by Eric S. Rebentisch., Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 1995., Includes bibliographical references (p. 173-180).

by Gavin Alexander Finn., Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 1995., Includes bibliographical references (p. 284-296).

by Tung Chan., Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1995., Includes bibliographical references (leaves 99-102).

by Tracy S. Myers., Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 1995., Includes bibliographical references (leaves 118-125).

This article presents a procedure for constructing a taxonomy of COTS products in the field of Requirements Engineering (RE). The taxonomy and the obtained information reach transcendental benefits to the selection of systems and tools that aid to RE-related actors…

This paper presents a neuro-fuzzy network where all its parameters can be tuned simultaneously using Genetic Algorithms. The approach combines the merits of fuzzy logic theory, neural networks and genetic algorithms. The proposed neuro-fuzzy network does not require a priori…

Complex control tasks may be solved by dividing them into a more specific and more easily handled subtasks hierarchy. Several authors have demonstrated that the incremental layered evolution paradigm allows obtaining controllers capable of solving this type of tasks. In…

This work is focussed on the development and analysis of a new class of algorithms, called cellular memetic algorithms (cMAs), which will be evaluated here on the satisfiability problem (SAT). For describing a cMA, we study the effects of adding…

In the design of activities for Web-Based Education Systems, the concept of Didactic Object or Learning Object, has appeared as the axis of a new paradigm concerned with the reusability of contents and activities, due to its organization from a…

Argumentation theorists can make a much larger case for the significance of their discipline than they appear to do. This larger case entails asking the overarching question, "How is knowledge driven?" and seeking the answer in arguments for which there…