### Table 11. Possible tables from the probabilistic sampling space of Table 3, but which are more extreme (higher negative correlation) than Table 3. i = 3 RED BLUE total FEMALE 3 16 19

"... In PAGE 9: ...and to the last table in Table11 (next page), which shows only those tables indexed to i = 0,3, that represent a more extreme distribution than that in Table 3. Given this indexing system for the sampling space from which the actual distribution may be drawn with fixed independent probabilities of the variables tabulated, the probability of each specific distribution Di for i = 0 to m can be computed exactly by a permutational formula called the Fisher Exact test.... In PAGE 10: ...Starting with the observed table, Table 3, and continuing through the tables with more extreme departure from randomness but the same marginal totals (those in Table11 ), P values for five distinctive tables are computed, indexed on the {red, female} cell frequency i = 0 to m: Prc = 19!17!11!25! / 36!4!15!7!10! = 0.12547 [Table 3] = 19!17!11!25! / 36!3!16!8!9! = 0.... ..."

### Table 1. Function set (gates) used in numerical experiments. Some functions are independent on the input (functions 0 and 1), other depend on only one of the input variables (functions 2-5), other functions depend on two input variables (functions 6-15) and the other functions depends on three input variables (functions 16-19). These functions are taken from [12].

"... In PAGE 2: ...2 Figure 1. The symbols used to represent some of the logical gates in Table1 (OR is function 12, AND is function 6, XOR is function 10 and MUX is function 16). In some pictures a small circle may appear on these symbols indicating the negation (inversion) of the respective results.... In PAGE 5: ... In the first experiment we want to compare the computation effort spent by CGP and MEP for solving this problem. Gates 6, 7 and 10 (see Table1 ) are used in this experiment. The parameters of CGP are given in Table 3 and the parameters of MEP are given in Table 4.... In PAGE 7: ... When the relationship between the success rate and the population size is analyzed a population consisting of 20 MEP chromosomes is used. Gates 10 and 16 (see Table1 ) are used in this experiment (as indicated in [12]). Other MEP parameters are given in Table 4.... ..."

### Table 10: Second pattern: Risky behaviour Age at sexual debut (SD) Average: 16-19 years.

"... In PAGE 64: ...The following narrative (extracted from semi-structured in-depth interviews in the Russian Federation) illustrates the manner in which the behaviour in Table10 manifested in the recorded empirical data: A 27-year-old female nurse was interviewed. She had never been married and had no children.... ..."

### Table 3: fitimated MinimumWage Effects (Currentand Lagged)on EnrollmentRates, 16-19Year-Olds

1996

"... In PAGE 21: ... Table 2 Results Minimum Wage Variable May minimum, May average (Row 5) Octoberminimum, May average May minimum, Octoberaverage Octoberminimum, Octoberaverage (Row 9) B. Table3 Resultq Minimum Wage - May minimum, May average (Row 3) Octoberminimum, May average May minimum, Octoberaverage Octoberminimum, Octoberaverage (Row 5) c. Table 4 Resultq Minimum Wage Variable May minimum, May average(Row 6) Octoberminimum, May average May minimum, Octoberaverage Octoberminimum, Octoberaverage (Row 9) Enrolled, Not Emt)loYe~ .... ..."

### Table 5. Number of regions correctly identi ed and total number of regions at each level for the Fort Benning data set. Method Overall Level 0 Level 1 Level 2 Random 16/19 16/19 14/15 15/15

1999

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### Table 2 PASSENGER VEHICLE DRIVER DEATHS PER 100,000 LICENSED DRIVERS, 1998 Age Male Female All 16-19 33 16 24

"... In PAGE 7: ... Consequently, they are more likely to die from their injuries. Table2 indicates that only those under age 25 have more fatalities than those over 65 per 100,000 licensed drivers. When the number of vehicle miles driven is calculated (which is low for the elderly relative to younger drivers), the fatality statistics increase even more dramatically with respect to other age groupings.... ..."

### Table 2: Fitted values of the parameters of equation (12). From the tted values of parameters and the optimal candidate number can be computed using equation (14). The resulting values are given in column ctheo opt . They compare very well to the experimental data in the last column. Note, that factorization times have only been measured for candidate numbers 8, 16 19

### Table 2: 8-model with length between 16 and 19, weigth=12 CZ k-models Total

Cited by 1

### Table 1: Workload for di erent educational approaches to computer science education.

"... In PAGE 58: ...4: Code a Java applet (loops are needed) Figure 1: Results of exam by passed and dropped out students. Figure 1 shows the results of the exam by those students who continued and those who dropped out and Table1 shows the relative value of dropped out students apos; points comparing with the points of passed students. Table 1: Dropped out students points relative part from passed students points.... In PAGE 58: ... Figure 1 shows the results of the exam by those students who continued and those who dropped out and Table 1 shows the relative value of dropped out students apos; points comparing with the points of passed students. Table1 : Dropped out students points relative part from passed students points. Question Relative part of passed students points 1: if-statement 81 % 2: loop and if-statement 62 % 3: random numbers 46 % 4: applets 12 % Total 78 % One can clearly see from Figure 1 and Table 1 that on easy questions dropped out succeeded relatively well comparing with passed students but when we look at for example question 4 which proved to be di cult one, we can see that dropped out students got only 12% of passed student apos;s points.... In PAGE 58: ... Table 1: Dropped out students points relative part from passed students points. Question Relative part of passed students points 1: if-statement 81 % 2: loop and if-statement 62 % 3: random numbers 46 % 4: applets 12 % Total 78 % One can clearly see from Figure 1 and Table1 that on easy questions dropped out succeeded relatively well comparing with passed students but when we look at for example question 4 which proved to be di cult one, we can see that dropped out students got only 12% of passed student apos;s points. So the more di cult topics the more larger are di erences between higher and mid-performers apos; success in exam.... In PAGE 69: ... Learning by research needs even more human and other resources than pure PBL; the tutors (or the facilitators, as they are sometimes called) should be trained properly to embrace the radically new type of education, and they need to devote time and e ort to the whole process. Table1 summarizes the workload costs for di erent educational approaches. Final remarks.... In PAGE 69: ... Final remarks. From the Table1 we can see that the approaches which are highly learner- centered (Learning by research, PBL, PSL) have all high or very high initial costs, and learning by research and PBL have also very high running costs. Indeed, transforming the curriculum to rely on problem-based learning requires training of the faculty, open attitude towards drastically di erent learning, and resources to be put into the process.... In PAGE 72: ...P11 69 Table1 : Single parts of the course and related time estimation, including a case study of an average student. Activity Duration Amount Maximal load Average student [Hours] [Times] [Hours] E ort[%]/Hours Lecture 3 14 42 0.... ..."