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In the area of theory, one example of neobehaviorist con ict theories is Amsel s theory of frustration (1958, 1962) Although Amsel is in the rst instance concerned not with emotion but rather with certain motivational properties of nonreward, he writes in the tradition of the con ict theories Amsel noted that the withdrawal of reward has motivational consequences These consequences occur only after a particular sequence leading to consummatory behavior has been well learned Behavior following such blocking or frustration exhibits increased vigor, on which is based the primary claim for a motivational effect Amsel noted that anticipatory frustration behaves in many respects like fear This particular approach is the most sophisticated development of the early behaviorists observations that extinction (nonreward) has emotional consequences Psychoanalysis was in part a product of a nineteenthcentury interpretation of the Judeo-Christian ethic.

securityattacks can obtain connections to a public network, because there are no restrictions on connecting machines to a public network This means that an attacker can use a public network to send messages to distributed system components in an attempt to compromise the system security An obvious approach to avoiding security problems is to physically separate the network from the public network These separated networks are called private networks and are still often employed by banks and telecommunications operators to secure their missioncritical systems As a consequence of such a separation, however, we cannot have distributed system communication across the two networks With the advent of electronic commerce, distributed system components often cannot have such a physical separation and even critical systems have to be connected to public networks.

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Possibilistic reasoning is directly analogous to probabilistic reasoning. It consists in conditioning a given (multivariate) possibility distribution on a set of possible states (or events), which represents the generic knowledge about the considered domain. The conditions are supplied by observations made, that is, by the evidence about the domain. A conditional degree of possibility is defined as follows: Definition 2.4.9 Let be a possibility measure on and E1 , E2 . Then (E1 | E2 ) = (E1 E2 ) is called the conditional degree of possibility of E1 given E2 . The reason for this definition will become clear in the next chapter, where possibilistic reasoning is studied in more detail in Section 3.4. Note, however, that this definition of a conditional degree of possibility is not the only one that has been suggested. Others include the approach by [Hisdal 1978] that is based on the equation (E1 E2 ) = min{ (E1 | E2 ), (E2 )}. A definition of a conditional degree of possibility is derived from this equation by choosing its greatest solution: (E1 | E2 ) = 1, if (E1 E2 ) = (E2 ), (E1 E2 ), otherwise.

Even when networks are private, or the connection between hosts on a private network and hosts on a public network is tightly controlled, security can be compromised Individuals who have authorized access to machines connected to the private network may use these machines to launch security attacks This leads us to the observation that distributed systems are inherently insecure If an attacker succeeds in breaking the security of a system, the legitimate users will lose confidence in the system They may sue the engineers or operators of the system for the damages that were caused as a result of the securityattack For the engineering of distributed objects this means that one should not trust any other distributed object, because it may be written by an attacker, who wants to compromise security.

We thus have to engineer both client and server objects in such a secure waythat confidence and trust can be re-established In order to do this, we first have to develop a better understanding of the securitythreats to which distributed objects are exposed..

When the existence of a significant discrepancy between achievement and ability has been established, IDEA requires the team to consider whether the discrepancy is primarily the result of environmental, cultural, or economic disadvantage This portion of the definition also poses problems for team members Based on her review of comments in the Congressional Record and Department of Education policy statements, Slenkovich concluded that the intent of this part of the definition is to ensure that services are targeted for children whose learning problems are primarily the result of a disorder within the child (1986, November) Congress did not intend IDEA-Part B funds for children whose learning problems stem from a disadvantaged homelife, poor teaching, immaturity, or a lack of motivation to learn Slenkovich also identified two common misunderstandings in the area of LD eligibility.

Where mutable data-types are involved, beware of the potential for side-effects:

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