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Wood, B., 373, 391, 442, 459 Wood, C., 605, 614 Wood, D., 377, 388, 588 Wood, E., 243 Wood, J. M., 331, 334 Wood, N. C., 180, 190 Wood, P. K., 442, 459 Wood, R. W., 239, 569 Woodbury, S., 532, 542 Woodruff, C., 402, 410 Woodruff, R. A., 385 Woodruff, R. E., 196, 214 Woods, G., 451, 462 Woods, S. N., 556, 564 Woods, W. J., 239 Woods, X. A., 274, 287 Woodward, K. M., 482 Woody, G. E., 223, 243 Woody, P., 451, 461 Woolf, C. J., 181, 190 Woolfolk, R. L., 333, 337 Woolford, H., 403, 412 Wooten, V., 333, 336 Worden, J. W., 56, 74, 271, 272, 274, 276, 277, 280, 292 Workman, E. W., 92 Worley, B., 426, 433 Wormley, B., 168 Wortley, P. M., 517, 540 Wortman, C., 39, 40, 48, 64, 74, 91, 278, 292, 428, 431, 554 Worz, R., 248, 266 Woteki, C., 127, 143 Wright, A. L., 551, 567 Wright, B. A., 423, 428, 435 Wright, D., 369, 370, 389, 391 Wright, E. M., 240 Wright, G. E., 171, 174, 189, 190 Wright, J., 30, 48, 433 Wright, K., 68, 284, 292 Wright, L., 440, 464, 571, 589 Wright, M. P., 534, 538 Wright, R. J., 99, 100, 103, 108, 120 Wright, S., 22, 344, 362 Wright, T. A., 569, 589 Wrzesniewski, K., 14, 22 Wu, A. H., 548, 567 Wu, F. C., 203, 214 Wu, S. C., 598, 608 Wu, X., 598, 611 Wulsin, L. R., 346, 364, 553 Wuori, D., 459 Wurm, M., 362 Wyatt, G. E., 273, 288, 482 Wyatt, H. R., 127, 141 Wyatt, R., 109, 117 Wyllie, R., 399, 400, 413 Wynne, E., 114, 117 Yadav, M., 599, 613 Yager, J., 322, 337 Yalom, I. D., 281, 291

valence moderated the effects of performance goals on participants intrinsic motivation (Rawsthorne & Elliot, 1999). Performance-avoidance goals reduced both free-choice behavior and self-reported interest in a task, whereas performance-approach goals did not have any consistent effect on either intrinsic motivation index. This finding led to the introduction of a tripartite model of achievement goals comprising mastery, performance-approach goals, and performance-avoidance goals (Elliot & Harackiewicz, 1996). In the first empirical test of this tripartite model, the valence of performance goals moderated relations between the goals and relevant antecedents (e.g., achievement motives, competence expectations, sex) and consequences (e.g., intrinsic motivation). A subsequent series of studies extended understanding of how the valence of performance goals can moderate relations between goals and achievement processes and outcomes (e.g., Cury, Da Fons ca, Rufo, Peres, & Sarrazin, 2003; Cury, Da Fons ca, Rufo, & Sarrazin, 2002; Cury, Elliot, Sarrazin, Da Fons ca, & Rufo, 2002; Elliot & Church, 1997; Elliot & McGregor, 1999). Thus, the argument was proffered that achievement goals should consider both the definition of competence and the valence of the striving, and the model was expanded to include a fourth possible achievement goal: mastery- avoidance goals (Elliot, 1999; Elliot & Conroy, 2005). As seen in Figure 1.1, the two definitions of competence (i.e., mastery/task versus

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there are several features that should be included in the design and implementation of data-gathering applications:

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Table 8.3 MM test results of the BVCEO-triggered ESD power clamp with low-breakdown trigger and high-breakdown clamp device (base trigger oating) Trigger (GHz) 47 Clamp (GHz) 27 Size (mm) 53.9 108 216 532 MM (kV) 0.2 0.35 0.60 1.20

We wanted a group that would be representative of counseling psychologists. There were 60 and it certainly was an interesting group. When you think of it, they were a terri c group, 10 were previous presidents of Division 17 and 11 of them later became presidents. The conference was well organized and Don Super really gets the most credit for that. At the end of the conference we came up with 32 recommendations. Some were for Division 17, some for APA, some for universities, some for practicum and internship settings, and some for employers. Most were designed to be practical. I would like to go record to say that the recommendations did stimulate further developments such as American Board of Examiners of Professional Psychologists (ABEPP) certi cation, a brochure put out by Division 17 on what counseling psychology is, and criteria for internship. There was general agreement that counseling psychology had a special substance and emphasis in training, which were not necessarily included in the current preparation. (p. 318)

We refer to the combination of a framework and a sample extension (of that framework) as a starter kit (SKIT) because we intend to use this combination of software as a toolkit that will help us to start developing software projects SKITs are not intended to be complete solutions, or production-ready code, but the starter kits provided with this book should be useful when learning about distributed database environment (DDBE) concepts, and helpful when creating academic, research, prototype, or proof-of-concept projects Starter kits like this one can also help us to improve our understanding of the speci c DDBE architecture that we are attempting to develop, as well as the underlying technical facilities we can use, and the technical issues we need to address In this chapter, we are considering the starter kit that we call the JMS-SKIT.

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