LOGIC

Author: BOFILL ARASA MIQUEL.
Year: 2003.
University: POLITÉCNICA DE CATALUÑA.
Place of defense: Sala del Llac del doctorat campus Nord.
Place of preparation: EDIFICI C6 Campus NORD.

Author: PEÑA ESTEBAN FRANCISCO DAVID DE LA.
Year: 2005.
University: PÚBLICA DE NAVARRA.
Place of defense: E.T.S.DE ING.INDUSTRIALES Y DE TELECOMUNICACION.
Place of preparation: E.T.S.I.I.T..

Summary: The thesis develops a heuristic algorithm for the formation of cells work in order to optimize the distribution plant in a set of production machinery of different pieces, which can follow different routes. Define the optimal number of machines per cell depending on the total availability of machinery, and allows the combination of alternative plans processes, avoiding or reducing duplication of machinery and Study addresses the distribution of more efficient machinery, defining the areas of work needed , and the relative position more effectively the different areas, while it defines the best position of the different machines in your area or cell. Ultimately, it creates an algorithm for efficient distribution plant in a suitable and optimized production facility. The algorithm has been scheduled in Matlab, considered useful tool for this purpose.

Author: Bermejo Luque Lilian.
Year: 2005.
University: MURCIA.
Place of defense: Facultad de Filosofía. Departamento de filosofía.
Place of preparation: Departamento de Filosofía.

Summary: The objective of this paper is to provide a program for integrating the logic and rhetoric of dialectical argument in natural language, in order to develop a normative theory. To that end, it analyzes the major proposals in the Argumentation Theory, and it raises a criticism of the design tools regulations argumentative behind them. Moreover, in recognition of the motivation determines that the adoption of an instrumentalist perspective, this paper articulates the distinction between force suasoria and strength of the supporting arguments, and sets out the need for a normative theory of mind both, as well as how they relate to each other, to highlight the link between arguments and rationality. However, it is proposed the adoption of an epistemic approach, in light of a particular interpretation of the work on arguments S. E. Toulmin. Based on a conception of the argument as an activity, proposes a definition of the subject of a theory of the case as consisting of properties logical and dialectical rhetoric. He also articulates the notion of 'argumentative act' as some kind of act of speech, and draws implications of this approach with regard to the analysis and interpretation of argumentative discourse and argumentation entimemática. The proposals on assessment comes from the nature of semantic and pragmatic speech acts argumentativos defined as' attempts to show that an assertion is correct reference. It outlines the concepts of 'macro' and 'microstructure argumentative' and the conditions for realistic evaluation and semantics of argumentative discourse. It extracts resulted in the possibility of determining not only the supporting force, but also the legitimacy of force suasoria some argumentative discourse regarding an auditorium or given listener. Finally, it was suggested to adopt the study of conversational classic fallacies as a tool for criticism of the argument.

Author: CRUZ MAVIL MIGUEL ÁNGEL.
Year: 2005.
University: AUTÓNOMA DE BARCELONA.
Place of defense: CIENCIAS DE LA EDUCACIÓN..
Place of preparation: UNIVERSIDAD VERACRUZANA.

Summary: This work reflects the activities undertaken to investigate students' difficulties in obtaining findings. This is a qualitative research framed in the field of mathematics education. Its main purpose has been to discover and interpret some aspects that influence the process of obtaining the conclusion of an argument. The method was to implement a questionnaire to six undergraduate students of the University of Veracruz, Mexico. The work was supplemented by a series of semi-structured interviews with some of those students. The study resulted in the school half covered the period from February to June 2004. The population included students enrolled for the second term of the first year of studies at the university. The sample included 260 students in the areas of Social Sciences and Sciences. In the first group were selected students of law, economics and literature. In the second, students were chosen for Informatics, Physics, Engineering and Mathematics. Most students in the sample can only take a course in logic optionally to be taken either in the first half or the second half. In contrast, students in Computer Science and Mathematics are necessarily those of a course of logic in their respective itineraries. Of these two groups, students of Mathematics had taken this course in the period preceding school. Instead, students Computing took over the course of the second semester, coinciding with this investigation. In basic logic courses, the findings obtained were often qualified students from the standard logic. However, the process involves the intent to obtain and justify the conclusion of one or more arguments, draws out the influence of inferential processes and meanings, not necessarily logic involved. The problem is discussed can be seen in the act placed to teach and learn the concept of logical consequence. This concept is fundamental courses Logic is defined in this discipline purporting to capture an intuitive notion in the students. The natural ability to make inferences has been applied by students for a long time and so generally adequate and therefore above the learning of the concept of logical consequence they have to learn in courses Logic. The difficulty inherent in the teaching of this concept, is increased due to the semantic and syntactic ways that are usually applied in the classroom to define it. Each involves a particular type of difficulties for students. The first is necessarily related to the notion of truth while the second involves the knowledge and application of a set of inference rules that students have to apply correctly. Additionally, the basics of logic should be handled at levels propositional and predicative. In the process of investigation arises the need to reconstruct the notion of consistency to analyze the findings of the students. The results of this research show that the influence of the sociocultural context and lingüstico mediate the kind of conclusions that can take or stop taking students and leave to see a course in logic may be irrelevant, at least in relation to the learning of a the fundamental concepts of Logic.

Author: SANCHEZ SORIA ANGEL RAFAEL.
Year: 2006.
University: VALENCIA.
Place of defense: FACULTAD DE DERECHO.
Place of preparation: FACULTAD DE DERECHO.

Summary: We present a model of Legal Expert System, using a knowledge representation, which, after modeling the task of judging, and as a means of reducing the arbitrary judicial applies Bayesian probability or subjective and fuzzy logic to the valuation of the test, programming logic (PROLOG) to the application of criminal law formalizing the rules which define the crimes of homicide, murder and reckless homicide, and the new fuzzy logic to the graduation of the penalty, making refinements as time compliance as a discrete variable. Modeling is a real judgment in the above three areas (testing, criminal law and punishment). Findings were obtained as the appropriateness of applying formal methods to enhance certainty in the application of criminal law, continuing the tradition derived from the consolidation.