The twelfth century rabbinic scholar Maimonides proposed a maximum class size of 40. This same maximum induces a nonlinear and nonmonotonic relation-ship between grade enrollment and class size in Israeli public schools today. Maimonides’ rule of 40 is used here to construct instrumental variables

is also used to construct model libraries automatically from sequences in structural databases. We evaluate the SAM-T98 method with four datasets. Three of the test sets are fold-recognition tests, where the correct answers are determined by structural similarity. The fourth uses a curated database

, the steeper the inverted-U relationship. Fourth, firms may innovate more if subject to higher debt-pressure, especially at lower levels of PMC. We confront these predictions with data on UK firms’ patenting activity at the US patenting office. They are found to accord well with observed behavior.

. Fourth, the optimum of the problem to be solved changes over time and, thus, the optimizer should be able to track the optimum continuously. In all these cases, additional measures must be taken so that evolutionary algorithms are still able to work satisfactorily. This paper attempts to provide a

A new two-terminal circuit element-called the memrirtor- memrislorcharacterized by a relationship between the charge q(I} q(t) = = s f'-' " St % i(r} i(7J dr d7 and the flux-linkage <p(I} (p(t) = = = J-‘-m f'-", vir} vfrj dr d T is introduced as os the fourth boric

that this relationship applies to the dropout situation as well. Not only is the motivational model theoretically sound, it is also in line with the high school dropout literature. First, with respect to the social context, dropout students, relative to persistent students, report that they participate much less

Brown. You can call me teacher if you forget my name. Some people call me Grandma if they forget my name. I don’t mind that. I’m one of the teachers here. Do you know how many teachers we have in this class?" I gathered on the oor with 21 children and their assorted relatives, on this very important day in the lives of each person in the room—the rst day of kindergarten. We sat there, like loose skeins of yarn, about to participate in the creation of a weaving, about to begin the process of forming a classroom community. I was there in the role of participant observer, with the hope of discovering how Elga Brown nurtured the development of a classroom community over the course of a school year. Teachers are being recognized as “community-builders, ” rather than as conduits for information. Richard Prawat (1992) states that if we agree that learning is a social act, “the criteria for judging teacher effectiveness shifts from that of delivering good lessons to that of being able to build or create a classroom ‘learning community’ ” (p. 13). In order to be participating citizens, our children must learn how to be both strong individuals and members of communities. Kevin Ryan and Thomas Lickona (1987) state that if our society is to grow and develop, young people “must learn to function as part of an increasingly complex world community, where global peace and justice demand ever increasing levels of cooperation ” (p. 3). Indeed, the act of teaching children to function in this way can inuence the Updated from an article originally published in the School Community Journal,

This paper explores daily, international portfolio flows into and out of 44 countries from 1994 through 1998. We find several facts concerning the behavior of flows and their relationship with equity returns. First, we detect regional flow factors that have increased in importance through time

teachers_born_and reared_outtide_theiregion_i__Teachers_came_from_four_elementary-schools and_Ohet_high_school in_a_predominately_rural-county approximately twothirds of_Whose_inhabitants were-fourth_generation Appalachia residents;_The_study found that-views of AppalaChien teaCherS differed little from

ii _ The thesis examines the relationship between John 20:30-31 and the purpose of the Fourth Gospel. It argues that the passage expresses a purpose which is reflected in both the structure and the content of the Gospel as a whole. This purpose is to convince the reader that faith in Jesus