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Wilson, J. Q., & Herrnstein, R. J. (1985). Crime and human nature. New York: Simon and Schuster. Wilson, J. Q., & Kelling, G. L. (1989, February). Making neighborhoods safe. The Atlantic Monthly, 46 52. Wink, W. (1992). Engaging the powers. Minneapolis, MN: Fortress Press. Wolfgang, M. E., & Farracuti, F. (1967). The subculture of violence: Toward an integrated theory of criminology. London: Social Science Paperbacks. Wylie, M. S. (2000). Teaching kids to care. Family Therapy Networker. Retrieved from http://www.familytherapynetwork.com/ so00feat.html Zehr, H. (1990) Changing lenses: A new focus for crime and justice. Scottdale, PA: Herald Press. Zimbardo, P. G. (1995). The psychology of evil: A situationist perspective on recruiting good people to engage in anti-social acts. Research in Social Psychology, 11, 125 133. Zunes, S., Kurtz, L. R., & Asher, S. B. (Eds.). (1999). Nonviolent social movements: A geographical perspective. Malden, MA: Blackwell.

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expertise In particular, the ecological notions of educating attention (ie, the process of picking up specifying, higherorder invariants at the expense of nonspecifying information) and freezing and exploiting perceptual degrees of freedom (see Savelsbergh, van der Kamp, Oudejans, & Scott, 2004) may provide useful perspectives on the process of perceptual learning Similarly, the dynamical notion of reducing dimensionality (ie, the process of harnessing control over essential, and relinquishing nonessential, degrees of freedom for effective performance) may help answer interesting questions in relation to how skilled performers develop more effective coordination dynamics when compared with less skilled performers (Huys et al, 2004) It should be noted that important epistemological and methodological differences exist between ecological / dynamical perspectives and the cognitive approach to perceptual-cognitive expertise.

In the first instance, ecological /dynamical systems perspectives share a marked reluctance to resort to cognitive structures to explain human behavior, making reconciliation with more traditional models of perceptual-cognitive expertise difficult, to say the least Although there have been several attempts to integrate cognition into more recent modeling in this area (for a review, see Davids, Williams, Bennett, & Court, 2001), this remains a significant philosophical barrier to overcome if a coherent and integrated framework for understanding expertise is to emerge A related hurdle to overcome is created by the contrasting methodological approaches employed by those working from each unique perspective.

Those embracing the perspective of cognitive psychology have typically focused on the area of perceptual-cognitive expertise, with limited efforts to examine how decisions are translated into action, whereas those undertaking research from the perspectives of ecological or dynamical systems theory have examined issues related to perceptual-motor expertise, with limited efforts to identify how cognition may impact on the perceptual and motor subsystems These underlying differences are readily apparent on reading a handful of publications in each area In many ways, there is a clear need for multidisciplinary research to examine the complex interplay that exists among perception, cognition, and action in dynamic sport settings (Williams et al, 1999) The absence of truly cross-disciplinary research on expert performance in sport remains disappointing, particularly given the potential benefits that may be offered by exploring this issue from different theoretical and methodological perspectives.

Concerted efforts are needed to map cognition, including key skills such as anticipation and.

Optimizing movies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Testing movie download performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Authoring and scripting guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Using the Debugger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Using the Output window. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .