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You declare constants using the Const statement. Here are some examples:

necessary role of culture in completion of the self, an insight that has been termed the incompleteness thesis (Geertz, 1973; T. Schwartz, 1992). This stance does not assume the absence of innate capacities or downplay the impact of biological in uences as a source of patterning of individual psychological processes. However, without making the assumption that psychological development is totally open in direction, with no biological in uences either on its initial patterning or on its subsequent developmental course, this stance calls attention to the essential role of culture in the emergence of higher-order psychological processes. Individuals are viewed not only as developing in culturally speci c environments and utilizing culturally speci c tools, but also as carrying with them, in their language and meanings systems, culturally based assumptions through which they interpret experience. Although there has been a tendency within psychology to treat this culturally speci c input as noise that should be ltered out or controlled in order to uncover basic features of psychological functioning, the present considerations suggest that it is omnipresent and cannot be held constant or eliminated. Rather, it is understood that the culturally speci c meanings and practices that are essential for the emergence of higher-order psychological processes invariably introduce a certain cultural-historical speci city to psychological functioning, as Geertz (1973) once noted:

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Should a slave device have a message to transmit, it must wait until the master device polls it before it can transmit..

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(a) A multiple relationship occurs when a psychologist is in a professional role with a person and (1) at the same time is in another role with the same person, (2) at the same time is in a relationship with a person closely associated with or related to the person with whom the psychologist has the professional relationship, or (3) promises to enter into another relationship in the future with the person or a person closely associated with or related to the person. A psychologist refrains from entering into a multiple relationship if the multiple relationship could reasonably be expected to impair the psychologist s objectivity, competence, or effectiveness in performing his or her functions as a psychologist, or otherwise risks exploitation or harm to the person with whom the professional relationship exists. Multiple relationships that would not reasonably be expected to cause impairment or risk exploitation or harm are not unethical. (b) If a psychologist finds that, due to unforeseen factors, a potentially harmful multiple relationship has arisen, the psychologist takes reasonable steps to resolve it with due regard for the best interests of the affected person and maximal compliance with the Ethics Code. (c) When psychologists are required by law, institutional policy, or extraordinary circumstances to serve in more than one role in judicial or administrative proceedings, at the outset they clarify role expectations and the extent of confidentiality and thereafter as changes occur. (See also Standards 3.04, Avoiding Harm, and 3.07, Third-Party Requests for Services.)

percent of Black girls get an insufficient amount of physical activity compared to 38% of White girls and 43% of Hispanic girls About 30% of Black and Hispanic boys and 25% of White boys get insufficient activity (Grunbaum et al, 2004) A smaller proportion of college females than males participate in vigorous physical activity (Douglas et al, 1997), and females are less likely than males to engage in leisure time physical activity for age groups 18 to 24, 65 to 74, and over 75 (CDC, 2005) Most of the studies of physical activity correlates in the United States have been with Whites of European ancestry; we know less about what influences physical activity behavior and adherence in ethnic minorities This is particularly troublesome because lower rates of physical activity and adherence are found for minority adolescents (Grunbaum et al, 2004; Trost et al.

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Ai Ai, j,l bi (T ) C(D) ci ci C m (D) c ji C ( j) (D) ci = (c0 , c1 , c2 , . . .) df dH G(D) G(D) ( j) G i (D) gi = (gi0 , gi1 , gi2 , . . .) [GF(q)]n

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