### Table I. Irreducible representations of the Lorentz group SO(1; 3) embedded into the group SO(1; 4). The polynomials demonstrate the SU(2) SU(2) structure of the Lorentz group SO(1; 3) and represent four times the left and the right handed Weyl spinor[9]. We use the notation ~ S2 = 1 2 ~ Sab ~ Sab:

### Table 4. Group break down by Gender and Ethnicity for Externalizing Problems

"... In PAGE 55: ... Table4 shows the gender and ethnicity differences for the different groups. According to this table, the different groups were not differentiated in terms of ethnicity, but some gender differences emerged.... ..."

### Table 3: Grading scale for internal (group 1) and external (group 2) SWE students.

"... In PAGE 61: ...Kolin Kolistelut - Koli Calling in learning programming. Table3 shows that dropped out students were not very satisfy to the support measures given via Internet. We have to remember that frustration of not succeeding in the course can interfere the feedback on this question.... In PAGE 61: ... If the passed students had also answered, the feedback might be more positive. Table3 : Utility of the support measures. Support Disagree Agree Advises from supervisor made it easier to do exercises 52 % 20 % Advises from supervisor helped to get over on next week apos;s exercises 60 % 16 % Comments of submitted exercises made it easier to understand di cult topics 56 % 20 % Used WebCT apos;s tools (like discussing forum or mail) to get help from other students 68 % 20 % Found the answers to the di cult topics from WebCT apos;s discussing forum 56 % 28 % Discussing with other students (same high school) who also participated in virtual courses 16 % 76 % Example solutions after exercises helped to understand the problems with own solutions 32 % 16 % Average 49 % 28 % But any way: the interesting point in Table 3 is that dropped out students seem to have no obvious bene t from advises or comments given via Web.... In PAGE 61: ... Table 3: Utility of the support measures. Support Disagree Agree Advises from supervisor made it easier to do exercises 52 % 20 % Advises from supervisor helped to get over on next week apos;s exercises 60 % 16 % Comments of submitted exercises made it easier to understand di cult topics 56 % 20 % Used WebCT apos;s tools (like discussing forum or mail) to get help from other students 68 % 20 % Found the answers to the di cult topics from WebCT apos;s discussing forum 56 % 28 % Discussing with other students (same high school) who also participated in virtual courses 16 % 76 % Example solutions after exercises helped to understand the problems with own solutions 32 % 16 % Average 49 % 28 % But any way: the interesting point in Table3 is that dropped out students seem to have no obvious bene t from advises or comments given via Web. Surprising is that even 32% of students found that example-solutions of exercises did not help in learning process.... In PAGE 61: ... Surprising is that even 32% of students found that example-solutions of exercises did not help in learning process. Table3 shows also that dropped out students did not use tools of learning environment (like WebCT apos;s discussing forum) to get help from each other but instead the face-to-face discussing with students at the own high school were fruitful for learning process. Table 4: Needs for contact lessons, videoconferencing or chat in learning environment.... In PAGE 61: ... As we can see in Table 4 even 53 % of students wished for contact-lessons (face-to-face) besides of Web-Based lessons. When we compare the information in Table3 and Table 4... In PAGE 73: ... That apos;s why all the time spent on top of the upper estimate, which is 187 hours, is additional, essentially own time of those who are really interested in the subject. The nal classi cation was based on Table3 , which included two scales for separate groups. Group 1 denoted the students passing the presented structure of SWE course, group 2 was designed for students who had not been involved in the proposed teaching system and com- pleted exercises or submitted projects earlier.... ..."

### Table 1. Carbon stars in external galaxies

"... In PAGE 9: ...hotometry. Their survey covered about 0.8% of the galaxy. Table1 summarizes the number of known carbon stars in external galax- ies. The last three entries are galaxies outside the Local Group.... ..."

### Table II. Irreducible representations of the Lorentz group SO(1; 3) embedded into the group SO(1; 4). The polynomials in Grassmann space represent the two scalars, the two three vectors and the two four vectors[9]. We use the notation S = 12SabSab. ? = ?I 0 0 I ! ; ? !S = ? !s 0 0

### Table- 2: IPE comparisons on Lorentz time series with 100 weights

### Table 1. Cross-Tabulation of external and internal violence scales External war Hifih internal conflict Law (dacr rescalcd

"... In PAGE 10: ...70 .95 1-6- -1- -3- I o o 17 coral: 80 I The differences in Table 9 are statistically significant, and are replicated in regression analyses ( Table1 0) using independent warfare variables from Wheeler (1976). Using her warfare variables, interaction between external warfare (attacking) and political le- vels predicts 33% of the variance in fraternal interest groups (Table 103).... In PAGE 10: ...95 1-6- -1- -3- I o o 17 coral: 80 I The differences in Table 9 are statistically significant, and are replicated in regression analyses (Table 10) using independent warfare variables from Wheeler (1976). Using her warfare variables, interaction between external warfare (attacking) and political le- vels predicts 33% of the variance in fraternal interest groups ( Table1 03). Being at- tacked predicts 26% of this variance (Table lob), but is not significant (p = .... In PAGE 10: ... Being at- tacked predicts 26% of this variance (Table lob), but is not significant (p = .77) as a predictor of fraternal interest groups when attacking (interacting with states) is also a predictor ( Table1 0c). Higher political levels such as states, and external warfare in the context of states are thus one of the likely causes of fraternal interest group strengthI8.... In PAGE 11: ... Fraternal interest groups = consranr + political ievclr . errernal war Table1 011 Multiple N = 75 R2 = .33 R = .... ..."

### Table 1: Internal (To The Analyst) and External Knowledge Requirements For Approval Decision

"... In PAGE 13: ... The data collection approach is summarized in Table 1. Table1 . Data Collection and Analysis Approach Data collection method Subjects Objective Initial interviews Senior INS Law-Enforcement Manager; Two senior managers from prime contractor for IT at INS Understand stages of visa approval processes; Determine key criteria for decision Interactive group workshop sessions and ad hoc interviews with analysts at a workshop to discuss border control 24 analysts from INS; 12 analysts from two friendly country law enforcement agencies Validate process model for visa approval; Determine key intelligence questions faced by analysts Small group and individual interviews to explore the risk management stages shown in Figure 2 24 analysts from INS; 12 analysts from friendly country law enforcement agencies Explore decision-processes used to answer the key intelligence questions Telephone and email interviews 2 senior managers from prime IT vendor; 2 senior INS law-enforcement managers; 10 Visa approval analysts at different levels of experience and seniority.... ..."