Accepting Credit Cards

CLINICAL PSYCHOLOGY: Clinical psychologists assess and treat people with psychological problems. They may act as therapists for people experiencing normal psychological crises (e.g., grief) or for individuals suffering from chronic psychiatric disorders. Some clinical psychologists are generalists who work with a wide variety of populations, while others work with specific groups like children, the elderly, or those with specific disorders (e.g., schizophrenia). They are trained in universities or professional schools of Psychology. They may be found working in academic settings, hospitals, community health centers, or private practice. The homepage of Division 12 (Clinical Psychology) can be found here.

COUNSELING PSYCHOLOGY: Counseling psychologists do many of the same things that clinical psychologists do. However, counseling psychologists tend to focus more on persons with adjustment problems rather than on persons suffering from severe psychological disorders. The homepage of Division 17 (Counseling Psychology) can be found here.

DEVELOPMENTAL PSYCHOLOGY: Developmental psychologists study how we develop intellectually, socially, and emotionally over the lifespan. Some of the areas they are interested in are: Children's peer relations, language comprehension, computational models of cognitive development, parent-infant interactions, social and communicative behavior in infants, and language acquisition across languages and cultures. The homepage of Division 7 (Developmental Psychology) can be found here.

EDUCATIONAL PSYCHOLOGY: Educational psychologists conduct research and develop theories about teaching and learning. They attempt to understand the basic aspects of learning and then develop materials and strategies for enhancing the learning process. Their efforts are applied to improve teacher training and help students learn more efficiently. The homepage of Division 15 (Educational Psychology) can be found here.

EVIRONMENTAL PSYCHOLOGY: Evironmental psychologists focus on the relationship between people and the physical environment they live in. As such, they are interested in the effects of the physical environment on a person's behavior and mental processes. For example, they examine how environmental stimuli such as noise, temperature, and weather affect a person's emotions, cognitive processes, performance, and social interactions; the effects of the social environment, crowding, personal space; and the psychological effects of environmental disasters The homepage of Division 34 (Population and Environmental Psychology) can be found here.

EXPERIMENTAL PSYCHOLOGY: This area includes a diverse group of psychologists who do research in the most basic areas of psychology (e.g., learning, memory, cognition, perception, motivation, and language). Their research may be conducted with animals instead of humans. Most of these psychologists work in academic settings. The homepage of Division 3 (Experimental Psychology) can be found here.

FORENSIC PSYCHOLOGY: Forensic psychologists study of questions and issues relating to law and the legal system. A forensic psychologist offers an expert psychological opinion in a way that it impacts one of the adversarial arenas, typically the courts. Forensic psychologists evaluate various areas, such as expert testimony, jury selection, child testimony, pretrial publicity, repressed memories, the death penalty, battered woman syndrome, domestic violence, drug dependence, and sexual disorders. Although many people think of forensic psychologists as focussing on criminal matters, this is certainly not always the case. The American Academy of Forensic Society website can be found here.

HEALTH PSYCHOLOGY: Health psychologists are concerned with psychology's contributions to the promotion and maintenance of good health and the prevention and treatment of illness. They They recognize the importance of life style and behavioral factors that contribute to physical disease, the search for ways to contain health care costs, and potential of health-oriented psychological interventions. They may design and conduct programs to help individuals stop smoking, lose weight, manage stress, and stay physically fit. They are employed in hospitals, medical schools, rehabilitation centers, public health agencies, academic settings, and private practice. The homepage of Division 38 (Health Psychology) can be found here.

HUMAN FACTORS PSYCHOLOGY: Human Factors psychologists study the human/machine interface. They may help make appliances such as cameras user-friendly, or they may do studies of safety-related issues in the design of machinary, airplane controls and instrument layouts, or they may do basic research on human perceptual and motor abilities as they relate to the operation of machines, computers, and other mechanical devices. Human Factors information can be found here.

INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY:Industrial/organizational psychologists are primarily concerned with the relationships between people and their work environments. They may develop new ways to increase productivity or be involved in personnel selection. They are employed in business, government agencies, and academic settings. The homepage of Division 14 (Industrial and Organizational Psychology) can be found here.

NEUROPSYCHOLOGY / PHYSIOLOGICAL PSYCHOLOGY: These psychologists are concerned with brain/behavior relationships. They may be involved in clinical work, in the assessment of brain-damaged pateints, or in research, such as attempts to relate cognitive activity to brain activity as seen in brain scans. The homepage of Division 6 (Behavioral Neuroscience and Comparative Psychology) can be found here.

