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involved in the process of delivering a baby the mother, nurses, doctors were a function not only of where they were situated but also of when they were situated there. Authority (i.e., who managed the mother s labor and delivery) was not so much a function of a formal position in the hierarchy but of where each person was at a particular time and who controlled that space. This time-space interaction had an impact not only on staff-patient relations but also on perceptions of the appropriateness of medical procedures as they related to the management of pain. The environmental context in which perceptions occur, attitudes are formed, and behavior takes place also has a temporal dimension. We cannot understand space and place without taking into account time. We encounter events not only in the present but also in the past and in the future. We experience places now, in the present, as well as places that have had a past that impinges on and colors our interpretation of the present. Furthermore, these same places have a future that, for example, through anticipatory representations may guide our actions (Doise, 1976). The Nature and Scope of Environmental Psychology Environmental psychology studies individuals and groups in their physical and social contexts by giving a prominent place to environmental perceptions, attitudes, evaluations and representations, and accompanying behavior. Environmental psychology focuses both on the effects of environmental conditions on behavior and on how the individual perceives and acts on the environment. The point of departure of analysis is often the physical characteristics of the environment (e.g., noise, pollution, planning and layout of physical space) acting directly on the individual or mediated by social variables in the environment (e.g., crowding, population heterogeneity). But physical and social factors are inextricably linked in their effects on individuals perceptions and behaviors (Altman & Rogoff, 1987). To achieve this effectively, research in environmental psychology aims to identify processes that regulate and mediate this relationship. Environmental psychologists work in collaboration with other psychologists such as social, cognitive, and occupational psychologists, as well as other disciplines and professions such as architects, educationalists, environmental scientists, engineers, and landscape architects and planners. Environmental psychology s unit of analysis is the individual-environment relation. One can study this relation only by examining cognitions and behaviors that occur in real-world situations. For this reason, environmental psychology operates according to an inductive logic: Theories are generated from what can be observed and from data
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You can select compression options for individual event sounds and export the sounds with those settings. You can also select compression options for individual stream sounds. However, all stream sounds in a movie are exported as a single stream file, using the highest setting of all those applied to individual stream sounds. This includes stream sounds in video objects. You choose compression options for individual sounds in the Sound Properties dialog box. You can also choose global compression settings for event sounds or stream sounds in the Publish Settings dialog box. These global settings are applied to individual event sounds or all stream sounds if you do not select compression settings for the sounds in the Sound Properties dialog box. See Publishing Flash documents on page 367. You can also override export settings specified in the Sound Properties dialog box by selecting Override Sound Settings in the Publish Settings dialog box. This option is useful if you want to create a larger high-fidelity audio movie for local use and a smaller low-fidelity version for the Web. See Choosing publish settings Flash movie format on page 370. The sampling rate and degree of compression make a significant difference in the quality and size of sounds in exported movies. The more you compress a sound and the lower the sampling rate, the smaller the size and the lower the quality. You should experiment to find the optimal balance between sound quality and file size. When working with imported MP3 files, you can choose to export the files in MP3 format using the same settings that the file had when imported.
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Function SHEETOFFSET2(offset, Ref) Returns cell contents at Ref, in sheet offset Dim WBook As Workbook Dim WksCount As Integer, i As Integer Dim CallerSheet As String, CallerIndex As Integer Application.Volatile Create an array consisting only of Worksheets Set WBook = Application.Caller.Parent.Parent Dim Wks() As Worksheet WksCount = 0 For i = 1 To WBook.Sheets.Count If TypeName(WBook.Sheets(i)) = Worksheet Then WksCount = WksCount + 1 ReDim Preserve Wks(1 To WksCount) Set Wks(WksCount) = WBook.Sheets(i) End If Next i Determine the position of the calling sheet CallerSheet = Application.Caller.Parent.Name For i = 1 To UBound(Wks) If CallerSheet = Wks(i).Name Then CallerIndex = i Next i
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Child Behavior Checklist (CBCL), 205, 272 Children s Apperception Test (CAT), 246 Kaufman Assessment Battery for Children (KABC/K-ABC-II), 217 218, 226 Robert s Apperception Test for Children (RATC), 246 Semistructured Clinical Interview for Children and Adolescents (SCICA), 205 Child custody, 354 355, 357 Child guidance movement, 43 44 Chronic pain control, 332 333 Clarification, 184 Classical conditioning perspective, 124 125 Client-centered case consultation, 367 Client-centered perspective, 129 Client-therapist cultural match, 306 Client-therapist variation strategy (treatment outcome research), 96 Clinical health psychology. See Health psychology, clinical Clinical neuropsychology. See Neuropsychology, clinical Clinical psychologist, becoming, 475 499 certification and/or licensure, 490 492 oral examination, 491 492 written examination, 491 clinical internship, 487 489 college, goals for, 477 482 curriculum vita, 483 diplomate, 494 495 employment, 492 494 academic positions, 493 clinical positions, 493 494 graduate school, 482 487 applying to, 482 484 degrees (PhD or PsyD), 10, 484 485 overview/introduction, 477, 497 499 postdoctoral fellowship, 489 pros/cons, 495 Web resources, 499 Clinical psychology: activities, 11 16 (see also specific activity) administration, 16 assessment, 12 consultation, 15 16 research, 11 12 teaching, 15 treatment, 12 15 areas of specialization, 18 21, 321 360, 490 child clinical psychology, 19 20, 333 342 clinical neuropsychology, 20 21, 342 348 current trends, 453 455 ethics guidelines, 392 forensic psychology, 21, 352 356 geropsychology, 21, 348 352 miscellaneous subspecialties, 356 overview/introduction, 322 324, 358 360 Web resources, 358, 360 comparison to related fields, 23 28 definition and inherent intrigue, 6 7 education and training, 9 11 (see also Education and training) employment settings, 16 18 (see also Employment in clinical psychology) ethics (see Ethical issues) history (see History/ foundations of clinical psychology) non-counseling roles, 361 387 administration, 383 384 consultative, 363 377 overview, 362 363, 385 386
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Close any open Internet Explorer windows. Open your Control Panel. a. In Windows 98 or Windows ME this is done by clicking the Start button in the lower-left corner of Windows, clicking Settings, and then clicking the Control Panel. b. In Windows XP Home/Pro and Windows 2000, this is done by clicking the Start button in the lower-left corner of Windows, and then clicking the Control Panel. If you don t see this option, your Start menu is in classic mode. In that case, click Settings and then select the Control Panel.
