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as the administrator when you need to install software or do other things requiring administrative privileges, and log out and run as yourself for regular computer use. This will work for most people. If you have programs that require you to run as Administrator, keep in mind that doing so is risky. For most *NIX systems, root is the account that can do anything. Don t run as root unless you re performing actions that need root access. In fact, it s probably better to never run as root and sudo (temporarily grant yourself root privileges) only when you have to. Disabling root is the default behavior of Mac OS X. No one has a root account. Administrators can do more than other users, but they have to sudo in order to get root privileges. This means that you have to explicitly give root access to any nasty programs that might try to do something behind your back. Although you might be tricked into doing so, this does at least tend to slow down the malicious software.

children to population-wide measures to increase physical activity (Shephard, 2001; Matsudo et al., 2002) or to reduce the fat content of French fries (WHO, 2004). The ndings highlight some important points. Certain strategies have achieved at least some success in particular settings, for example the improved tness and reductions in BMI in overweight Israeli children and adolescents who received a multidisciplinary diet and exercise package (Eliakim et al., 2002). By contrast, other interventions such as the Pathways study in Native American children (Caballero et al., 2003) failed to improve outcomes, even though they may contain the same basic components as in successful trials elsewhere. This implies that factors speci c to the study and setting are crucial, and that careful tailoring of interventions to the needs of the target population is critical to success. Different age-groups, ethnic populations and genders require different approaches (Lytle et al., 2002). Furthermore, education interventions can improve awareness and understanding of the risks of obesity, and of the bene ts and practical measures of healthy living, but the knowledge may not be translated into changed behaviour, or a small change in behaviour may not be re ected

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Each message is created via a type-specific method on the Session object. In the next couple of sections the use of one of these message types will be demonstrated.

Notice the symbol with two arrows in the drawing area in Figure 1-2. This symbol is called the User Coordinate System (UCS) icon. The arrows point to the positive directions of the X and Y axes to help you keep your bearings. (In a 3D environment, you see a Z axis, as well.)

appearance and for color difference will be separate in practice. The LLAB model (Luo et al. 1996) represents one interesting attempt to bring colorimetry together with one general model. Li et al. (2003) have begun to carry this work forward with respect to CIECAM02. Perhaps this approach should be pursued. An alternate approach is to start over from scratch, taking advantage of the progress in visual science and colorimetry over the last century, to create a new system of colorimetry that is superior for all steps in the process and can nd a wide range of applications in science, technology, and industry. Color appearance models take a step in this direction by rst transforming from CIE tristimulus values to cone responses and then building up color appearance correlates from there. There is also activity within the CIE (e.g., TC1-36, Fundamental Chromaticity Diagram with Physiologically Signi cant Axes) to develop a system of colorimetry based on more accurate cone responsivities that are not necessarily tied to a CIE Standard Colorimetric Observer. It is thought that such a system would nd wide use in color vision research. Boynton (1996) has reviewed the history and status of such work. Perhaps some convergence between the two activities is needed to develop a better, general system of colorimetry that could be used by everyone. Unfortunately, this paragraph is just as true for the second edition of this book in 2004 as it was when written for the rst edition in 1997!

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