p.s. She and Irene Lee would have been in the same class at Chicago. --- Frank C. Wimberly 140 Calle Ojo Feliz, Santa Fe, NM 87505
505 670-9918 Santa Fe, NM On Thu, Jul 30, 2020, 4:42 PM Frank Wimberly <wimber...@gmail.com> wrote: > Wow, your son did very well, Merle I hope your other son will return to > righteous pursuit. > > After my daughter was admitted to Chicago I received a call from their > admissions office. The caller said that they were surprised that they > hadn't heard from her. I apologized for not having answered yet but said > that we had decided that she would go to Michigan because we wanted her to > have a more well-rounded college experience. She said incredulously that > she was amazed that we would consider sending her there when she had been > admitted to Chicago. Money wasn't the issue since Carnegie Mellon would > pay the majority of the tuition in either case. She was and is very happy > with her Michigan education. > > --- > Frank C. Wimberly > 140 Calle Ojo Feliz, > Santa Fe, NM 87505 > > 505 670-9918 > Santa Fe, NM > > On Thu, Jul 30, 2020, 4:23 PM Merle Lefkoff <merlelefk...@gmail.com> > wrote: > >> Frank, I never gave a gift to M.I.T. either, and my youngest son was not >> accepted. He went on to graduate from UCSD with a 4.0 average and sold >> the GIS company he co-founded to Kodak when he was 23 years old. I have >> always assumed he was turned down because he went to a public high school >> in the South and came from a middle class background. >> >> My oldest son got into grad school at the U. of Chicago because a friend >> of mine who was a Chicago alum and well-known politician wrote a letter. >> Milton ("There's no such thing as a free lunch") Friedman adopted my son as >> a protage and turned him away from righteous pursuit. I've never forgiven >> that wicked business school. >> >> On Thu, Jul 30, 2020 at 3:05 PM Merle Lefkoff <merlelefk...@gmail.com> >> wrote: >> >>> Of course not, Frank, but evidently, many do. >>> >>> On Thu, Jul 30, 2020 at 2:46 PM Frank Wimberly <wimber...@gmail.com> >>> wrote: >>> >>>> My daughter was admitted to the University of Chicago and the >>>> University of Michigan and I never gave either university a gift. >>>> >>>> Frank >>>> >>>> --- >>>> Frank C. Wimberly >>>> 140 Calle Ojo Feliz, >>>> Santa Fe, NM 87505 >>>> >>>> 505 670-9918 >>>> Santa Fe, NM >>>> >>>> On Thu, Jul 30, 2020, 3:13 PM Merle Lefkoff <merlelefk...@gmail.com> >>>> wrote: >>>> >>>>> Nick, >>>>> >>>>> I'm a Piketty fan, and he takes on this subject in "Capital" in a >>>>> variety of different ways. For instance, Harvard, Princeton and Yale are >>>>> so well endowed by alumni that they get a 6.2% return and they become what >>>>> Piketty calls "rentiers", people and institutions able to support >>>>> themselves through their capital income. The rentiers gifts get their kids >>>>> in. And this is just one example of the absence of equal opportunity in >>>>> our >>>>> most prestigious universities. If we "allowed broader segments of the >>>>> population to have access to (these institutions), this would surely be >>>>> the >>>>> most effective way of increasing wages at the low to medium end of the >>>>> scale and decreasing the upper decile's share of both wages and total >>>>> income." >>>>> >>>>> I was excited to find, also, Piketty's pairing of climate change and >>>>> "improving educational access" as two of the most challenging issues >>>>> facing >>>>> humanity. The knowledge that will be needed in the next future is hard to >>>>> imagine, but if we are to keep the peace as the systems continue to >>>>> collapse, we need to get everyone ready to cope. >>>>> >>>>> >>>>> >>>>> >>>>> Later in the book Piketty pairs climate change with the idea of >>>>> improving educational access as two of the greatest “challenges” to the >>>>> human race. Ameliorating schooling is even more important than fixing >>>>> governmental debt: “the more urgent need is to increase our educational >>>>> capital” (568) >>>>> >>>>> On Thu, Jul 30, 2020 at 1:23 PM <thompnicks...