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We now proceed to determine the statistics of the array pattern. Notice that each term in (14.1) is a complex quantity which is a random variable because An and n are random variables. It is difficult to deal with a complex random variable; therefore we decompose them into real and imaginary parts and treat them separately. We then determine the statistics of the absolute value of the radiated field. Thus we express the array pattern as below (the element pattern part is omitted here because that is unimportant with respect to the present context): Fu =

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David has been working with Symbian OS since 2002. Before moving into mobile technologies, he spent some years working on different platforms, mainly using C and C++. He currently provides assistance and services to different companies, working on a range of technologies including telephony, networking, multimedia and porting. He can usually be found lurking around Symbian-related discussion boards. In his spare time, David enjoys music, photography and simply escaping to some remote place in search of peace.

For completeness each stage is described brie y below, but it will be noted that stages 1 3 relate to the SHAMPU de ne, focus, identify, and structure phases examined in previous chapters. Stage 3 raises the question of restructuring via disaggregation of variables, which is shown as an assess task in Figure 10.1a.

negative evaluations of others This also, not surprisingly, chips away at an already undermined self-image Benjamin (1996) also notes that avoidants are usually shunned by the rest of the family as evidence of the family s shame and harsh judgment Rather than be welcomed as part of the group, avoidants are forced to go it alone, because the group won t have them From the perspective of future avoidants, there is apparently a consensus about their defectiveness Sean saw this both in his own family and at school, where he was picked last for teams and referred to as the runt Allison s mother and father even supplied supporting evidence, telling her that her birth was an accident and treating her as a burden To survive, future avoidants develop a sense of autonomy that is intrinsically linked to punishment (Benjamin, 1996).

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For example, avoidants are more likely to be overlooked for an invitation to a family reunion, or, as a child, the birthdays of their friends or even siblings are celebrated, but not theirs In avoidance of the shame of such segregation, such shunned individuals withdraw in advance Though they regret their defectiveness, they continuously strive to win over caregivers, who in turn often infuse the message that the family is the only genuine source of love and support, and loyalty is valued above all else The implicit message is, Although we tolerate your flaws, no one else ever will Stay in the place where you at least have a chance to feel safe.

Whereas most avoidant personalities develop as the result of repeated exposure to developmental experiences that instill a sense of shame and low self-esteem, clinical experience indicates that certain traumatic childhood experiences, such as physical brutalization, incest, or molestation, may also be sufficient to produce a lifelong pattern of social avoidance and interpersonal fearfulness that resembles the avoidant pattern (Stone, 1993) Sexually abused children, for example, are often made to feel that they have something to be ashamed of, either by the perpetrator or by their own family They may feel or be made to feel, If I weren t defective in some way, this wouldn t have happened in the first place..

Children s Memory Scale (CMS) Attention/Concentration Index Numbers Sequences Picture Locations General Memory Index Verbal Immediate Index Stories Word Pairs Visual Immediate Index Dot Locations Faces Verbal Delayed Index Stories Word Pairs Visual Delayed Index Dot Locations Faces Delayed Recognition Index Stories Word Pairs Learning Index Word Pairs Dot Locations Gray Oral Reading Test, Fourth Edition (GORT-4) Fluency Comprehension Wechsler Individual Achievement Test, Second Edition-II (WIAT-II) Word Reading Pseudoword Decoding Written Expression Spelling Mathematical Reasoning Numerical Operations Behavior Rating Inventory of Executive Functioning (BRIEF) Behavioral Regulation Index Inhibit Shift Emotional Control Metacognitive Index Initiate Working Memory Plan/Organize Organization of Materials Monitor

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