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Observations of the released animals showed that they were woefully inadequate when it came to moving around in a complex forest setting As a response to this the keepers responsible for tamarin production increased the complexity of the enclosures in which the animals were reared affording them more opportunities to develop their locomotary skills In addition prerelease enclosures were established in the zoo grounds These wooded areas presented still more realistic opportunities for locomotion and navigation and also provided some opportunity for the animals to develop more natural foraging skills Releases involving these trained animals have met with more success In some cases however one speci c skill is required rather than a generally improved ability to use the environment Very often animals that live in a predator-free environment (as a result of captivity or isolation) have poor or nonexistent antipredator responses.

When valuable individuals are released or translocated to found new wild populations as part of a conservation exercise, the last thing that we would want is for them to be killed and eaten The following examples illustrate two of the training strategies that are currently used to prepare such animals for release Animals can learn that a stimulus is dangerous if they observe a member of their own species acting in a fearful way, they learn by imitation Eberhard Curio.

Most computers running Windows XP automatically use a feature known as Align to Grid that attempts to bring order to your desktop by stacking your shortcuts in clean, evenly-spaced rows and columns. Unfortunately, this feature prevents you from customizing the look of your desktop. Many people enjoy the ability to freely move their shortcuts anywhere because it makes their desktops feel less cluttered and allows more of their desktop wallpaper to be seen. To arrange your shortcuts how ever you want, turn off the Align to Grid option as follows:

Figure 12.26 Case A, con guration when accessing PSPDN services. (From ITU-T Rec. X.31, Figure 2-1/ X.31, p. 3, [Ref. 18].)

AN ARTISTIC SCIENCE William James (1842 1910), like many of the other early psychologists such as Wundt, had originally trained to be a physician For 12 years, he labored to produce a psychology text that would serve to help him appraise the eld, and in 1890 his magnum opus, Principles of Psychology, was published It quickly became a classic, and despite the early stage of development of scienti c psychology when it was written, much within it would be of interest to clinicians today.

The real work of removing tags from the string happens here, in a Perl script that s called by stringStrippedOfTags. To create the script, choose File New File, pick Empty File in Project, and name it stripper.pl. If you re not familiar with Perl, you might find the syntax a little opaque. Here s the script and a brief explanation of what s going on:

There was a chapter on the unconscious mind and the evidence for its existence: that ideas or thoughts that are seemingly forgotten must be existing somewhere if they can be recalled; sleepwalkers who have no memory for what they did; our ability to sense the boundaries of our beds while asleep and to awaken close to a desired time; posthypnotic suggestions and movements carried out automatically by hysterics In contrast, the unconscious mind as it would soon be conceived by Freud affected human functioning all through the day and night, in dreams as well as in neurotic symptoms, in daily accidents and thoughts and memory lapses and decisions.

Some of these categories are reactive in that they are responses to immediately preceding player/team behaviors, such as desirable performances, mistakes, or misbehaviors. Other categories are spontaneous behaviors that are initiated by the coach without reference to any immediately preceding events. These spontaneous behaviors may be either game-related behaviors of technical instruction, encouragement, and organization, or game-irrelevant behaviors of general communication (R. E. Smith et al., 1977). The frequencies with which a coach exhibits each one of the 12 categories of leader behaviors is the measure of actual behavior. One or more observers record the number of times a coach engages in a specified form of behavior. The steps taken to ensure the reliability of the coding system included extended study of a training manual (R. E. Smith, Smoll, & Hunt, 1977), group instruction in the use of the scoring system using a training videotape (R. E. Smith,

Simonson, E, 361 Simonton, S, 56, 73 Simpkins, C G, 199, 215 Simpson, K, 386 Sinclair, D, 527, 543 Sinclair, H K, 157, 167 Sinclair, J D, 311, 315 Singer, A, 601, 608, 611 Singer, B H, 488, 508 Singer, D E, 157, 168 Singer, J D, 496, 509 Singer, J E, 182, 187 Singh, B B, 185, 189 Singh, R H, 613 Singh, S H, 605, 612 Sinha, M K, 139 Sinn, J S, 447, 463 Sintay, M, 385, 389 Sipski, M L, 419, 430, 435 Sirgo, M A, 116 Sirica, C M, 593, 613 Sistrunk, S, 363, 543 Sivak, S L, 599, 614 Sizemore, J M, 207, 214 Sjodin, I, 403, 412 Sj strom, C D, 130, 144 Sj strom, D.