@gmail.com> wrote: >>>>> >>>>>> Eric, >>>>>> >>>>>> >>>>>> >>>>>> A Marxist would say, I think, although I have barely ever known one, >>>>>> that every act of training is simultaneously an act of indoctrination and >>>>>> class reproduction. If the declaration of independence is correct, what >>>>>> an >>>>>> extraordinary coincidence it is that the children of wealthy well >>>>>> educated >>>>>> people tend to be wealthy and well educated! Well, some would say that >>>>>> that’s because ABILITY is inherited. But that precisely is racism, isn’t >>>>>> it? >>>>>> >>>>>> >>>>>> >>>>>> So if, as our colleagues are starting to assert, technical >>>>>> proficiency is an evanescent benefit, what precisely remains of a “good” >>>>>> education but indoctrination in class values and the inheritance of >>>>>> class >>>>>> benefits? This is NOT for me a rhetorical question, because I gave up on >>>>>> the technical proficiency justification (except perhaps for writing) >>>>>> before >>>>>> I even became a professor. So what WAS it I was conveying to my >>>>>> students >>>>>> all those years, if not the indoctrination of class values and the >>>>>> inheritance of class benefits? Inquiring Readers Want to Know! >>>>>> >>>>>> >>>>>> >>>>>> Nick >>>>>> >>>>>> Nicholas Thompson >>>>>> >>>>>> Emeritus Professor of Ethology and Psychology >>>>>> >>>>>> Clark University >>>>>> >>>>>> thompnicks...@gmail.com >>>>>> >>>>>> https://wordpress.clarku.edu/nthompson/ >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> *From:* Friam <friam-boun...@redfish.com> *On Behalf Of *Eric Charles >>>>>> *Sent:* Thursday, July 30, 2020 1:02 PM >>>>>> *To:* The Friday Morning Applied Complexity Coffee Group < >>>>>> friam@redfish.com> >>>>>> *Subject:* Re: [FRIAM] "certain codes of conduct" >>>>>> >>>>>> >>>>>> >>>>>> Come on Nick... outside new disciplines emerging, those who will >>>>>> change a discipline over the next 20 years are typically well embedded >>>>>> within the discipline now. That's kind of how cumulative knowledge >>>>>> construction works. But... to emphasize it a bit more bluntly.... The >>>>>> primary purpose of college isn't to reproduce the professoriate, or >>>>>> produce >>>>>> the next generation of innovators within the professorate: It is to >>>>>> provide >>>>>> a general set of skills (sometimes called the "hidden curriculum"), which >>>>>> provides a baseline of things a person with a college degree can >>>>>> reasonably >>>>>> be expected to be able to do. College is justified by the assertion that >>>>>> you can't really get those skills outside of trying to do something >>>>>> intellectual with some seriousness; what you are trying to be >>>>>> intellectually serious about doesn't matter nearly so much, though >>>>>> obviously some skills will be emphasized more in some areas. >>>>>> >>>>>> >>>>>> >>>>>> Most jobs most people want require "a college degree". They don't >>>>>> require a college degree in anything in particular. That makes sense, IF >>>>>> college degrees are reasonably well correlated with having some set of >>>>>> skills most general employers value in most of their employees. It >>>>>> generally helps to have employees who can read, write, and math at a >>>>>> certain level, who can present things in standard forms orally, >>>>>> graphically, and in writing. It generally helps to have employees who can >>>>>> integrate ideas and come up with solutions, who can balance various >>>>>> priorities, who can adapt to arbitrary requirements that a boss or >>>>>> company >>>>>> might impose. It