SCHOOL PSYCHOLOGY: School psychologists are involved in enhancing the development of children and adults in educational settings. They assess children's psychoeducational abilities and recommend actions to facilitate student learning. They are typically trained in Schools of Education and work in public school systems. They often act as consultants to parents, teachers, and administrators to optimize the learning environments of specific students. The homepage of Division 16 (School Psychology) can be found here.

SOCIAL PSYCHOLOGY: Social psychologists study how our beliefs, feelings, and behaviors are affected by other persons. Some topics of interest to social psychologists are attitude formation and change, aggression, prejudice, and interpersonal attraction. Most social psychologists work in academic settings, but some work in federal agencies and businesses doing applied research. The homepage of Division 8 (Social Psychology) can be found here.

SPORT PSYCHOLOGY: Sports psychologists study the psychological factors associated with participation and performance in sport, exercise, and other types of physical activity. Sport psychologists focus primarily on two areas. First, they focus on helping athletes use psychological principles and skills to achieve optimal mental health and to improve performance. Second, they

seek further understanding of how an individuals' participation in sport, exercise, and physical activity affects their psychological development, health, and well-being.

Here are excerpts from an article. Links to the entire article are provided below. HAITI: The Challenges of Poverty Reduction

August 1998 Executive Summary What accounts for the dire extent of poverty in Haiti? Over time, numerous observers have given many and diverse answers to this difficult question. This report points to a number of key factors:

Political instability, woefully poor governance, and corruption. Fundamental to the pervasive problem of poverty in Haiti is the long history of political instability and the lack of governance. Corruption and misuse of public funds have resulted in a decline in the quality of all public services, including such fundamental areas of traditional governmental responsibility as the police, the justice system, and the provision of basic infrastructure. While the restoration of democracy in Haiti is a highly welcome development and one which has resulted in some encouraging progress, the basic problems of governance remain and are at the core of the country's poverty problems.

Inadequate growth, a result of distortions at the macroeconomic level and inadequate levels of private investment. The political factors just enumerated have had a severely negative impact on private investment, both domestic and foreign. The investment/GDP ratio in Haiti is only about 10 percent--on the order of one-third, for example, the ratio in Chile. This report estimates that Haiti would require annual growth rates of at least 5 percent to achieve significant progress in poverty reduction. Instead, as noted above, the country has experienced negative growth of about that magnitude in recent years and prospects for meaningful improvement on the growth front are not in sight.

Underinvestment in human capital and the poor quality of the expenditures that are made. In the public sector, still only 20 percent of resources go to rural areas, where approximately two-thirds of the people live. Per capita health spending, both public and private, is about $21, compared to $38 in Sub-Saharan Africa and $202 in Latin America.

A "poverty trap." The interaction of these various factors, including high population growth, produces a downward spiral, a "poverty trap" from which there frequently appears no exit nor hope. Some aspects of that trap discussed in this report include: high unwanted fertility; rampant environmental degradation, especially in rural areas; an increase in crime and violence; systematic abuse of human rights; and outward migration from the country to escape a life of misery. In short, the lack of good governance, the low levels of growth and investment, the lack of attention to basic human needs, and a set of understandable if lamentable behavioral consequences which interact in numerous and complex ways, all with one outcome: an increase in poverty and associated human, physical, social, and environmental degradation. The entire article can be read from the following websites: http://lnweb18.worldbank.org/External/lac/lac.nsf/3af04372e7f23ef6852567d6006b38a3/8479e9126e3537f0852567ea000fa239?OpenDocument http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTPA/0,,contentMDK:20207590~menuPK:443285~pagePK:148956~piPK:216618~theSitePK:430367,00.html

Here are excerpts from an article. Links to the entire article are provided below. HAITI: The Challenges of Poverty Reduction

August 1998 Executive Summary What accounts for the dire extent of poverty in Haiti? Over time, numerous observers have given many and diverse answers to this difficult question. This report points to a number of key factors:

Political instability, woefully poor governance, and corruption. Fundamental to the pervasive problem of poverty in Haiti is the long history of political instability and the lack of governance. Corruption and misuse of public funds have resulted in a decline in the quality of all public services, including such fundamental areas of traditional governmental responsibility as the police, the justice system, and the provision of basic infrastructure. While the restoration of democracy in Haiti is a highly welcome development and one which has resulted in some encouraging progress, the basic problems of governance remain and are at the core of the country's poverty problems.

