Search results for 'KB Noaparast' (try it on Scholar)

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  1. Linh Anh Nguyen (2001). Analytic Tableau Systems and Interpolation for the Modal Logics KB, KDB, K5, KD. Studia Logica 69 (1):41-57.score: 12.0
    We give complete sequent-like tableau systems for the modal logics KB, KDB, K5, and KD5. Analytic cut rules are used to obtain the completeness. Our systems have the analytic superformula property and can thus give a decision procedure. Using the systems, we prove the Craig interpolation lemma for the mentioned logics.
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  2. Colin J. Bennett, Rebecca Grant & William H. Brenner (2001). Charles KB Barton, Getting Even: Revenge as a Form of Justice. Chicago, Ill.: Open Court, 1999, 180 Pp.(Indexed). ISBN 0-8126-9402-3, $21.95 (Pb). Gay Becker, Disrupted Lives. Berkeley, Calif.: University of California Press, 1999, 264 Pp.(Indexed). ISBN 0-520-20914-1, $16.95 (Pb). [REVIEW] Journal of Value Inquiry 35:137-140.score: 9.0
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  3. N. Dumay, S. Faja, J. Feldman, R. Filik, M. G. Gaskell, S. A. Gelman, T. P. German, G. D. Heyman, R. M. Joseph & B. Keysar (2003). Myowa-Yamakoshi, M., B53 Paterson, KB, 263 Phillips, AT, 43 Plesa-Skwerer, D., 11 Poeppel, D., B27. Cognition 89:295.score: 9.0
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  4. Yutaka Miyazaki (2007). Normal Forms for Modal Logics Kb and Ktb. Bulletin of the Section of Logic 36 (3/4):183-193.score: 9.0
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  5. Lisa Reilly (2005). Geraldine Carville, The Impact of the Cistercians on the Landscape of Ireland, 1142–1541. Ashford, Ireland: KB Publications, 2003. Pp. Xx, 402 Plus Color Plates; Black-and-White Figures, 11 Plans, 6 Black-and-White Illustrations, Tables, and 64 Maps. €125.Glyn Coppack, Fountains Abbey: The Cistercians in Northern England. Stroud, Eng., and Charleston, S.C.: Tempus, 2003. Paper. Pp. 160 Plus 14 Color Plates; 108 Black-and-White Figures. $26.99. Revised Edition of Book of Fountains Abbey, Published in 1993 by Batsford. [REVIEW] Speculum 80 (4):1244-1246.score: 9.0
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  6. M. Wilden (1987). Die Vernunftbegründende Funktion des Wortes Gottes in der Theologie von Thaddäus Soiron Und Karl Barth (La Parole de Dieu, Fondement de la Raison Dans la Théologie de TS Et de KB). Wissenschaft Und Weisheit 50 (1):28-54.score: 9.0
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  7. Khosrow Bagheri Noaparast (2014). Richard Rorty's Conception of Philosophy of Education Revisited. Educational Theory 64 (1):75-98.score: 6.0
    In this essay Khosrow Bagheri Noaparast argues that, by focusing on acculturation and edification, Richard Rorty has provided a promising view for education because without acculturation, education turns into a destructive endeavor, and without edification, education risks the danger of being repetitive and reproductive. However, Rorty's view is problematic in terms of the characteristics he holds for acculturation and edification, as well as the incommensurable relation he maintains exists between the two. Noaparast asserts that there are three unnecessary (...)
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  8. Balaganapathi Devarakonda (2012). Role of Learner in Globalised Education. In Sebastian Velassery (ed.), Globalisation and Cultural Identities: Philosophical Challenges and Opportunities. Overseas Press, New Delhi.score: 3.0
    The implications of Globalization on education are multifaceted. However, roots of all these implications can be traced to the predominance of economic activity at the global level. The education and learning paradigm, around the world is under increasing pressure to meet the demands of the new knowledge and information-intensive global economy in a better way. This kind of pressure is challenging the traditional relationships between teachers and students and causing paradigm shifts in the process of learning. Especially, as noted by (...)
