### Table 1: Test questions for measuring standards openness

in Presented at

2004

"... In PAGE 23: ... Discussion Policy Implications Government has many technology policy responsibilities in which it has an interest in open standards. The aforementioned criteria, as summarized by Table1 , provide metrics for how open standards are. How might these be applied? Below we consider four policy areas: direct... ..."

### Table 9.1 - A summary of research perspectives in Heuristics from Nature. The table we present here is largely subjective. The aim of the table is only a synthetic representation of the state of the art from the point of view of our research group, given the current lack of any wider agreement on this point. We present it as a basis for discussion on this point. Future works will be the design of \hybrid quot; algorithms that cross strong ideas of the methods presented here, the study of new applications in NP- hard problems, the construction of packages in which the parallelism of the methods could be implemented. Many questions remain and many problems are open: as a nal remark we propose a brief catalogue of them.

### Table 1: Upper and lower bounds on (Kn) established in this paper.

2000

"... In PAGE 10: ... We have established upper bounds and lower bounds on the geometric thickness of complete graphs. Table1 contains the upper and lower bounds on (Kn)forn 100. Many open questions remain about geometric thickness.... In PAGE 10: .... Find exact values for (Kn) (i.e., remove the gap between upper and lower bounds in Table1... ..."

Cited by 25

### TABLE 3. Proportion of occurrence of key terms in open task.

1989

Cited by 56

### Table 1. Approximation and competitiveness results on the sensor problem

2006

"... In PAGE 19: ... We have described the great variety of problems in this class in the introduction. The main results of this paper are summarized in Table1 . As the table shows many challenging questions remain open.... ..."

Cited by 3

### Table 4: Average durations for fixed and open questions.

2000

"... In PAGE 22: ... , What is the zip code in the town you are calling from? , What time is it? . The average utterance duration in response to the fixed and open questions are shown in Table4 . The open questions were designed to incite the caller to say a short monologue.... ..."

Cited by 6

### Table 14: UC1 Open Questions (Likes)

2005

### Table 6.1: The complexities of the inclusion problems with logical variables We derived relative lower bounds for the complexities of many of the inclusion problems with logical variables. The NP-hard problems can be considered to be in general intractable. We showed in Section 6.4 that or- dered tree inclusion with logical variables is solvable in polynomial time when the patterns are separable. One can search for other e ciently solvable sub- classes of the problems. Another open question is the complexity of child inclusion with logical variables; both nontrivial lower bounds and more e - cient algorithms for the problem could be searched for.

1992

Cited by 62

### Table 1: Reasons for wanting access to the learner model

2004

"... 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.... ..."

Cited by 6