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Note that tminW is smaller than tminB in (18.3). Therefore, values gathered from (18.17) are smaller than those from (18.4). The average active ratio of a LP transmitter is % $ tminW tWI E tWO E tUD r 18:18 ETX 1 rtWI tWI E tWO where dtWI =E tWO e is the number of WRs to cover the time longer than tWI. Once the transmission activity is started, it is always overlapped with its own wakeup. Therefore, rtminW is subtracted in the rst term of (18.18). In Fig. 18.10, the active ratios are compared with those of NBT. Since the active duration and transmission activity of devices are not synchronized, both algorithms are sensitive to tWI and r. Especially, as a transmitter of LP transmits WRs longer than tWI, the average overhead for transmission is twice the averaged overhead to receive a beacon in NBT. However, when the arrival rate is low and the wakeup interval is small, the active ratios are smaller than those of NBT as shown in Fig. 18.10.

, 2002*; Ommundsen, 2004*) Positive emotionality (Elliot & Thrash, 2002) Secure attachment (Elliot & Reis, 2003) Secure versus avoidant attachment (Elliot & Reis, 2003) Self-determination (Elliot & McGregor, 2001) Work mastery (Elliot & McGregor, 2001) Negative Relations Avoidance attachment dimension ( link mediated by challenge construals; Elliot & Reis, 2003) Self-handicapping (Elliot & Church, 2003; Ommundsen, 2004*) Null Relations Anxious/ambivalent attachment (Elliot & Reis, 2003) Anxious attachment dimension (Elliot & Reis, 2003) Avoidant attachment (Elliot & Reis, 2003) Avoidance temperament (Elliot & Thrash, 2002) Behavioral inhibition system (Elliot & Thrash, 2002) Competitiveness (Elliot & McGregor, 2001) Defensive pessimism (Elliot & Church, 2003) Entity theory of intelligence (Elliot & McGregor, 2001) Fear of failure (Conroy, 2004*; Conroy & Elliot, 2004*; Conroy, Elliot, & Hofer, 2003*; Elliot & Church, 1997; Elliot & McGregor, 2001; Thrash & Elliot, 2002) Incremental theory of intelligence (Elliot & McGregor, 2001) Negative emotionality (Elliot & Thrash, 2002) Neuroticism (Elliot & Thrash, 2002) Parental behavior-focused positive or negative feedback (Elliot & McGregor, 2001) Parental conditional approval (Elliot & McGregor, 2001) Parental identification (Elliot & McGregor, 2001) Parental person-focused positive or negative feedback (Elliot & McGregor, 2001) Parental worry (Elliot & McGregor, 2001) Secure versus anxious/ambivalent attachment (Elliot & Reis, 2003) Avoidance attachment dimension (Elliot & Reis, 2003) Competitiveness (Elliot & McGregor, 2001) Conditional parental approval (Elliot & McGregor, 2001) Maternal person-focused positive feedback (Elliot & McGregor, 2001) Need for achievement (Elliot & McGregor, 2001) Parental behavior-focused positive or negative feedback (Elliot & McGregor, 2001) Parental identification (Elliot & McGregor, 2001) Work mastery (Elliot & McGregor, 2001).

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rological factors. Several studies have suggested that learning disorders are heritable (Cardon et al., 1994; Myers & Hammil, 1990; Pennington & Smith, 1988). Other researchers suggest that early childhood or prenatal brain damage might cause learning disorders (Hynd & Semrud-Clikeman, 1989; O. Russell, 1997). These biological influences interact with psychological, social, and educational issues to result in the manifestation of learning disorders. Relationships with parents and teachers as well as the child s personality, ability to compensate for deficits, cultural expectations, and other factors are all integral to the expression and repercussions of learning disorders. Optimal treatment therefore reflects this biopsychosocial perspective. Special tutoring and computer-assisted techniques that help in compensating for the learning problems have proven useful. Furthermore, psychotherapy, parent education, and teacher consultation are also ideally incorporated into intervention programs. Children often need family and school support as well as psychotherapy to come to terms with a learning disability diagnosis. Feeling different from others, damaged, and contending with the self-esteem, depressive, and anxiety symptoms potentially associated with learning disorders requires individual, family, and/or group psychotherapy (Levine, 2003a, 2003b).

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