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In any particular problem, the population may be small, large but nite, or in nite. The number of observations in the population is called the size of the population. For example, the number of under lled bottles produced on one day by a soft-drink company is a population of nite size. The observations obtained by measuring the carbon monoxide level every day is a population of in nite size. We often use a probability distribution as a model for a population. For example, a structural engineer might consider the population of tensile strengths of a

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The SANS (Sys-Admin, Audit, Network, Security) Institute was established as a research and education organization in 1989 [SANSb]. The idea is that people involved in system and network security can share their knowledge the lessons they are learning and identify solutions for recent problems. As a recognized forum for security professionals, the SANS Institute provides several programs and products that are valuable and usually free of charge sources for mining security patterns. For example, the security policy project gives guidance for everyone that needs to develop and implement a security policy [SANSc]. The resources provided include a

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The Second Edition of Assessing Adolescent and Adult Intelligence, published in 2002, was a thorough revision of the original 1990 text. A comprehensive revision of the 1990 text was necessary because the Wechsler scale featured in the First Edition (the WAIS-R) was replaced on the clinical scene by the WAIS-III, and because much pertinent research had been conducted in the 12 years that elapsed between the two editions. In contrast, this Third Edition, published only four years after the previous edition, represents only a slight revision of the text. The WAIS-III is still the most recent version of Wechsler s adult scales and continues to be featured in this edition. Indeed, the 15 chapters that composed the Second Edition are retained intact in the Third Edition. However, four Appendixes have been added to the book, all of which concern the interpretation of the WAIS-III. Flanagan and Kaufman (2004) developed a new theory-based approach to the interpretation of the WISC-IV that they featured in their book Essentials of WISC-IV Assessment. Several of our colleagues inquired whether this new method of profile interpretation, developed from CattellHorn-Carroll (CHC) theory, could be applied to the WAIS-III. The answer was Yes, but a translation of the new system to the WAIS-III required reconceptualization (because the WISCIV and WAIS-III contain different sets of subxix

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primer to policy development, together with example policies and templates. Such information is very useful when you are looking for patterns at the enterprise level. Another important resource is the SANS Information Security Reading Room [SANSd]. This contains more than 1,100 contributions that are categorized in seventy different security categories. For example, you can find white papers on case studies, best practices, firewalls and perimeter protection, encryption and VPNs, and many more. Note that SANS tries to ensure the accuracy of its information, but the papers are offered as is.

tests), review of the recent WAIS-III literature on test interpretation, and the development of new interpretive and norms tables. We decided to do the work necessary to translate the WISCIV system to the WAIS-III, and to append the new interpretive system to the existing set of chapters. Appendixes A, B, C, and D are included in the Third Edition to provide examiners with an alternative system for interpreting the WAIS-III specifically an analog of the CHC approach that Flanagan and Kaufman developed for the WISC-IV. The sequential and simultaneous interpretive approaches that we developed for the WAIS-III in the Second Edition of this book are still featured in s 11 and 12 and remain viable systems for interpreting the WAISIII. However, the new theory-based method that is presented in depth in the Appendixes provides a useful alternative approach, one that examiners may use instead of or as a supplement to the more traditional methods described in s 11 and 12. The Appendixes in the Third Edition of this book incorporate important research conducted by Flanagan and Kaufman, Tulsky and his colleagues, and Longman, and deals with a vital aspect of Wechsler assessment namely theorybased profile interpretation. The Third Edition, therefore, reflects an important enhancement of the previous edition of this text.

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In an ambitious undertaking to study IQ gains by different countries over time, Flynn (1987) contacted 165 scholars in 35 countries who were known to be interested in IQ trends. To assess changes in IQ within each country from one generation to the next, he set up unusually strin-

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