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So who gets a vote when the W3C asks Members of the W3C. Membership in the W3C isn t exclusive, however. Any organization or company can join. Of course, a rather high membership fee exists, which pays the administrative costs of running the W3C. Who would want to get involved in the W3C Technology vendors, content providers, corporate users, research laboratories, standards bodies, universities, and governments. If you develop a new technology, you need to be at the table when the standards for related technologies are being set. Otherwise, you run the risk of being written right out of the standard. If your operations are affected by new
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group of studies can provide an optimal basis for scienti c conclusions about cumulative knowledge. As a result, reliance on so-called best studies did not provide a solution to the problem of con icting research ndings. This procedure did not even successfully deceive researchers into believing it was a solution because different narrative reviewers arrived at different conclusions because they selected a different subset of best studies. Hence the so-called con icts in the literature became con icts in the reviews. Some Relevant History By the middle 1970s the behavioral and social sciences were in serious trouble. Large numbers of studies had accumulated on many questions that were important to theory development, social policy decisions, or both. Results of different studies on the same question typically were con icting. For example, are workers more productive when they are satis ed with their jobs The studies did not agree. Do students learn more when class sizes are smaller Research ndings were con icting. Does participative decision making in management increase productivity Does job enlargement increase job satisfaction and output Does psychotherapy really help people The studies were in con ict. As a consequence, the public and government of cials were becoming increasingly disillusioned with the behavioral and social sciences, and it was becoming more and more dif cult to obtain funding for research. In an invited address to the American Psychological Association in 1970, then-Senator Walter Mondale expressed his frustration with this situation:
at one-month follow-up. In a subsequent study, relaxation intervention with medical students prior to exams did not signi cantly alter stress-induced changes in immune function in the group as a whole. However, students who practiced relaxation more frequently had higher helper T-lymphocyte percentages during examinations, after controlling for baseline levels (Kiecolt-Glaser et al., 1986). Varied methods of relaxation and guided imagery intervention have been associated with increased lymphocyte proliferation to mitogens (McGrady et al., 1992), increased NKCC (Zachariae et al., 1990), increased plasma IL-1 (Keppel, Regan, Heffeneider, & McCoy, 1993), and enhanced neutrophil phagocytic activity (Peavey, Lawlis, & Goven, 1986). Hypnosis studies using the double arm technique have evaluated whether individuals can intentionally modify their immunological response, such as immediate and delayed hypersensitivity. In these studies, the same allergic substance is injected into both arms of a subject and hypnotic suggestions are made about in ammatory response changes (e.g., itching, wheal, erythema) in one arm and no changes in the other arm. Differences in the responses of both arms have been found in several studies (Black, 1963; Black & Friedman, 1965; Black, Humphrey, & Niven, 1963; Zachariae & Bjerring, 1990; Zachariae, Bjerring, & Arendt-Nielsen, 1989), but not in others (Beahrs, Harris, & Hilgard, 1970; Locke et al., 1987). Whether the hypersensitivity changes found in some studies are due to immune function changes or only skin surface changes remains to be determined. However, high hypnotizable individuals do produce greater immune changes than low hypnotizable subjects (Gregerson, Roberts, & Amiri, 1996; Ruzyla-Smith, Barabasz, Barabasz, & Warner, 1995; Zachariae, Jorgensen, Christensen, & Bjerring, 1997; Zachariae, Oster, & Bjerring, 1994). Emotional Disclosure Negative life events can have psychological impact for many years (Tait & Silver, 1989) and can result in persistent elevation of stress hormones (Baum, Cohen, & Hall, 1993). There is evidence that social constraints to emotional expression and discussion of negative events are associated with negative emotional (Lepore & Helgeson, 1998) and physiological (Helgeson, 1991) outcomes, including increased intrusive thoughts, more avoidant coping, and greater depression and anxiety. Emotional disclosure interventions, to the extent that they increase cognitive processing, alter appraisals, reduce intrusive thoughts, and reduce negative mental health consequences of negative events, have been related to positive alterations in immune function. These immune changes are found typically weeks to months postintervention. For
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