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1.
Based on the premise that what is relevant, consistent, or true may change from context to context, a formal framework of
relevance and context is proposed in which
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contexts are mathematical entities |
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each context has its own language with relevant implication |
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the languages of distinct contexts are connected by embeddings |
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inter-context deduction is supported by bridge rules |
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databases are sets of formulae tagged with deductive histories and the contexts they belong to |
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abduction and revision are supported by a notion of consistency of formulae and sets of formulae which are relative to a context,
and which can, in turn, be seen as constituents of agendas.
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3.
Conclusions Continued scientific and medical progress in Central and Eastern Europe depends on the development of an atmosphere that is
conducive to implementing the changes that are necessary to bring better health and longer lives for everyone. Privatization
and commercialization are threatening the objectivity of clinical research and the availability of health care because uncontrolled
market mechanisms focused on profit are nurturing conflict of interest that generate bias and unreliability into research
and medicine. Changes are needed that address the following:
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The amount of public support for basic and clinical research and health care,
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standards for the conduct of clinical trials and delivery of health care,
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administrative procedures for responding to the conflict of interest problem.
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4.
For each intermediate propositional logic J, J
* denotes the least predicate extension of J. By the method of canonical models, the strongly Kripke completeness of J
*+ D(= x( p( x) q) xp( x) q) is shown in some cases including: | 1. |
J is tabular,
| | 2. |
J is a subframe logic.
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A variant of Zakharyashchev's canonical formulas for intermediate logics is introduced to prove the second case. 相似文献
5.
Some philosophers have argued that refraining from performing an action consists in actively keeping oneself from performing
that action or preventing one’s performing it. Since activities must be held to be positive actions, this implies that negative
actions are a species of positive actions which is to say that all actions are positive actions.
I defend the following claims:
| (i) |
Positive actions necessarily include activity or effort, negative actions may require activity or effort, but never include the activity or effort which may be required.
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| (ii) |
Unless it is, or was, at some time in P’s power to Q, P does not refrain from Q-ing. |
| (iii) |
Negative actions are actions, they are causings of negative facts.
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6.
The principles that AN INSTANCE OF A CLASS IS THE CLASS and A CLASS IS AN INSTANCE OF ITSELF allow for the so called LAWS OF THOUGHT | 1. |
IDENTITY - WHAT IS, IS.
| | 2. |
CONTRADICTION - NOTHING BOTH IS and IS NOT.
| | 3. |
EXCLUDED MIDDLE - EVERYTHING IS or IS NOT.
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and allow us to adopt a bivalent system. Everything essential for primary logic is provided. 相似文献
7.
Summary
| 1. |
During habituation in 4 dogs to a new environment and attachment of apparatus, the blood pressure was at first high but fell
from about 175 systolic the first day to about 135 on the ninth day.
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| 2. |
In the first group of dogs used two years previously to form 3 cardiac conditional reflexes to 3 intensities of shock, the
blood pressure measured after a 13-month rest was retained and specific to the 3 intensities of shock. In another group of
2 dogs the blood pressure was specific to the excitatory and to the inhibitory signals for pain.
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| 3. |
The conditioned hypertension was parallel to the conditioned heart rate.
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| 4. |
The conditioned hypertension was parallel to the motor conditional reflex with certain exceptions: the conditioned hypertension
was, like the cardiac conditional reflex, quicker to form and more persistent, thus being present often in the absence of
the motor conditional reflex—an evidence ofschizokinesis.
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| 5. |
The conditioned hypertension was retained for a 13-month rest period without intervening training, being present immediately
when the dog was brought back into the environment where the stress had been given.
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| 6. |
Although the conditioned hypertension was retained in the long rest period,it could in one dog be reduced somewhat by repeating the conditional stimulus without the shock (non-reinforcement), a more efficient way of extinction
than simple rest. In another dog the hypertension became exaggerated though there was no repetition of the stress, showing
evidence of an internal development (autokinesis).
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| 7. |
The amplitude of the conditioned hypertension varied according to the individual dog from about 130 average control to limits
of 150 to 225 (conditioned hypertension) in the separate dogs.
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Reprinted from Bulletin of the Johns Hopkins Hospital, Vol. 107, No. 2, pp. 72–89, August, 1960. 相似文献
8.
This article consists of three parts, two introductory, in which the limits and the methods of analysis of dialogues are expounded, and the major part, in which the main features of a philosophical theory of disputation are outlined. | 1. |
It was an essential aim of the philosophical analysis of argumentative dialogues to develop tools of substantiation for cases in which logic doesn't help any more. In the first part of this paper I show that such tools can and will be developed only by analyzing argumentations (argumentation in the sense of a monologue in which arguments for a thesis are brought forward), and that the analysis of argumentative dialogues doesn't contribute anything to the development of such tools.
| | 2. |
The systematically first task of the philosophical analysis of dialogues consists in understanding the general practical aims of philosophically interesting types of dialogue. Only subsequently the rules of the dialogue can be reconstructed as good means for reaching these aims. Dialogical games constructed without referring to such a purpose are externally senseless and useless.
| | 3. |
The third part is an outline of a philosophical theory of disputation (disputation here will mean: (learned) dialogue in which the participants cooperatively though perhaps controversially attempt to find out by means of arguments and mutual criticism whether a thesis is true or false). Disputations contain argumentations, and many functions of a disputation can also be fulfilled by argumentations alone. Certifying the truth of convictions is the specific aim of disputation. This is accomplished by eliminating errors of substantiation and foundation as effectively as possible, in revising false convictions and their foundations, thereby making the remaining convictions more certain. Based on this analysis of the aim of disputation, the basic rules of disputations will be critically reconstructed: possible moves, rules of sequence, and the internal aim and ends of disputations.
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10.
Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study
reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated
by parents and teachers in a large, representative community sample of girls ( N = 2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity,
relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional
behavior/conduct problems/callous-unemotional behaviors, inattention, hyperactivityimpulsivity, and relational aggression).
There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year
stability of factors between ages five and 12 was high for parent ratings (ICC = 0.70 to 0.88), and slightly lower for teacher
ratings (ICC = 0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's
disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.
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11.
In this introduction we discuss the motivation behind the workshop “Towards a New Epistemology of Mathematics” of which this
special issue constitutes the proceedings. We elaborate on historical and empirical aspects of the desired new epistemology,
connect it to the public image of mathematics, and give a summary and an introduction to the contributions to this issue.
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12.
Probabilism is committed to two theses:
| 1) |
Opinion comes in degrees—call them degrees of belief, or credences.
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| 2) |
The degrees of belief of a rational agent obey the probability calculus. |
Correspondingly, a natural way to argue for probabilism is:
| i) |
to give an account of what degrees of belief are,
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and then
| ii) |
to show that those things should be probabilities, on pain of irrationality.
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Most of the action in the literature concerns stage ii). Assuming that stage i) has been adequately discharged, various authors
move on to stage ii) with varied and ingenious arguments. But an unsatisfactory response at stage i) clearly undermines any
gains that might be accrued at stage ii) as far as probabilism is concerned: if those things are not degrees of belief, then it is irrelevant to probabilism whether they should be probabilities or not.
In this paper we scrutinize the state of play regarding stage i). We critically examine several of the leading accounts of
degrees of belief: reducing them to corresponding betting behavior (de Finetti); measuring them by that behavior (Jeffrey);
and analyzing them in terms of preferences and their role in decision-making more generally (Ramsey, Lewis, Maher). We argue
that the accounts fail, and so they are unfit to subserve arguments for probabilism. We conclude more positively: ‘degree
of belief’ should be taken as a primitive concept that forms the basis of our best theory of rational belief and decision:
probabilism.
Special Issue Formal Epistemology I. Edited by
Branden Fitelson 相似文献
13.
Ohne Zusammenfassung
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14.
In this paper we discuss visualizations in mathematics from a historical and didactical perspective. We consider historical
debates from the 17th and 19th centuries regarding the role of intuition and visualizations in mathematics. We also consider
the problem of what a visualization in mathematical learning can achieve. In an empirical study we investigate what mathematical
conclusions university students made on the basis of a visualization. We emphasize that a visualization in mathematics should
always be considered in its proper context.
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16.
My view is that the relevant alternative position should be conceived of as in two parts: | (1) |
With respect to many propositions, to establish a knowledge claim is to be able to support it as opposed to a limited number of alternatives — i.e., only those which are relevant in the context.
| | (2) |
With respect to many propositions — in particular those which are such that their negations are not relevant alternatives in the context in question — we simply know them to be true and do not need evidence, in the normal sense, that they, rather than their negations, are true. So conceived, the relevant alternative view neither supports the abandonment of deductive closure, nor is such abandonment in any way needed to provide the relevant alternative view with an answer to the skeptic, insofar as he can be answered.
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17.
This note is a reply to some of Giovanni Grandi’s comments on my paper “Berkeley’s Contingent Necessities.”
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18.
This paper presents case study evidence of evolutionary changes in business support functions resulting in a fundamental hollowing out of the professional space over time and distance, creating the ‘hourglass’ profession. In an IT-enabled, boundaryless world, many professional activities can now be undertaken, in the manner of the Martini slogan, ‘any time, any place, anywhere’.This paper aims: ? | To investigate the shared service center as an emerging organizational form with the potential to drive fundamental change in the nature and location of professional work. | ? | To explore the impact of these changes for individual professional workers, and to highlight the need for a greater focus on individual employability as the driver of an overall career trajectory. |
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19.
Ohne Zusammenfassung
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