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  9. Michael Blome-Tillmann (2006). A Closer Look at Closure Scepticism. Proceedings of the Aristotelian Society 106 (3):381–390.score: 3.0
    The most prominent arguments for scepticism in modern epistemology employ closure principles of some kind. To begin my discussion of such arguments, consider Simple Knowledge Closure (SKC): (SKC) (Kxt[p] ∧ (p → q)) → Kxt[q].1 Assuming its truth for the time being, the sceptic can use (SKC) to reason from the two assumptions that, firstly, we don’t know ¬sh and that, secondly, op entails ¬sh to the conclusion that we don’t know op, where ‘op’ and ‘sh’ are shorthand for ‘ordinary (...)
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  10. Jeremy Fantl & Matthew Mcgrath (2007). On Pragmatic Encroachment in Epistemology. Philosophy and Phenomenological Research 75 (3):558–589.score: 3.0
    We argue, contrary to epistemological orthodoxy, that knowledge is not purely epistemic -- that knowledge is not simply a matter of truth-related factors (evidence, reliability, etc.). We do this by arguing for a pragmatic condition on knowledge, KA: if a subject knows that p, then she is rational to act as if p. KA, together with fallibilism, entails that knowledge is not purely epistemic. We support KA by appealing tothe role of knowledge-citations in defending and criticizing actions, and by giving (...)
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  11. Matthew McGrath (2007). On Pragmatic Encroachment in Epistemology. Philosophy and Phenomenological Research 75 (3):558-589.score: 3.0
    We argue, contrary to epistemological orthodoxy, that knowledge is not purely epistemic -- that knowledge is not simply a matter of truth-related factors (evidence, reliability, etc.). We do this by arguing for a pragmatic condition on knowledge, KA: if a subject knows that p, then she is rational to act as if p. KA, together with fallibilism, entails that knowledge is not purely epistemic. We support KA by appealing tothe role of knowledge-citations in defending and criticizing actions, and by giving (...)
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  12. Khosrow Bagheri Noaparast (2013). Celebrating Moderate Dualism in the Philosophy of Education: A Reflection on the Hirst‐Carr Debate. Journal of Philosophy of Education 47 (4):564-576.score: 3.0
    The position of the philosophy of education in theoretical or practical philosophy was the main subject of debate between Paul Hirst and Wilfred Carr. In his support for practical philosophy, Carr argues that in order to bridge the theory/practice gap and deconstruct the illusory intactness of philosophy of education from developments in the practical realm, philosophy of education should be assumed as a branch of practical philosophy. Opposed to this argument, Hirst holds that philosophy of education is a second-order activity (...)
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  13. Dov M. Gabbay & Nicola Olivetti (1998). Algorithmic Proof Methods and Cut Elimination for Implicational Logics Part I: Modal Implication. Studia Logica 61 (2):237-280.score: 3.0
    In this work we develop goal-directed deduction methods for the implicational fragment of several modal logics. We give sound and complete procedures for strict implication of K, T, K4, S4, K5, K45, KB, KTB, S5, G and for some intuitionistic variants. In order to achieve a uniform and concise presentation, we first develop our methods in the framework of Labelled Deductive Systems [Gabbay 96]. The proof systems we present are strongly analytical and satisfy a basic property of cut admissibility. We (...)
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  14. Daniel Gibson, Benders G., A. Gwynedd, Cynthia Andrews-Pfannkoch, Evgeniya Denisova, Baden-Tillson A., Zaveri Holly, Stockwell Jayshree, B. Timothy, Anushka Brownley, David Thomas, Algire W., A. Mikkel, Chuck Merryman, Lei Young, Vladimir Noskov, Glass N., I. John, J. Craig Venter, Clyde Hutchison, Smith A. & O. Hamilton (2008). Complete Chemical Synthesis, Assembly, and Cloning of a Mycoplasma Genitalium Genome. Science 319 (5867):1215--1220.score: 3.0
    We have synthesized a 582,970-base pair Mycoplasma genitalium genome. This synthetic genome, named M. genitalium JCVI-1.0, contains all the genes of wild-type M. genitalium G37 except MG408, which was disrupted by an antibiotic marker to block pathogenicity and to allow for selection. To identify the genome as synthetic, we inserted "watermarks" at intergenic sites known to tolerate transposon insertions. Overlapping "cassettes" of 5 to 7 kilobases (kb), assembled from chemically synthesized oligonucleotides, were joined by in vitro recombination to produce intermediate (...)
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  15. KB Korb & JJ Oliver (1999). Comment on Nick Bostrom's 'the Doomsday Argument is Alive and Kicking'. Mind 108 (431):551-553.score: 3.0
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  16. Dorota Leszczyńska-Jasion (2008). The Method of Socratic Proofs for Modal Propositional Logics: K5, S4.2, S4.3, S4f, S4r, S4m and G. Studia Logica 89 (3):365 - 399.score: 3.0
    The aim of this paper is to present the method of Socratic proofs for seven modal propositional logics: K5, S4.2, S4.3, S4M, S4F, S4R and G. This work is an extension of [10] where the method was presented for the most common modal propositional logics: K, D, T, KB, K4, S4 and S5.
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  17. Galal H. Galal & Janet T. McDonnell (1997). Knowledge-Based Systems in Context: A Methodological Approach to the Qualitative Issues. [REVIEW] AI and Society 11 (1-2):104-121.score: 3.0
    Knowledge-Based Systems (KBS) are developed to contain substantial elements of human knowledge and expertise in a well-defined domain, and use these to support user or expert tasks. Issues related to the social and organisational contexts of these systems are widely acknowledged to be particularly critical to their success. However, methodology proposals usually stop short of adequately handling soft and unstructured data that frame the contexts of use. The handling of qualitative data needs to be done in a way that directly (...)
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  18. Jaime Gaspar (2009). Factorization of the Shoenfield-Like Bounded Functional Interpretation. Notre Dame Journal of Formal Logic 50 (1):53-60.score: 3.0
    We adapt Streicher and Kohlenbach's proof of the factorization S = KD of the Shoenfield translation S in terms of Krivine's negative translation K and the Gödel functional interpretation D, obtaining a proof of the factorization U = KB of Ferreira's Shoenfield-like bounded functional interpretation U in terms of K and Ferreira and Oliva's bounded functional interpretation B.
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  19. Paul Kb Dagg, Julian C. Hughes & Sameer P. Sarkar (2009). Case Study-" Hey Bill, Smoking is Bad for You...". Journal of Ethics in Mental Health 2 (2):11.score: 3.0
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  20. Kb Hansen (1994). Some Derivations of Bell's Inequality. Danish Yearbook of Philosophy 29:63-105.score: 3.0
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  21. Kb Korb (1991). Explaining Science-Discussion. British Journal for the Philosophy of Science 42 (2):239-253.score: 3.0
     
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  22. Jérôme Lang & Pierre Marquis (2001). Removing Inconsistencies in Assumption-Based Theories Through Knowledge-Gathering Actions. Studia Logica 67 (2):179-214.score: 3.0
    In this paper, the problem of purifying an assumption-based theory KB, i.e., identifying the right extension of KB using knowledge-gathering actions (tests), is addressed. Assumptions are just normal defaults without prerequisite. Each assumption represents all the information conveyed by an agent, and every agent is associated with a (possibly empty) set of tests. Through the execution of tests, the epistemic status of assumptions can change from "plausible" to "certainly true", "certainly false" or "irrelevant", and the KB must be revised so (...)
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  23. Kb Melvin, Dj Mcdowell & Mh Haigler (1989). Quantitative Content Validity of a Work-Sample Word-Processing Operator Test. Bulletin of the Psychonomic Society 27 (6):491-491.score: 3.0
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  24. Kb Swartz, S. Chen & Hs Terrace (1991). Knowledge of Ordinal Position by List-Sophisticated Rhesus-Monkeys. Bulletin of the Psychonomic Society 29 (6):498-498.score: 3.0
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  25. David Kb Zeeman (2008). Ethereal Semiotics II. American Journal of Semiotics 12 (1/4):343 - 362.score: 3.0
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  26. Jon Young (1989). Human-Centred Knowledge Based Systems Design. AI and Society 3 (2):80-87.score: 1.0
    It is held that the quality of the working environment afforded to an individual critically affects the health and well-being of that individual. This has consequences for both the quality of work which that individual can actually perform, and for the quality of the society in which that individual has a place. Conceptions of a fit working environment have led to the idea of a human-centred system, and this idea is applicable to the area of knowledge-based systems (KBS). A system (...)
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