generally helps to have employees who can work >>>>>> productively on team projects, as leaders or followers. Etc., etc. The >>>>>> less >>>>>> college degrees reliably indicate those skills, the less valuable they >>>>>> are >>>>>> (on average). >>>>>> >>>>>> >>>>>> >>>>>> There is a quirky college that revamped it's curriculum a few decades >>>>>> ago to focus on "8 Abilities": Communication, Problem Solving, Social >>>>>> Interaction, Effective Citizenship, Analysis, Valuing, Aesthetic >>>>>> Engagement, and Developing a Global Perspective. It looks like they've >>>>>> gone >>>>>> back a bit towards traditional majors, but still all classes, in all >>>>>> majors, have to explicitly focus on developing at least one of those >>>>>> abilities in the students. (https://www.alverno.edu/Undergraduate) >>>>>> >>>>>> >>>>>> >>>>>> Most colleges are not doing anything so dramatic, but many are still >>>>>> making great strides in helping students figure out skills that >>>>>> others arrive with, so they can at least start from a more even place. >>>>>> See >>>>>> examples here: >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> https://www.insidehighered.com/news/2014/08/04/book-argues-mentoring-programs-should-try-unveil-colleges-hidden-curriculum >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> http://thehub.georgetown.domains/realhub/experience/mastering-the-hidden-curriculum-1-2/ >>>>>> >>>>>> >>>>>> >>>>>> https://college.lclark.edu/live/events/297173-the-hidden-curriculum >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> On Wed, Jul 29, 2020 at 5:54 PM <thompnicks...@gmail.com> wrote: >>>>>> >>>>>> Hi, Eric, >>>>>> >>>>>> >>>>>> >>>>>> Thanks for laying this out. I think some of it’s wrong, but it’s >>>>>> clear and provocative. I apologize to non-academics on the list for my >>>>>> focus on academia. I suppose one might argue that the best thing that >>>>>> might happen to Massachusetts is the dismemberment of Harvard and the >>>>>> distribution of its buildings for housing and it’s endowment for income >>>>>> equalization. But I don’t think so. Not yet, any way. >>>>>> >>>>>> >>>>>> >>>>>> To the extent that psychology and White Psychology and Rich >>>>>> psychology and poor psychology are all the same, and if they all should >>>>>> be >>>>>> or will be the same 20 years from now as they are now, your analysis >>>>>> makes >>>>>> sense. But, while I would like to think that psychology is like physics >>>>>> in >>>>>> that regard, I think I have to admit that it isn’t. So, teaching >>>>>> everybody >>>>>> who comes to, say, the Harvard Psychology Department, the skills of >>>>>> contemporary (mostly white) psychologists, precludes the learning not >>>>>> only >>>>>> of what non-privileged psychologists know, given the drift of things >>>>>> demographically and ideologically, it precludes the learning of what >>>>>> Psychology will be in 20 years. >>>>>> >>>>>> >>>>>> >>>>>> I don’t know what the solution is. Every once in a while a student >>>>>> in my evolution classes would remonstrate with me for not giving equal >>>>>> time >>>>>> to biblical creation theories. I would say, in response, “Because >>>>>> everything I know tells me that they are wrong. Furthermore, I cannot >>>>>> teach what I do not know, and I don’t know those theories. I am not the >>>>>> person to be your teacher if that is what you want to learn.” Now of >>>>>> course, that’s a pretty lame response, but it has the marginal benefit of >>>>>> being honest. >>>>>> >>>>>> >>>>>> >>>>>> But what if we knew, for sure, that the country was going to be run >>>>>> by Baptists in 20 years. Under those conditions, wouldn’t my best >>>>>> response >>>>>> be, “I can’t; you’re right; I resign.” >>>>>> >>>>>> >>>>>> >>>>>> I am sure the metaphor is creepy in some way, but it’s the best I can >>>>>> come up with. >>>>>> >>>>>> >>>>>> >>>>>> Nick >>>>>> >>>>>> >>>>>> >>>>>> Nicholas Thompson >>>>>> >>>>>> Emeritus Professor of Ethology and Psychology >>>>>> >>>>>> Clark University >>>>>> >>>>>> thompnicks...@gmail.com >>>>>> >>>>>> https://wordpress.clarku.edu/nthompson/ >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> *From:* Friam <friam-boun...@redfish.com> *On Behalf Of *Merle >>>>>> Lefkoff >>>>>> *Sent:* Wednesday, July 29, 2020 3:02 PM >>>>>> *To:* The Friday Morning Applied Complexity Coffee Group < >>>>>> friam@redfish.com> >>>>>> *Subject:* Re: [FRIAM] "certain codes of conduct" >>>>>> >>>>>> >>>>>> >>>>>> Eric, thank you for your reply. Forgive me for suggesting a larger >>>>>> systemic problem, connected for me to the problems in our democratic >>>>>> system, our global economic system, and our international governance >>>>>> system--and also ultimately related to the existential threat of the >>>>>> collapse of the living systems that nurture our species. >>>>>> >>>>>> >>>>>> >>>>>> The democracy and Constitution our founders gave us at the end of the >>>>>> 18th century has structural flaws we have tried to overcome. The global >>>>>> economic system that the victors of WWII gave us at Bretton Woods in 1944 >>>>>> has similar structural flaws that we have also tried (not very hard) to >>>>>> overcome. The United Nations that emerged a year later in 1945 to >>>>>> convene >>>>>> a new international order shares similar structural problems. There is a >>>>>> pattern here. At its core is domination and exclusivity. >>>>>> >>>>>> >>>>>> >>>>>> The present hesitant shifts in the old narratives--and >>>>>> relationships-- that created our major social, economic and political >>>>>> systems are the result of gladiators and dragon-slayers finally targeting >>>>>> the positive feedback loops that keep reinforcing historic institutional >>>>>> design errors. >>>>>> >>>>>> >>>>>> >>>>>> I'll stop here, because I'm even boring myself. >>>>>> >>>>>> >>>>>> >>>>>> On Tue, Jul 28, 2020 at 9:49 PM Eric Charles < >>>>>> eric.phillip.char...@gmail.com> wrote: >>>>>> >>>>>> Nick, the "ire" is perfectly fine. I didn't need to couch my >>>>>> statement in that way, and doing so obviously opened me to Merle's >>>>>> response. >>>>>> >>>>>> >>>>>> >>>>>> Merle, >>>>>> >>>>>> I think the social criticism is generally valid, but as a critique of >>>>>> college in particular it is feeds a general confusion about what college >>>>>> should be about, which ultimately speeds the fall of the system it seeks >>>>>> to >>>>>> reform. >>>>>> >>>>>> >>>>>> >>>>>> One of the obvious legitimate functions of college is indoctrination >>>>>> into a profession. If you don't want to be indoctrinated into a >>>>>> profession >>>>>> that college indoctrinates people into, then college probably isn't for >>>>>> you. If you get out of college not-indoctrinated-into-a-profession, >>>>>> something has gone wrong. For example, if you want to get a degree in >>>>>> psychology, you need to learn to write in some reasonable semblance of >>>>>> APA >>>>>> style. That includes its own horribly arbitrary set of grammar rules, >>>>>> formatting and the like. It is screwed up, in some sense, but it isn't >>>>>> imperialist oppression aimed at minorities. Arbitrary norms are found in >>>>>> all professions, and conforming to them is part of being "professional". >>>>>> Also, if you got a degree in psychology, without anyone forcing you to >>>>>> learn how to approach problems, write reports, criticize articles, etc., >>>>>> in >>>>>> the manner that professional psychologists tend to do those things, >>>>>> something has gone wrong. If you want to think about psychology-related >>>>>> stuff in the way you already think about those things, then don't go to >>>>>> college. If you want to learn to think about them in the way the >>>>>> professional community does, then college might make senes. (Note, I'm >>>>>> *not >>>>>> *saying you have to *agree *with how the professional community does >>>>>> things, just that you should be able to replicate, with some reasonable >>>>>> accuracy, the standard professional approach.) Where you start from >>>>>> doesn't >>>>>> really matter; though the curricula *should *be more adaptive to the >>>>>> starting place of the various students, by the end you should be >>>>>> professional indoctrinated, that's the whole point. >>>>>> >>>>>> >>>>>> >>>>>> In addition, college functions to indoctrinate people into a certain >>>>>> part of society... or at least it used to. Because, traditionally, most >>>>>> college graduates don't get work in exactly the thing they studied, this >>>>>> "hidden curriculum" has often been more important than the obvious >>>>>> curriculum. College graduates should be able to read, write, and math at >>>>>> a >>>>>> certain level, generally think through problems at a certain level, be >>>>>> able >>>>>> to present ideas to an audience in spoken or written form, be able to >>>>>> adapt >>>>>> to arbitrary assignments with a certain level of comfort, be a team >>>>>> leader, >>>>>> be a pro-active follower, etc. Here again, colleges *should *be >>>>>> more adaptive to the starting place of the various students, but that >>>>>> doesn't mean their end point should be abandoned. Here you see big >>>>>> differences between colleges, based on what they are preparing you for. A >>>>>> college like Swathmore or Bucknell is preparing you to be able to do >>>>>> those >>>>>> things for different audiences than Oberlin or Penn State. If you are at >>>>>> a >>>>>> school that is well designed to prepare you for something you don't want >>>>>> to >>>>>> be prepared for... that's not imperialist oppression, that's your having >>>>>> made an unfortunate choice of where to go. >>>>>> >>>>>> >>>>>> >>>>>> Frankly, most colleges currently suck at those two goals, and most >>>>>> other functions you might want them to have. It is easy to find studies >>>>>> showing that lots of people graduate college without high school level >>>>>> reading, writing, and math abilities. It is also easy to find students >>>>>> who >>>>>> graduate with almost no indoctrination into the field of study they were >>>>>> purportedly pursuing. >>>>>> >>>>>> >>>>>> >>>>>> Under those conditions, it is not surprising that people view a >>>>>> college degree as largely symbolic marker, required for entry into the >>>>>> job >>>>>> market or some such nonsense. However, the solution shouldn't be to make >>>>>> college degrees even less indicative of having attained particular >>>>>> skills. >>>>>> The less a college degree indicates having a certain variety of skills, >>>>>> the >>>>>> less value is provided to employers to select based on the presence of a >>>>>> degree, and the less value it gives a college graduate to have a degree. >>>>>> Returning to the indoctrination thing, we can see the (potential) flaw in >>>>>> the criticism of the curriculum. It doesn't make a lot of sense to say, >>>>>> "I >>>>>> really want a degree from Rutgers, because employers value degrees from >>>>>> Rutgers, but I also think Rutgers should change its curriculum to not be >>>>>> so >>>>>> strict in only letting people graduate if they actually have the skills >>>>>> employers value." The value of the degree, particularly to a person >>>>>> trying >>>>>> to get out of a bad situation, is entirely based on its reliably >>>>>> indicating >>>>>> some set of skills, and the ability to write in a semi-formal manner is >>>>>> one >>>>>> of those skills (to return to the more narrow