formal systems
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Semiotica ◽  
2022 ◽  
Vol 0 (0) ◽  
Author(s):  
Vern Poythress

Abstract Tagmemic theory as a semiotic theory can be used to analyze multiple systems of logic and to assess their strengths and weaknesses. This analysis constitutes an application of semiotics and also a contribution to understanding of the nature of logic within the context of human meaning. Each system of logic is best adapted to represent one portion of human rationality. Acknowledging this correlation between systems and their targets helps explain the usefulness of more than one system. Among these systems, the two-valued system of classical logic takes its place. All the systems of logic can be incorporated into a complex mathematical model that has a place for each system and that represents a larger whole in human reasoning. The model can represent why tight formal systems of logic can be applied in some contexts with great success, but in other contexts are not directly applicable. The result suggests that human reasoning is innately richer than any one formal system of logic.


2021 ◽  
Vol 40 (2) ◽  
Author(s):  
Anneris Coria-Navia ◽  
Scott Moncrieff

In today’s impoverished higher education fiscal climate, especially considering the enormous financial implications to higher education of accommodating the changes required by the coronavirus pandemic, “nonessential” though highly important programs, such as centers for teaching and learning (CTLs), are very likely to be underfunded. In this study, we illustrate how underfunded programs can leverage peer collaboration and support to initiate productive, formal systems of assistance for faculty by describing a number of such programs developed by and/or coordinated by our CTL. Moreover, we propose that sustainable programs, especially at small liberal arts institutions, must include a strong component of peer networking and in-house expertise rather than relying on outside consulting services. In a climate of shrinking dollars, CTLs can still perform some key roles effectively while continuing to advocate for more adequate funding.


Author(s):  
Sondoss Elsawah ◽  
Allen Tim Luen Ho ◽  
Michael J. Ryan

Systems thinking is recognized as an essential skill for understanding complex problem solving and decision making associated with many of the contemporary issues faced by individuals and communities. In this article, our goal is to contribute to the knowledge of curriculum and pedagogy of formal systems thinking teaching in higher education. We believe that accumulating this knowledge can provide a better foundation for including systems thinking in higher-educational programs. To achieve this goal, the purpose of this study is to examine whether the use of a set of systems thinking concepts and methods can effectively promote systems thinking in higher-education settings. The study shows that systems thinking skills can be promoted effectively through the delivery of a combination of systems thinking methods and concepts.


2021 ◽  
pp. 088626052110435
Author(s):  
Laura M. Schwab-Reese ◽  
Scottye J. Cash ◽  
Natalie J. Lambert ◽  
Jennifer E. Lansford

Many of the children reported to child protective services (CPS) exhibit signs and symptoms that allow others to recognize their abuse or neglect and intervene; others, especially adolescents, must disclose their experiences to be identified. Relatively little is known about young people’s disclosure experiences, but individual, interpersonal, and cultural factors appear to influence when and how young people disclose. Technology-facilitated approaches, such as text- or chat-based hotlines or crisis services, may be one way to help young people share their maltreatment experiences and seek help. The current study contributes to the small body of literature that includes nonsexual maltreatment disclosures and sheds some light on how to support young people during their disclosures. We conducted a qualitative content analysis of all conversations from a text-based crisis service that resulted in a report to CPS ( n = 244). Many of the texters had previously sought support from their peers or parents, and some had engaged with more formal systems. Many young people were hesitant to reach out to formal systems in the future, in part because of negative experiences during past disclosure experiences. Young people may be more likely to seek support through their preferred communication medium, so providing text- and chat-based communication may be one way to encourage and facilitate disclosure. As these resources become increasingly available, determining best practices for receiving disclosures through technology-facilitated platforms will be critical.


Author(s):  
A. J. Cotnoir ◽  
Achille C. Varzi

Mereology is the formal theory of parthood relations. Mereological theories—have become a chapter of central interest in metaphysics, but also with applications in logic, the philosophy of mathematics, the philosophy of language, and the philosophy of science. This book provides a critical survey and an up-to-date assessment of the main results in this area, with an eye to both their philosophical underpinnings and their formal properties. In doing so, it also aims to investigate the varieties of formal systems currently available. After a brief history of the development of mereology, introductions to different axiomatizations of so-called classical mereology, alongside set-theoretic and algebraic models, are presented in a clear and accessible manner. The book addresses formal and philosophical issues surrounding the notions of parthood, identity, decomposition, atomism, composition, and more. As a result, the book, provides resources to aide the development of new, non-classical theories of parthood (such as non-well-founded mereologies, non-transitive mereologies, non-extensional mereologies, and more). Consideration is devoted to impact that the logical background has on mereological results (including higher-order, temporal, modal, non-classical logics). A detailed index, appendices, and a comprehensive bibliography makes this book an indispensable resource to researchers in every field where part-whole theorizing plays a fundamental role.


