### Table 2 Problems to solve and a solution for each within the proposed framework

"... In PAGE 7: ... However, the above mentioned co- evolutionary theme would be most effective if we keep this very ordering in the levels or at least let the innermost level stay where it is as it makes more sense to have a hybrid set of predictors and then let the subsets compete with each other than to enforce competition without having a mix. Essentially, there is a range of problems the framework tries to solve and these are enumerated in Table2 together with the ways these have been addressed. help traverse the search space and we have borrowed the idea of negative correlation in the formulation of our multi-objective problem as well.... ..."

### Table 2: Errors for CTS development set

2004

"... In PAGE 4: ... It it possible that better performance could be obtained by using confusion net- work topologies that link words and metadata. A more specific breakout of error improvement for the CTS development set is given in Table2 , showing that both recall and precision benefit from using the N-best framework. Including multiple hypotheses reduces the number of SU deletions (improves recall), but the pri- mary gain is in reducing insertion errors (higher preci- sion).... ..."

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### Table 2: Errors for CTS development set

2004

"... In PAGE 4: ... It it possible that better performance could be obtained by using confusion net- work topologies that link words and metadata. A more specific breakout of error improvement for the CTS development set is given in Table2 , showing that both recall and precision benefit from using the N-best framework. Including multiple hypotheses reduces the number of SU deletions (improves recall), but the pri- mary gain is in reducing insertion errors (higher preci- sion).... ..."

Cited by 8

### Table 2: Errors for CTS development set

"... In PAGE 4: ... It it possible that better performance could be obtained by using confusion net- work topologies that link words and metadata. A more specific breakout of error improvement for the CTS development set is given in Table2 , showing that both recall and precision benefit from using the N-best framework. Including multiple hypotheses reduces the number of SU deletions (improves recall), but the pri- mary gain is in reducing insertion errors (higher preci- sion).... ..."

### Table 4 Section First fuzzy set Second fuzzy set

"... In PAGE 5: ...e. Ind2=Ind1+1={b7,b6,b5}+1 as expressed in Table4 below. Table 4 Section First fuzzy set Second fuzzy set... ..."

### Table 2: Classification of the components of ODM using the framework.

"... In PAGE 6: ... The general approach is that, by completing the stage, a program designer can add to the Data Flow Model and so incrementally develop the design. As Table2 illustrates, according to our framework oDM is concerned with the software description activities. Then, using the framework, we can identify the following actions of oDM: Zdentifr creates an instance of a concept-type.... In PAGE 7: ...1 Specification of oDM We now show how ODM has been specified within the formal framework. Firstly, we defined the primary concepts of ODM as given in Table2 using given sets: EventClassState 2 Element-State[EVCLASS] [ knownEventClasses/lownEIements, EventClassDesc/EJementDesc] Which is equivalent to: [PROCESS, EVENT, CHANNEL] The secondary concepts are given by [ DESC] dom EventCkssDesc c hownEventChsses Further, for the purposes of reporting, we build up new types from these concept-types as follows: OP ::= Create 1 Define 1 Identify 1 .... ..."

### Table 5: Complete axiomatizations in terms of BCSP

2001

"... In PAGE 69: ...=)$ g. Just extend De nition 17.1 by == nngnn == = Lr2roots(g) == nngrnn ==. Axioms In Table5 , complete axiomatizations in terms of BCSP can be found for the same eleven semantics axiomatized in terms of BCCSP in Tables 2 and 3. The rst two sections of the table apply to the equivalences and the rst and last section to the preorders.... In PAGE 69: ... These axioms are mild variations of the ones in Tables 2 and 3, and have been found by exploiting a close correspondence in semantic validity between BCSP and BCCSP expressions. First of all, using the de nitions just given, the soundness of the axioms in the rst section of Table5 is easily established. Using these, any closed BCSP expression can be rewritten in the form Ln i=1 pi with pi closed BCCSP expressions.... In PAGE 70: ...Table 5: Complete axiomatizations in terms of BCSP Most of the axioms in the last two sections of Table5 can be recognized as restatements of the axioms of Tables 2 and 3, using the insight of Lemma 17.1.... In PAGE 71: ...71 Let UO be the set of axioms marked with \+ quot; in the column for O in the rst two sections of Table5 , and U O be the set of axioms marked with \+ quot; in the column for O in the rst and last section of Table 5. Write S ` if the formula is provable from the set of axioms S.... In PAGE 71: ...71 Let UO be the set of axioms marked with \+ quot; in the column for O in the rst two sections of Table 5, and U O be the set of axioms marked with \+ quot; in the column for O in the rst and last section of Table5 . Write S ` if the formula is provable from the set of axioms S.... In PAGE 71: ...ymmetry are trivial. Transitivity follows from the previous claim. Completeness proof: Suppose P =O Q for certain P; Q 2 T(BCSP). Using the axioms in the rst section of Table5 one obtains UO ` P = Ln i=1 pi and UO ` Q = Lm j=1 qj with pi; qj 2 T(BCCSP). By the soundness of these axioms one has Ln i=1 pi =O Lm j=1 qj.... ..."

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### TABLE V Semantic relations representing fuzzy sets in the fuzzy set hierarchies

### Table 1. Framework describing critical elements of online learning settings

2001

"... In PAGE 2: ... In our work with such teachers we have developed strategies that we have found quite successful in assisting this move. In previous research, we have described a framework for designing online learning settings ( Table1 ). The framework comprises three interconnected elements which are presented as critical components for the design of learning settings.... ..."

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