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sport psychology (pp. 107 120). Champaign, IL: Human Kinetics. Conzelmann, A., Gabler, H., & Nagel, S. (2001). Hochleistungssport: Pers nlicher Gewinn oder Verlust Lebensl ufe von Olympioniken [Elite sport: Personal profit or loss Biographies of Olympic athletes]. T bingen, Germany: Attempto Verlag. Corlett, J. (1996). Sophistry, Socrates and sport psychology. Sport Psychologist, 10, 84 94. C t , J. (1999). The influence of the family in the development of talent in sport. Sport Psychologist, 13, 395 417. Crook, J. M., & Robertson, S. E. (1991). Transitions out of elite sport. International Journal of Sport Psychology, 22, 115 127. Curtis, J., & Ennis, R. (1988). Negative consequences of leaving competitive sport Comparative findings for former elitelevel hockey players. Sociology of Sport Journal, 5, 87 106. Danish, S. J. (2001). Frameworks for developing personal and performance excellence. In A. Papaioannou, M. Goudas, & Y. Theodorakis (Eds.), Proceedings of the 10th World Congress of Sport Psychology (Vol. 2, p. 315). Thessalon ki, Central Macedonia, Greece: Christodoulidi Publications. Danish, S. J., Petitpas, A. J., & Hale, B. D. (1993). Life development intervention for athletes: Life skills through sports. The Counseling Psychologist, 21, 352 385. Drawer, S., & Fuller, C. W. (2002). Perceptions of retired professional soccer players about the provision of support services before and after retirement. British Journal of Sports Medicine, 36, 33 38. Durand-Bush, N. (2000). The development and maintenance of expert athletic performance: Perceptions of Olympic and World champions, their parents and coaches. Ottawa: National Library of Canada (microfiche). Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725 747. Erikson, E. H. (1950). Childhood and society. New York: Norton. Eyal, N. (2001). Reflections on sport psychology practice: A clinical perspective. In G. Tenenbaum (Ed.), The practice of sport psychology (pp. 169 196). Morgantown, WV: Fitness Information Technology. Gabler, H. (1981). Motivation im Hochleistungssport [Motivation in elite sport] (3rd ed.). Schorndorf, Baden-W rttemberg, Germany: Hofmann. Gordon, S., Lavallee, D., & Grove, J. R. (2005). Career assistance program interventions in sport. In D. Hackfort, J. Duda, & R. Lidor (Eds.), Handbook of research in applied sport and exercise psychology: International perspectives (pp. 233 243). Morgantown, WV: Fitness Information Technology.
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/* sidebar links */ body#gmail-google-com div#nav table.cv, body#gmail-google-com div#nav table.cv td { background: #ffffff !important; } body#gmail-google-com table.cv td.tl, body#gmail-google-com table.cv td.bl { height: 0 !important; } /* both current and other */ body#gmail-google-com table.cv td span.lk, body#gmail-google-com div.nl span.lk{ display: block !important; background: #ffffff !important; color: #191b4c; border: none !important; padding: 2px !important; margin-right: 5px !important; } /* Override the background color for the unselected options*/ body#gmail-google-com div.nl span.lk { background: #ffffff !important; border: none !important; }
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Table 8-1 Comparison of HTML-Development Programs
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Boer, F., & Dunn, J. (Eds.). (1992). Children s sibling relationships: Developmental and clinical issues. Hillsdale, NJ: Erlbaum. Bois, J. E., Sarrazin, P. G., Brustad, R. J., Chanal, J. P., & Trouilloud, D. O. (2005). Parents appraisals, reflected appraisals, and children s self-appraisals of sport competence: A yearlong study. Journal of Applied Sport Psychology, 17, 273 289. Bois, J. E., Sarrazin, P. G., Brustad, R. J., Trouilloud, D. O., & Cury, F. (2002). Mothers expectancies and young adolescents perceived physical competence: A yearlong study. Journal of Early Adolescence, 22, 384 406. Bronfenbrenner, U. (1993). The ecology of cognitive development: Research models and fugitive findings. In R. H. Wozniak & K. W. Fisher (Eds.), Development in context: Activity and thinking in specific environments (pp. 3 24). Hillsdale, NJ: Erlbaum. Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 993 1028). New York: Wiley. Brown, B. A., Frankel, B. G., & Fennell, M. P. (1989). Hugs or shrugs: Parent and peer influences on continuity of involvement in sport by female adolescents. Sex Roles, 20, 397 409. Brustad, R. J. (1988). Affective outcomes in competitive youth sport: The influence of intrapersonal and socialization factors. Journal of Sport and Exercise Psychology, 10, 307 321. Brustad, R. J. (1993). Who will go out and play Parental and psychological influences on children s attraction to physical activity. Pediatric Exercise Science, 5, 210 223. Brustad, R. J. (1996). Attraction to physical activity in urban schoolchildren: Parental socialization and gender influences. Research Quarterly for Exercise and Sport, 67, 316 323. Bukato, D., & Daehler, M. W. (2001). Child development: A thematic approach (4th ed.). Boston: Houghton Mifflin. Burn, S. M., O Neil, K., & Nederend, S. (1996). Childhood tomboyism and adult androgyny. Sex Roles, 34, 419 428. Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676 713. Casher, B. B. (1977). Relationship between birth order and participation in dangerous sports. Research Quarterly, 48, 33 40. Cicirelli, V. G. (1995). Sibling relationships across the life span. New York: Plenum Press. Coakley, J. (1992). Burnout among adolescent athletes: A personal failure or social problem Sociology of Sport Journal, 9, 271 285. Coakley, J., & White, A. (1992). Making decisions: Gender and sport participation among British adolescents. Sociology of Sport Journal, 9, 20 35.
