WI/IAT-01 Final Program and CFP
[Apologies if you receive this more than once] * The 2001 WI/IAT Joint Conference * The 2001 International Conference on Web Intelligence (WI-01) (Formerly Asia-Pacific Conference on Web Intelligence) and The 2001 International Conference on Intelligent Agent Technology (IAT-01) (Formerly Asia-Pacific Conference on Intelligent Agent Technology) -- Maebashi TERRSA, Maebashi City, Japan October 23-26, 2001 = C A L L F O R P A R T I C I P A T I O N Home Page: http://kis.maebashi-it.ac.jp/wi01/ http://kis.maebashi-it.ac.jp/iat01/ ** * Please download the WI/IAT registration * * form from the conference homepage.* * You can also register at the conference. * ** INTRODUCTION The 2001 WI/IAT Joint Conference provides an international forum for sharing original research results and practical development experiences among researchers and application developers from all Web Intelligence and Intelligent Agent Technology related areas. 287 full papers coming from 39 countries and regions of all continents and touching a wide spectrum of topics related to both theory and applications were submitted to WI-2001 and IAT-2001. Out of them 53 papers were selected for regular presentations (20 minutes for each presentation) and 85 for short presentations (15 minutes for each presentation). The 2001 WI/IAT Joint Conference encourages both new theory/methodologies and real-world applications, and covers broad and diverse topics in Web Intelligence and Intelligent Agent Technology. The technical sessions include: Web Information System Environment and Foundations; Web Human-Media Engineering; Web Information Management; Web Information Retrieval; Web Agents; Web Mining and Farming; Web-Based Applications; Web-Based Active Contents; Advanced Topics and New Methodologies; Formal Agent Theories; Agent Computational Architecture and Infrastructure; Agent Learning and Adaptation; Knowledge Discovery and Data Mining Agents; Distributed Intelligence; Business Agent Solutions; Agent-Based Applications; as well as a Demo Session including about 20 system demoes. The joint conference program is enriched by two keynote speakers: Edward A. Feigenbaum and Benjamin Wah, and ten (10) invited speakers: Nick Cercone, James Hendler, W. Lewis Johnson, Riichiro Mizoguchi, Prabhakar Raghavan, Patrick S. P. Wang, Toyoaki Nishida, Zbigniew W. Ras, Andrzej Skowron, and Katia Sycara. The conference proceedings are published by Springer-Verlag for WI-2001 and World Scientific for IAT-2001 as books, entitled "Web Intelligence: Research and Development" (LNAI 2198), and "Intelligent Agent Technology: Research and Development", respectively. The conference will organize a tour during the conference to Ikaho hot spring resort area, one of the most famous hot springs areas in Japan, and have a banquet at Kogure Hotel in Ikaho as well as a reception at Rinko-kaku that is a traditional Japanese guest house constructed in 1884. We are very grateful to the WI-2001 and IAT-2001 sponsors: ACM SIGART, Maebashi Institute of Technology, Maebashi Convention Bureau, Maebashi City Government, Gunma Prefecture Government, The Japan Research Institute, Limited, US AFOSR/AOARD, AROFE, and Web Intelligence Laboratory, Inc. for their generous support. We thank ACM SIGWEB, SIGCHI, Japanese Society for Artificial Intelligence, JSAI SIGFAI, SIGKBS, and IEICE SIGKBSE for being in cooperation with the conference. Note: The organizers of WI-2001 and IAT-2001 appreciate receiving many good suggestions with respect to renaming both conferences. In the light of the representation, scope, and quality of the accepted papers as well as the very positive response from internatoinal WI and IAT communities, the organizers have decided to adopt the suggestions and to rename both conferences into the present titles, from now onward. # FINAL PROGRAM # On-site Registration (2F corridor outside the conference hall) October 22 14:00 - 20:00, Lobby of Maebashi TERRSA October 23-24 8:30 - 18:00, Lobby of Maebashi TERRSA October 25 8:30 - 12:00, Lobby of Maebashi TERRSA October 23, Tuesday === 9:00 - 9:50 Opening Ceremony (Chair: Ning Zhong) 2F hall Welcome and Introduction Setsuo Ohsuga (Waseda University, Japan) Jeffrey Bradshaw (UWF/Institute for Human and Machine Cognition, USA) Jiming Liu (Hong Kong Baptist University) Web Intelligence Introduction: Research Challenges and Trends Y.Y. Yao (University o
Re: They look different; are they really?
