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As you can see, you can choose the parameters for this action by clicking radio boxes or making choices from drop-down menus. Other actions require you to add information to a parameter text box, such as the contents of a variable or array. Parameter text boxes are discussed in detail as they relate to specific actions throughout this book. Many of the actions you use are simple instructions to the Flash Player, such as stop or play. When you add an action like this to your script, the Flash Player knows exactly what to do and no further instructions are needed. When you add an action of this type to your script, parameter text boxes are not needed or displayed.

Table 2.3. Characteristics of various states of myoglobin Pigment Deoxymyoglobin Oxymyoglobin Metmyoglobin Carboxymyoglobin Ligand H2O :O2 CO: Conditions Very low oxygen tension (<5 mm Hg). H2O is ionically (reversibly) bound to Fe++ High O2 tension (70 80 mm Hg). O2 is covalently bound to Fe++ Low O2 tension ( 10 mm Hg). An electron is lost from Fe++ CO is preferentially bound to Fe++ (compared to O2). Stable during storage and heating Iron State Fe++ Fe++ Fe+++ Fe++ Color Purple-red/purple-pink Bright red/bright pink Brown/grey Bright red

school of thought, the Six Culture study tested these relations in an investigation that involved conducting behavioral observations of parenting and child behavior in everyday contexts in a worldwide sampling of cultures (J W Whiting & Child, 1975) As one example of the many ndings from the Six Culture project, it was demonstrated that cultures with rich natural ecologies give rise to societies with complex social structures, which, in turn, lead to the development of egoistic personality dispositions among members of the cultures and to cultural meanings and practices that emphasize competitiveness In terms of criticisms, research in the tradition of culture and personality was subject to challenge in terms of the theories of personality and of culture that it embodied (Shweder, 1979a, 1979b).

Concerns were raised regarding the determinism of treating culture merely as a concomitant of individual personality, as well as regarding what was viewed as its overly socialized conception of the person a conception that treated the individual as merely passively conforming to prevailing norms Additionally, it was argued that work in culture and personality overestimated the thematic nature of cultural forms, as well as failed to take into account the limited longitudinal stability and cross-situational consistency of personality For example, evidence suggested that what had been interpreted as a difference in personality between cultural populations in fact could be explained in normative terms as individuals responding to the behavioral expectations of different everyday cultural settings (Shweder, 1975) Thus, the observation was later made that one of the most important in uences of culture on individual development is that it provides contrasting socialization experiences rather than affects individual personalities.

For example, the degree to which children in different cultures emphasize competitive versus cooperative behavior appears closely linked to whether children spend their days in the competitive atmosphere of formal school settings versus the more prosocial atmosphere of sibling caregiving activities (B B Whiting & Edwards, 1988) In terms of enduring contributions, work on culture and personality succeeded in highlighting the importance of understanding the mutual in uence of ecological, psychological, and cultural processes Methodologically rich, research in this tradition not only demonstrated the importance of integrating both ethnographic and quantitative approaches in psychological investigation, but also called attention to the value of observing behavior in naturalistic contexts and of capturing the dynamics of everyday cultural activities and practices (eg, Ford, 1967; Honigmann, 1954; LeVine, 1973; Spindler, 1980; Spiro, 1958, 1965, 1982; Wallace, 1961; J W Whiting & Child, 1953; B B Whiting & Whiting, 1975)..

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