A well established technique toward developing the proof theory of a Hilbert-style modal logic is to introduce a Gentzen-style equivalent (a Gentzenisation), then develop the proof theory of the latter, and finally transfer the metatheoretical results to the original logic (e.g., [1, 6, 8, 18, 10, 12]). In the first-order modal case, on one hand we know that the Gentzenisation of the straightforward first-order extension of GL, the logic QGL, admits no cut elimination (if the rule is included as primitive; (...) or, if not included, then the rule is not admissible [1]). On the other hand the (cut-free) Gentzenisations of the first-order modal logics M3 and ML3 of [10, 12] do have cut as an admissible rule. The syntactic cut admissibility proof given in [18] for the Gentzenisation of the propositional provability logic GL is extremely complex, and it was the basis of the proofs of cut admissibility of the Gentzenisations of M3 and ML3, where the presence of quantifiers and quantifier rules added to the complexity and length of the proof. A recent proof of cut admissibility in a cut-free Gentzenisation of GL is given in [5] and is quite short and easy to read. We adapt it here to revisit the proofs for the cases of M3 and ML3, resulting to similarly short and easy to read proofs, only slightly complicated by the presence of quantification and its relevant rules. (shrink)

Microscopy has revealed tremendous diversity of bacterial and eukaryotic forms. Recent molecular analyses show discordance in estimates of biodiversity between morphological and molecular analyses. Moreover, phylogenetic analyses of the diversity of microbial forms reveal evidence of convergence at scales as deep as interdomain: morphologies shared between bacteria and eukaryotes. Here, we highlight examples of such discordance, focusing on exemplary lineages such as testate amoebae, ciliates, and cyanobacteria. These have long histories of morphological study, enabling deeper analyses on both the molecular (...) and morphological sides. We discuss examples in two main categories: (i) morphologically identical (or highly similar) individuals that are genetically distinct and (ii) morphologically distinct individuals that are genetically the same. We argue that hypotheses about discordance can be tested using the concept of neutral morphologies, or more broadly neutral phenotypes, as a null hypothesis. -/- . (shrink)

本书主要内容包括:名理、玄言和风度;从“九品中正制”到《人物志》;得“意”忘“象”;枉入红尘的“逸气”和“弃才”;适性逍遥;《易》外别传;“空”“无”之辨;“言不尽意”和“寄言出意”等.

Massive Open Online Course is a new online education model that provides new opportunities and challenges for the development and reform of teaching in colleges and universities. This paper first builds a MOOC-based model of influencing factors of blended learning adaptability. Through investigation and research, it is found that the six influencing factors all have different ways and different degrees of influence on learning adaptability. Among them, learning motivation has a direct and significant impact on learning adaptability, and learning self-efficacy (...) not only has a direct and significant impact on learning adaptability but also has an indirect impact on learning adaptability through learning motivation. Teacher teaching has indirect effects on learning adaptability through learning self-efficacy, learning motivation, and learning support. Learning support not only has a direct and significant impact on learning adaptability but also has an indirect impact on learning adaptability through learning motivation. MOOC platform has a direct and significant impact on learning adaptability. The quality of course content has a direct and significant impact on learning adaptability through the MOOC platform and learning motivation. The creative results of this research are mainly embodied in the combination of theory and practice, exploring and forming related results based on MOOC-based college students’ learning adaptability. According to the MOOC-based learning-adaptive intervention model, teaching practice is carried out to verify the effect of the intervention model from two aspects of student procedural performance and result performance. Finally, in view of the problems existing in traditional computer teaching in colleges and universities, combined with the design ideas and basic characteristics of MOOC, the teaching mode reform of computer courses is analyzed and discussed, and a MOOC-based computer engineering education teaching mode is proposed. (shrink)