Stan Brown wrote: > > I had already decided to lead off with an assessment test the first > day of class next time, for the students' benefit. (If they should > be in a more or less advanced class, the sooner they know it the > better for them.) But as you point out, that will benefit me too. > The other instructor has developed a pre-assessment test over the > past couple of years, and has offered to let me use it too, so we'll > be able to establish comparable baselines. > The two classes are in the same subject, aren't they? How come one group is treated differently (given a pre-assessment test) from the other? Alan -- Alan McLean ([EMAIL PROTECTED]) Department of Econometrics and Business Statistics Monash University, Caulfield Campus, Melbourne Tel: +61 03 9903 2102Fax: +61 03 9903 2007 = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
Re: optimal sample size
On Mon, 1 Oct 2001 21:52:08 +0200, "Bernhard Kuster" <[EMAIL PROTECTED]> wrote: [me] > > > I think I am trying to say, gently, that your basic question doesn't > > make very good sense to me; and it did not, to Dennis, either. > > "Optimal" is one problematic word. Another problem is that > > you seem to ask about all research, in all of the world > > It might be a clever way to attack 'sample size', but I think > > that hasn't been done. BK > > Thanks for your advise. I see that the question is probably a little bit > overloaded and that optimal is not a good definition. But isn't there > something that determines the sample size of all statistical techniques? I > remember having read something a long time ago, that sample size of all > statistical techniques are influenced by alpha risk, power and effect size. > Is this wrong or is not applicable to my question? "Influenced" is an inadequate word. And there is nothing to be "optimal" when the relations are 1-to-1. Once you have your choice of parameterization, there is a strict, 5-dimensional relation. Here is one way to describe it: " a) for a given test b) if there is a specific, assumed N c) and (standardized) effect size, then: d) using a given alpha (risk, one or two tailed) e) will give you a test with power ... (or 1.0 minus beta-error) [that can be determined as follows ]" Saying it in another way: (Almost always) there is a trade-off between beta and alpha (type 2 and type 1 errors). For ANOVA, the factors (b) and (c), above, can be encompassed in the "non-centrality parameter", which is the product of N times distance-squared. (Actually, that is Degrees of freedom instead of N.) A given "noncentrality" has a specific set of alpha and beta values that can be computed, where the one error can be traded-off against the other. The articles and books that get written are about parameterizations that are useful, or trade-offs that are recommended. Or designs that are efficient. These vary by area -- Jacob Cohen wrote the book that is most used in "behavioral science" (from its title) and clinical research. The book is not concerned with designed N's of over 1000, or N's under 10; and it has a very particular orientation towards designs in that middle range, stating a judgement on what effects are small, medium or large. Okay, he was describing the world that a lot of us work in. But it is certainly not the only sort of research that exists. As I read it in your earlier message, you were asking about "an expert" who -- I think -- would be like an expert in doing long division. Not necessary. Not a good idea. That is: no one has asked for scientific proof on that level, for a few hundred years. A lot of people know what "statistical power" is, and there is no controversy as to shape of the general topic. So you need a more specific question. -- Rich Ulrich, [EMAIL PROTECTED] http://www.pitt.edu/~wpilib/index.html = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
Re: Help for DL students in doing assignments
There are three kinds of mathematician those that can count and those that can't :-) -- Stuart Gall This message is not provable. "Nimish Shah" <[EMAIL PROTECTED]> wrote in message [EMAIL PROTECTED]">news:[EMAIL PROTECTED]... > > > Dear DL Students, > > > > I have Ph.D. degree in mathematics, physics, electrical engineering, > > computer science. > > Can you please post details of your 3 PhDs! > > Nim. = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
tacoma narrows bridge
