Notes on Craig interpolation for LJ with strong negation

2011 ◽  
Vol 57 (4) ◽  
pp. 395-399 ◽  
Author(s):  
Norihiro Kamide
Keyword(s):  
Strong Negation ◽  
Craig Interpolation

Evaluation software for effects produced by MOOC in mediums with different linguistically levels

2018 ◽  
Vol 34 (3) ◽  
pp. 633-645
Author(s):  
Cornel Samoilă ◽  
Doru Ursuţiu ◽  
Vlad Jinga
Keyword(s):  
Statistical Analysis ◽  
Statistical Methods ◽  
Rapid Assessment ◽  
Assessment Method ◽  
Behavioral Changes ◽  
Strong Negation ◽  
Face To Face ◽  
Made In ◽  
The Way

Abstract MOOC appearance has produced, in a first phase, more discussions than contributions. Despite pessimistic opinions or those catastrophic foreseeing the end of the classic education by accepting MOOC, the authors consider that, as it is happening in all situations when a field is reformed, instead of criticism or catastrophic predictions, an assessment should be simply made. MOOC will not be better or worse if it is discussed and dissected but can be tested in action, perfected by results, or abandoned if it has no prospects. Without testing, no decision is valid. A similarity between the MOOC appearance and the appearance of the idea of flying machines heavier than air can be made. In the flight case, the first reaction was a strong negation (including at Academies level) and only performing the first independent flight with an apparatus heavier than air has shifted orientation from denial to contributions. So, practical tests clarified the battle between ideas. The authors of this article encourage the idea of testing–assessment and, therefore, imagined and proposed one software for quickly assess whether MOOC produces changes in knowledge, by simply transferring courses from ‘face-to-face’ environment into the virtual one. Among the methods of statistical analysis for student behavioral changes was chosen the Keppel method. It underpins the assessment method of this work being approached using both the version with one variable and also with three variables. It is intended that this attempts to pave the way for other series of rapid assessment regarding MOOC effects (using other statistical methods). We believe, that this is the only approach that can lead either to improve the system or to renunciation.

The Craig Interpolation Theorem

2012 ◽  
pp. 260-269
Author(s):  
George S. Boolos ◽  
John P. Burgess ◽  
Richard C. Jeffrey
Keyword(s):  
Interpolation Theorem ◽  
Craig Interpolation

CONTRAPOSITIVE SYMMETRY OF DISTRIBUTIVE FUZZY IMPLICATIONS

2002 ◽  
Vol 10 (supp01) ◽  
pp. 135-147 ◽  
Author(s):  
MICHAŁ BACZYŃSKI
Keyword(s):  
Functional Equation ◽  
Functional Equations ◽  
Strong Negation ◽  
Fuzzy Implications ◽  
Fuzzy Implication

Recently, we have examined the solutions of the system of the functional equations I(x, T(y, z)) = T(I(x, y), I(x, z)), I(x, I(y, z)) = I(T(x, y), z), where T : [0, 1]2 → [0, 1] is a strict t-norm and I : [0, 1]2 → [0, 1] is a non-continuous fuzzy implication. In this paper we continue these investigations for contrapositive implications, i.e. functions which satisfy the functional equation I(x, y) = I(N(y), N(x)), with a strong negation N : [0, 1] → [0, 1]. We show also the bounds for two classes of fuzzy implications which are connected with our investigations.

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