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# /usr/bin/yum -y install qt-devel qt-MySQL
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Handbook of Wireless Networks and Mobile Computing, Edited by Ivan Stojmenovic Copyright 2002 John Wiley & Sons, Inc. ISBNs: 0-471-41902-8 (Paper); 0-471-22456-1 (Electronic)
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Do as the error messages say (make things writable by the user ID under which you run mythbackend, or change the user ID to one with appropriate permissions), and you should be back on track. Slightly more cryptically, if mythbackend is able to start up but can t write recordings to your specified video storage area, you ll get something along these lines:
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dynamically adjusts the CW based on the traf c load in contention access period (CAP). The adaptive GTS allocation (AGA) scheme considers the low latency and fairness issue for data transmitted in CFP. The rest of the chapter is organized as follows. Section 14.2 presents the transmission procedures of CAP and CFP of IEEE 802.15.4 standard. Then we describe the MBS and AGA schemes and the performance evaluation of these schemes in Section 14.3. Section 14.4 is the conclusion.
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This slide depicts the Internet backbone and shows the overall topology of a national
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specific techniques within particular strategies and models and as targeted toward specific mental skill development. Summary of the Mental Training Process In summary, the mental training process is made up of layers that unfold as part of a comprehensive mental training approach. Mental skills training starts with the philosophical foundations embraced and valued by the consultant, and then unfolds into the conceptualization of an intervention model with appropriate and useful strategies and techniques. There are many ways to conceptualize the multilayer mental training process (e.g., Poczwardowski et al., 2004), but what is important is that it involves a comprehensive process as opposed to starting at the bottom and simply applying mental training techniques without an overall framework to guide the intervention. Examples of layers of the mental training process from four approaches are presented in Table 13.1, with each program moving from a broad philosophy and model to strategies that incorporate many different types of specific mental training techniques in unique ways. Consultant Effectiveness Athletes and coaches often use mental training strategies and techniques on their own without the use of a mental training consultant. However, when mental training is coordinated by consultants, the interpersonal and technical skills of the consultants are critical in the effectiveness of the mental training process (as shown in Figure 13.2). Research has shown that athletes and coaches rate interpersonal skills, particularly listening skills, being able to relate to athletes and coaches, and being open, flexible, and trustworthy, as consultant characteristics critical for success (Dunn & Holt, 2003; Gould et al., 1991; Orlick & Partington, 1987; Partington & Orlick, 1987). A study of the verbal interactions between an eminent mental training consultant and athletes found that the consultant spent over 60% of the time listening and facilitating the interactions so that athletes would spend the majority of the time expressing themselves (Lloyd & Trudel, 1999). Technical competence displayed by effective mental training consultants includes the ability to relevantly apply concepts to create concrete, useful strategies for athletes and coaches, the ability to adapt mental training strategies and techniques to fit specific personalities and situations, understanding competitive demands and timing of services in relation to competition preparation, and serving as facilitators to enhance communication and help resolve conflict within teams (Orlick & Partington, 1987; Partington &
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