At 02:36 PM 10/2/01 -0500, Olsen, Chris wrote: >Hello All -- > > Not only that, I have an old Tacoma Narrows Bridge I'd like to sell >someone. some interesting urls about this http://www.enm.bris.ac.uk/research/nonlinear/tacoma/tacoma.html http://www.civeng.carleton.ca/Exhibits/Tacoma_Narrows/DSmith/photos.html http://www.civeng.carleton.ca/Exhibits/Tacoma_Narrows/ ... a little qt movie is here too > -- Chris > >Chris Olsen >George Washington High School >2205 Forest Drive SE >Cedar Rapids, IA _ dennis roberts, educational psychology, penn state university 208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED] http://roberts.ed.psu.edu/users/droberts/drober~1.htm = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
RE: Help for DL students in doing assignments
Hello All -- Not only that, I have an old Tacoma Narrows Bridge I'd like to sell someone. -- Chris Chris Olsen George Washington High School 2205 Forest Drive SE Cedar Rapids, IA (319)-398-2161 > >The neat thing about math is the numerical answer doesn't > matter, just the > >method. > > > >Jon Miller > > gee ... i hope you don't really mean that ... if so, that > will take your > bank off the hook IF they royally mess up your bank statement > and interest > calculations ... > > > > > >= > >Instructions for joining and leaving this list and remarks about > >the problem of INAPPROPRIATE MESSAGES are available at > > http://jse.stat.ncsu.edu/ > >= > > _ > dennis roberts, educational psychology, penn state university > 208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED] > http://roberts.ed.psu.edu/users/droberts/drober~1.htm > > > > = > Instructions for joining and leaving this list and remarks about > the problem of INAPPROPRIATE MESSAGES are available at > http://jse.stat.ncsu.edu/ > = > = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
Re: Help for DL students in doing assignments
At 06:07 PM 10/2/01 +, Jon Miller wrote: >The neat thing about math is the numerical answer doesn't matter, just the >method. > >Jon Miller gee ... i hope you don't really mean that ... if so, that will take your bank off the hook IF they royally mess up your bank statement and interest calculations ... >= >Instructions for joining and leaving this list and remarks about >the problem of INAPPROPRIATE MESSAGES are available at > http://jse.stat.ncsu.edu/ >= _ dennis roberts, educational psychology, penn state university 208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED] http://roberts.ed.psu.edu/users/droberts/drober~1.htm = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
Re: They look different; are they really?
Gus Gassmann <[EMAIL PROTECTED]> wrote in sci.stat.edu: >Stan Brown wrote: >> Another instructor and I gave the same exam to our sections of a >> course. Here's a summary of the results: >> Section A: n=20, mean=56.1, median=52.5, standard dev=20.1 >> Section B: n=23 mean=73.0, median=70.0, standard dev=21.6 >> >> So let me pose my question: given the two sets of results >> shown earlier, _is_ there a valid statistical method to say whether >> one class really is learning the subject better than the other, and >> by how much? > >Before you jump out of a window, you should ask yourself if there >is any reason to suspect that the samples should be homogeneous >(assuming equal learning). Remember that the students are often >self-selected into the sections, and the reasons for selecting one >section over the other may well be correlated with learning styles >and/or scholastic achievements. You assume that it was my section that performed worse! (That's true, but I carefully avoided saying so.) Section A (mine) meets at 8 am, Section B at 2 pm. Not only does the time of day quite possibly have an effect, but since most people prefer not to have 8 am classes we can infer that it's likely many of the students in Section A waited until relatively late to register, which in turns suggests they were less highly motivated for the class. The dean has suggested the same self-selection hypothesis you mention. Another possible explanation, which I was unaware of when I posted, is that the instructor for section B held a review session for the half hour just before the exam. So no, I'm not jumping out of any windows. (I did hand out a lot of referrals to the tutoring center.) Mostly I was curious about whether the apparent difference was a real one (as Jerry Dallal has confirmed it is). But as you suggest, we may have two different populations here. -- Stan Brown, Oak Road Systems, Cortland County, New York, USA http://oakroadsystems.com My reply address is correct as is. The courtesy of providing a correct reply address is more important to me than time spent deleting spam. = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
Re: They look different; are they really?
Jill Binker <[EMAIL PROTECTED]> wrote in sci.stat.edu: >Even assuming the test yields a good measure of how well the students know >the material (which should be investigated, rather than assumed), it isn't >telling you whether students have learned more from the class itself, >unless you assume all students started from the same place. Good point! I was unconsciously making that very assumption, and I thank you for reminding me that it _is_ an assumption. I had already decided to lead off with an assessment test the first day of class next time, for the students' benefit. (If they should be in a more or less advanced class, the sooner they know it the better for them.) But as you point out, that will benefit me too. The other instructor has developed a pre-assessment test over the past couple of years, and has offered to let me use it too, so we'll be able to establish comparable baselines. >As I gather is common in this field, the problem isn't statistics per se, >but framing questions that can be answered by the kind of data you can get. Yes, I agree. It's easy to crank the numbers; the hard part is deciding what hypothesis to test, which test to apply, and how to interpret the results. That's where I'm particularly grateful for everyone's feedback. -- Stan Brown, Oak Road Systems, Cortland County, New York, USA http://oakroadsystems.com My reply address is correct as is. The courtesy of providing a correct reply address is more important to me than time spent deleting spam. = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
Re:
Rich Ulrich <[EMAIL PROTECTED]> wrote in sci.stat.edu: >Just a reminder, folks - >The Usenet group is linked to a mailing list. I posted to the newsgroup and got a bounce message about my "mail" to someone at Stanford. I don't know enough about mailing-list software to suggest details, but surely it is possible to configure it so that this does not happen? Bounce messages should go to the owner of the mailing list, not to someone who is not even a member. -- Stan Brown, Oak Road Systems, Cortland County, New York, USA http://oakroadsystems.com My reply address is correct as is. The courtesy of providing a correct reply address is more important to me than time spent deleting spam. = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
Re: Help for DL students in doing assignments
Nimish Shah wrote: > > Dear DL Students, > > > > I have Ph.D. degree in mathematics, physics, electrical engineering, > computer science. 1 2 3 4 > Can you please post details of your 3 PhDs! The neat thing about math is the numerical answer doesn't matter, just the method. Jon Miller = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
RE: Analysis of covariance
On 27 Sep 2001, Paul R. Swank wrote: > Some years ago I did a simulation on the pretest-posttest control group > design lokking at three methods of analysis, ANCOVA, repeated measures > ANOVA, and treatment by block factorial ANOVA (blocking on the pretest using > a median split). I found that that with typical sample sizes, the repeated > measures ANOVA was a bit more powerful than the ANCOVA procedure when the > correlation between pretest and posttest was fairly high (say .90). As noted > below, this is because the ANCOVA and ANOVA methods are approaching the same > solution but ANCOVA loses a degree of freedom estimating the regression > parameter when the ANOVA doesn't. Of course this effect diminshes as the > sample size gets larger because the loss of one df is diminished. On the > other hand, the treatment by block design tends to have a bit more power > when the correlation between pretest and posttest is low (< .30). I tried to > publish the results at the time but aimed a bit too high and received such a > scathing review (what kind of idiot would do this kind of study?) that I > shoved it a drawer and it has never seen the light of day since. I did the > syudy because it seemed at the time that everyone was using this design but > were unsure of the analysis and I thought a demonstration would be helpful. > SO, to make a long story even longer, the ANCOVA seems to be most powerful > in those circumstances one is likely to run into but does have somewhat > rigid assumptions about homogeneity of regression slopes. Of course the > repeated measures ANOVA indirectly makes the same assumption but at such > high correlations, this is really a homogenity of variance issue as well. > The second thought is for you reviewers out there trying to soothe your own > egos by dumping on someone