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Assessment based on the psychogenic perspective is directed toward identifying the personality factors or psychopathological tendencies that instigate and maintain the reported pain. Traditional psychological measures such as the Minnesota Multiphasic Personality Inventory (MMPI) and the Symptom Checklist-90 (SCL90) are commonly used to evaluate chronic pain patients (Piotrowski, 1997). High scores in these instruments are considered to support the notion of psychogenic pain. It is assumed that reports of pain will cease once the psychological problems are managed. Treatment is geared toward helping the patient gain insight into the underlying maladaptive, predisposing psychological factors (e.g., Beutler, Engle, Oro -Beutler, Daldrup, & Meredith 1986; Grzesiak, Ury, & Dworkin, 1996). Although the psychogenic pain notion is ubiquitous, empirical evidence supporting it is scarce. A substantial number of chronic pain patients do not exhibit signi cant psychopathology. Moreover, studies suggest that in the majority of cases the emotional distress observed in these patients occurs in response to persistence of pain and not as a causal agent (e.g., Okifuji, Turk, & Sherman, 2000; Rudy, Kerns, & Turk, 1988) and may resolve once pain is adequately treated (Wallis, Lord, & Bogduk, 1997). Not surprisingly, insightoriented therapy has not been shown to be effective in reducing symptoms for the majority of patients with chronic pain. There are, however, some patients for whom such insight is essential before they are able to engage successfully in rehabilitation (Grzesiak et al., 1996). Secondary-Gain Model of Chronic Pain The secondary-gain model is an alternative to the psychogenic model. From this perspective, reports of pain in the absence of or in excess of physical pathology are attributed to the desire of the patient to obtain some bene t such as attention, time off from undesirable activities, or nancial compensation secondary gains. In contrast to the psychogenic model, in the secondary-gain view, the assumption is that the patient is consciously attempting to acquire a desirable outcome. Simply put, the report of pain in the absence of a pathological process is regarded as fraudulent (Bayer, 1984). Assessment of patients from the secondary-gain model focuses on identifying discrepancies between what patients say they are capable of doing and what they actually can do or from facial expressions that deviate from norm-based expectations (Craig, Hyde, & Patrick, 1991). A high degree of discrepancy between what patients say about their pain and physical capacity and performance on more objective assessment of physical functioning and facial expressions are
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We now discuss different types of workload analysis typically performed on the Web traces. 1. Content Analysis. This analysis reveals properties of Web content, such as content size, popularity, modi cation frequency. Such information is important to content providers who need to provide fast access to popular content while using the system and network resources ef ciently. Moreover, content popularity has signi cant implication on the effectiveness of Web caching and multicast delivery. 2. User Behavior Analysis. Analyzing user behavior is useful for personalization, targeted advertising, prioritizing, and capacity planning. Speci cally, the following aspects of user behavior are particularly interesting: User load distribution the variation in load placed by different users on the Web site Session duration the duration of a sequence of interactions initiated by a user to a Web site Temporal stability whether users are interested in requesting similar documents over time Spatial locality whether users in the same geographic region tend to request similar content 3. System Load Analysis. Analyzing system load helps us understand the temporal variation of system load and sheds light on how to effectively architect and optimize systems. 5.2 OVERVIEW OF PREVIOUS WORK
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When turned on but sitting idle, the Roomba draws 150 to 250 mA, depending on the Roomba model. During normal operation, a Roomba draws from 1500 mA to 2000 mA of current. This variation in current consumption is due to the variety of floor types: Thick carpets cause more current draw than hard floors. The battery pack can be maximally discharged at a 4 Amp rate, limited by an internal polyswitch (a device that acts somewhat like a fuse that can be reset). Without the polyswitch, a short circuit would damage the battery and the unit. The full voltage and power available from the pack is available through pins 1 and 2 on the ROI connector. Any projects using power through the ROI can draw as much power as they need. However, drawing too much will shorten the life of the battery, shorten the run time of the unit, and perhaps confuse the system s internal firmware. All projects in this book will draw less than 1 Amp of current and most draw less than 100 mA. A 100 mA project running of Roomba power would shorten the normal Roomba run time by maybe 5 percent.
Motivation Homeostasis Hyperphagia Biological rhythms Circadian rhythms Infradian rhythms Ultradian rhythms Entrainent Zeitgeber The suprachiasmatic nuclei Summary Questions for discussion Further reading
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