original context). >>>>>> >>>>>> >>>>>> >>>>>> If you formed a solid college curriculum around mastering skills >>>>>> other than those traditionally trained in college, that would be fine >>>>>> (and >>>>>> I think that is what Nick is struggling to get at). And if those skills >>>>>> were valued (economically, or merely for personal growth) then a degree >>>>>> from that college would be a reliable indicator of that specific valuable >>>>>> achievement. But that is very different than allowing students to get >>>>>> through college with whatever skills they arrived with, just because you >>>>>> are afraid that enforcing *any *strict requirements might make you >>>>>> an imperialist monster. The former creates a marketplace for students to >>>>>> choose from, while the latter just guarantees that college degrees >>>>>> continue >>>>>> to become less and less valuable, particularly to the people who most >>>>>> seek >>>>>> to benefit by getting them. >>>>>> >>>>>> >>>>>> (Sorry, that ended up longer than intended.... but it's late... I >>>>>> don't think I can get it tighter right now... and your question deserves >>>>>> a >>>>>> reply.) >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> On Tue, Jul 28, 2020 at 11:21 PM Merle Lefkoff < >>>>>> merlelefk...@gmail.com> wrote: >>>>>> >>>>>> And why, O Eric of a deep understanding, are you not a fan? >>>>>> >>>>>> >>>>>> >>>>>> On Tue, Jul 28, 2020 at 8:17 PM Merle Lefkoff <merlelefk...@gmail.com> >>>>>> wrote: >>>>>> >>>>>> Clearly the implicit bias is that all of these reading requirements >>>>>> were written by White men. In an attempt to redress this problem I have >>>>>> noticed lately that the NY Times book review seems to be bending over >>>>>> backwards to review books written by women of color. >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> On Tue, Jul 28, 2020 at 7:03 PM Frank Wimberly <wimber...@gmail.com> >>>>>> wrote: >>>>>> >>>>>> I'm trying to remember my freshman English class. Every other Friday >>>>>> we had to submit a five hundred word essay on the class readings. On >>>>>> alternate Fridays we had to write an in-class paragraph or two on those >>>>>> readings. The readings included the following: >>>>>> >>>>>> >>>>>> >>>>>> Catcher in the Rye by Salinger >>>>>> >>>>>> Victory by Conrad >>>>>> >>>>>> The Republic by Plato >>>>>> >>>>>> All the King's Men by Warren >>>>>> >>>>>> Brave New World by Huxley >>>>>> >>>>>> >>>>>> >>>>>> Numerous essays on personal integrity by various authors. >>>>>> >>>>>> >>>>>> >>>>>> I don't see that any of those had to do with unconscious racism or >>>>>> implicit bias unless the personal integrity essays did. I think I had to >>>>>> read The Invisible Man by Ellison but that may have been in a later year >>>>>> in >>>>>> a political science or US history class at Berkeley. >>>>>> >>>>>> >>>>>> >>>>>> All this was 54 years ago. >>>>>> >>>>>> >>>>>> >>>>>> Frank >>>>>> >>>>>> >>>>>> >>>>>> --- >>>>>> Frank C. Wimberly >>>>>> 140 Calle Ojo Feliz, >>>>>> Santa Fe, NM 87505 >>>>>> >>>>>> 505 670-9918 >>>>>> Santa Fe, NM >>>>>> >>>>>> - .... . -..-. . -. -.. -..-. .. ... -..-. .... . .-. . >>>>>> FRIAM Applied Complexity Group listserv >>>>>> Zoom Fridays 9:30a-12p Mtn GMT-6 bit.ly/virtualfriam >>>>>> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >>>>>> archives: http://friam.471366.n2.nabble.com/ >>>>>> FRIAM-COMIC http://friam-comic.blogspot.com/ >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> >>>>>> Merle Lefkoff, Ph.D. >>>>>> Center for Emergent Diplomacy >>>>>> emergentdiplomacy.org >>>>>> >>>>>> Santa Fe, New Mexico, USA >>>>>> >>>>>> >>>>>> mobile: (303) 859-5609 >>>>>> skype: merle.lelfkoff2 >>>>>> >>>>>> twitter: @Merle_Lefkoff >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> >>>>>> Merle Lefkoff, Ph.D. >>>>>> Center for Emergent Diplomacy >>>>>> emergentdiplomacy.org >>>>>> >>>>>> Santa Fe, New Mexico, USA >>>>>> >>>>>> >>>>>> mobile: (303) 859-5609 >>>>>> skype: merle.lelfkoff2 >>>>>> >>>>>> twitter: @Merle_Lefkoff >>>>>> >>>>>> - .... . -..