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Windows CE does not allow applications to access virtual memory in the address space of other processes. Therefore, the virtual memory APIs VirtualAllocEx, VirtualFreeEx, VirtualProtextEx, and VirtualQueryEx are not supported under Windows CE.

THE STRUCTURE OF AFFECTIVE EXPERIENCE 352 Discrete Affect Models 352 Dimensional Models 352 A Hierarchical Synthesis 353 REVIEW OF EXISTING MEASURES 353 Measures of the Higher Order Dimensions 353 Measures of the Lower Order Discrete Affects 358

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Disabling the shortcut menus sticks between sessions. Therefore, you ll probably want to restore the shortcut menus before closing Excel. To restore the shortcut menus, modify the preceding procedure to set the Enabled property to True.

You can deduce straight away that the function starting with D([ ct contains the names and an unknown value (perhaps it s a Boolean, perhaps it s a string, you don t know as yet) of the Labels. You can more easily harvest this data when you come to write your own API.

American Psychological Association. (1998). Psychology: Careers for the 21st century. Washington, DC: Author. Brown, D. T., Cardon, B. W., Coulter, W. A., & Meyers, J. (1982). The Olympia proceedings. School Psychology Review, 11, 107 214. City of Chicago, Board of Education. (1941). Bureau of Child Study and the Chicago Adjustment Service Plan. Chicago: Author. City of New York, Board of Education. (1938). Bureau of Child Guidance ve year report 1932 1937. New York: Author. Cooper, H. (1935, June 1). Certi cation Bulletin No. 3, Certi cation for school services: Laws, rules, regulations, and information. Albany: University of the State of New York Bulletin. Cubberly, E. P. (1909). Changing conceptualizations of education. Cambridge, MA: Riverside Press. Curtis, M. J., Hunley, S. A., & Prus, J. R. (Eds.). (1998). Credentialing requirements for school psychologists. Bethesda, MD: National Association of School Psychologists. Cutts, N. E. (Ed.). (1955). School psychologists at mid-century. Washington, DC: American Psychological Association. Dunn, L. M. (1973). An overview. In L. M. Dunn (Ed.), Exceptional children in the schools: Special education in transition (pp. 1 62). New York: Holt, Rinehart and Winston. English, H. B. (1938). Organization of the American Association of Applied Psychologists. Journal of Consulting Psychology, 2, 7 16. Fagan, T. K. (1986). The evolving literature of school psychology. School Psychology Review, 15, 430 440. Fagan, T. K. (1987). Gesell: The rst school psychologist. Part 2: Practice and signi cance. School Psychology Review, 16, 399 409. Fagan, T. K. (1990). Research on the history of school psychology: Recent developments, signi cance, resources, and future directions. In T. R. Kratochwill (Ed.), Advances in school psychology (Vol. 7, pp. 151 182). Hillsdale, NJ: Erlbaum.

ical activity context is a function of her or his interactions over the developmental years with individuals, groups, and organizations in her or his social environment. This notion is specified in Bronfenbrenner s (1993; Bronfenbrenner & Morris, 1998) bioecological model of human development, which proposes that the development of the individual occurs in the context of a variety of ecological and social forces and systems that both affect and are affected by the developing child. In particular, the child, who is at the center or epicenter of this model, is surrounded in concentric circles first by the individuals, organizations, and institutions in that child s immediate environment (e.g., family, peers, schools, neighborhoods) and then by the broader social, cultural, political, and historical forces that affect both the child and her or his immediate environment. Thus, according to Bronfenbrenner (1993; Bronfenbrenner & Morris, 1998), the performance and behavior of the individual athlete or exercise or physical activity participant, as well as her or his personal characteristics and traits, are shaped over time by the physical, social, cultural, and historical environment in which she or he lives. From a practical perspective, the family environment may be the most accessible and the most important of the socioenvironmental dimensions to examine. Coaches, teammates, teachers, and peers also play a significant role. But, for most individuals, the family exerts the longest and strongest impact on their development. Thus, the focus of this chapter is on the role of the family in determining the course of the individual s participation in sport and physical activity. In particular, two sets of individuals in the family environment are examined: