RE: [tips] The Southern accent

[sblack]

On 3 Apr 2008 at 23:01, Shearon, Tim wrote, referring to the great "eh?" 
debate:

 Sorry if I was both uneducated and unclear
> simultaneously. I should, by this time, be above letting Michael push
> my buttons as it were. But I found his comments to be offensive on
> numerous levels. Thus, speaking from anger once again leads to
> silliness! Tim _ 

Actually, I thought the whole point was just to have a silly debate (the 
kind I enjoy most on TIPS), and I'm dismayed to read that it's evolved 
into self-flagellation (is this even legal down where you are, Tim?) and 
anger. The same thing unfortunately appears to have happened with my 
innocently-posed "Who's Jew" item. And come to think of it, a few years 
back I recall receiving some rather pointed comments when I repeated a 
Foxworthy-type comment before I even knew who Foxworthy was. 

Wow!  Don't mess with Southerners, eh?

Stephen

-
Stephen L. Black, Ph.D.  
Professor of Psychology, Emeritus   
Bishop's University  e-mail:  [EMAIL PROTECTED]
2600 College St.
Sherbrooke QC  J1M 1Z7
Canada

Subscribe to discussion list (TIPS) for the teaching of
psychology at http://flightline.highline.edu/sfrantz/tips/
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Re: [tips] The Southern accent

[Beth Benoit]

I have friends from Canada who say "aboot," "hoose" (for house).  BUT it's a
little softer and more rounded-sounding than the harshness of that "oo"
sound.  Trying to take a stab at type it more phonetically, it's more like
a-buout.  Dagnabit, that's not good either.  Where's Henry Higgins when you
need him?  Or more accurately, George Bernard Shaw, who was very big on a
phonetic alphabet.

In an attempt to pull this into teaching psychology:  I'm covering language
development in children, and showed a wonderful clip from The Brain series,
that shows that a baby under 11 months of age can distinguish between all
language sounds, but after that, becomes a "citizen of one culture" and can
only distinguish sounds that he/she would hear in English.  I always point
out that if a child comes to a "new country" and learns a new language, they
may not have an accent, even if their parents do not speak the new language
in the home.  Yet after a certain age, they're more likely to have an accent
when speaking the new language.  I have used Henry Kissinger and his younger
brother as examples, though I'm not sure that many of them are familiar with
his rich German accent anymore.

So my question is, what IS the actual age period when this accent/no accent
period takes place?  I seem to recall it was around pre-puberty, but perhaps
there are too many other variables that can affect whether a child will
ultimately have a lifelong accent?

Beth Benoit
Granite State College
Plymouth State University
New Hampshire

On Thu, Apr 3, 2008 at 11:50 PM, <[EMAIL PROTECTED]> wrote:

> On 3 Apr 2008 at 21:43, Shearon, Tim wrote:
>
> >  Canadians do not say "Eh" (unless they are
> > hard of hearing). Start with http://www.billcasselman.com/ Y'all come
> > back now. Stephen or others may have better suggestions. :)
>
> Yes he does. And one of them is to assert, with pride, that Canadians do
> indeed say "eh".   Certainly I do, every day, and I'm not hard of
> hearing.  And bill casselman agrees, if you'd check your own reference.
> He says, "Eh? is a true marker of Canadian speech".
>
> What we don't say is "aboot".
>
> Stephen
>
> -
> Stephen L. Black, Ph.D.
> Professor of Psychology, Emeritus
> Bishop's University  e-mail:  [EMAIL PROTECTED]
> 2600 College St.
> Sherbrooke QC  J1M 1Z7
> Canada
>
> Subscribe to discussion list (TIPS) for the teaching of
> psychology at http://flightline.highline.edu/sfrantz/tips/
> ---
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])
>

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Re: [tips] The Southern accent

[Robert Wildblood]

On 3 April, Stephen Black wrote.


Yes he does. And one of them is to assert, with pride, that  
Canadians do

indeed say "eh".   Certainly I do, every day, and I'm not hard of
hearing.  And bill casselman agrees, if you'd check your own  
reference.

He says, "Eh? is a true marker of Canadian speech".

What we don't say is "aboot".

Stephen



I agree that our Canadian brothers and sisters do not say aboot, but  
many say aboat.


Dr. Bob Wildblood
[EMAIL PROTECTED]



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RE: [tips] The Southern accent

[taylor]

My primary experience with canadians is through ice hockey. Now those guys are 
really hard to understand. It seems as if they *pretend* they don't really 
speak English at all--some North Americanized version of French only, please. 
So when they "must" speak English they mutilate the accent.

;) (note winky face)

Annette


Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[EMAIL PROTECTED]


 Original message 
>Date: Thu, 3 Apr 2008 22:58:56 -0600
>From: "Shearon, Tim" <[EMAIL PROTECTED]>  
>Subject: RE: [tips] The Southern accent  
>To: "Teaching in the Psychological Sciences (TIPS)" 
>
>
>Stephen- My apologies. I did check, btw. So I did try to be a good scholar, 
>honestly, I did. But being an igornant southerner I must have missed it! :) 
>(Or I just screwed up the search). Can you enlighten me though. I thought the 
>"A" at the end of sentences was alliterated differently than "eh" which is 
>more like "huh" to my ear. But you are correct that I'd certainly defer to a 
>Canadian about things Canadian!! 
>
>Which is really to say, "Sorry, Michael". I was so offended by your 
>characterization of Southerners, of which I am one, that I erred just as 
>badly, apparently. Mea culpa Canada! 
>Tim
>___
>Timothy O. Shearon, PhD
>Professor and Chair Department of Psychology
>The College of Idaho
>Caldwell, ID 83605
>email: [EMAIL PROTECTED]
>
>teaching: intro to neuropsychology; psychopharmacology; general; history and 
>systems
>
>"You can't teach an old dogma new tricks." Dorothy Parker
>
>
>
>-Original Message-
>From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
>Sent: Thu 4/3/2008 9:50 PM
>To: Teaching in the Psychological Sciences (TIPS)
>Subject: RE: [tips] The Southern accent
> 
>On 3 Apr 2008 at 21:43, Shearon, Tim wrote:
>
>>  Canadians do not say "Eh" (unless they are 
>> hard of hearing). Start with http://www.billcasselman.com/ Y'all come 
>> back now. Stephen or others may have better suggestions. :)
>
>Yes he does. And one of them is to assert, with pride, that Canadians do 
>indeed say "eh".   Certainly I do, every day, and I'm not hard of 
>hearing.  And bill casselman agrees, if you'd check your own reference. 
>He says, "Eh? is a true marker of Canadian speech".
>
>What we don't say is "aboot".
>
>Stephen
>
>-
>Stephen L. Black, Ph.D.  
>Professor of Psychology, Emeritus   
>Bishop's University  e-mail:  [EMAIL PROTECTED]
>2600 College St.
>Sherbrooke QC  J1M 1Z7
>Canada
>
>Subscribe to discussion list (TIPS) for the teaching of
>psychology at http://flightline.highline.edu/sfrantz/tips/
>---
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly ([EMAIL PROTECTED])
>
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly ([EMAIL PROTECTED])
>
>TNEF22000.rtf (3k bytes)

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Re: [tips] The Southern accent

[Robert Wildblood]

On 4 April, Stephen Black wrote

Wow!  Don't mess with Southerners, eh?

Stephen



As I thought about the use of the tag phrase "eh?" by many Canadians,  
I thought back to the use of a similar tag phrase used in Wisconsin  
(at least when I was spending a fair amount of time in that state).   
At the end of a declarative statement, they would add "and so?" which  
essentially meant, "don't you agree with me?" and so?


Dr. Bob Wildblood
[EMAIL PROTECTED]

"Every gun that is made, every warship launched, every rocket fired,  
signifies in the final sense a theft from those who hunger and are not  
fed, those who are cold and are not clothed."

- Dwight D. Eisenhower

"The time is always right to do what is right."
Martin Luther King, Jr.

"Those who would give up essential Liberty, to purchase a little  
temporary Safety, deserve neither Liberty nor Safety."

Benjamin Franklin, 1775

"We are what we pretend to be, so we better be careful what we pretend  
to be."