2021 ◽  
Vol 22 (3) ◽  
pp. 1-29
Author(s):  
Simone Martini ◽  
Andrea Masini ◽  
Margherita Zorzi

We extend to natural deduction the approach of Linear Nested Sequents and of 2-Sequents. Formulas are decorated with a spatial coordinate, which allows a formulation of formal systems in the original spirit of natural deduction: only one introduction and one elimination rule per connective, no additional (structural) rule, no explicit reference to the accessibility relation of the intended Kripke models. We give systems for the normal modal logics from K to S4. For the intuitionistic versions of the systems, we define proof reduction, and prove proof normalization, thus obtaining a syntactical proof of consistency. For logics K and K4 we use existence predicates (à la Scott) for formulating sound deduction rules.


Author(s):  
Julie Considine ◽  
Margaret Fry ◽  
Kate Curtis ◽  
Ramon Z. Shaban

Abstract Background Assessing and managing the risk of clinical deterioration is a cornerstone of emergency care, commencing at triage and continuing throughout the emergency department (ED) care. The aim of this scoping review was to assess the extent, range and nature of published research related to formal systems for recognising and responding to clinical deterioration in emergency department (ED) patients. Materials and methods We conducted a scoping review according to PRISMA-ScR guidelines. MEDLINE complete, CINAHL and Embase were searched on 07 April 2021 from their dates of inception. Human studies evaluating formal systems for recognising and responding to clinical deterioration occurring after triage that were published in English were included. Formal systems for recognising and responding to clinical deterioration were defined as: i) predefined patient assessment criteria for clinical deterioration (single trigger or aggregate score), and, or ii) a predefined, expected response should a patient fulfil the criteria for clinical deterioration. Studies of short stay units and observation wards; deterioration during the triage process; system or score development or validation; and systems requiring pathology test results were excluded. The following characteristics of each study were extracted: author(s), year, design, country, aims, population, system tested, outcomes examined, and major findings. Results After removal of duplicates, there were 2696 publications. Of these 33 studies representing 109,066 patients were included: all were observational studies. Twenty-two aggregate scoring systems were evaluated in 29 studies and three single trigger systems were evaluated in four studies. There were three major findings: i) few studies reported the use of systems for recognising and responding to clinical deterioration to improve care of patients whilst in the ED; ii) the systems for recognising clinical deterioration in ED patients were highly variable and iii) few studies reported on the ED response to patients identified as deteriorating. Conclusion There is a need to re-focus the research related to use of systems for recognition and response to deteriorating patients from predicting various post-ED events to their real-time use to improve patient safety during ED care.


