"... In PAGE 26: ...Table10... ..."

"... In PAGE 8: ... o The Language Learning: Classroom Project: Four students in a Language Tech- nologies course at CMU used the Pseudo Tutor technology to each build two prototype Pseudo Tutors related to language learning. In order to estimate the development time to instructional time ratio, we asked the authors on each project, after they had completed a set of Pseudo Tutors, to estimate the time spent on design and development tasks and the expected instructional time of the resulting Pseudo Tutors (see Table1 ). Design time is the amount of time spent selecting and researching problems, and structuring those problems on paper.... In PAGE 11: ... Pseudo Tutor authoring opens the door to new developers who have limited programming skills. While the Pseudo Tutor development time estimates in Table1 compare favorably to past estimates for intelligent tutor development, they must be considered with caution. Not only are the these estimates rough, there are differences in the quality of the tutors produced where most Pseudo Tutors to date have been ready for initial lab testing (alpha versions) and past Cognitive tutors have been ready for extensive classroom use (beta+ versions).... ..."

"... In PAGE 8: ... o The Language Learning: Classroom Project: Four students in a Language Tech- nologies course at CMU used the Pseudo Tutor technology to each build two prototype Pseudo Tutors related to language learning. In order to estimate the development time to instructional time ratio, we asked the authors on each project, after they had completed a set of Pseudo Tutors, to estimate the time spent on design and development tasks and the expected instructional time of the resulting Pseudo Tutors (see Table1 ). Design time is the amount of time spent selecting and researching problems, and structuring those problems on paper.... In PAGE 11: ... Pseudo Tutor authoring opens the door to new developers who have limited programming skills. While the Pseudo Tutor development time estimates in Table1 compare favorably to past estimates for intelligent tutor development, they must be considered with caution. Not only are the these estimates rough, there are differences in the quality of the tutors produced where most Pseudo Tutors to date have been ready for initial lab testing (alpha versions) and past Cognitive tutors have been ready for extensive classroom use (beta+ versions).... ..."

"... In PAGE 2: ... Teaching objectives are the key in defining these factors. In their reports, all teachers in the sample declared the learning objectives for their lessons with ICT and a profile of different types of these objectives is shown in Table1 . Many lessons specified more than ... ..."

"... In PAGE 2: ... How can this controversial and subjective concept be defined accurately? I confronted this dilemma by examining its definition in different fields. Table1 lists different concepts of the term intelligence. 130 The systemic theory of living systems part II Figure 1.... In PAGE 3: ...131 Intelligence H11549 informational entity By analyzing common traits within the definitions given in Table1 , intelligence may be defined as that emergent informa- tional entity, capable of learning, exerting control, emitting and receiving communication, handling energy flows, establishing feedback mechanisms and creating organization for survival. Emergent implies a higher level of intelligence of the whole, stemming from the intelligence of its parts.... ..."

"... In PAGE 7: ... The test was performed on 10 listeners using the voice of a female speaker coded with three different coders: the MELP (Stanag 4591), the HSX (Stanag 4479), and the VLBR. The results gathered in Table2 are the mean recognition score per coder. The VLBR is ranked before the Stanag 4479 but does not reach Stanag 4591 performances.... ..."

"... In PAGE 4: ...nd U.S. lessons. Table5 shows percentages of lessons that include ex- plicit linking by the teacher to ideas or events in a different lesson, and to ideas or events in the current lesson (Stigler et al.... ..."

"... In PAGE 25: ....3.3 Impact on Video Intelligibility UPTA algorithm aims to recover bandwidth wasted by multimedia connections (during U intervals) with- out inflicting any further damage to the overall intelligibility of the communications. Using intelligibility index (defined in [16]), Table8 shows the overall intelligibility of the received video at the destination in all six scenarios. As we can see, C-UPTA has very little effect on the overall intelligibility of the video connection.... In PAGE 25: ...onnection. For all six scenarios, the difference in intelligibility index is less than 3%. This result sub- stantiates that C-UPTA is capable of improving TCP performance without inflicting noticeable damage on multimedia. The good performance of C-UPTA with respect to intelligibility index ( Table8 ) is due to its success in maintaining the number of intelligible frames, and reducing only unintelligible frames. The distribution of intelligible and unintelligible frames under all six scenarios is shown in Figure 16.... ..."

"... In PAGE 8: ...2 Results The paper amp; pencil questionnaire prior to the intervention was answered by 107 school students of grade 11. The means of the judgement of some of the questions are presented in Table1 as standardized z-values - with 0 = disagreement and 1 = agreement. ... ..."