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Three of these designs are described later. Because of space limitations, I cannot describe all of the designs in Table 1.1. I will focus on those designs that are potentially the most useful in the behavioral and social sciences. It is apparent from Table 1.1 that a wide array of designs is available to researchers. Unfortunately, there is no universally accepted designation for the various designs some designs have as many as ve different names. For example, the completely randomized design has been called a one-way classi cation design, single-factor design, randomized group design, simple randomized design, and single variable experiment. Also, a variety of design classi cation schemes have been proposed. The classi cation scheme in Table 1.1 owes much to Cochran and Cox (1957, chaps. 4 13) and Federer (1955, pp. 11 12). A quick perusal of Table 1.1 reveals why researchers sometimes have dif culty selecting an appropriate experimental design there are a lot of designs from which to

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plot routes through their surroundings based upon the information that they have stored in the map. For example, rats can be trained to swim through opaque water to the safety of a platform that is invisible to them because its surface is fractionally below that of the water. In an experiment involving one of these water mazes the rat is always placed into the water at the same location during training and it will quickly learn to swim a very direct route to the platform. Then during testing one of two parameters of the test are varied. In some cases the rat is placed into the water at a novel location; in others the rat is placed at the original location, but the platform is moved. Figure 4.16 provides stylized, but none the less typical, results from such an experimental procedure. When the rat is moved but the platform remains in the same place the route taken is almost as direct as during training. In these trials the rats must have used their cognitive map to deduce the position of the platform. But look what happens

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Tables may be nested to produce interesting effects, such as the following example:

This section discusses the basic legal essence of ad-hoc communities and families. Associations, partnerships, work teams and like examples, which perhaps are not ad-hoc but well-known, are the starting point. More general observations on how competence is divided in ad-hoc communities are deduced. The section de nes the general legal framework in relation to communities and presents a list of criteria that helps to decide, in a certain case, how competence is divided. 10.2.1 Competence De ned Imagine an ad-hoc group of parents that are gathered in a park to watch over their playing children. In the future, all the parents are equipped with mobile devices that enable them to

anorexia nervosa, the clinician may wish to conduct a diagnostic interview to see if the patient meets the DSM-IV diagnostic criteria for anorexia nervosa (Table 7.3). Furthermore, additional possible diagnoses may need to be considered as well (e.g., depression, phobia, borderline personality). While some clinicians might choose to use a structured

When you choose the colors for your background, background images, text color, and headings colors, you want to be sure that you are selecting them all from the same palette. If you select colors across palettes, there are two problems. The first is you need to send more palette information over the Web than necessary, slowing your page s download time. The second is your colors might not match. Not every shade of blue goes with every shade of green. By keeping your color selection within a single palette, you are sure to avoid the problem of clashing shades, where some of your colors are considered warm, while others are considered cool.

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