• Journal of Information Processing Systems
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• v.14 no.5
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• pp.1215-1224
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• 2018

Interval-valued neutrosophic hesitant fuzzy set (IVNHFS) is an extension of neutrosophic set (NS) and hesitant fuzzy set (HFS), each element of which has truth membership hesitant function, indeterminacy membership hesitant function and falsity membership hesitant function and the values of these functions lie in several possible closed intervals in the real unit interval [0,1]. In contrast with NS and HFS, IVNHFS can be more flexibly used to deal with uncertain, incomplete, indeterminate, inconsistent and hesitant information. In this study, I propose the novel correlation coefficient of IVNHFSs and my paper discusses its properties. Then, based on the novel correlation coefficient, I develop an approach to deal with multi-attribute decision-making problems within the framework of IVNHFS. In the end, a practical example is used to show that the approach is reasonable and effective in dealing with decision-making problems.

• Journal of Information Processing Systems
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• v.14 no.3
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• pp.790-800
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• 2018

The simplified neutrosophic set (SNS) is a generalization of fuzzy set that is designed for some practical situations in which each element has truth membership function, indeterminacy membership function and falsity membership function. In this paper, we propose a new method to construct similarity measures of single valued neutrosophic sets (SVNSs) and interval valued neutrosophic sets (IVNSs), respectively. Then we prove that the proposed formulas satisfy the axiomatic definition of the similarity measure. At last, we apply them to pattern recognition under the single valued neutrosophic environment and multi-criteria decision-making problems under the interval valued neutrosophic environment. The results show that our methods are effective and reasonable.

• Journal of Korean Philosophical Society
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• v.139
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• pp.47-80
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• 2016

The main aim of this article is to thoroughly illuminate the personality characteristic of "honesty (Redlichkeit)" that Nietzsche presents as one of the major 'virtues' in the sense of 'excelences of character', calling it "the Youngest Virtue". Clearly distinguished from the 'honesty' that conventional morality regards as the highest virtue, this particular trait or inclination Nietzsche has in mind is an affective disposition with a highly complicated structure, which is closely related to 'truth' and 'knowledge'. In this paper, I first analyze what "honesty" (as a Nietzschean excellence of character) consists of. Afterwards, I seek to answer what the evaluative status of the quality in Nietzsche's theory of 'value' understood as what ought to be possessed or pursued, especially, the question of whether or not the disposition is treated as an 'intrinsic' value. Finally and most importantly, I explore the reasons why Nietzsche confers the aforementioned normative significance upon the excellence at issue.

• School Mathematics
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• v.10 no.4
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• pp.537-555
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• 2008

The study aims to analyze elementary school students' understanding of the concept of equality sign in contexts, to reflect the types of contexts for equality sign which mathematics textbook series for $1{\sim}4$ grades on natural numbers and its operation provide, and to invetigate the effects of teaching methods of the concept of equality sign suggested in this research. In order to achieve these purposes, the origin, concept, and contexts of equality sign were theoretically reviewed and organized. Also the error types in using equality sign were reflected. Modelling, discussing truth or falsity of equations, identifying relations between numbers and their operation, conjecturing basic properties of numbers and their operations, experiencing diverse contexts for equality sign, and creating contexts for equality sign are set up as teaching methods for better understanding the concept of equality sign. The conclusions are as follows. Firstly, elementary school students' under-standing of the concept of equality sign varied by context and was generally far from satisfactory. In particular, they had difficulties in understanding the concept of the equal sign in contexts with operations on both sides. The most frequently witnessed error was to recognize equality sign as a result of operations. Secondly, student' lack of understanding of the concept of equality sign came from the fact that elementary textbooks failed to provide diverse contexts for equality sign. According to the textbook analysis, contexts with operations on the left side of the equal sign in the form of $a{\pm}b=c$ were provided excessively, with the other contexts hardly seen. Thirdly, teaching methods provided in the study were found to be effective for enhancing understanding the concept of equality sign. In other words, these methods enabled students to focus on relational understanding of concept of equality sign rather than operational one.