries are now aware that traditional (fossil) energy sources are finite. The European Union and China among the others try to ensure their sustainable energy supply and energy security. Both of them are net importers, their growing economy based on external energy sources. The Middle – East Africa and Eurasia have been the energy supplier regions in the world, but today the taut situation in those regions and the fierce competition between the EU and China force them to find new energy fields. The Arctic region is rich in hydrocarbon and other energy sources that have not been exploited yet. That is why the EU and China pay more attention to this region. This article attempts to reveal the different energy policies of the EU and China towards the substantial fossil energy resources of the Arctic taking into consideration the increasing need for renewable energy sources and the growing demand to phase out fossil fuels, particularly coal. First, a brief overview of the energy sources and institutions of the Arctic region illuminates the major role of the Arctic Council, then the European Union’s and China’s energy policy and their current energy situation are analyzed. The next paragraphs reveal the recent steps, future targets, and achievements of the European and Chinese energy policy towards the Arctic. These paragraphs describe the Neo-Liberal energy policy of the European Community and the Realist or Neo-Liberal ways of Chinese energy strategy, unfortunately, based mainly on fossil fuels. However, due to increasing political pressure because of climate change and environmental pollution, the development of renewable energy sources is imperative, often integrated into one “more sustainable” system with the traditional fossil energy sources. The central question is: Whose policy will win the battle for the Arctic region’s energy sources? It means whose policy will be more effective to obtain energy sources, both fossil and renewable ones. Finally, it sums up and compares the differences between the two international actors’ energy policy regarding their strategies for explorations of fossil fuels and renewables and highlights the different ways and tools of their energy diplomacy

Ethical Framework of Big Data Application

In this we consider ethical issues of Big Data application by drawing the integrated ethical framework of Big Data implementation that unites ethical issues related to Big Data application and helps various companies to accommodate to local information privacy standards. This is a result of analyzing ethical risks, which vary in different countries depending on legal aspects and information privacy of individuals

An unsustainability issue: the antagonism between fossil energy use and public health in China

The environmental pollution and human health damages in China reached the point, when the country's policy has to change direction by developing new strategies to substantially increase the share of renewable energy sources in their energy mix and reduce environmental pollution. This research will try to identify the potential variables of the antagonistic conflict regarding the constantly growing energy consumption vs. human health damages and environmental pollution in China. The identification of variables will be carried out through the lens of Sustainable Development Theory. This paper tries to weight the interactions among variables, find the most reactive and influential ones in order to give suggestions to changes in the policy. The interaction among variables will be measured by using the Multi-Attribute Utility Theory and Cross-impact Matrix. Finally, the social vulnerability of the society will be discussed, where serious public health problems occur in case of world health crises such as the COVID-19 pandemic, which is particularly dangerous for those groups, which suffer from respiratory and cardiovascular diseases and immuno-deficiency problems

Critical thinking, problem solving : a unified framework for teaching a process approach.

This dissertation presents a unified framework to teach critical thinking and problem solving in a sixth grade computer classroom. In the context of this framework, problem solving is viewed as a critical thinking skill that also incorporates application of other critical thinking skills. Through a review of literature of critical thinking, problem solving, writing, Logo, simulations, and other related areas of study, we derive instructional principles important to consider when formulating a pedagogy to teach critical thinking/problem solving in a 6th grade computer classroom. We then present a rationale for a unified framework to teach critical thinking/problem solving and describe the said framework, titled, TACTICS (Tools ((to)) Assimilate Critical Thinking in Classroom Subjects). A process approach is advocated that includes an emphasis on the development of metacognition and an inquisitive spirit, the application of a general problem solving approach, and the use of specific heuristics. Through conscious use of critical thinking skills when applying problem solving strategies, students can learn to strengthen critical thinking and problem solving skills and come to see how the same general skills are used in a variety of circumstances. Eight instructional principles are suggested to teach critical thinking skills and to promote their generalization to other subject areas. These are supported by four problem solving tools designed to aid students in connecting their problem solving experiences in one area to their work in other subject areas. These tools are: Polya Four-Step General Problem Solving Approach, The Heuristic Bank, Student and Teacher-Made Reference Manuals and Students\u27 Journals. A curriculum resource book is included that demonstrates how the use of the TACTICS model can build critical thinking and problem solving skills when studying Logo, when writing or when using a simulation. Included are examples of curriculum unit and instructions for teachers to design their own curriculum units in their subject areas