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When discussing the Four learner s goals, developers should help the Four clearly connect the key development motivators listed below to specific coaching goals. This link may be obvious to learners as they discuss why each coaching goal is important, but if it is not, developers can do one of two

Use our new de nitions to simplify the expression A = e[5 ln 2 3 ln 4] .

ABP shall promote durability and compliance with environmental/preservation laws. Accelerated bridge planning (ABP) goes hand-in-hand with ABC. To implement ABC with con dence, applicable code for ABP and relevant speci cations is needed. Recommendations are made for adopting innovative approaches for research in emerging construction technology. As bridges get older, highway agencies have hundreds of bridges to reconstruct and open to the public in any given year. During lengthy construction periods, traf c problems are compounded at multiple bridge sites, which results in a loss of useful man-hours. Traf c jams have adverse effects on the air quality and health of users caused by idle fuel burning. Hence, ailing bridges need to be xed on a priority basis using rapid construction and with desirable functional improvements. Practical issues: The original decisions made by pioneer bridge builders need to be revisited. For continuous bridges for example, the use of double rows of bearings is a sign of added security against total bridge collapse. Fully covered bridges with canopies increase the life of

integer type can be passed to Show( ). (To display a signed integer value, just cast it to its corresponding unsigned type.) The number of bits displayed is determined by the value stored in numbits. After each group of eight bits, Show( ) outputs a space. This makes it easier to read the binary values of long bit patterns.

Head Center Challenge: The What if Question What if challenges work well in situations in which the learner makes assumptions that something is important and inviolate that is, a mental model. These assumptions are part of the learner s unchallenged beliefs and paradigms. After hearing the Three learner express an explicit or implicit assumption, the developer poses a relevant What if question. The chart below lists three common mental models for Threes, the question the developer should ask to challenge each assumption, and the ways in which the developer should respond once the Three has answered the developer s challenge.

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of the ANSI/NIST Standard. The first year the demonstrations involved the exchange of virtual fingerprint cards and search responses between Comnetix Systems livescans and Cogent, Printrak, and Sagem Morpho AFIS systems. The second year the demonstrations were run with operational AFIS sites from the same AFIS vendors with records sent from Comnetix and Aware software. These tests were very successful and helped push the idea of interoperability of AFIS technologies, independent of the vendor, as a real possibility for law enforcement. Today more than 70 percent of all fingerprint cards submitted to the FBI arrive electronically from livescan stations and are directly fed into IAFIS as ANSI/NIST transactions as part of a paperless workflow.

This statement causes the value of val to be changed to 99.1. Here is why: Since f( ) returns a reference to val, this reference becomes the target of the assignment statement. Thus, the value of 99.1 is assigned to val indirectly, through the reference to it returned by f( ). Finally, in this line