else's. Remember, the researcher you squelch > today might be turned off to research and fail to solve a meaty problem > tomorrow. > > Paul R. Swank, Ph.D. > Professor > Developmental Pediatrics > UT Houston Health Science Center > Paul's post reminded me of something I read in Keppel's Design and Analysis. Here's an excerpt from my notes on ANCOVA: Keppel (1982, p. 512) says: If the choice is between blocking and the analysis of covariance, Feldt (1958) has shown that blocking is more precise when the correlation between the covariate and the dependent variable is less than .4, while the analysis of covariance is more precise with correlations greater than .6. Since we rarely obtain correlations of this latter magnitude in the behavioral sciences, we will not find a unique advantage in the analysis of covariance in most research applications. Keppel (1982, p. 513) also prefers the Treatments X Blocks design to ANCOVA on the grounds that the underlying assumptions are less stringent: Both within-subjects designs and analyses of covariance require a number of specialized statistical assumptions. With the former, homogeneity of between treatment differences and the absence of differential carryover effects are assumptions that are critical for an unambiguous interpretation of the results of an experiment. With the latter, the most stringent is the assumption of homogeneous within-group regression coefficients. Both the analysis of covariance and the analysis of within-subjects designs are sensitive only to the linear relationship between X and Y, in the first case, and between pairs of treatment conditions in the second case. In contrast, the Treatments X Blocks design is sensitive to any type of relationship between treatments and blocks--not just linear. As Winer puts it, the Treatments X Blocks design "is a function-free regression scheme" (1971, p. 754). This is a major advantage of the Treatments X Blocks design. In short, the Treatments X Blocks design does not have restrictive assumptions and, for this reason, is to be preferred for its relative freedom from statistical assumptions underlying the data analysis. -- Bruce Weaver E-mail: [EMAIL PROTECTED] Homepage: http://www.angelfire.com/wv/bwhomedir/ = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
Re: Logistic Regression vs Chi Square test in the following scenario
On 1 Oct 2001 13:36:05 -0700, [EMAIL PROTECTED] (Nick) wrote: [ snip, ... and data ] > etc etc. Both variables are binary and discrete. > > I want to see if there is a relation between x and y. > > Is it possible to use logistic regression analysis in this case and > generate a p value from a F statstic? Or should I be using a chisquare > test? It is a 2x2 table. Logistic regression has nothing to offer: there is no risk of 'over-fitting' the binary prediction, so it would only give you ancillary statistics that are irrelevant. And it offers a description your readers would undoubtedly find more confusing that usual, unless this is one result among a dozen similarly presently. Describe your 2x2 table as most appropriate, and test with the uncorrected Pearson chisquared. Some would argue: Use Fisher's Exact test or its near-equivalent, the Yates-corrected chisquared, even though your marginals are *not* both fixed. -- Rich Ulrich, [EMAIL PROTECTED] http://www.pitt.edu/~wpilib/index.html = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
RE: Logistic Regression vs Chi Square test in the following scenario
Title: RE: Logistic Regression vs Chi Square test in the following scenario Nick writes: >Let's say I have two variables: y is the dependent variable, x is the >independent variable. Both variables are binary and discrete. > >I want to see if there is a relation between x and y. > >Is it possible to use logistic regression analysis in this case and >generate a p value from a F statstic? Or should I be using a chisquare >test? If you are in an adventurous mood, why not try it both ways? When you do, you will notice that the results are very close if not exactly the same. The next question is: which one should I report? Generally, I like to choose the statistic that is most commonly used by researchers in the area of interest. That way, a referee is less likely to raise a bogus objection. Steve Simon, [EMAIL PROTECTED], Standard Disclaimer. STATS: STeve's Attempt to Teach Statistics. http://www.cmh.edu/stats Watch for a change in servers. On or around June 2001, this page will move to http://www.childrens-mercy.org/stats
Is this being fair to Dr. Fairman?