Inadequate growth, a result of distortions at the macroeconomic level and inadequate levels of private investment. The political factors just enumerated have had a severely negative impact on private investment, both domestic and foreign. The investment/GDP ratio in Haiti is only about 10 percent--on the order of one-third, for example, the ratio in Chile. This report estimates that Haiti would require annual growth rates of at least 5 percent to achieve significant progress in poverty reduction. Instead, as noted above, the country has experienced negative growth of about that magnitude in recent years and prospects for meaningful improvement on the growth front are not in sight.

Underinvestment in human capital and the poor quality of the expenditures that are made. In the public sector, still only 20 percent of resources go to rural areas, where approximately two-thirds of the people live. Per capita health spending, both public and private, is about $21, compared to $38 in Sub-Saharan Africa and $202 in Latin America.

A "poverty trap." The interaction of these various factors, including high population growth, produces a downward spiral, a "poverty trap" from which there frequently appears no exit nor hope. Some aspects of that trap discussed in this report include: high unwanted fertility; rampant environmental degradation, especially in rural areas; an increase in crime and violence; systematic abuse of human rights; and outward migration from the country to escape a life of misery. In short, the lack of good governance, the low levels of growth and investment, the lack of attention to basic human needs, and a set of understandable if lamentable behavioral consequences which interact in numerous and complex ways, all with one outcome: an increase in poverty and associated human, physical, social, and environmental degradation. The entire article can be read from the following websites: http://lnweb18.worldbank.org/External/lac/lac.nsf/3af04372e7f23ef6852567d6006b38a3/8479e9126e3537f0852567ea000fa239?OpenDocument http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTPA/0,,contentMDK:20207590~menuPK:443285~pagePK:148956~piPK:216618~theSitePK:430367,00.html

Haiti is the poorest country in the Western Hemisphere and one of the poorest countries in the developing world. Its per capital income--$ 250--is considerably less than one-tenth the Latin American average. About 80 percent of the rural Haitian population live in poverty. Moreover, far from improving, the poverty situation in Haiti has been deteriorating over the past decade, concomitant with a rate of decline in per capita GNP of 5.2 percent a year over the 1985-95 period. excerpt from: http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTPA/0,,contentMDK:20207590~menuPK:443285~pagePK:148956~piPK:216618~theSitePK:430367,00.html

* average: approximating the statistical norm or average or expected value; "the average income in New England is below that of the nation"; "of average height for his age"; "the mean annual rainfall" * mean or intend to express or convey; "You never understand what I mean!"; "what do his words intend?" * hateful: characterized by malice; "a hateful thing to do"; "in a mean mood" * base: having or showing an ignoble lack of honor or morality; "that liberal obedience without which your army would be a base rabble"- Edmund Burke; "taking a mean advantage"; "chok'd with ambition of the meaner sort"- Shakespeare; "something essentially vulgar and meanspirited in politics" * entail: have as a logical consequence; "The water shortage means that we have to stop taking long showers" * excellent; "famous for a mean backhand" * denote or connote; "`maison' means `house' in French"; "An example sentence would show what this word means" * intend: have in mind as a purpose; "I mean no harm"; "I only meant to help you"; "She didn't think to harm me"; "We thought to return early that night" * beggarly: marked by poverty befitting a beggar; "a beggarly existence in the slums"; "a mean hut" * (used of persons or behavior) characterized by or indicative of lack of generosity; "a mean person"; "he left a miserly tip" * have a specified degree of importance; "My ex-husband means nothing to me"; "Happiness means everything" * think of: intend to refer to; "I'm thinking of good food when I talk about France"; "Yes, I meant you when I complained about people who gossip!" * beggarly: (used of sums of money) so small in amount as to deserve contempt * destine or designate for a certain purpose; "These flowers were meant for you" * an average of n numbers computed by adding some function of the numbers and dividing by some function of n * bastardly: of no value or worth; "I was caught in the bastardly traffic"

wordnet.princeton.edu/perl/webwn * In statistics, mean has two related meanings:* the average in ordinary English, which is more correctly called the arithmetic mean, to distinguish it from geometric mean or harmonic mean. The average is also called sample mean.* the expected value of a random variable, which is also called the population mean.

en.wikipedia.org/wiki/Mean * The arithmetic average; the sum of the data divided by the sample size.

