Towards a Fairness-Oriented Approach to Consensus Reaching Support Under Fuzzy Preferences and a Fuzzy Majority via Linguistic Summaries

Author(s):  
Janusz Kacprzyk ◽  
Sławomir Zadrożny
Author(s):  
JANUSZ KACPRZYK ◽  
SŁAWOMIR ZADROŻNY ◽  
ZBIGNIEW W. RAŚ

We consider a consensus reaching process in a group of individuals meant as an attempt to make preferences of the individuals more and more similar, that is, getting closer and closer to consensus. We assume a general form of intuitionistic fuzzy preferences and a soft definition of consensus that is basically meant as an agreement of a considerable (e.g., most, almost all) majority of individuals in regards to a considerable majority of alternatives. The consensus reaching process is meant to be run by a moderator who tries to get the group of individuals closer and closer to consensus by argumentation, persuasion, etc. The moderator is to be supported by some additional information, exemplified by more detailed information on which individuals are critical as, for instance, they are willing to change their testimonies or are stubborn, which pairs of options make the reaching of consensus difficult, etc. In this paper we extend this paradigm proposed and employed in our former works with the use of a novel data mining tool, so called action rules which make it possible to more clearly indicate and suggest to the moderator with which experts and with respect to which option it may be expedient to deal. We show the usefulness of this new approach.


2005 ◽  
Vol 10 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Dave Bartram ◽  
Robert A. Roe

Abstract. The European Diploma in Psychology defines a common European standard for the competences required to practice as a psychologist. This paper describes how that standard was developed and defined, and why it was considered important to bring together the traditional input-based specification of professional competence, in terms of curriculum and training course content, with a more outcome-oriented approach that focuses on the competences that a professional psychologist needs to demonstrate in practice. The paper addresses three specific questions. What are the competences that a psychologist should possess? Are these competences the same for all areas of practice within professional psychology? How can these competences be assessed?


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