"... In PAGE 3: ... It was stressed that there were no correct or incorrect answers, and that the process of exploring issues, ideas and preconceptions was most important. The original instruments are listed in Table2 (below), while the adaptations used in the journal can be viewed online at www.... In PAGE 4: ... 22-23 Hills, 1976, pp. 29-30 Activities based on the research instruments in Table2 did not suddenly appear in class, to be completed, returned to the teacher and forgotten. Instead, exploration of the issues concerned was an ongoing part of normal classwork and students had time to discuss issues together, to come to individual and group decisions, and to record those in the journal.... In PAGE 5: ... The learning environment of the courses in which the research occurred was therefore designed to promote positive affect and autonomy, and students were encouraged to reflect on this (cf. Table2 : CEQ, CES, CLE, FLCAS). There was a minimum of lecturing, and students were expected to access relevant literature and to be adequately informed when attending the classes, which rapidly took on the format of workshop sessions.... ..."

"... In PAGE 3: ... Four features of the conference tables were informally evaluated using the same numeric rating system. Table2 shows the results for the questions. These preliminary findings will be used to... ..."

"... In PAGE 3: ... Four features of the conference tables were informally evaluated using the same numeric rating system. Table2 shows the results for the questions. These preliminary findings will be used to... ..."

"... In PAGE 6: ... Subjects will be asked to apply each model to a given problem, in order to gain experience with its use. A study design that fits into such a class is described in Table2 . It requires randomly dividing the class into two groups.... In PAGE 7: ...05 in all cases. (It should be noted that, since our experimental design has been evolving over time, some of these studies were conducted using an experimental design that is similar to the one in Table2 but with only one group of subjects, that is, with all subjects applying the same activities at the same time. New data is being collected using the design as it is found in Table 2.... ..."

"... In PAGE 16: ... We used two-way analyses of variance, which allowed us to check for possible gender by race interactions; there were no gender by race interactions. The means and standard deviations for males and females across the three samples are shown in Table2 . The means and standard deviations for African American and European American students across two samples (Samples 1 amp; 3) are shown in Table 3.... ..."

"... In PAGE 15: ... In the age groups under 26 and over 65, this is mostly reversed, but with only one of the gender effects being significant. To further explore the determinants of accepting or rejecting a given proposal we run a probit regression, including demographic data on age (in years), gender (1 for male) and medium (1 for internet) and four additional structural variables measuring deviations from the equal split (see Table9 ). By distinguishing deviations from the equal split in the direction of a lower share and in the direction of a higher share for a given player we can account for the possibility of non-monotonic strategies (see the discussion of Tables 5 and 6 above).... In PAGE 16: ...Table9 about here The dependent variable takes on the value 1 when a proposal is accepted and zero if not. Since individual acceptance decisions for all 18 proposals are likely to be correlated, an error components econometric model with the individual as the random component is used.... In PAGE 16: ... 24 We also estimated alternative specifications of the probit model. Considering either the demographic variables only or the structural variables only leads to the same signs of coefficients and similar significance levels as reported in Table9 . We also did the probit analysis for classroom data separated by students and pupils.... ..."

"... In PAGE 4: ... development of a single movie is divided into three dis- tinct phases | pre-production, live recording and post- production. Table1 summarizes the main di erences between the prototypes by the activities and technology used in the various phases of production. We will now describe what each of these phases means in the context of our development.... ..."