between the HPC and neocortex that persist for as long as those memories exist. On the other hand, semantic, or context-free, memories can become independent of the HPC as consolidation theory predicts. In support of this view, we report recent accounts of relatively flat RA gradients in autobiographical

) mechanisms is particularly apt during a time of significant social and economic transitions, when the explanatory power of old theories has broken down. We then review studies in the tradition of new institutional theory that exemplify the kind of mechanism-based theorizing that we advocate. We conclude

in real-time, i.e., new data can be viewed as being appended to the old or historical data, and aperiodic, i.e., the time between the updates and the value of the updates are not known a priori. Increasingly, users are interested in monitoring such data for online decision making. To provide users

Current theory and vocabulary used to describe typographic practice and scholarship are based on a historically print-derived framework. As yet, no new paradigm has emerged to address the divergent path that screen-based typography is taking from its traditional print medium. Screen

of new connections, for example, recall of recent autobiographical experiences, new facts, or the source of newly acquired facts. This pattern of impaired new learning versus preserved old learning cuts across distinctions between semantic memory, episodic memory, explicit memory, and perhaps also

new treatment is called for so that rational behavior via a logic can measure up to the constraint that it be able to change usage, employ new words, change meanings of old words, and so on. The usual fixed language with a fixed semantics that is the stockin-trade of AI seems inappropriate

function as bridges between the school and the external environments This paper focuses on design-oriented pedagogy that connects learning in formal, non-formal and informal settings. In the first part of the paper, the theoretical framework and design principles of the pedagogy as well as a description

available in the new environment to accommodate the change and the process leading to change must be irreversible. It was discovered that if any of this features is ignored, the subject that is changed could be in a dilemma because going back to the old state will be seen as a sign of weakness and going

. There does not exist any inconsistency between the old statements and newly added statements and is assume that situation do not change. But in real world problem situation changes and so many new assumptions are generated. A monotonic reasoning system cannot work efficiently in real life environments

mortgage market discrimination—with a socio-logical theory of networks—which argues industry restructuring can disrupt markets and social relationships and create new opportunities for exploitation. We argue that, as the old inequality in home mortgage lending has slowly diminished, a new inequality has