{'fraction_non_alphanumeric': 0.028081123244929798, 'fraction_numerical': 0.0, 'mean_word_length': 4.487179487179487, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Note on Teaching the Implication.

A unit on symbolic logic can occur as part of several offerings of a college mathematics department-in a liberal arts course for non-majors, in a course for prospective elementary school teachers, and, at a higher level, in a course on logic and sets where proofs become an integral part of the subject matter. It seems that most students readily accept the defined truth tables for p A q, p V q, and U-p. Particularly careful motivation seems to be required, however, when introducing the implication p -* q. My experience with various texts and references points up several approaches to the truth table: