What You Should Know about Events in Java

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Training is an important management function and is required to develop and ensure quality performance.1 In the hospitality industry, some hotel organizations take training seriously; others talk about it extensively but have no real program in place. Those that have developed, instituted, and continued to update their training programs consider them great assets in human resources management. They give the management team an opportunity to develop quali ed employees who can perform jobs according to prede-
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Some of the more sophisticated protocols also provide connection interrupt and recovery capabilities to cope with errors and other sorts of interruptions.
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this: How favorably should one present oneself People s answers appear to depend on several factors. In Schlenker s (1980, 1986) terms, self-presentation is often the result of a trade-off between the opposing forces of favorability and believability. People often make positive claims about themselves in order to make a good impression. However, excessively positive claims might not be believed, and they could even be discredited. (For example, you could try to make a good impression by saying you are a good basketball player. Someone might not believe you, or worse, you might later play basketball and perform poorly). Boasting about one s abilities and being proven wrong leaves a bad impression. In one of the earliest and most often cited experiments on self-presentation, Schlenker (1975) gave participants moderately negative feedback about their abilities on a novel task prior to a session in which group members would perform the task. Participants were then asked to describe themselves to the group members. Schlenker wanted to see if participants would self-present in positive terms or incorporate the negative feedback they had just received. As it turned out, the favorability of self-presentation depended on whether the upcoming group performance was expected to be public or private. If it would be private, so that no one would know anyone else s performance, then participants presented themselves in rather favorable terms. If they thought other people would be able to see how well they did, however, they refrained from boasting. Thus, people seemed to present themselves as favorably as they could get away with: They boasted when it was safe to do so but remained modest when it seemed likely that the truth would be found out. The possibility of future discreditation is not the only constraint on the favorability of self-presentation. It is also limited by past actions and other socially available information. After all, people do not simply form wholly new impressions of others with every single interaction. New information is added to old information. The self-presenter must anticipate this and know that whatever he or she does now will be combined, in the observer s mind, with what the observer already knows. An early study of the effects of prior knowledge on selfpresentation was conducted by Baumeister and Jones (1978). Subjects were told that their interaction partners would read their personality pro les. As in Schlenker s (1975) study, people felt constrained to be consistent with independent information. In this case, they altered their self-presentations to t the randomly assigned feedback. This occurred even when the personality pro les were unfavorable. Yet they did not leave the matter at that: They sought to compensate for the
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Arent, S. M., Landers, D. M., & Etnier, J. L. (2000). The effects of exercise on mood in older adults: A meta-analytic review. Journal of Aging and Physical Activity, 8, 407 430. Bahrke, M. S., & Morgan, W. P. (1978). Anxiety reduction following exercise and meditation. Cognitive Therapy and Research, 2, 323 333. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191 215. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1991). Self-efficacy mechanism in physiological activation and health promoting behavior. In J. Madden (Ed.), Neurobiology of learning, emotion, and af fect (pp. 229 269). New York: Raven Press. Bandura, A. (1997). Self-ef ficacy: The exercise of control. New York: Freeman. Barnes, D. E., Yaffe, K., Satariano, W. A., & Tager, I. B. (2003). A longitudinal study of cardiorespiratory fitness and cognitive function in healthy older adults. Journal of the American Geriatric Society, 51, 459 465. Batson, C. D., Shaw, L. L., & Oleson, K. C. (1992). Differentiating affect, mood, and emotion: Toward functionally based conceptual distinctions. In M. S. Clark (Ed.), Review of personality and social psychology (pp. 294 326). Newbury Park, CA: Sage. Bennett, J., Carmack, M. A., & Gardner, V. J. (1982). The effect of a program of physical exercise on depression in older adults. Physical Educator, 39, 21 24. Black, J. E., Isaacs, K. R., & Greenough, W. T. (1991). Usual versus successful aging: Some notes on experiential factors. Neurobiology of Aging, 12, 325 328. Blazer, D. G. (1994). Epidemiology of late-life depression. In L. S. Schneider, C. F. Reynolds, B. D. Lebowitz, & A. I. Friedhoff (Eds.), Diagnosis and treatment of depression in late life (pp. 9 19). Washington, DC: American Psychiatric Press. Ble, A., Volpato, S., Zuliani, G., Guralnik, J. M., Bandinelli, S., Lauretani, F., et al. (2005). Executive function correlates with walking speed in older persons: The InCHIANTI study. Journal of the American Geriatric Society, 53, 410 415. Blumenthal, J. A., Emery, C. F., Madden, D. J., George, L. K., Coleman, R. E., Riddle, M. W., et al. (1989). Cardiovascular and behavioral effects of aerobic exercise training in healthy older men and women. Journal of Gerontology, 44, 147 157. Blumenthal, J. A., Emery, C. F., Madden, D. J., Schneibolk, S., Walsh-Riddle, M., George, L. K., et al. (1991). Long-term effects of exercise on psychological functioning in older men and women. Journal of Gerontology, 46, 352 361. Brown, B. S., Payne, T., Kim, C., Moore, G., Krebs, P., & Martin, Y. (1979). Chronic response of rat brain norepinephrine and serotonin levels to endurance training. Journal of Applied Physiology, 46, 12 23.
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APA was not going to support their efforts. In that year New York University psychologist Douglas Fryer led a reorganization of the New York group, renamed it the Association of Consulting Psychologists (ACP), and extended its geographical boundaries for membership to include the entire United States. The ACP, thus, became the rst national association for professional psychologists. In 1933, the ACP published its code of professional ethics, the rst such document for psychologists. And, in 1937, it began publication of the Journal of Consulting Psychology, arguably the rst professional psychology journal. ACP struggled to establish itself as the national association for professional psychologists; however, it was dominated by New York psychologists. In 1935, a plan was initiated to broaden the ACP membership by creating a federation of societies. All the existing state associations were invited to join as well as the Clinical Section of the APA. Eventually the federation plan was abandoned, and it was decided to create a wholly new organization, the American Association for Applied Psychology (AAAP), which began in 1938. The ACP and the Clinical Section of the APA both disbanded and became part of AAAP. The ACP journal was continued by the AAAP as its of cial organ. The AAAP began with four sections: clinical, consulting, educational, and industrial psychology. Fryer served as the rst president of AAAP and was followed in later years by such important applied psychologists as Walter Van Dyke Bingham (1880 1952) and Carl Rogers (1902 1987). The AAAP s success was manifested largely through its sections in which psychologists with similar needs could work together on issues of common concern. Each section wrote its own by-laws, elected its own of cers, created its own committees, and planned its own program at the annual meeting of the AAAP.
Fig. 1.8 A conceptual sketch to explain the storage properties of uncon ned aquifers. (a) A cubic Perspex container tted with a tap, packed to the top with pebbles and completely lled with water. (b) After opening the tap and waiting until all water has drained from the cubic container, the amount of water in the bucket must correspond to the drainable portion of the effective porosity (which is called the speci c yield ). If we look closely through the sides of the container (using our magnifying glass), we ll see that some water has not drained out (the speci c retention ).
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