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In contrast, experiences, abstracted and recombined, are in nite Over one lifetime, innumerable events of a random, logical, or irrational character transpire, are construed, and are reformulated time and again some of which prove more and others less adaptive than their originating circumstances may have called forth Whereas the actions of most nonhuman species derive from successfully evolved genetic programs, activating behaviors of a relatively xed nature suitable for a modest range of environmental settings, the capabilities of both implicit and intentional abstraction that characterize humans give rise to adaptive competencies that are suited to radically divergent ecological circumstances, circumstances that themselves may be the result of far-reaching acts of symbolic and technological creativity.

Although what underlies our self- versus other-oriented attributes stems from differential replication strategies, the conscious state of knowing self as distinct from others is a product of the power of abstraction, the most recent phase of evolution s procession The re ective process of turning inward and recognizing self as an object no less to know oneself, and further, to know that one knows is a uniqueness found only among humans Doubling back on oneself, so to speak, creates a new level of reality, consciousness that imbues self and others with properties far richer and more subtle than those that derive from strategies of reproductive propagation and nurturance alone The abstracting mind may mirror outer realities but reconstructs them in the process, re ectively transforming them into subjective modes of phenomenological reality, making external events into a plastic mold subject to creative designs.

Loop through the worksheets For Each sht In ActiveWorkbook.Worksheets If sht.Visible Then skip hidden sheets sht.Activate Range(UserSel).Select ActiveWindow.ScrollRow = TopRow ActiveWindow.ScrollColumn = LeftCol End If Next sht

Not only are images of self and others emancipated from.

Click the Start button in the lower-left corner of Windows. Click the Control Panel. (If you don t see this option, then your Start menu is in classic mode. In that case, click Settings, and then select the Control Panel.) If the Control Panel is in category view, click the User Accounts category. If the Control Panel is in classic view, simply double-click the User Accounts icon. A window opens. Click on Change an Account. Select the account you want to change. Click on Create a Password. Type a password of your choosing. Do not choose a word that can be guessed easily. For more information on creating passwords that are dif cult to crack, refer to the Use Strong Passwords x in this chapter. Repeat this procedure for each Windows account. Give each user a separate, unique password.

promotes aggression The frequency of physical punishment is linearly related to the frequency of aggression toward siblings (as well as toward parents) across a wide range of ages (Larzelere, 1986) The modeling of aggression may occur in families, neighborhoods, or on TV, and in each of these cases numerous studies show that children exposed to aggressive models are more apt to engage in aggressive behavior.

Children growing up in abusive families are apt to assault their own children (Silver, Dublin, & Lourie, 1969); higher rates of aggressive behavior occur in neighborhoods where there is a subculture of violence that provides models and rewards aggressive behavior (Wolfgang & Ferracuti, 1967); children exposed to a lm depicting police violence show more violence during a subsequent game of oor hockey than do children who had just watched an exciting lm on bike racing (Josephson, 1987); the general aggressiveness of teenagers (as rated by teachers and classmates) is correlated to the amount of violence that they watched on TV when they were children (Turner, Hesse, & Peterson-Lewis, 1986); and both selfreported aggression and the seriousness of criminal arrests at age 30 is predicted by the violence level of the TV show persons watched at age 8 (as reported by their mothers 22 years earlier; Eron, Huesmann, Lefkowitz, & Walder, 1972).

expected number of tastings required to determine the bad bottle Remember, if the rst ve wines pass the test, you don t have to taste the last (a) What is the expected number of tastings required (b) Which bottle should be tasted rst Now you get smart For the rst sample, you mix some of the wines in a fresh glass and sample the mixture You proceed, mixing and tasting, stopping when the bad bottle has been determined (a) What is the minimum expected number of tastings required to determine the bad wine (b) What mixture should be tasted rst 533 Huffman vs Shannon A random variable X takes on three values with probabilities 06, 03, and 01.