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You must test your Java applet on both your local workstation (before you include it on your page) and on your Web page. The best place to do your first round of testing is in the Java development tool you use. When you are confident your Java applet does what you want it to do, you can upload it to your server. Your Java applet must reside in a directory with execute permissions. Most of your pages only require read permission, but because the Java applet is executable code, your directory also must permit execution. If your applet won t run at all, check with your systems administrator to see whether you have execute permissions on that directory. As with everything else on your pages, you should test your Java applet from a variety of platforms, from more than one browser. If any unusual behavior occurs in any of these environments, you should warn visitors and refer them to a configuration that works. Not every implementation of Java on every platform works consistently.

instance of any object is returned in the lookup. To load a collection of objects, you can either call the load method with an array receiving the return value (which tells the load method to return an array of all matches), or you can use the load_iter method instead. The former is best for cases in which you know you are fetching just a few objects. The latter is best when you are operating on an unknown number of objects or when you re processing all of the available objects:

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TABLE 14.4 Estimated Latent Correlations Between Pleasantness and Unpleasantness as a Function of the Number of Assessed Methods Green, Goldman, & Salovey (1993) Study 1 No. of Methods All methods Two methods Three methods Four methods Dropping Adjective Checklist Two methods Three methods Time 1 .80 .84 .84 .87 .87 Time 2 .82 .85 .85 .87 .86 Study 2 .92 .93 .92 .97 .93 Study 3 .81 .85 .86 .89 .90 Study 2 .92 .93 Study 3 .92 .92 Feldman Barrett & Russell (1998)

Figure 1-9

make a major contribution to the optimization of technique training As measurement takes only about 15 minutes and results of the analysis are available immediately, many opportunities arise for technical preparation A further step in technical preparation is to conceptualize a mental training that begins with the representational structure of the athlete Such a mental training based on mental representation takes account of the individual dispositions and concerns of the athlete NEW PATHS IN MENTAL TRAINING Studies carried out during the first half of the twentieth century already revealed indications that performing tasks mentally leads to improvements in subsequent test performance (eg, Sackett, 1935) Various fields of sport psychology have continued such research systematically, particularly since the 1960s (see, eg, the meta-analysis of Driskell, Copper, & Morgan, 1994) The use of mental training in top-level sport has become particularly prominent.

detection is based on the speci c shape of the PDS of the received signal x0 In contrast, van Schyndel et al [39] described an asymmetric watermarking scheme based on a length-N Legendre sequence used as the watermark w The watermark is detected at the decoder using the correlation between the received signal x0 and its conjugate Fourier transform Eggers et al [40] extended the idea of van Schyndel et al [39] Assume an N N matrix A and a watermark vector w, Aw l0 w Watermark is detected by correlating the received signal x0 with its transformed signal Ax0 Since the embedding key is not needed for watermark detection at the decoder, these schemes are considered public key watermarking schemes Eggers et al [41] and Craver and Katzenbeisser [42] discussed the vulnerability of existing public key watermarking schemes.

Various theories have been used to explain the effects of mental training (see, eg, Driskell et al, 1994; Heuer, 1985) The major explanatory models based on current scientific findings can be differentiated according to whether they consider effects to be due to physically peripheral (neuromuscular) processes or central mechanisms (eg, symbolic codes or programs) Our findings on the architecture of action extend the work on ideomotor action (Knuf et al, 2001; Koch et al, 2004) and current neurophysiological findings (Jeannerod, 1995, 2004) and open up a new explanation for the effects of mental training: the perceptual-cognitive hypothesis This hypothesis posits a representation system in which more strongly cognitive representation units (nodes) are linked to perceptual representations (eg, kinesthetic, optical, or acoustic effect codes) Because they possess a spatiotemporal structure, these representations can be translated directly into movement.

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