Search for: All records

We study the group-fair multi-period mobile facility location problems, where agents from different groups are located on a real line and arrive in different periods. Our goal is to locate k mobile facilities at each period to serve the arriving agents in order to minimize the maximum total group-fair cost and the maximum average group-fair cost objectives that measure the costs or distances of groups of agents to their corresponding facilities across all periods. We first consider the problems from the algorithmic perspective for both group-fair cost objectives. We then consider the problems from the mechanism design perspective, where the agents' locations and arrival periods are private. For both objectives, we design deterministic strategyproof mechanisms to elicit the agents' locations and arrival periods truthfully while optimizing the group-fair cost objectives and show that our mechanisms have almost tight bounds on the approximation ratios for certain periods and settings. Finally, we discuss the extensions of our results to the online setting where agent arrival information is only known at each period. 

The recent surge in interest in ethics in artificial intelligence may leave many educators wondering how to address moral, ethical, and philosophical issues in their AI courses. As instructors we want to develop curriculum that not only prepares students to be artificial intelligence practitioners, but also to understand the moral, ethical, and philosophical impacts that artificial intelligence will have on society. In this article we provide practical case studies and links to resources for use by AI educators. We also provide concrete suggestions on how to integrate AI ethics into a general artificial intelligence course and how to teach a stand-alone artificial intelligence ethics course. 

The recent surge in interest in ethics in artificial intelligence may leave many educators wondering how to address moral, ethical, and philosophical issues in their AI courses. As instructors we want to develop curriculum that not only prepares students to be artificial intelligence practitioners, but also to understand the moral, ethical, and philosophical impacts that artificial intelligence will have on society. In this article we provide practical case studies and links to resources for use by AI educators. We also provide concrete suggestions on how to integrate AI ethics into a general artificial intelligence course and how to teach a stand-alone artificial intelligence ethics course.