"... In PAGE 5: ... Comments from the control were relatively few (only 41% of the class offered either positive or negative criticisms), but raised interesting points. First, most negative responses (as represented in Table3 ) dealt with three issues: room conditions, time required and assignments/tests. 1.... ..."

"... In PAGE 11: ... Instead I chose CS to learn about computers! quot; (emphasis in the original). Amongst those topics which respondents to both surveys considered to be quot;critically important and particularly useful quot; in their first two years of Computer Science, programming in C , stood out by far as the most important (See Table8 ). This, combined with the fact that the majority of respondents on both surveys indicated that... ..."

"... In PAGE 24: ... Table 8 presents F-values for the eight univariate tests and effect size estimates (h2) as well as criticality index means and standard deviations for each adaptive performance dimension by job. ----------------------------------- Insert Table7 About Here ----------------------------------- A comment about the overall level of adaptive performance requirements seems warranted at this point. Based on the mean criticality data presented in Tables 3 and 7, it appears that the adaptive performance dimensions are of low to moderate criticality for several of the present jobs.... ..."

"... In PAGE 9: ... In general the results have been successful, but comments concerning individual cases are included below. Table2 summarizes these experiments.2 For a recent comprehensive market study of safety-related computer controlled systems in general, resulting from a survey of many businesses and other relevant organizations concerned with safety-critical systems in the UK, see [44].... ..."

"... In PAGE 11: ... In general the results have been successful, but comments concerning individual cases are included below. Table4 summarizes these experiments. 3 3 A under a column heading indicates whether a particular activitywas undertaken as part of the project.... ..."

"... In PAGE 19: ...74 or higher, suggesting adequate reliability. Motivation for contribution: The frequency of mentions of motives and illustrative examples of motives in reviewer profiles are in Table2 and Table 3. The evidence from the profile data in Table 2 with illustrative comments from reviewer profiles indicates the prevalence of self-oriented motives underlying contribution behavior.... In PAGE 19: ... Motivation for contribution: The frequency of mentions of motives and illustrative examples of motives in reviewer profiles are in Table 2 and Table 3. The evidence from the profile data in Table2 with illustrative comments from reviewer profiles indicates the prevalence of self-oriented motives underlying contribution behavior. This is a particularly interesting since prior work in PDRs has recognized only other-oriented motives for contribution.... ..."

"... In PAGE 20: ... They are also more likely to accept that good research need not necessarily be substantiated by numerical or statistical data. Biology and electronics students, on the other hand are less sure about this (see Table3 ). Samples of comments from history students reflect the quantitative results: I disagree with the statements as you can never accept findings at face value.... ..."

"... In PAGE 3: ... This said, roughly half of the respondents also felt that FGDC could have done more in terms of technical assistance and/or financial support. Project Impact Ranked along a 5-point scale (ranging from 1 [no impact at all] to 5 [critically important impact], Table1 summarizes how successful applicants rated their project outcomes from a user perspective. Respondents were asked to comment on their internal technical capabilities and/or activities prior to receiving FGDC support versus their post-grant capabilities/activities (i.... ..."

"... In PAGE 16: ...eported in tab.11. The fact that we always nd rather low 2 red strongly supports the correctness of the above assumption. Table1 0: The various ratios as functions of ? ? u ?c 2nd 0.01745 6.... In PAGE 18: ...Table1 1: Results of the ts according to eq.(43) and (44) (see also the comment (a5) above).... In PAGE 19: ... It would be very interesting to see if these new series can lead to improved estimates of the amplitude ratios. In particular it would possible now to analyze also the ratio = 2nd which was previously unaccessible, since the two series for and for 2nd start to be di erent only at the order u6 Table1 2: Some informations on the series used in ref.[9] ref.... In PAGE 19: ...[9] ref. year observable length [34] 1979 HT/ v18 [35] 1969 HT/ 2nd v12 [37] 1979 LT/ u20 [36] 1975 LT/ 2nd u15 [36] 1975 LT/ u7 [37] 1979 LT/ m u21 Table1 3: Some informations on the low temperature series used in this paper. ref.... In PAGE 20: ...Table1 4: Results for the amplitude ratios reported in the literature ref. year method C+ C? f+;2nd f?;2nd u C+ f3 +;2ndB2 f? f?;2nd [2, 3] 1974 -exp 4:8 1:91 1:005 [4] 1985 -exp 4:9 [5] 1996 -exp 4.... In PAGE 20: ...attices studied in ref. [41] (the lattice size is reported in the last line of tab.15) and does not imply that the approach proposed in [41] is wrong. Table1 5: Comparison with Tsypin apos;s results. Observable This work Tab.... In PAGE 21: ... The common attitude is to assume that the above systematic errors are randomly distributed and to take the weighted mean of the various experimental results. Table1 6: Experimental estimates for some amplitude ratios exp. setup C+ C? f+;2nd f?;2nd C+ f3 +;2ndB2 (bm) 4.... In PAGE 22: ...Table1 7: Experimental estimates for the f+;2nd f?;2nd ratio Ref. year exp.... ..."

"... In PAGE 6: ...57 3.95 ** ** ** ** ** ** ** ** ** ** ** ** ? ** ** ** ** ** Table3 Content coding of group output files (by conditions).... In PAGE 6: ... The infrequently interacting groups in this study outperformed individuals working alone, but these groups did not outperform nominal groups or frequently interacting groups. Closer inspection of the comment categories in Table3 shows that for many categories the pattern mirrored that for total comments. Nominal and interacting groups made more supportive and critical remarks and arguments than did individuals, and interacting groups did more of this than did nominal groups (P lt; 0.... ..."