Esteemed all: Jus' thoughtchuz might could be intrested in dis here exchange 'twixt da mucho degreed Dr. Fairman and a not too admiring interlocutor at: http://groups.yahoo.com/group/adulteducation. Ain't da internet jus' grand??? Aitchoo aka H(arley) U(pchurch), M/SD [Math/Stats Dummy] From: Samantha Chapnick <[EMAIL PROTECTED]> Date: Wed Jun 27, 2001 6:30 pm Subject: Re: [adulteducation] Be a part of a book! (update) You are a slimeball. . At 10:02 PM 6/27/2001 +0400, you wrote Hello Samantha, Visit: http://professor.netfirms.com/index.htm I give you a permission to place this link in your book without charging you a dime and without copyright. (you even may delete all the rest content of the book ;-) ) It's THE MOST valuable among all what DL students need. Regards Dr. Fairman 27-Jun-01 01:14 [EMAIL PROTECTED] wrote: > Hello all. > Do you want to be rich? Famous? OK, well of course I can't offer any > of that. If I could, what would I be doing writing a book anyway? .. > Thank you and I look forward to your contributions! > Samantha
Re: Help for DL students in doing assignments
Nimish Shah wrote: > > > Dear DL Students, > > > > I have Ph.D. degree in mathematics, physics, electrical engineering, > > computer science. > > Can you please post details of your 3 PhDs! Four, surely? -R. Dawson = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
Re: E as a % of a standard deviation
SRS = simple random sample. cheers Michelle "Paul Bellamy" <[EMAIL PROTECTED]> wrote in message UD2t7.56886$[EMAIL PROTECTED]">news:UD2t7.56886$[EMAIL PROTECTED]... > Thanks alot - what does "SRS" mean? > Also what does "frequentist" mean - I have also seen that word? > > "Dennis Roberts" <[EMAIL PROTECTED]> wrote in message > [EMAIL PROTECTED]">news:[EMAIL PROTECTED]... > > this is the typical margin of error formula for building a confidence > > interval were the sample mean is desired to be within a certain distance > of > > the population mean > > > > n = sample size > > z = z score from nd that will produce desired confidence level (usually > > 1.96 for 95% CI) > > e = margin of error > > > > so, typical CI for mu would be: > > > > samp mean +/- z times standard error of mean > > > > e or the margin of error here is z * stan error of the mean (let me > > symbolize se) > > > > e = z * se > > > > for 95% CI .. e = 1.96 * se > > > > e = 1.96 * (sigma / sqrt n) > > > > now, what n might it take to produce some e? we can rearrange the formula > ... > > > > sqrt n = (1.96 * sigma) / e > > > > but, we don't want sqrt n ... we WANT n! > > > > n = ((1.96 * sigma)/ e) ^2 > > > > so, what if we wanted to be within 3 points of mu with our sample mean the > > population standard deviation or sigma were 15? > > > >n = ((1.96 * 5) / 3)^2 = about 11 ... > > > > only would take a SRS of about 11 to be within 3 points of the true mu > > value in your 95% confidence interval > > > > unless i made a mistake someplace > > > > > > At 09:54 AM 9/28/01 -0400, Randy Poe wrote: > > >John Jackson wrote: > > > > > > > the forumla I was using was n = (Z?/e)^2 and attempting to express > .05 > > > as a > > > > fraction of a std dev. > > > > > >I think you posted that before, and it's still getting > > >garbled. We see a Z followed by a question mark, and > > >have no idea what was actually intended. > > > > > > - Randy > > > > > > > > >= > > >Instructions for joining and leaving this list and remarks about > > >the problem of INAPPROPRIATE MESSAGES are available at > > > http://jse.stat.ncsu.edu/ > > >= > > > > _ > > dennis roberts, educational psychology, penn state university > > 208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED] > > http://roberts.ed.psu.edu/users/droberts/drober~1.htm > > > > > > > > = > > Instructions for joining and leaving this list and remarks about > > the problem of INAPPROPRIATE MESSAGES are available at > > http://jse.stat.ncsu.edu/ > > = > > = Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =
"Pluma y Fuente" nº 178 del 02/10/2001.
