The present paper comes across the main steps that laid from Zadeh's fuzziness ana Atanassov's intuitionistic fuzzy sets to Smarandache's indeterminacy and to Molodstov's soft sets. Two hybrid methods for assessment and decision making respectively under fuzzy conditions are also presented through suitable examples that use soft sets and real intervals as tools. The decision making method improves an earlier method of Maji et al. Further, it is described how the concept of topological space, the most general category of mathematical spaces, can be extended to fuzzy structures and how to generalize the fundamental mathematical concepts of limit, continuity compactness and Hausdorff space within such kind of structures. In particular, fuzzy and soft topological spaces are defined and examples are given to illustrate these generalizations.

In an earlier work we have used the Triangular Fuzzy Numbers (TFNs)as an assessment tool of student skills.This approach led to an approximate linguistic characterization of the students' overall performance, but it was not proved to be sufficient in all cases for comparing the performance of two different student groups, since tywo TFNs are not always comparable. In the present paper we complete the above fuzzy assessment approach by presenting a defuzzification method of TFNS based on the Center of Gravity (COG) technique, which enables the required comparison. In addition we extend our results by using the Trapezoidal Fuzzy Numbers (TpFNs) too, which are a generalization of the TFNs, for student assessment and we present suitable examples illustrating our new results in practice.

In the present paper we use principles of fuzzy logic to develop a general model representing several processes in a system's operation characterized by a degree of vagueness and/or uncertainty. For this, the main stages of the corresponding process are represented as fuzzy subsets of a set of linguistic labels characterizing the system's performance at each stage. We also introduce three alternative measures of a fuzzy system's effectiveness connected to our general model. These measures include the system's total possibilistic uncertainty, the Shannon's entropy properly modified for use in a fuzzy environment and the "centroid" method in which the coordinates of the center of mass of the graph of the membership function involved provide an alternative measure of the system's performance. The advantages and disadvantages of the above measures are discussed and a combined use of them is suggested for achieving a worthy of credit mathematical analysis of the corresponding situation. An application is also developed for the Mathematical Modelling process illustrating the use of our results in practice.

Broadly construed Case-Based Reasoning (CBR) is the process of solving new problems based on the solution of past problems. The CBR systems' expertise is embodied in a collection (library) of past cases rather, than being encoded in classical rules. Each case typically contains a description of the problem plus a solution and/or the outcomes. When a problem is successfully solved, the experience is retained in order to solve similar problems in future. When an attempt to solve a problem fails, the reason for the failure is identified and remembered in order to avoid the same mistake in future. Thus CBR is a cyclic and integrated process of solving a problem, learning from this experience, solving a new problem, etc.