The ethics and governance of Artifi cial Intelligence large language models

After the construction of large language artifi cial intelligence (AI) models and their provision as a social service, potential risks quickly become real risks that aff ect our society. In the past, we have always responded to ethical and safety issues with AI in a reactive manner, rather than proactively. As a result, we encounter some of the social problems brought about by large language AI models. This paper aims to focus on the existing problems caused by large language AI models and promote the implementation of ethical and safety governance

Simulation of segregation in a fluidized bed by CFD-DEM by using similarities

Segregation happens in a fluidized bed due to particles with different sizes and/or different densities. Segregation is important for a lot of processes such as gasification, combustion and drying, but there are still a lot of unknown features. CFD coupled with DEM (discrete element model) is a powerful tool to investigate segregation in fluidized beds, but the computational load by this approach is too heavy to perform simulations in large-scale. In this study, similarities are used to decrease computational load. A fluidized bed consisting of jetsam and flotsam particles is simulated, i.e. large particles with small density and small particles with large density, respectively (Table 1). The dimensions of the fluidized bed are 1m height, 1m length and 0.037m depth. The number of real particles in the bed exceeds 1 billion, which is too large to track in a numerical simulation by computer. Therefore, in the imaginary system which is simulated the number of particles is reduced as described below. The imaginary system contains imaginary gas and imaginary particles. Each imaginary particle with a diameter K times larger than that of the real particle replaces a group of real particles. It is deduced that the segregation behavior of the imaginary system is similar to that of the real system, if the physical properties of the imaginary system are adjusted such that Reynolds and Archimedes numbers equal those of the real system (Fig.2). Enlarging the imaginary particles by a factor K can decrease the number of particles and hence the computational load by a factor of K-4.5. Please click Additional Files below to see the full abstract

Extension sémantique de lexie chez des apprenants chinois plurilingues

RÉSUMÉ. L’extension sémantique, un genre d’erreur interlinguale dans la production en français (L3) des apprenants chinois dont L2 est l’anglais, présenterait-elle des influences translinguistiques des deux langues : chinois (langue maternelle) et anglais ? Telle est la question de cette recherche réalisée par le biais d’une enquête menée auprès de 137 étudiants de français dans quatre universités chinoises, afin de découvrir le mécanisme de mental processing des apprenants plurilingues. Avec les analyses quantitatives (Test-t) et qualitatives des productions écrites et en s’appuyant sur des théories de transfert (Swan, 1997 ; Jiang, 2000 ; Wei, 2009) et la théorie du prototype, on découvre que l’interférence des lemmes plurilingues (chinois-français, anglais-français, chinois-anglais-français) remonte à des extensions sémantiques : Les catégories sémantiques des lemmes n’étant pas les mêmes, les apprenants auraient tendance à construire certains lemmes de L3 (le français dans ce cas) en se balançant entre ceux de L1 et de L2. Ainsi, il faut considérer davantage les influences des langues non-cibles, notamment l’interférence de L2 dans l’enseignement/apprentissage de L3. Mots-clés : Extension sémantique, habileté, influence translinguistique, lemme, source de transfert  ABSTRACT. Semantic extension, a typical interlingual error in French-language production (L3) of Chinese students (their L2 is English), does it present the cross-linguistic influence of two languages: Chinese (mother tongue) and English? This is the research question, realized by a survey conducted among 137 students of French in four Chinese universities, in order to discover multilingual learners’ mental processing mechanism. With quantitative (T test) and qualitative analysis of written productions, using the transfer theories (Swan, 1997; Jiang, 2000; Wei, 2009) and prototype theory, the research discovers that the interference of multilingual lemmas (Chinese-French, English-French, Chinese-English-French) accounts for semantic extensions: the learners tend to construct some lemmas of L3 (French in the case) by swaying between lemmas of L1 and L2. Thus, it needs to consider further the influences from non-target languages, particularly the interference of L2 in teaching/learning of L3. Keywords: cross-linguistic influence, lemma, semantic extension, skill, source of transfer

THE ROLE OF SOCIAL NETWORKS IN ONLINE REVIEWING

Online reviews are a dominant resource for consumer decisions but what leads users to write reviews remains largely unexamined. Extant research on user content generation has primarily focused on what motivates users to contribute content, and less on the effects of informational and social environment surrounding these users. The aim of this study is to examine how a user’s contribution to an online review platform is affected by reviews of his/her friends from both informational and social perspectives. We expect that information, reciprocity, and social comparison are primary drivers for contribution. Among friends who wrote reviews, we predict that those who carry redundant information have less effect on the focal user’ contribution, whereas those who are strong-tie friends of the focal user have a stronger effect. Furthermore, we expect that users’ status moderates these effects such that an elite user responds more positively to friends who carry redundant information, and more negatively to those who are strong-tie friends, compared to non-elite users. Our expected findings hold implications for online review platforms in terms of highlighting the most relevant reviews generated by one’s peer