It has been recently shown [4] that the lattice effect algebras can be treated as a subvariety of the variety of so-called basic algebras. The open problem whether all subdirectly irreducible distributive lattice effect algebras are just subdirectly irreducible MV-chains and the horizontal sum of two 3-element chains is in the paper transferred into a more tractable one. We prove that modulo distributive lattice effect algebras, the variety generated by MV-algebras and is definable by three simple identities and the problem (...) now is to check if these identities are satisfied by all distributive lattice effect algebras or not. (shrink)

Several investigations in probability theory and the theory of expert systems show that it is important to search for some reasonable generalizations of fuzzy logics (e.g. Łukasiewicz, Gödel or product logic) having a non-associative conjunction. In the present paper, we offer a non-associative fuzzy logic L CBA having as an equivalent algebraic semantics lattices with section antitone involutions satisfying the contraposition law, so-called commutative basic algebras. The class (variety) CBA of commutative basic algebras was intensively studied in several recent papers (...) and includes the class of MV-algebras. We show that the logic L CBA is very close to the Łukasiewicz one, both having the same finite models, and can be understood as its non-associative generalization. (shrink)

The paper explores the possibilities of using applied qualitative research to help to achieve changes in the context of education. It presents three case studies: an evaluation of an educational software package which may be implemented nationally; an assessment of the impact of a 1:1 Technology Rich Learning Environment experimental project conducted in two Slovak elementary schools; and international comparative research on the curricula of psychology courses in secondary schools. The authors ask three questions: 1. does qualitative research have the (...) potential/resources/capacity to guide us in the process of making policy related decisions? 2. Does it have enough credibility in the eyes of the consumers—whether these are decision-makers themselves or a wider community that often plays a role in public decisions? 3. Could this type of work still count as academic inquiry? The discussion evolves around the reflection of the position of researchers in this type of research design, and the authors conclude that applied qualitative research could be the source of solid evidence for making decisions related to education—although this evidence is different to that provided by quantitative research. (shrink)

The prison-industrial complex has historically operated as a mechanism for social control generally and as a tool to restrict women’s reproductive capacities specifically. Reproductive justice is a domain within the practice of health law. However, health law as currently practiced is ill-equipped to understand how the carceral state functions as a structural determinant of health or how legacies of oppression have facilitated the abridgment of incarcerated women’s reproductive capacities.

Over the last decade, growing concern over Syrian refugee women and girl’s gendered displacement experiences, including gender-based violence, has led to the proliferation of women and girl safe space interventions across neighbouring countries affected by the Syrian conflict. Though diverse in their design and implementation, some of these safe spaces aim to mobilise aspirations for feminist solidarity and collective action, where women recognise their collective power and work together to transform their gendered social conditions. Drawing on feminist ethnographic research in (...) a safe space primarily targeting Syrian refugee women in Lebanon’s Beqaa valley, I explore several vignettes that complicate dominant feminist myths underlying its mandate. These vignettes reveal that the pursuit of feminist solidarity can neither rely on myths about refugee women’s identities and conditions, nor be taken-for-granted as an organic outcome of group activities. I offer several reflections on what these vignettes can tell us about better working towards cultivating feminist solidarity in safe spaces for refugee women in practice, with the hope that their generative and transformative potential be realised. (shrink)

Adolescents, as active online searchers, have easy access to health information. Much health information they encounter online is of poor quality and even contains potentially harmful health information. The ability to identify the quality of health messages disseminated via online technologies is needed in terms of health attitudes and behaviors. This study aims to understand how different ways of editing health-related messages affect their credibility among adolescents and what impact this may have on the content or format of health information. (...) The sample consisted of 300 secondary school students. To examine the effects of manipulating editorial elements, we used seven short messages about the health-promoting effects of different fruits and vegetables. Participants were then asked to rate the message’s trustworthiness with a single question. We calculated second-order variable sensitivity as the derivative of the trustworthiness of a fake message from the trustworthiness of a true neutral message. We also controlled for participants’ scientific reasoning, cognitive reflection, and media literacy. Adolescents were able to distinguish overtly fake health messages from true health messages. True messages with and without editorial elements were perceived as equally trustworthy, except for news with clickbait headlines, which were less trustworthy than other true messages. The results were also the same when scientific reasoning, analytical reasoning, and media literacy were considered. Adolescents should be well trained to recognize online health messages with editorial elements characteristic of low-quality content. They should also be trained on how to evaluate these messages. (shrink)

