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Using findings regarding how skills fail under pressure as a jumping board, techniques for inoculating performers against choking have also been established Work by Beilock and Carr (2001), Lewis and Linder (1997), and others (eg, Tenenbaum et al, 2005) has demonstrated that giving athletes practice at dealing with the types of attentional demands that performance pressure induces can reduce skill failure when the stakes are high Others (eg, Masters, 1992) have demonstrated that preventing athletes from acquiring the type of explicit knowledge that pressure may exploit to begin with may also help to quell the negative effects of stress at high levels of performance Clearly, much work still needs to be done before we gain a full understanding of this complex phenomenon..

The con rmed reservation is comparable to a contract that becomes void at a certain hour of a certain day. The con rmed reservation allows the hotel to project the number of guests that will check in by the deadline hour. After that deadline, the hotel is free to sell that room to walk-in guests or to accept over ow guests from another property. The hotel usually keeps track of the number of no-shows and compares them to the total number of con rmed reservations that were made; these historical records help in predicting occupancy and revenue accurately. (They are also used in overbooking, discussed earlier in this chapter.)

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titled, Even the Rat Was White D W Sue, Bingham, Porche-Burke, and Vasquez (1999) provided an overview of APA s first multicultural summit, which met its stated purposes of (a) examining state-of-the-art issues in ethnic minority psychology, ( b) identifying barriers to becoming a multicultural profession, and (c) forging alliances for political action and advocacy In a keynote address, Stanley Sue (1999) argued that traditional psychological research models overemphasize internal validity and hinder ethnic minority research To move forward, S Sue advocates that (a) all research studies address external validity and specify populations to which findings are applicable; ( b) different research approaches, including qualitative and ethnographic methods, be appreciated; and (c) the psychological meaning of ethnicity or race be examined in ethnic comparison The first summit gave impetus to new multicultural scholarship.

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The National Multicultural Conference and Summit II included keynote addresses on gender, race/ethnicity, sexual orientation, and physical disabilities; the overall program highlighted intersections and overlapping of these cultural identities Garnets (2001) noted that minority groups share common elements in that all experience identity development and group solidarity and face stereotypes, discrimination, hostility, and violence As Garnets further noted, minority groups also differ from each other For example, racial and ethnic minorities typically develop in families and communities with shared identity, whereas sexual minorities and people with disabilities typically grow up without such community As multicultural psychology scholars emphasize, we all have multiple cultural identities that intersect in many ways As well as recognizing cultural diversity in scholarly research and professional practice, multicultural scholars have challenged psychology s foundations By definition, psychology focuses on individual behavior, thoughts, and feelings, but we cannot fully understand the individual without considering the larger world.

Trickett, Watts, and Birman (1994) argue that psychology needs new ways of thinking to understand diversity They advocate moving from the dominant psychology view, which emphasizes biology, isolating basic processes, rigorous experimental designs, and a critical-realist philosophy of science, to an emphasis on people in context Derald Wing Sue (2004), who has written extensively on multicultural issues in psychology, described invisible Whiteness and ethnocentric monoculturalism as a deeply entrenched worldview in society and psychology (and certainly including sport psychology) As Sue noted, privileged people are often unaware of power relations that oppress.

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, 183, 184, 185, 188, 314 Martin, N, 374, 386 Martin, N G, 158, 159, 160, 164, 168 Martin, N J, 57, 70 Martin, P, 253, 254, 265, 497, 506, 599, 612 Martinez, N C, 194, 214 Martinez, R, 125, 139 Martinez, S, 187 Martins, C, 527, 541 Martorano, D, 599, 610 Martus, P, 112, 118 Marubio, L M, 167 Marucha, P T, 77, 78, 87, 90, 92, 93 Marvin, R, 441, 461 Marxer, F, 342, 360 Masaki, K, 490, 506, 565.

Figure 8.11 Bipolar single-ended common-emitter receiver with emitter degeneration inductor element, RC feedback element, d.c. blocking capacitor, and inductor-bias element

Attributes are how you dress up and customize your elements. Just about every element has at least two attributes. These are the id attribute and the class attribute. There are hundreds of other attributes, but each element only takes a few. Many of these they share in common. You ll soon find you remember which attributes go with which elements. HTML editors often provide a list of attributes for an element as part of tag hints.