"... In PAGE 24: ... Only some of these industry- specific measures are reassuring. In particular, there is a strong correlation between the estimated response elasticities for industry wages, overtime wages, and overtime employment reported in Table4 and those implied from the industry specific regressions. However, the two elasticities approaches give nearly uncorrelated results for the two employment measures.... ..."

"... In PAGE 15: ... CPU time remained approximately the same with increased experience, presumably for the same reasons. Table4 shows the five skill clauses acquired during one of these runs. The two clauses for driving- in-segment specify different decompositions for achieving this top-level goal under alternative start conditions.... ..."

"... In PAGE 16: ... CPU time remained approximately the same with increased experience, presumably for the same reasons. Table4 shows the ve skill clauses acquired during one of these runs. The two clauses for driving- in-segment specify di erent decompositions for achieving this top-level goal under alternative start conditions.... ..."

"... In PAGE 2: ... 2. CORE EMPIRICAL COMPETENCIES Table1 presents our candidate list of core empirical competencies for practicing computer science. In constructing this table, we first examined typical tasks in which computer scientists apply empirical reasoning, and extracted those concepts and skills necessary for the tasks.... In PAGE 2: ... Finally, upper-level courses build upon these foundations to study specific areas of computing in depth. Table1 organizes the empirical concepts and skills to best fit with the traditional practices in curriculum design just described. For example, many of the concepts listed at the introductory level could easily be introduced in typical CS1 and CS2 assignments, such as simulating dice rolls or random walks.... In PAGE 2: ... Basic data representation using scatter-plots appears at the intermediate level because graphing problem size versus running time is a natural thing to do in a data structures or algorithms course. It is important to note that we do not view the divisions that appear in Table1 as absolute or inflexible. One instructor might take a more formal approach to algorithms in CS1 and CS2, introducing standard deviation or curve fitting early.... ..."

"... In PAGE 2: ...Table 1: Reasons for wanting access to the learner model Table1 shows that while some students were unsure in each of the categories, most students believe it is their right to view their learner model, and want access for this reason (70%). The majority would like to use their learner model as a navigation aid (77%), to help them plan (66%) and reflect on their learning (80%), and to contribute to the learner modelling process (i.... In PAGE 5: ... This distinction could also help learners to better direct their efforts to where the need is greatest. Table1 suggests that both support for reflection and an aid to planning are desirable features of open learner models. Figure 3: C-POLMILE apos;s skill meter, illustrating knowledge level, areas of difficulty, misconceptions and size of the domain A further difference between the skill meter of C-POLMILE and other skill meters is that the size of topics and concepts is indicated by the length of the skill meter (usually skill meters are all the same length, as in the example in Figure 2).... In PAGE 9: ... This has the dual purpose of achieving a more accurate learner model (as the learner can sometimes contribute information that is harder for a system to infer); and promoting learner reflection (as students must justify any changes they try to effect in their learner model). Both purposes are indicated to be important in Table1 . A negotiated model implies a symmetrical relationship between the system and student in the maintenance of the model - i.... In PAGE 10: ... In such cases they will need to be able to easily update their learner model to reflect their current understanding. Table1 shows that many students would be happy to contribute to improving their learner model, with no students responding negatively. The C-POLMILE learner model is therefore directly editable by the learner.... ..."

"... In PAGE 29: ... The leaders and SMEs interviewed during the project expressed definite ideas about the traits needed by leaders of units undergoing transformation. It is reasonable to project that the traits they identified will be appropriate for the future force ( Table4 ). The only distinctive trait that emerged was the requirement for digital literacy and competence.... In PAGE 30: ...The set of leader traits summarized in Table4 is not all-inclusive. The list omits many factors generally assumed important for leaders, such as general intelligence, diligence, honesty, integrity, loyalty, and resourcefulness.... In PAGE 30: ... The list omits many factors generally assumed important for leaders, such as general intelligence, diligence, honesty, integrity, loyalty, and resourcefulness. The factors listed in Table4 were derived without regard to their relative importance. Establishing their comparative weight would require development of new assessment techniques and procedures.... ..."

"... In PAGE 20: ...19 This procedure to distinguish between low and high skill occupations is reasonable given that wage levels and skills tend to be strongly correlated. In Table5 we report cross-section estimates for the occupational gender wage on skill type. The inclusion of year dummies subsumes any time pattern as we are focusing on the cross-sectional relationship between skill type and gender gap.... In PAGE 21: ...20 Column 1 in Table5 shows that the occupational gender wage gap is 8% point lower for low skill occupations in low and lower middle income countries compared to the high skill occupations. 20 Column 2 shows that for the high and higher middle income countries the gender wage gap is 2% point lower for low skill occupations.... In PAGE 21: ... Fourth, there is a positive (that is, widening) impact of FDI net inflows on the gender gap for high skill occupations in poorer countries.21 The above findings suggest that trade and FDI do not lower the gender wage gap for high skill occupations in poorer countries, which tend to have a 8% point higher gender gap ( Table5 ). According to standard trade theory, sectors intensive in scare factors will contract and the demand for scarce factors will fall.... In PAGE 22: ... However, we not only find an absence of a negative (and narrowing) impact, but a significantly positive (and widening) impact of FDI net inflows on the gender wage gap for high skilled occupations.22 This result is difficult to understand, unless there are significant gender gaps in human capital within high skill occupations in poorer countries (as suggested by the large difference in gender gap between low and high skill occupations in poorer countries in Table5 ). In that case an FDI-induced increased demand for the better-qualified high-skill workers may disproportionally benefit male workers and lead to a larger gender wage gap.... In PAGE 22: ... 23 Note that this argument implicitly assumes that gender differentials in human capital are relatively less important for low skill occupations as well as for high skill occupations in richer countries. This is plausible because (a) human capital differentials are more likely to show up in high skill occupations creating larger occupational gender wage gaps in high skill occupations (see Table5 ), and (b) female education lags behind male education in economic development (see Filmer 1999). ... ..."

"... In PAGE 4: ... Participants were asked to indicate why they had chosen their particular language. The responses are summarised in Table3 . The reasons given by participants for choosing the language they are currently teaching was dominated by a willingness to satisfy the perceived need to teach a language that will pro- vide their graduates with marketable skills.... In PAGE 5: ... Although it might be expected that instructors would chose new languages with the same para- digm or similar language features, this is not the case. Instead, these decisions appear to be more moti- vated by reasons shown in Table3 and Table 4. When courses are grouped by language and measured by the average length that courses have used a par- ticular language then the results are as shown in Figure 2.... ..."

"... In PAGE 3: ...the more reason to be diligent about locking in positive gains in your software shop. Table3 , also from the annual SIM study, provides some insights into the Y2K-induced trend toward increasing simplicity and stan- dardization, as well as improvements in tech- nical skill sets. The top two rows of Table 3 show these improvements, from 1996 to 1999, reach from 55.... ..."