Intermediate prepositional logics we consider here describe the setI() of regular informational types introduced by Yu. T. Medvedev [7]. He showed thatI() is a Heyting algebra. This algebra gives rise to the logic of infinite problems from [13] denoted here asLM 1. Some other definitions of negation inI() lead to logicsLM n (n ). We study inclusions between these and other systems, proveLM n to be non-finitely axiomatizable (n ) and recursively axiomatizable (n ). We also show that formulas (...) in one variable do not separateLM from Heyting's logicH, andLM n (n ) from Scott's logic (H+S). (shrink)

There is a Turing computable embedding $\Phi $ of directed graphs $\mathcal {A}$ in undirected graphs. Moreover, there is a fixed tuple of formulas that give a uniform effective interpretation; i.e., for all directed graphs $\mathcal {A}$, these formulas interpret $\mathcal {A}$ in $\Phi $. It follows that $\mathcal {A}$ is Medvedev reducible to $\Phi $ uniformly; i.e., $\mathcal {A}\leq _s\Phi $ with a fixed Turing operator that serves for all $\mathcal {A}$. We observe that there is a graph (...) G that is not Medvedev reducible to any linear ordering. Hence, G is not effectively interpreted in any linear ordering. Similarly, there is a graph that is not interpreted in any linear ordering using computable $\Sigma _2$ formulas. Any graph can be interpreted in a linear ordering using computable $\Sigma _3$ formulas. Friedman and Stanley [4] gave a Turing computable embedding L of directed graphs in linear orderings. We show that there is no fixed tuple of $L_{\omega _1\omega }$ -formulas that, for all G, interpret the input graph G in the output linear ordering $L$. Harrison-Trainor and Montalbán [7] have also shown this, by a quite different proof. (shrink)

Introduction. The relevance of the topic of the article is conditioned, on the one hand, by the necessity to assess the effectiveness of using the managerial potential of the key employees at the coal industry enterprises in Russia, on the other hand, by the lack of a scientific and methodological basis for solving the problem. The gap will not allow Russian coal companies to master the trajectory of sustainable economic development in the near future. The purpose of the article is (...) to develop a methodological approach to assessing the effectiveness of using the managerial potential of key employees in the coal industry. Methods. The author uses the methods of systemic, semantic and retrospective analysis, as well as benchmarking. Scientific novelty of the research. The author proposes a methodological approach to assessing and forecasting the effectiveness of using the managerial potential of key employees, a distinctive feature of which is determining the congruence of the internal competitive environment of a coal mining enterprise to its external environment. Results. The outlined approach to assessing the effectiveness of using the managerial potential of key employees makes it possible to predict and plan the trajectory of its development, taking into account the congruence of the internal competitive environment of an enterprise to the external environment, an innovative market economy. Conclusions. On the basis of the obtained quantitative results of assessing the effectiveness of using the managerial potential of key employees, the author concludes that there are significant opportunities to increase the level of managers’ competitiveness and the sustainable operation of coal industry enterprises in Russia, the implementation of which is achieved by the balanced development of managerial potential and strengthening the congruence of the internal competitive environment of an enterprise. (shrink)

We carry out some of Galois' work in the setting of an arbitrary first-order theory T. We replace the ambient algebraically closed field by a large model M of T, replace fields by definably closed subsets of M, assume that T codes finite sets, and obtain the fundamental duality of Galois theory matching subgroups of the Galois group of L over F with intermediate extensions F ≤ K ≤ L. This exposition of a special case of [10] has the advantage (...) of requiring almost no background beyond familiarity with fields, polynomials, first-order formulae, and automorphisms. (shrink)

Two decades of independence of Ukraine and the free development of Ukrainian Christianity in Kyiv traditions indicate that the time of the underground life of the Ukrainian Greek Catholic Church and the communist past of Ukrainian Christians in general left deep marks in their souls and mentality and throughout Ukrainian society. New social problems, especially of a social and economic nature, have generated in this society a number of new spiritual and social negative phenomena and challenges that the Church is (...) looking for explanations and answers: a significant dominance of people in the material purpose and its negative impact on their spiritual freedom; the inner spiritual conflict in the souls of people between religious and secular consciousness ; the need for spiritual and social equilibrium and interconfessional understanding; the latest practical atheism; the phenomenon of the so-called "man of the Soviet" - "homo sovietikus", which manifests itself in the distortion of the representatives of this group of people historically established and traditional for the pre-Soviet period and restored rudiments during the independence of Ukraine of the Ukrainian social-spiritual worldview and religious mentality. Therefore, Ukrainian Christianity, in particular Ukrainian Catholicism, faces the task of realizing Christian "reinclusion" and the new evangelization of Ukrainian society to overcome the consequences of the atheistic Soviet past, which should be based on the experience of the Universal Church. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

Name der Zeitschrift: Byzantinische Zeitschrift Jahrgang: 109 Heft: 2 Seiten: 821-836.

This paper began as a generalization of a part of the author's PhD thesis about ACFA and ended up with a characterization of groups definable in T A . The thesis concerns minimal formulae of the form x ∈ A ∧ σ(x) = f(x) for an algebraic curve A and a dominant rational function f: A → σ(A). These are shown to be uniform in the Zilber trichotomy, and the pairs (A, f) that fall into each of the three cases (...) are characterized. These characterizations are definable in families. This paper covers approximately half of the thesis, namely those parts of it which can be made purely model-theoretic by moving from ACFA, the model companion of the class of algebraically closed fields with an endomorphism, to T A , the model companion of the class of models of an arbitrary totally-transcendental theory T with an injective endomorphism, if this model-companion exists. A T A analog of the characterization of groups definable in ACFA is obtained in the process. The full characterization of the cases of the Zilber trichotomy in the thesis is obtained from these intermediate results with heavy use of algebraic geometry. (shrink)

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

Abstract In this chapter, we challenge the presupposed concept of innovation in the responsible innovation literature. As a first step, we raise several questions with regard to the possibility of ‘responsible’ innovation and point at several difficulties which undermine the supposedly responsible character of innovation processes, based on an analysis of the input, throughput and output of innovation processes. It becomes clear that the practical applicability of the concept of responsible innovation is highly problematic and that a more thorough inquiry (...) of the concept is required. As a second step, we analyze the concept of innovation which is self-evidently presupposed in current literature on responsible innovation. It becomes clear that innovation is self-evidently seen as (1) technological innovation, (2) is primarily perceived from an economic perspective, (3) is inherently good and (4) presupposes a symmetry between moral agents and moral addressees. By challenging this narrow and uncritical concept of innovation, we contribute to a second round of theorizing about the concept and provide a research agenda for future research in order to enhance a less naïve concept of responsible innovation. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.