programmed phenomenon, and it has been shown that it can be initiated or inhibited by a variety of environmental stimuli, both physiological and pathological. The structural changes take place in two discrete stages. The first comprises nuclear and cytoplasmic condensation and breaking up of the cell into a

-Bayes slightly outperformed C4.5 on average. We also show that in some cases, the performance of the C4.5 induction algorithm signi cantly improved if features were discretized in advance � in our experiments, the performance never signi cantly degraded, an interesting phenomenon considering the fact that C4

data, and taking a weighted majority vote of the sequence of classifiers thereby produced. We show that this seemingly mysterious phenomenon can be understood in terms of well known statistical principles, namely additive modeling and maximum likelihood. For the two-class problem, boosting can

an alternative to the modal view of automaticity, arguing that novice performance is limited by a lack of knowledge rather than a scarcity of resources. The focus on learning avoids many problems with the modal view that stem from its focus on resource limitations. Automaticity is an important phenomenon

by structural theories that attribute cross-country differences in financial development to time-invariant factors, such as a country's legal origin or culture. We propose an "interest group" theory of financial development where incumbents oppose financial development because it breeds

that researchers are currently resolving. The current state of the art of sensor networks is captured in this article, where solutions are discussed under their related protocol stack layer sections. This article also points out the open research issues and intends to spark new interests and developments

? Perhaps the task is seen as tapping into the primitive operations of cognition, offering clues to the fundamental process of attention. Perhaps the robustness of the phenomenon provides a special challenge to decipher. Together these are powerful attractions

Nobody wants to use technology to recreate education as it is, yet there is not much to distinguish what goes on in most computer-supported classrooms versus traditional classrooms. Kay (1991) has suggested that the phenomenon of reframing innovations to recreate the familiar is itself commonplace

familiar dynamic rational expectations theories to suggest that it might be useful and practical, while the implications for policy are different enough to be interesting.

), as did all rewards, all tangible rewards, and all expected rewards. Engagement-contingent and completion-contingent rewards also significantly undermined self-reported interest (d =-0.15, and —0.17), as did all tangible rewards and all expected rewards. Positive feedback enhanced both free