Considerable evidence supports that preschool education is a milestone stage for children. Nonetheless, systematic preschool gifted education programs rarely exist in public elementary schools. The current study explored the perceptions of 16 preschool teachers from seven public schools in Abu Dhabi, United Arab Emirates regarding their views about various components of gifted education for preschool children. Qualitative analyses, using the inductive data analysis method, revealed several themes such as the concept and identification of giftedness, characteristics of gifted preschoolers, preschoolers’ problem-solving (...) skills, the communication and social skills of gifted preschoolers, resources/services offered by the school to serve gifted preschoolers, enrichment programs available for gifted preschoolers, inclusive education for gifted preschoolers, twice-exceptional preschoolers, and governmental support. The results of this study may help advocate for infusing more services and programs related to the identification and education of gifted preschoolers in public schools. The findings identified the need to have an abundance of assessment tools and enrichment programs that can empower preschool teachers to cater for giftedness. (shrink)

Whilst considerable research exists on determining consumer responses to pre-determined statements within numerous ad ethics contexts, our understanding of consumer thoughts regarding ad ethics in general remains lacking. The purpose of our study therefore is to provide a first illustration of an emic and informant-based derivation of perceived ad ethics. The authors use multi-dimensional scaling as an approach enabling the emic, or locally derived deconstruction of perceived ad ethics. Given recent calls to develop our understanding of ad ethics in different (...) cultural contexts, and in particular within the Middle East and North Africa region, we use Lebanon—the most ethically charged advertising environment within MENA—as an illustrative context for our study. Results confirm the multi-faceted and pluralistic nature of ad ethics as comprising a number of dimensional themes already salient in the existing literature but in addition, we also find evidence for a bipolar relationship between individual themes. The specific pattern of inductively derived relationships is culturally bound. Implications of the findings are discussed, followed by limitations of the study and recommendations for further research. (shrink)

The author describes Heller’s concept of ethics as a “quasi-sphere” intersecting with various fields relating to human relationships. Special attention is paid to the axiological aspects of her concept of ethics and the relationship between virtues and responsibility. The author also seeks to show how Heller integrated a traditional philosophical question—the relationship between “is” and “ought to be”—into her concept of “radical philosophy” at an earlier stage in the development of her philosophy. She initially considered the relationship between “is” and (...) “ought to be” to be contrasting. Later, when she had come to accept the political model of liberal capitalist society, the ideal of all-compassing equality became the ideal of “equality of opportunities”. The author interprets this shift as one in which the relationship becomes continual. He is also critical of Heller’s underestimation of the effect the “social a priori” has on the possibilities of human life. (shrink)

Als Beispiel könnte man seine großartig durchgeführte Ethik anführen, die aristotelische, platonische, kantianische, und neukantianische, aber auch nietzscheanische und phänomenologische Motive, wie auch Motive der Brentano-Schule, integriert. Diese Vielseitigkeit von Hartmanns Inspiration offenbart sich auch in der Mitgestaltung seiner eigenen philosophischen Position, die immer von einer Auseinandersetzung mit der Erbschaft der Vergangenheit geprägt ist.

Als Beispiel könnte man seine großartig durchgeführte Ethik anführen, die aristotelische, platonische, kantianische, und neukantianische, aber auch nietzscheanische und phänomenologische Motive, wie auch Motive der Brentano-Schule, integriert. Diese Vielseitigkeit von Hartmanns Inspiration offenbart sich auch in der Mitgestaltung seiner eigenen philosophischen Position, die immer von einer Auseinandersetzung mit der Erbschaft der Vergangenheit geprägt ist.

Článok porovnáva chápanie metód dedukcie a indukcie, s ktorým pracujú vybrané texty zo spoločenskovednej metodológie, s poňatím týchto metód, o ktoré sa opiera moderná logika. Ukazuje, že viaceré príručky spoločenskovedného výskumu vychádzajú zo zastaranej koncepcie, podľa ktorej dedukcia predstavuje „postup od všeobecného k jednotlivému" a indukcia „postup od jednotlivého k všeobecnému". V niektorých prípadoch sa tiež obe metódy chybne stotožňujú s metódami výstavby teórie, prípadne sa dvojica dedukcia - indukcia mylne spája s dvojicou kvantitatívny - kvalitatívny výskum. Článok upozorňuje na (...) niektoré problematické dôsledky takého postupu a navrhuje jednoduché riešenia. (shrink)

This article takes up, but in a different key, an argument of postmodernists that the over-rationalized conception of society tends to ignore important phenomena such as those belonging to the symbolic domain. It is suggested that the emerging programme of symbolic sociology may contribute toward a new synthetic and interdisciplinary thinking in social sciences. The concept of symbolism as a social phenomenon rather than as an autonomous linguistic or semiotic system is presented; and the argument is made that if social (...) knowledge is constitutive of society, similarly collective sentiments, temporality and collective memory are also symbolically produced. They are created from and create discursive symbolism, symbolic objects and symbolic behaviours. Finally, the article focuses on collective actions where the sociology of symbolic processes is most promising. (shrink)