2021 ◽  
Author(s):  
Elizabeth Olsen

<p><b>Logics are formal systems with many different applications. The boundary between logics and other formal systems, like mathematics, is unclear. One way of clarifying this boundary is by appealing to the subject matter; defining their purpose, for instance, showing how the truth of the premises guarantees the conclusion, demonstrating reasoning, or modelling an argument. </b></p><p>There are two contemporary philosophical debates where the subject matter of logic is relevant. The first is that of logical pluralism, which needs a way to determine whether a logic is correct. The second is the argument that the normativity of logic supplies a mechanism for determining whether a logic is correct. In these debates, the subject matter of logic is relevant, but not discussed. And it does not need to be because the participants implicitly agree that the answer is validity. They also agree that this does not advance the debate. </p><p>Validity is a dead-end because it only transforms the question. Logicians clarify validity by giving a definition. But it is a well-established fact that there is more than one way of defining a relation of logical consequence. So, how does one determine whether a given definition is correct? Or to put it another way, how does one know whether that definition captures validity? On this point, opinions are deeply divided. Moreover, there is no clear strategy for resolving the difference of opinion. MacFarlane comments that appeals to intuitions about validity are prevalent in these debates. Furthermore, he remarks, these intuitions are a product of education. </p><p>In many parts of the advanced literature, logicians agree that the subject matter of logic is validity. But this explanation won't do as an introduction for a beginner. As Newton-Smith says, this 'has the fault of explaining the obscure in terms of the equally obscure.' Instead, teachers must give what Mates calls 'an informal and intuitive account of the matters with which logic is primarily concerned.' </p><p>The constraints on introductory explanations provide an opportunity to investigate the subject matter of logic in a novel way and perhaps reveal the source of intuitions about validity, which might, in turn, shed light on questions of pluralism and normativity. My thesis examines the way that teachers introduce the subject matter of logic to beginners. </p><p>I begin by exploring a slice of history and a tradition of logic instruction. I argue that a reliance on this tradition leads to flawed teaching in the modern context. After that, I examine modern introductory texts and the strategies they use to present the subject matter of logic. I draw several lessons from this examination. </p><p>I conduct three interviews with Gillian Russell, Dave Ripley, and Johan van Benthem in which I ask philosophic and pedagogic questions directed by each of their interests. These dialogues are illuminating on their own. But brought together they show the interaction between the teacher's theory of the subject matter of logic and the practice of introductory logic teaching. </p><p>After this investigation into modern logic pedagogy, I present a framework for a solution to the pedagogic problem. It is a framework because there is no single best way to introduce logic to a beginner. But it is possible to develop a guiding structure. The solution which I present relies on a widely accepted 'trivial' form of pluralism and a kind of relativism which I introduce, and argue for, in this thesis. This discussion also includes practical suggestions for developing introductory logic courses.</p>


2021 ◽  
Author(s):  
Elizabeth Olsen

<p><b>Logics are formal systems with many different applications. The boundary between logics and other formal systems, like mathematics, is unclear. One way of clarifying this boundary is by appealing to the subject matter; defining their purpose, for instance, showing how the truth of the premises guarantees the conclusion, demonstrating reasoning, or modelling an argument. </b></p><p>There are two contemporary philosophical debates where the subject matter of logic is relevant. The first is that of logical pluralism, which needs a way to determine whether a logic is correct. The second is the argument that the normativity of logic supplies a mechanism for determining whether a logic is correct. In these debates, the subject matter of logic is relevant, but not discussed. And it does not need to be because the participants implicitly agree that the answer is validity. They also agree that this does not advance the debate. </p><p>Validity is a dead-end because it only transforms the question. Logicians clarify validity by giving a definition. But it is a well-established fact that there is more than one way of defining a relation of logical consequence. So, how does one determine whether a given definition is correct? Or to put it another way, how does one know whether that definition captures validity? On this point, opinions are deeply divided. Moreover, there is no clear strategy for resolving the difference of opinion. MacFarlane comments that appeals to intuitions about validity are prevalent in these debates. Furthermore, he remarks, these intuitions are a product of education. </p><p>In many parts of the advanced literature, logicians agree that the subject matter of logic is validity. But this explanation won't do as an introduction for a beginner. As Newton-Smith says, this 'has the fault of explaining the obscure in terms of the equally obscure.' Instead, teachers must give what Mates calls 'an informal and intuitive account of the matters with which logic is primarily concerned.' </p><p>The constraints on introductory explanations provide an opportunity to investigate the subject matter of logic in a novel way and perhaps reveal the source of intuitions about validity, which might, in turn, shed light on questions of pluralism and normativity. My thesis examines the way that teachers introduce the subject matter of logic to beginners. </p><p>I begin by exploring a slice of history and a tradition of logic instruction. I argue that a reliance on this tradition leads to flawed teaching in the modern context. After that, I examine modern introductory texts and the strategies they use to present the subject matter of logic. I draw several lessons from this examination. </p><p>I conduct three interviews with Gillian Russell, Dave Ripley, and Johan van Benthem in which I ask philosophic and pedagogic questions directed by each of their interests. These dialogues are illuminating on their own. But brought together they show the interaction between the teacher's theory of the subject matter of logic and the practice of introductory logic teaching. </p><p>After this investigation into modern logic pedagogy, I present a framework for a solution to the pedagogic problem. It is a framework because there is no single best way to introduce logic to a beginner. But it is possible to develop a guiding structure. The solution which I present relies on a widely accepted 'trivial' form of pluralism and a kind of relativism which I introduce, and argue for, in this thesis. This discussion also includes practical suggestions for developing introductory logic courses.</p>


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