-. . -. -.. -..-. .. ... -..-. .... . .-. . >>>>>> FRIAM Applied Complexity Group listserv >>>>>> Zoom Fridays 9:30a-12p Mtn GMT-6 bit.ly/virtualfriam >>>>>> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >>>>>> archives: http://friam.471366.n2.nabble.com/ >>>>>> FRIAM-COMIC http://friam-comic.blogspot.com/ >>>>>> >>>>>> - .... . -..-. . -. -.. -..-. .. ... -..-. .... . .-. . >>>>>> FRIAM Applied Complexity Group listserv >>>>>> Zoom Fridays 9:30a-12p Mtn GMT-6 bit.ly/virtualfriam >>>>>> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >>>>>> archives: http://friam.471366.n2.nabble.com/ >>>>>> FRIAM-COMIC http://friam-comic.blogspot.com/ >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> >>>>>> Merle Lefkoff, Ph.D. >>>>>> Center for Emergent Diplomacy >>>>>> emergentdiplomacy.org >>>>>> >>>>>> Santa Fe, New Mexico, USA >>>>>> >>>>>> >>>>>> mobile: (303) 859-5609 >>>>>> skype: merle.lelfkoff2 >>>>>> >>>>>> twitter: @Merle_Lefkoff >>>>>> >>>>>> - .... . -..-. . -. -.. -..-. .. ... -..-. .... . .-. . >>>>>> FRIAM Applied Complexity Group listserv >>>>>> Zoom Fridays 9:30a-12p Mtn GMT-6 bit.ly/virtualfriam >>>>>> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >>>>>> archives: http://friam.471366.n2.nabble.com/ >>>>>> FRIAM-COMIC http://friam-comic.blogspot.com/ >>>>>> >>>>>> - .... . -..-. . -. -.. -..-. .. ... -..-. .... . .-. . >>>>>> FRIAM Applied Complexity Group listserv >>>>>> Zoom Fridays 9:30a-12p Mtn GMT-6 bit.ly/virtualfriam >>>>>> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >>>>>> archives: http://friam.471366.n2.nabble.com/ >>>>>> FRIAM-COMIC http://friam-comic.blogspot.com/ >>>>>> >>>>> >>>>> >>>>> -- >>>>> Merle Lefkoff, Ph.D. >>>>> Center for Emergent Diplomacy >>>>> emergentdiplomacy.org >>>>> Santa Fe, New Mexico, USA >>>>> >>>>> mobile: (303) 859-5609 >>>>> skype: merle.lelfkoff2 >>>>> twitter: @Merle_Lefkoff >>>>> - .... . -..-. . -. -.. -..-. .. ... -..-. .... . .-. . >>>>> FRIAM Applied Complexity Group listserv >>>>> Zoom Fridays 9:30a-12p Mtn GMT-6 bit.ly/virtualfriam >>>>> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >>>>> archives: http://friam.471366.n2.nabble.com/ >>>>> FRIAM-COMIC http://friam-comic.blogspot.com/ >>>>> >>>> - .... . -..-. . -. -.. -..-. .. ... -..-. .... . .-. . >>>> FRIAM Applied Complexity Group listserv >>>> Zoom Fridays 9:30a-12p Mtn GMT-6 bit.ly/virtualfriam >>>> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >>>> archives: http://friam.471366.n2.nabble.com/ >>>> FRIAM-COMIC http://friam-comic.blogspot.com/ >>>> >>> >>> >>> -- >>> Merle Lefkoff, Ph.D. >>> Center for Emergent Diplomacy >>> emergentdiplomacy.org >>> Santa Fe, New Mexico, USA >>> >>> mobile: (303) 859-5609 >>> skype: merle.lelfkoff2 >>> twitter: @Merle_Lefkoff >>> >> >> >> -- >> Merle Lefkoff, Ph.D. >> Center for Emergent Diplomacy >> emergentdiplomacy.org >> Santa Fe, New Mexico, USA >> >> mobile: (303) 859-5609 >> skype: merle.lelfkoff2 >> twitter: @Merle_Lefkoff >> - .... . -..-. . -. -.. -..-. .. ... -..-. .... . .-. . >> FRIAM Applied Complexity Group listserv >> Zoom Fridays 9:30a-12p Mtn GMT-6 bit.ly/virtualfriam >> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >> archives: http://friam.471366.n2.nabble.com/ >> FRIAM-COMIC http://friam-comic.blogspot.com/ >> >
- .... . -..-. . -. -.. -..-. .. ... -..-. .... . .-. . FRIAM Applied Complexity Group listserv Zoom Fridays 9:30a-12p Mtn GMT-6 bit.ly/virtualfriam un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com archives: http://friam.471366.n2.nabble.com/ FRIAM-COMIC http://friam-comic.blogspot.com/