On computing all abductive explanations from a propositional Horn theory

2007 ◽  
Vol 54 (5) ◽  
pp. 24 ◽  
Author(s):  
Thomas Eiter ◽  
Kazuhisa Makino
Keyword(s):  
Horn Theory

scholarly journals Loudspeaker Horn Theory—A Review

1972 ◽  
Vol 52 (1A) ◽  
pp. 138-138
Author(s):  
V. Salmon
Keyword(s):  
Horn Theory

Theories of modules closed under direct products

1992 ◽  
Vol 57 (2) ◽  
pp. 515-521
Author(s):  
Roger Villemaire
Keyword(s):  
Direct Product ◽  
Abelian Groups ◽  
Complete Theory ◽  
Direct Products ◽  
Horn Theory

AbstractWe generalize to theories of modules (complete or not) a result of U. Felgner stating that a complete theory of abelian groups is a Horn theory if and only if it is closed under products. To prove this we show that a reduced product of modules ΠFMi (i ϵ I) is elementarily equivalent to a direct product of ultraproducts of the modules Mi(i ϵ I).

scholarly journals IMPLEMENTASI PERMENDIKNAS NOMOR 28 TAHUN 2010 TENTANG PENUGASAN GURU SEBAGAI KEPALA SEKOLAH DI KABUPATEN SIAK

2021 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Fauziah Fauziah ◽  
Jimmi Copriady ◽  
Sudirman Sudirman
Keyword(s):  
Qualitative Methods ◽  
Implementation Research ◽  
Horn Theory ◽  
Head Of School ◽  
Cost Of Education ◽  
Teacher Assignment ◽  
The Government ◽  
The Cost ◽  
And Training

Permendiknas implementation research on the appointment of pricipals is inseparable from the basic permendiknas namely: (1) permendiknas number 13 year 2007 about pricipal standar, (2) permendiknas number 28 tahun 2010 about teacher assignment as Head of school. This research discloses how the process of appointment of headmaster of SMP negeri in Dinas Education and culture of  Siak Regency, is in accordance with the provisions set by the government in permendiknas number 28 year 2010. This implementation research isbased on metter and Horn theory and describe the findings using approach qualitative methods. Data obtained by interviuw, observation and document. Futher data are analyzed and performed continuously to complate. The results of the study note that the general requirements in administrative selection are not met well. Because three is still the age of principals who do not meet the provisions with the number 85%. This means that only 15% of the principals are appointed in accordance with the provisions of the first appointment process in office. Even 29% of headmaster who served in Siak district will now undergo more than 2 periods of duty. At the rank and class of principals also found 13% of principals who are currently still in rank/class IIIB. While on special requirenments found arround 65% of  school principas in Siak Regency do not have a certificate of principal issued by LP2KS is a NUKS certificate. There are several factors that become obstacles in implementing permendiknas number 28 year 2010 in Siak Regency. Namale; (1) the SDK of siak Distric employees, especially the lack of education, (2) the cost of education and training to obtain NUKS certificate, (3) the role of the acceptability team in the process of placing the principal the carry out his duties as principal. 

Generalized Plane Wave Horn Theory

1946 ◽  
Vol 17 (3) ◽  
pp. 199-211 ◽  
Author(s):  
Vincent Salmon
Keyword(s):  
Plane Wave ◽  
Horn Theory

Horn Theory and the Phonograph

1972 ◽  
Vol 52 (1A) ◽  
pp. 139-139
Author(s):  
Percy Wilson ◽  
Goeffrey L. Wilson
Keyword(s):  
Horn Theory

A Study of Aging, Intelligence and Problem Solving

1983 ◽  
Vol 53 (3_suppl) ◽  
pp. 1271-1279 ◽  
Author(s):  
Marvin L. Schroth
Keyword(s):  
Problem Solving ◽  
Fluid Intelligence ◽  
Intellectual Functioning ◽  
Horn Theory ◽  
Crystallized Intelligence ◽  
Significant Difference ◽  
Crystallized Abilities ◽  
Type C ◽  
Vantage Points ◽  
Selection Of

Relationships between intellectual functioning and problem-solving among aged persons were viewed from several vantage points. The Cattell-Horn theory of fluid and crystallized abilities provided the rationale for selection of indicants of intelligence; the Davis (1966) two-factor theory served as a paradigm for the selection of two different kinds of problem-solving tasks. The relationships of education to each type of intelligence and problem-solving were also investigated. For a sample of 224 adults, aged 60 to 70 yr. of age, (1) Type O problem solving (has few prior associarions) is more highly related to fluid intelligence (Gf) than to crystallized intelligence (Gc). (2) The correlation between Gf and Gc is larger for relatively well educated than for relatively poorly educated adults. (3) There is no significant difference between the Gf and Gc correlations with Type C problem-solving (involving previously associated responses). (4) The Gf-Gc, Type O-C relationships are not removed when education is controlled.

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