Xx0. XX0’s recurrent collateral system has been extensively modelled as playing an integral role in retrieving complete memory representations given partial cues, a function termed “pattern completion.” This same system has also been suggested to be important for the rapid formation of associative memories, or representations for the learned relationship between two or more unrelated items (Rolls, 1987; Rolls, 1989a,b,c,d; 1990a,b; for review, Xxxxxx & Rolls, 2015). These functions may be particularly important for retrieving an item encounter memory given a spatial or temporal cue, and for learning the association between items and their spatial or temporal context. Physiological evidence for a role of CA3 in pattern completion was provided by Vazdarjanova & Xxxxxxxx (2004) who used an immediate-early gene visualization approach that allows for the identification of neuronal populations activated at two distinct time points [i.e., catFISH (Xxxxxxxx & Worley, 2001)] to show that CA3 neurons, relative to CA1 neurons, had higher overlap in their activity between modestly different environments. Similarly, Xxx et al. (2015) reported in vivo electrophysiological evidence that distal CA3 (near CA1), where recurrent collaterals are the strongest, maintained coherent representations of the environment despite modifications. Mice genetically modified to lack NMDA receptors in CA3, which are known to be physiologically important for synaptic strengthening in relation to learning and memory, were unable to complete a memory task when familiar cues were removed, suggesting these mice lacked the ability to retrieve the required memory representation given only partial retrieval cues (Nakazawa et al., 2002). CA3’s role in the rapid formation of associative memories is also supported by several experimental findings. In a go/no-go task in which rats must learn that the presence of an object or odor in a particular location means the rat should displace the stimulus for a reward but the presence of the object or odor in a separate location means rats should withhold action, CA3 lesions produced impairments in learning both object-place and odor-place pairings (Xxxxxxx & Xxxxxx, 2003). Likewise, Xxxxxx et al. (2008) found that CA3 lesions impaired associative memory encoding on an object-cued spatial location recall task and a spatial-cued object recall task, where learning unique stimuli configurations was required on each trial. To conclude, empirical evidence bolsters a rol...
Xx0. X-0 Xx0 M-4 A1 M-5 A2 M-6 A3 M-7 Baa1 M-8 Baa2 M-9 Baa3 Mortgage Assets: The Mortgage Loans to be included in the Trust Fund are as described in Annex A hereto.
Xx0. X-0 Xx0 M-4 A1 M-5 A2 M-6 A3 M-7 Baa1 M-8 Baa2 M-9 Baa3 None of the above ratings has been lowered, qualified or withdrawn since the dates of issuance of such ratings by the Rating Agency. Private Certificates Class Xxxxx’x M-10 Ba1 CE Not Rated P Not Rated R-1 Not Rated R-2 Not Rated R-3 Not Rated RX Not Rated EXHIBIT M SWAP AGREEMENT SWAP TRANSACTION CONFIRMATION Date: January 30, 2007 To: LaSalle Bank National Association, not individually, but solely as Supplemental Interest Trust Trustee on behalf of the Supplemental Interest Trust with respect to the Bear Xxxxxxx Asset Backed Securities I Trust 2007-AQ1, Asset-Backed Certificates, Series 2007-AQ1 Phone: 000-000-0000 Fax: 000-000-0000 Attention: Global Securities and Trust Services Group - Bear Xxxxxxx Asset Backed Securities I Trust 2007-AQ1 From: Wachovia Bank, N.A. Ref. No: 0000000 The purpose of this long-form confirmation (“Confirmation”) is to confirm the terms and conditions of the current Transaction entered into on the Trade Date specified below (the “Transaction”) between Wachovia Bank, N.A. (“Party A”) and LaSalle Bank National Association, not individually, but solely as supplemental interest trust trustee (the “Supplemental Interest Trust Trustee”) on behalf of the supplemental interest trust with respect to the Bear Xxxxxxx Asset Backed Securities I Trust 2007-AQ1, Asset-Backed Certificates, Series 2007-AQ1 (the “Supplemental Interest Trust”) (“Party B”) created under the Pooling and Servicing Agreement, dated as of January 1, 2007, among EMC Mortgage Corporation, as seller, EMC Mortgage Corporation, as master servicer, Bear Xxxxxxx Asset Backed Securities I LLC, as depositor and LaSalle Bank National Association, as trustee (the “Pooling and Servicing Agreement”) (the “Pooling and Servicing Agreement”). This Confirmation evidences a complete and binding agreement between you and us to enter into the Transaction on the terms set forth below and replaces any previous agreement between us with respect to the subject matter hereof. This Confirmation constitutes a “Confirmation” and also constitutes a “Schedule” as referred to in the ISDA Master Agreement, and Paragraph 13 of a Credit Support Annex to the Schedule.
Xx0. Xx0 Xx0 Xx0 Xx0 Contract #1 [**] [**] [**] [**] [**] [**] Contract #2 [**] [**] [**] [**] [**] Contract #3 [**] [**] [**] [**] [**] Average Annual Studies – [**]
Xx0. 0. The following eta-quotients are the only ones which are theta functions for an odd character: Σ ∞ η(8z)3 = ∞ n=1 .−4 Σ nqn2 , η(16z)9 η(8z)3η(32z)3 = ∞ = η(3z)2η(12z)2 η(6z) Σn=1 Σ n=1 .−2 Σ n ∞ nq .n Σ nqn2 , , n2 ∞ . Σ η(48z)13 η(24z)5η(96z)5 = Σn=1 .−6 Σ n nqn2 , η(24z)5 η(48z)2 = Σn=1 n nqn2 . In fact, we establish a broader classification theorem. Given a positive m integer m, let Θ0 denote the linear span of the set of all theta functions associated to an even character ψ whose modulus is m together with its ‘twists’ by χ2,0, χ3,0, and χ6,0, where χr,0 denotes the principal character m modulo r, and let Θ1 denote the analogous space associated to odd characters of modulus m. Here, the twist of a theta function associated to ψ by another character χ is the theta function associated to ψχ. For convenience, let Θm m m denote the union of Θ0 and Θ1 . We call an element of Θm monic if its q-expansion has the form 1 + O(q) or q + O(q4). m
Xx0. Xx teachers in single-gender schools in Kazakhstan believe there are differences in academic achievements between girls and boys? Finding 4 Finding 5 a. What do teachers believe are the factors that influence the academic achievement of boys and girls in single-gender schools? Finding 6
