A Belief System's Organization Based on a Computational Model of the Dynamic Context: First Approximation

In this article we present a model of organization of a belief system based on a set of binary recursive functions that characterize the dynamic context that modifies the beliefs. The initial beliefs are modeled by a set of two-bit words that grow, update, and generate other beliefs as the different experiences of the dynamic context appear. Reason is presented as an emergent effect of the experience on the beliefs. The system presents a layered structure that allows a functional organization of the belief system. Our approach seems suitable to model different ways of thinking and to apply to different realistic scenarios such as ideologies.

Way of scoring by Spanish First Division volleyball teams in relation to winning/losing, home/away, final classification, and type of confrontation

The aim of this study was to assess the way volleyball teams score with regard to: whether or not they won the game, whether they were the home or away team, the level of the opposing teams, and the type of confrontation. The sample was composed of 118,083 plays from 794 men’s volleyball matches and 125,751 plays from 719 women’s matches of Spain’s first division clubs (from the 2002-2003 season to the 2006-2007 season). The variables studied were: the way points were obtained in each play, being the home or away team, the level of the teams, the result of the match, and the type of confrontation between the teams with regard to their level. The results demonstrate that for both men’s and women’s teams, the majority of the points were obtained in attack and by opponent errors. Differences were found with regard to the way points were obtained when winning or losing the match was taken into account as well as when considering the level of the teams. This paper discusses the differences found with regard to whether the team is home or visiting and the type of confrontation.

Exploring the use of cooperative activities in a language subject to develop students’ social competences at the University

Cooperative learning has been successfully implemented in the last 60 years for teaching at different educational levels including the Higher Studies due to its solid theoretical foundation, the principles it proposes and its practical applications. The purpose of this article is to offer a proposal for some cooperative activities that allow students to work in small groups in a language subject in order to learn not only contents but also putting into practice what they learn, i.e., they learn by being active. This article discusses how the said activities make it possible for students to work with the main principles of cooperative learning, i.e.: positive interdependence, face-to-face interaction, individual and group accountability, interpersonal and small-group skills and group processing. Moreover, this research will also point out that the proposed activities allow students to acquire some of the social competences required in the labour market such as leadership, conflict solving and cooperation.

Western Europe and Japan: Trade War or Trade Peace. Congressional Record, proceedings and debates of the 91st Congress, first session. Volume 115, No. 187, 13 November 1969

Western Europe and Japan: Trade war and trade peace

Influence of Agricultural Support on Sale Prices of French Farmland: A comparison of different subsidies, accounting for the role of environmental and land regulations. Factor Markets Working Document No. 51, June 2013

This paper investigates the determinants of agricultural land price in several regions in France over the period 1994-2011, using individual plot transaction data, with a particular emphasis on agricultural subsidies and nitrate zoning regulations. It found a positive but relatively small capitalisation effect of the total subsidies per hectare. The data revealed that agricultural subsidies capitalised, at least to some extent, but the magnitude of such a capitalisation depends on the region considered, on the type of subsidy considered, and on the location of the plot in a nitrate surplus zone or not. Only land set-aside premiums significantly capitalise into land price, while single farm payments have a significant positive capitalisation impact only for plots located in a nitrate-surplus zone.