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Several substantive areas are represented in the Plomin et al. (2003) volume. Cognitive abilities and disabilities receive much attention (eight chapters). Psychopharmacology is also prominent (three chapters). Personality (three chapters) and psychopathology (four chapters) share about one-third of the volume. The section on psychopathology includes chapters on hyperactivity disorder, schizophrenia, affective disorders, and dementias. Additional pathologies are discussed in a review article (Plomin & McGuffin, 2003). It appears that research and publications on the genetics of abilities and personality are about equal in volume. As noted previously, the other APA volume is devoted to a broad array of personality topics and genetics. Other recent examples include heritability of subjective well-being and dominance in chimpanzees (Weiss, King, & Enns, 2002) and a 42page query as to what we can learn about personality from animal research (Gosling, 2001). Millon (1990) noted the resurgence in personology beginning in the 1980s. Thus, it makes sense that evolution (genetic and behavioral) would be linked to the study of personality. In fact, Millon was a pioneer in this interface with the 1990 publication of his classic Toward a New Personology: An Evolutionary Model. This volume was followed by numerous chapters applying his model of evolution to various facets of personality. Some examples include normality (Millon, 1991), normal and abnormal personality (Millon & Davis, 1994), personality disorders (Millon & Davis, 1996), and attributes of personality (Millon, 2002). Millon s (2002) theory seeks to generate the principles, mechanisms, and typologies of personality through formal processes of deduction (p. 5). His general approach is an

Program Guide (1/2)

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I ll be the first to admit it: This can get very confusing! But, as an example of the elegance of VBA, code to change the color of a comment can be written with a single statement:

could find no central clearinghouse for the reports A wwwgooglecom search with the key word EHLASS will bring the reader to literally dozens of web sites with different nations injury and accident reports MODEL OF STRESS AND ATHLETIC INJURY Although many of the causes for injury are undoubtedly physical in nature (eg, body build, level of conditioning, equipment failures, playing surface, faulty biomechanics) or just plain bad luck, psychosocial factors also play a role Since the first study by T H Holmes (1970), growing numbers of sports medicine and sport psychology researchers have tried to determine which psychosocial variables influence vulnerability and resistance to injuries, the mechanisms whereby these psychosocial variables influence injury, and interventions that may reduce this injury risk This chapter focuses on all these areas Initial attempts to identify psychosocial risk factors were narrow in scope and atheoretical.

Figure 15-3 shows the UserForm in the VBE. The Height property of the UserForm is 162. However, before the UserForm is displayed, the Height is changed to 128 (which means the progress indicator controls are not visible to the user). When the user clicks OK, VBA code changes the Height property to 162 using the following statement:

Researchers tended to look at either personality factors, life event stress, or both, but offered no theoretical foundation to explain how these factors might lead to injury These limitations led Andersen and Williams in the mid-1980s (Andersen & Williams, 1988; Williams & Andersen, 1986) to develop a multicomponent theoretical model of stress and injury Their model proposes that most psychological variables, if they influence injury at all, probably do so through a linkage with stress and the resulting stress response The model evolved from a synthesis of the stress-illness, stress-injury, and stress-accident literature, and owes much to earlier stress theorizing by Allen (1983) and Smith (1979) A review and critique of the original 1988 model found substantial support for the basic components and hypotheses of the model but also suggested some minor changes (see Figure 171) and words of caution (Williams & Andersen, 1998).

Recently, Petrie and Perna (2004) made suggestions for expanding the model to include interactions of psychosocial variables and the intense physical training of athletes They stated, Psychosocially derived (dis)stress may combine additively with exercise-related stress to widen a window of susceptibility to injury and illness (p 557) Their suggestions expand the model to include outcomes beyond injury, such as infection, physical complaints, and poor adaptation to training Their additions to the model, however, have not had time to be tested; future research will determine the usefulness of such additions Because of the support for the stress-injury model, and because the model provides a theoretical base for much of.

Place a movie clip symbol with linkage ID theID in library. Select a frame in the Timeline of the object. Choose Window > Actions to open the Actions panel if it isn t already open. If the Actions panel is in normal mode, choose Expert Mode from the View Options pop-up menu above the Script pane. Use the function action to define a new class in the Script pane, as in the following:

High graduate record examination scores Quality research experience Quality clinical experience Excellent verbal skills Excellent interpersonal skills Reliability and dependability Excellent productivity Excellent letters of recommendation High motivation