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7. Create additional frames for the other button states you want to use. 8. Modify the color and fill of the button shape for the other button states. 9. To modify the color of the label symbol, open the Property inspector, click the triangle to the right of the Color field and choose Tint. Click the color swatch and select a color from the pop-up palette. Now that you have the first button created, you can quickly create the rest of the buttons for your navigation bar by doing the following: 1. Open the document Library. 2. Select the button symbol you just created. 3. Click the Options menu icon in the upper right corner of the Library panel and choose Duplicate. Alternately, you can right-click (Windows) or Ctrl+click (Macintosh) and choose Duplicate from the drop-down menu. 4. In the Duplicate Symbol dialog box, enter a name for the symbol. Choose a name that matches the button s title, for example, servicesButton. 5. Create one duplicate for each button on your navigation bar. 6. After you duplicate the buttons, double-click each button to enter symbolediting mode. 7. Select the label symbol, open the Property inspector, and click the Swap button to open the Swap Symbol dialog box (see Figure 10-4).

, Warden, 1931) The greater the intensity of the shock the animal was willing to endure, the greater was the animal s drive believed to be Henry W Nissen completed a PhD with Warden at Columbia in 1929 He spent much of career working on primate behavior under the in uence of Yerkes, rst at Yale University and later at the Yerkes Laboratories of Primate Biology He was the director of the latter facility from 1955 to 1958 Nissen is said to have known more about chimpanzees and their behavior than anyone else of his time but was a self-effacing psychologist whose in uence was limited by his reticence Nevertheless, his career was prominent enough to earn him election to the prestigious National Academy of Sciences of the United States A remarkable cluster of students worked with Lashley at the University of Chicago during the early 1930s (Dewsbury, in press-a).

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8. 9.

remains to be done. We have offered numerous suggestions throughout the text on how researchers can advance work within the main lines of current research, focusing on such topics as values, moral reasoning and moral norms, and motivational orientations and climates. Additionally, we have suggested that theory and research can be advanced by investigation, both theoretical and empirical, of the achievement ethics implicit in achievement motivational theory, by attention to concepts of character and virtue, and by study of the potential of sport to promote civic responsibility. We look forward to the continued evolution of this vital area of sport psychology. REFERENCES

Norman R F Maier completed a PhD with Shepard at Michigan in 1928 and, after a year on the faculty at Long Island University, went to work with Lashley during 1929 1931 He then spent most of his career back at Michigan In comparative psychology, Maier is best known for his studies of problem solving in which he suggested that rats do not learn to solve complex processes via the simple associative processes suggested by Thorndike but rather use a process of reasoning (eg, Maier, 1937) This was part of a fairly substantial interest in cognitive approaches to behavior during the 1930s (Dewsbury, 2000) He was also interested in the abnormal behavior, including xations and seizures, that sometimes occurred in his testing situations Theodore C Schneirla also completed his doctorate with Shepard at Michigan in 1928.

created by gang warfare (and by civil war in general) is the impact that violence has on children Kostelny and Garbarino (2001) pointed out that in some Chicago neighborhoods, 38% of elementary school children have seen a dead body outside, and 21% have had someone threaten to shoot them They have noted how repeated violence often leads to regression, a loss of trust, sense of no future, and increased aggressive behavior They propose a series of measures to counteract these affects, including home visiting and early education programs, as well as speci c violence prevention programs at both the elementary- and middle-school levels One might think that children who have suffered the sort of violence that occurs when civil society has disintegrated would themselves become violent However, this is not necessarily so.

What sort of moral character might develop in South Africa, where, after the violence of apartheid, children were subjected to criminal, domestic, and vigilante violence, often with a lack of clarity about the reasons for the violence Dawes (1994) reported that the majority of children do not appear to have become violent or even to seek retaliation In fact, many evidence an increased empathy He points out that moral behavior is learned in a sociocultural context People construct their identities and reputations as members of groups and learn moral conduct in settings that assign responsibility to the roles that people chose to play Hence, children may learn that violence is called for in one situation but immoral in another.

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