Radzikowska and Kerre developed L-fuzzy rough set as a fuzzy generalisation of the notion of rough sets. Specifically, they have taken a residuated lattice L as the underlying set of truth degrees. However, in real life, we may encounter situations where truth degrees are not always linear, or where the existence of the least upper bound of two elements is no longer required. Instead, there may be the possibility of having minimal upper bounds, and dually, maximal lower bounds, multilattices have (...) become a suitable algebraic structure for addressing such cases. Our aim is to extend Radzikowska and Kerre's work by replacing a residuated lattice with a multilattice M, thereby obtaining a more flexible structure. We define M-fuzzy rough sets using operators derived from adjoint pairs within the multilattice M. For a tolerance and an equivalence M-fuzzy relation, we define an appropriate M-fuzzy rough set and investigate its properties. (shrink)

In his article ‘God and Probability’, 1 Hugh Mellor introduced the notion of the ‘bridge-hand fallacy’, allegedly committed by those who think they can appeal to probabilities in arguments for design. I should like to give this notion another airing, partly because of its recent criticism in two interesting books - R. G. Swinburne' The Existence of God and D. J. Bartholomew's God of Chance - and partly because it seems worth asking how it fares in relation to the most (...) recent examples of design argument, namely those which appeal to the so-called ‘anthropic principle’ in cosmology. (shrink)

Engineering ethics is a required aspect of accredited ABET programs, but there is widespread variation in how ethics is taught, to what ends, and how those ends are assessed. This variation makes it challenging to identify practices for teaching ethics to engineers aligned with extant practices in the field. In this study, we revise a recent coding framework by reviewing exemplary engineering ethics programs recognized by the National Academy of Engineering in 2016, or what we refer to as “exemplars.” We (...) pursue two primary objectives: (1) To apply and revise a prior coding framework to codify ethics learning objectives, instructional strategies, and assessment strategies in engineering education; and (2) To use the revised coding framework to identify trends in learning objectives, instructional strategies, and assessment strategies of NAE exemplars. We employ systemic review procedures to update the coding framework using 24 of 25 exemplars as a data source. The updated framework includes four primary categories associated with learning objectives, instructional strategies, assessment data collection strategies, and assessment design characteristics. Results indicate that ethical sensitivity or awareness was present in every exemplar as a learning objective, often alongside ethical reasoning-based learning objectives and the formation of professional skills. Exemplars employed numerous instructional strategies in tandem, as we coded eight out of 18 instructional strategies among at least half of the exemplars. Assignments/homework and summative reflections were the most oft-used sources of assessment data. Due to our challenges in coding assessment approaches, we offer practical suggestions for assessing engineering ethics instruction which are based on many of our coding discussions. We hope that this coding framework, the results classifying exemplary features of the NAE programs, and our practical suggestions can guide future instructors as they design, classify, assess, and report their approaches to engineering ethics education. (shrink)

This study uses a quasi-experimental design to assess how the incorporation of an embedded writing centre tutor in the experimental class affects student achievement in comparison with the control...

B L Curtis; Learning and Intentionality, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 105–121, https://doi.org/10.1111/j.1467-9752.

The launching of this first full-length study of the films of Ingmar Bergman by the Director of the Institute of Astro-theology, should have put everyone into orbit. Instead, the book has left all who have read it on the launching pad, smarting under the pain of wooden and stilted summaries, incorrect grammatical constructions, and for everyone not acquainted with the vocabulary of Astro-theology, interpretative phrases which inhibit the light of reason and understanding. The prose, gutted with non sequiturs and opaque (...) jargon, may be operational in outer space where the air is thin but here, we earth readers, like Mother Nature, abhor a vacuum. This book is a minuscule step forward for Astro-theology and a giant step backwards for the study of Ingmar Bergman--J. B. L. (shrink)