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This de nition is in agreement with the fact that the corresponding generator polynomial has , 2 , . . . , n k as its roots, and that any code polynomial is generated by multiplying a given message polynomial by the generator polynomial. Then if c(X ) = c0 + c1 X + + cn 1 X n 1 CRS , it is true that c( i ) = c0 + c1 i + + cn 1 ( i )n 1 = c0 + c1 i + + cn 1 (n 1)i = 0, 1 i n k (4)
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The various modules in a PMS (food and beverage, call accounting, gift shop, etc.) allow for ease in assembling guest charges and payments. The following is a typical list of point-of-sale departments for which income will be reported: Restaurant 1 (breakfast) Restaurant 2 (lunch) Restaurant 3 (dinner) Room service 1 (breakfast) Room service 2 (lunch) Room service 3 (dinner) Lounge 1 (lunch) Lounge 2 (happy hour) Lounge 3 (dinner) Lounge 4 (entertainment) Valet Telephone Gift shop Spa and pool Parking Miscellaneous
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turn led to self-determined situational motivation, which finally led to the experience of flow. Clearly, additional research is needed to test the validity of the integrated sequence in sports and physical activity settings at the situational level. The results of these studies provide strong support for the proposed sequence in a variety of settings and activities. Future research is needed, however, with prospective or longitudinal designs at the contextual level, and experimental designs at the situational level, to provide more clarity regarding the direction of causality among the various variables of the causal sequence (see Grouzet, Vallerand, Thill, & Provencher, 2004, for such a test using an experimental design at the situational level with a cognitive task). There is also a need to look at other types of consequences, such as creativity and learning, as well as interpersonal outcomes such as quality of relationships and friendships. Motivation at Two or Three Levels of Generality A key aspect of the HMIEM is that motivation at a given level of generality reflects the relative influence of individual differences through the top-down effect and that of social factors. Brunel and Vallerand (2005) tested the relative influence of the top-down effect from contextual motivation and the impact of situational factors on situational motivation over time. These authors reasoned that when put in a new situation (practicing their sport on university premises with new coaches), athletes who usually practice in civic clubs should see their contextual motivation provide the main influence on their situational motivation toward practice because participants are not used to the social factors conveyed in such new settings. However, months later, when the meaning conveyed by situational factors is clearer, the latter should have a more potent influence on situational motivation than contextual motivation. Results of a study (Brunel & Vallerand, 2005) with French athletes provided support for the hypothesis. Research has also started to look at how contextual motivation sets things in motion at the situational level so that affective outcomes can be experienced at that level. For instance, Amiot, Gaudreau, and Blanchard (2004) showed that self-determined contextual motivation toward sport led to the use of situational adaptive cognitive skills, which, in turn, facilitated reaching goals during a game. Finally, reaching one s goals led to an increase of positive affect after the game. The opposite picture emerged for athletes with a nonself-determined motivation, as it led to the use of poor coping skills and failing to reach one s goals and to experience less positive effect. Future research is needed to determine if
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