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9.3 Degradation of groundwater quality 9.3.1 Causes of groundwater quality degradation A bewildering array of human activities can degrade the quality of natural groundwaters (Figure 9.1). It is possible to categorize groundwater pollution sources in a number of ways. For instance the US Congress Of ce of Technology Assessment developed a complex classi cation system for groundwater pollution sources, based

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from other adherent mesenchymal cells solely by antigen expression [Prockop et al., 2001, 2003]. Therefore, we suggest evaluating the absence of adherent and nonadherent cells, in particular of hematopoietic (CD34) or endothelial origin (CD31) [Spangrude et al., 1988; DeLisser et al., 1993; Negrin et al., 2000]. The protocols also recommend the analysis of CD71, the transferrin receptor, to assess the proliferative state of the isolated cells. The ability of hMSCs to undergo selective differentiation in response to environmental factors is documented by chondrogenic or osteogenic differentiation in chondrogenic or osteogenic culture medium, respectively, and the lack of differentiation in control medium. Similar per-cell amounts of glycosaminoglycan (GAG) and calcium measured in cells of higher passages (e.g., P1 , P3 , and P5 ) are also important as they enable the use of small initial bone marrow aspirates to obtain suf cient amounts of cells for seeding clinically sized scaffolds. Together, the capacity for expansion in the undifferentiated state and the maintained ability for subsequent chondrogenic or osteogenic differentiation establish the feasibility of using hMSCs for bone tissue engineering (Fig. 13.2, See Color Plate 8) [Meinel et al., 2004a].

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Digital watermarking is an exciting and complex field. Most people consider it a subset of stego, but remember the key differences. Digital watermarking is concerned with hiding small amounts of data in many places across an image and doing it in a way that destroys the image if the data is removed. Other forms of stego are concerned with hiding data entirely. In the chapters that follow I ll go beyond the basics of stego to show you the impact it is having on our society, how it is generated, and how it can be detected.

Parent(s) (Continued) children s competence and success expectancy, 693 695 gender beliefs and values, 691 693 goal orientation in the physical domain, 689 691 perceived value of sport, fitness, and physical activity, 686 689 sport ethics and behavior, 689 future directions, 701 702 model of parental inf luences on children s motivation and achievement, 687, 688 overview/introduction, 685 686, 706 707 Parent-Initiated Motivational Climate Questionnaire (PIMCQ/ PIMCQ-2), 690 Partial credit model, 743 Path coefficients as representing causality, 778 779 Patient-practitioner interactions: rehabilitation, 416 therapeutic alliance, 320 Pattern recall /recognition, 207 209 PCA See Principal component analysis (PCA) Peak moments in physical activity: exerciser s or runner s high, 606 feeling and performance model of, 604, 605 f low, 605 606 peak experience, 604 605 peak performance, 604 Perceived behavioral control (PBC), 540 Perceived benefits of injury, 409 Perceived competence and self-efficacy, 568 569 Perceived effort.

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See Effort, perceived/sustained Perceived exertion, defined, 560 Perceived Locus of Causality (PLOC) Scale, 62, 65 Perception of Success Questionnaire, 6 7, 787 Perceptual-cognitive hypothesis, mental training, 344 Perceptual-cognitive skills, 203 219 advance cue utilization, 205 207 knowledge of situational probabilities, 210 mental skills training, 290, 344 methods and measures, 210 219 capturing skilled performance, 211 213 identifying underlying mechanisms, 213 214 practical issues and interventions, 217 219 skills- versus performance-oriented views, 212 theories and models, 214 217 overview conclusion, 203, 219 pattern recall and recognition, 207 209 performance, and perception and cognition, 205 vision and performance, 204 visual search behavior, 209 210 Perceptual congruence, value versus, 118 Perceptual information guiding expert decisions/actions, 166 168 eye movement data, 167 visual occlusion and analysis of errors, 167 168 Perfection stage, 714 Performance: anxiety, 43 44 ego-involving aspect, 4 emotion and, 46 52 functionality, 37 38 goals, 13 orientation, versus skills, 212 peak, 604 perception, cognition, and, 205 pressure, 425.

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that the learner can attend to with relative ease The work of Liao and Masters (2001) and Masters and Liao (2003) is based on only limited numbers of learning trials, providing little evidence regarding the long-term implications of analogy learning for rapidity of learning An extended period of learning, far in excess of any comparable learning studies documented in the literature, would be interesting to consider External Focus of Attention The work of Wulf and her colleagues provides an additional avenue of investigation into the role of attention in skill acquisition that is reminiscent of the implicit-explicit distinction Wulf has argued that focusing attention on the effects of body movements (external focus), rather than on the movements themselves (internal focus), is more efficacious for the acquisition of new movement skills (for a review, see Wulf & Prinz, 2001).

Study Southard, Miracle, and Landwer (1989)

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