helios.bto.ed.ac.uk/bto/glossary/lm.htm * The mean is the most common measure of central tendency and the one that can be mathematically manipulated. It is defined as the average of a distribution is equal to the SX / N. Simply, the mean is computed by summing all the scores in the distribution (SX) and dividing that sum by the total number of scores (N). The mean is the balance point in a distribution such that if you subtract each value in the distribution from the mean and sum all of these deviation scores, the result will be zero.

bobhall.tamu.edu/FiniteMath/Module8/Introduction.html * In statistics, the average obtained by dividing the sum of two or more quantities by the number of these quantities.

csmp.ucop.edu/cmp/resources/glossary.html * A mathematical average of a set of numbers or measurements, with the mean equaling the sum of the numbers divided by the number of units. The mean radius of the Moon, for example, is the average radius figured from multiple measurements.

home.hiwaay.net/~krcool/Astro/moon/moonpedia/ * A measure of the central tendency of a data set, the mean is the average value in a data set. It is determined by adding all the values and dividing the sum by the number of values in the data set.

www.hud.gov/offices/pih/programs/ph/phecc/definitions.cfm * In statistics, the measure of central tendency calculated by adding all the values and dividing the sum by the number of values. (Often referred to as the average.)

math-terms.org/m.html * One of several ways of representing a group with a single, typical score. It is figured by adding up all the individual scores in a group and dividing them by the number of people in the group. Can be affected by extremely low or high scores.

serc.carleton.edu/introgeo/assessment/glossary.html * In a collection of data, the sum of all the data divided by the number of data.

www.mdk12.org/instruction/curriculum/mathematics/glossary.shtml * A measure of central tendency, the arithmetic average; a statistic used primarily with interval-ratio variables following symmetrical distributions.

www.epa.gov/evaluate/glossary/m-esd.htm * (synonyms: arithmetic mean, average) The average value calculated by adding all the observations and dividing by the number of observations.

www.sahealthinfo.org/evidence/m-n.htm * Arithmetic average calculated by adding up all scores and dividing the total by the number of scores.

www.rotc.monroe.army.mil/helpdesk/definitions-1/terms.htm * The average of a set of numbers. Calculated by adding several numbers together, counting how many numbers are being added, and then dividing by that number.

www.atozinvestments.com/investing-terms-m.html * Average score; sum of individual scores divided by the total number of scores.

www.wrightslaw.com/links/glossary.assessment.htm * Arithmetic average; the mean of a set of values is calculated by dividing the sum of those values by the number of them (for example, mean fibre diameter.):

www.woolontheweb.com.au/LivePage.aspx * the average of a set of numbers found by adding the numbers in a set and dividing by the number of addends.

aplacetolearnaplacetogrow.com/math_stuff/fcat%20math%20glossary.htm * The arithmetic average, or the middle point between two extremes.

weather.ncbuy.com/glossary.html * the arithmetic average of a set of numbers.

www.northeast-hs.pinellas.k12.fl.us/glossary.html * The average value of a group of numbers.

highered.mcgraw-hill.com/sites/007256296x/student_view0/glossary.html * The average value of a set of data.

atschool.eduweb.co.uk/kingworc/departments/geography/asglossarycw.htm * a statistical measurement of the central tendency, or average, of a set of values. Contrast with median.

www.thebody.com/sfaf/summer01/glossary.html * the quotient obtained when the sum of the numbers in a set is divided by the number of addends; the average

www.ovsd.k12.ca.us/Standards/mathglossary.html * The sum of a set of numbers divided by the number of elements in the set.

www.moesc.k12.oh.us/mcos/glossary-math.htm * the sum of the items in a set of data divided by the number of items in the set; the average (The mean of {1,1,1,2,4,6,6} is 3 since (1 + 1 + 1 + 2 + 4 + 6 + 6) ÷ 7 = 3.)

education.jlab.org/beamsactivity/6thgrade/vocabulary/ * Another term for the arithmetic average.

www.satellite-tv-hq.com/telecom-glossary-m.htm * known as the arithmetic average; to obtain the mean, the scores are added together and then divided by the number of students who took the test; the mean is a descriptive statistic. Mode: the most frequently received score in a distribution.

taesig.8m.com/createxiii.html
To be used to convey or denote, as in How do you make words mean so many different things? As a symbol of something or to represent something, as in The color black meansdeath. Intention to convey or indicate, as in Please say what you mean. As a purpose or intention, as in I mean to study more this semester. As a consequence, as in Winter means cold weather. The importance or value of something, as in He means nothing to me. To be a mean person, selfish in a petty way or unkind, cruel, spiteful, or malicious.