Aggregation or fusion of interval data is not a trivial task, since the necessity of arranging data arises in many aggregation functions, such as OWA operators or the Choquet integral. Some arranging procedures have been given to solve this problem, but they need certain parameters to be set. In order to solve this problem, in this work we propose the concept of an admissible permutation of intervals. Based on this concept, which avoids any parameter selection, we propose a new approach for the interval-valued Choquet integral that takes into account every possible permutation fitting to the considered ordinal structure of data. Finally, a consensus among all the permutations is constructed.

This paper deals with OWA (ordered weighted average) operators defined on an arbitrary finite lattice endowed with a t-norm and a t-conorm. A qualitative orness measure for any OWA operator is suggested, based on its proximity to the OR operator that yields the maximum of the given data. In the particular case of a finite distributive lattice, considering the t-norm given by the meet and the t-conorm given by the join, this qualitative measure agrees with the value that some discrete Sugeno integral takes on the vector consisting of all the members of the lattice. Some applications of the qualitative orness of OWA operators to decision-making problems are shown. In addition, OWA operators defined on a finite product lattice are also applied in image processing. We analyze the effect of several OWA operators with respect to their orness.

Sustainable decisions in education are those which pursue long-term achievements for students. In many cases, the principals of the schools are those who must make these decisions. In this paper we explore some of the factors that influence the students’ long-term development by means of an analysis of the correlation between certain organizational aspects of the schools which directly depend on the principals and the scores that their students have obtained in the International Assessment PISA 2018 in mathematics, reading and science. The results point to a better long-term student achievement when the organizational decisions are designed to enhance interpersonal relationships (teacher-teacher, teacher-student and student-student), responding to the specific needs of each person and based on trust. Conversely, it seems that when the organizational decisions are merely made to control academic life, they either bear upon academic achievement in a negative way or do not significantly affect it. The results suggest that carefully attending to interpersonal relationships is the key factor behind all the educational decisions which generate sustainable socio-personal development.