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Discriminant validity provides a test of the distinctiveness of self-other agreement and of the multidimensionality of the self-concept facets; it is inferred from the lack of correlation between nonmatching traits In an application of this MTMM design, Marsh and Byrne (1993; also see Marsh & O Neill, 1984) compared self-report responses on 13 factors on the Self Description Questionnaire III [SDQIII] with self-concepts inferred by a significant other who knew the person well Factor structures based on self-report and responses by significant others were similar Convergent validities (selfother agreement) were very high (mean r = 57), and discriminant validity was supported by the modest correlations between different self-concept factors In a number of MTMM studies, the multiple methods have been represented by multiple occasions such that convergent validities are test-retest stabilities.

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sensory characteristics at the end of the chopping step. These characteristics were evaluated as a global index called the chopping degree (CD). The processing conditions established at the end of the Simplex algorithm (six trials only) were 3 minutes and 2000 rpm. They achieved a high value for the CD (4.8/5; 5 being the maximum value) (Curt et al. 2004a). This result was con rmed by another study using response surface methodology, where the effects of four process parameters chopping duration, speed, temperature, and pressure on the chopping degree were studied (Curt et al. 2004b). Chopping is often performed as a batch operation. Another strategy to determine the optimal processing conditions is to use the repetitive nature of batch processes in batchto-batch methodologies. Curt et al. (2007) showed that a batch-to-batch algorithm using human knowledge was able to control the process to obtain the desired sensory properties at the end of the chopping process. Ten runs were carried out independently from each other to validate the algorithm in various processing situations. For each of the ten run tests, only one batch was necessary to achieve the targeted chopping degree.

The much-discussed Info.plist file is in the main Contents folder of the bundle, outside the localized projects, but developers can still localize the contents of Info.plist by including a file named InfoPlist.strings in an lproj folder. Any strings defined in an InfoPlist.strings file take precedence over the values from the application s Info.plist file. That s how TextEdit can have TextEdit Help in English, AideTextEdit in French, and Ajuda Editor de Texto in Portuguese.

Figure 8-2: The same simple Web page in a tag-based editor (HomeSite 4.5)

, Nelson, D L, & Quick, J C (1999) Attachment behavior and health: Relationships at work and home Journal of Organizational Behavior, 20, 783 796 Kahn, R L, & Byosiere, P (1992) Stress in organizations In M D Dunnette & L M Houigh (Eds), Handbook of industrial and organizational psychology (2nd ed, Vol 3, pp 571 650) Palo Alto, CA: Consulting Psychologists Press, Inc Karasek, R A (1979) Job demands job decision latitude, and mental strain: Implications for job redesign Administrative Science Quarterly, 24, 285 308 Katz, D, & Kahn, R L (1966) The social psychology of organizing New York: Wiley Kohler, S, & Kamp, J (1992) American workers under pressure technical report St Paul, MN: St Paul Fire and Marine Insurance Kompier, M A J (1996) Job design and well-being In M J Schabracq, J A M Winnubst, & C L Cooper (Eds.

Figure 3.10 Robust measures of correlation reduce the effects of outliers, but depending on where they are located, outliers can still have an undue in uence.

during the 1970s, reaching historic lows that have not been equaled since Children did not t into the picture of individual self-ful llment after all, what could they really do for their parents Not only did the general societal ethos promote the self, but a self-esteem movement (an offshoot of the human-potential and self-growth movements) gained prevalence, arguing that the basis for everything we do is self-esteem (MacDonald, 1986, p 27; quoted in Seligman, 1995) During the early 1980s, educators began to actively promote self-esteem in school children This was partially accomplished by af rmation (children were given T-shirts that said I m lovable and capable or sang songs about self-love; eg, Swann, 1996) In addition, many schools discouraged criticism, telling teachers not to correct misspellings or grammar mistakes, so as not to harm a child s self-esteem (Sykes, 1995).