__ Logos Traducciones - www.logos.it __ "Pluma y Fuente" del 02/10/2001. Edición Nº 178. Informaciones seleccionadas por Reporters Online EDITORIAL DEL DÍA. ¿Los Estados Unidos, tan trágicamente golpeados por el terrorismo, han decidido cambiar sus políticas y posiciones aislacionistas, reconociendo a las Naciones Unidas un perfil diferente al pasado? http://www.reportersonline.org/owa-k/press.parentesi.vedi?Hlingua=es&Hcodice=336 ÁFRICA - Se confirma que el Gobierno de Sudán suspende las acusaciones contra el opositor Hasan al Turabi pero, por ahora, no se sabe si será puesto en libertad. http://www.reportersonline.org/owa-k/press.news_es.print?H=Africa&D=02-OCT-2001&L=es ASIA-PACÍFICO - El líder de los Talibán a través de Radio Kabul advierte nuevamente a los Estados Unidos: «Si nos atacan terminarán aquí igual como terminaron lo soviéticos». - La difícil posición de Pakistán, país amigo de los EE.UU. y al mismo tiempo de los Talibán. ¿Hasta cuando será posible para esta nación mantener esta curiosa equidistancia? - La Alianza del Norte y el ex rey afgano logran un Acuerdo anti-Talibán. Será nombrado un Gobierno de transición y algunos organismos colegiales inter-étnicos. - Las FF.AA. chinas en la Provincia de Xinjiang, limítrofe con Afganistán, con mayoría musulmana, fueron puestas en «estado de máxima alerta desde el domingo». http://www.reportersonline.org/owa-k/press.news_es.print?H=Asia&D=02-OCT-2001&L=es EUROPA - David Trimble, líder de ls Unionistas del Ulster pide a Tony Blair que aplique al paramilitares republicanos y lealistas las mismas sanciones contra el terrorismo mundial. - Suspenden por mal tiempo las maniobras para rescatar el submarino ruso «Kursk» cuando las pruebas del «aganche a la plataforma» han dado buenos resultados. - Según la Unión Europea las Naciones Unidas son la instancia mejor para coordinar la lucha contra el terrorismo. «Una coalición global exige como eje un organismo como la ONU». - Gerhard Schroeder en el Congreso del Partido Laborista de Tony Blair: «Nuestro apoyo a EE.UU. no excluye la ayuda militar inmediata si es necesaria». http://www.reportersonline.org/owa-k/press.news_es.print?H=Europa&D=02-OCT-2001&L=es IBEROAMÉRICA - En Colombia crecen las críticas contra el Presidente Pastrana por sus estrategias de diálogo con las guerrillas. Ahora proponen limitar sus poderes. - La «Caravana por la Vida y la Justicia en Chile» inició ayer su recorrido para visitar este mes de octubre las ciudades donde en 1973 actuó la «Caravana de la Muerte» de Pinochet. - Hugo Chávez, Presidente de Venezuela, país actualmente Presidente de turno de la OPEP, inicia el próximo lunes una larga gira por Europa y África. - Guido di Tella, ex Canciller argentino, acusado con Menem de tráfico ilegal de armas, será sometido a exámenes mentales para «determinar si es capaz de entender». - Complejos y delicados los problemas de las familias de indocumentados, sobre todo hispanos, que perdieron la vida en los atentados contra las Torres gemelas de Nueva York. - Las FARC, en Colombia, dicen que la ex Ministro de la Cultura fue asesinada por el Ejército pero no niegan su secuestro, que definen «retención política». - Vuelve la tensión entre Gobierno y sindicatos en el Chapare boliviano donde la semana pasada un campesino que acompañaba un grupo de periodistas fue asesinado. http://www.reportersonline.org/owa-k/press.news_es.print?H=Iberoamerica&D=02-OCT-2001&L=es LENGUAS - UNA BUENA PALABRA: (2) La lengua china en español a partir del 1 de enero de 1979. http://www.reportersonline.org/owa-k/press.news_es.print?H=Lingue&D=02-OCT-2001&L=es MEDIO ORIENTE - A una semana de la Conferencia de la Organización Islámica los países árabes moderados y radicales buscan un denominador común frente a la lucha antiterrorista. - Shimon Peres desmiente que haya dicho que las FF.AA. de Israel preparan el asesinato de Arafat mientras se producen disturbios en varias ciudades de la región. http://www.reportersonline.org/owa-k/press.news_es.print?H=Medio&D=02-OCT-2001&L=es MUNDO - Representantes de 176 países del mundo reunidos en Ginebra para reactivar la lucha contra la desertificación que amenaza la vida de 1.000 millones de personas. - El Banco Mundial asegura en su Informe de ayer: Los atentados terroristas tendrán serias consecuencias económicas en las naciones pobres. - En las primeras intervenciones del debate ONU sobre el terrorismo emergen grandes coincidencias si la batalla es coordinada y se evitan las conductas unilaterales. http://www.reportersonline.org/owa-k/press.news_es.print?H=Mondo&D=02-OCT-2001&L=es NORTEAMÉRICA Texto completo de la carta enviada al Presidente Bush y a los líderes del Congreso de EE.UU. por «Human Rights Watch» sobre la restricción de las libertades en beneficio de la seguridad. (3 Partes) - Republicanos y Demócratas logran un acuerdo para el «paquete antiterrorista» pero se introducen numerosos cambios p