Kurt Vonnegut




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[tips] Scantron tip

[Beth Benoit]

I often use Scantrons (those bubble sheets) for part of tests (and use
Scantrons and Blue Books as an example of something that might engender a
classically conditioned reponse in people who are especially anxious about
test-taking).  Recently, I saw the Dean of our department making copies of
each student's Scantrons, in order to have a copy in case a student makes a
change on it after it's returned and claims that he/she had the correct
answer.  I thought it was a good idea, though hoped it wouldn't be
necessary.  (Our Scantron machine doesn't put a mark beside an incorrect
answer as some do.)

So that is why, when a student brought her Scantron to me, claiming that it
must have been incorrectly graded, I was able to pull out the original,
finding that she had indeed changed an answer after it was handed back to
her.  I'm not looking forward to confronting her about her academic
dishonesty, but I will do it.

I'd used Scantrons for years, and it never occurred to me to make copies
before I hand the originals back to the students, so thought I'd pass the
advice on to others.  Of course, one way to insure that students don't
change their answers is to hand them the *copy *of their answers, but
frankly, perhaps there's a little bit of tempter in me, and I want to see
who will actually cheat if they think they can get away with it.

Beth Benoit

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RE: [tips] Scantron tip

[Penley, Julie]

Beth,

I've thought about copying Scantrons, but don't look forward to copying
40-50 Scantrons for each of the 4-5 exams in each of my courses.  I can
imagine the nightmare of copying in huge (200+) sections, as well as the
paper used and space required to store those copies (how long would you
keep them...a semester?  A year?

 

But I think it's an excellent idea to have 'insurance' of what students
actually did put on their test.  After I run the Scantrons through the
machine, I then take a felt-tip, roller ball, or other 'bigger' pen to
put a hack mark through students' incorrect answers.   Sometimes, I have
students mark more than one bubble per answer, so I mark through those
as well.  Interestingly, once I started marking the Scantrons, the
number of 'scantron machine errors' were reduced to zero.

 

Another benefit of this method is that I can catch the true machine
errors (those machines can be pretty sensitive) and sometimes wind up
giving the student a few more points that I otherwise would have missed.

 

Julie

 

 

 

Julie A. Penley, Ph.D.

Associate Professor of Psychology

Special Projects Assistant to the Dean (ESL, Reading, and Social
Sciences)

El Paso Community College

PO Box 20500

El Paso, TX 79998-0500

Office phone: (915) 831-3210

Department fax: (915) 831-2324

 

From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of
Beth Benoit
Sent: Friday, April 04, 2008 8:02 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Scantron tip

 

I often use Scantrons (those bubble sheets) for part of tests (and use
Scantrons and Blue Books as an example of something that might engender
a classically conditioned reponse in people who are especially anxious
about test-taking).  Recently, I saw the Dean of our department making
copies of each student's Scantrons, in order to have a copy in case a
student makes a change on it after it's returned and claims that he/she
had the correct answer.  I thought it was a good idea, though hoped it
wouldn't be necessary.  (Our Scantron machine doesn't put a mark beside
an incorrect answer as some do.)

 

So that is why, when a student brought her Scantron to me, claiming that
it must have been incorrectly graded, I was able to pull out the
original, finding that she had indeed changed an answer after it was
handed back to her.  I'm not looking forward to confronting her about
her academic dishonesty, but I will do it.

 

I'd used Scantrons for years, and it never occurred to me to make copies
before I hand the originals back to the students, so thought I'd pass
the advice on to others.  Of course, one way to insure that students
don't change their answers is to hand them the copy of their answers,
but frankly, perhaps there's a little bit of tempter in me, and I want
to see who will actually cheat if they think they can get away with it.

 

Beth Benoit

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Bill Southerly ([EMAIL PROTECTED])

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RE: [tips] Scantron tip

[FRANTZ, SUE]

You can also have students, before turning in their scantron, use a pen to play 
"connect the dots".  The student draws one long line (must be in pen!) on the 
scantron, going through each marked answer.  


--
Sue Frantz Highline Community College   
PsychologyDes Moines, WA
206.878.3710 x3404[EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
--
APA Division 2: Society for the Teaching of Psychology
http://teachpsych.org/
Office of Teaching Resources in Psychology
Associate Director
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php



From: Penley, Julie
Sent: Fri 4/4/2008 7:11 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Scantron tip




Beth,
I've thought about copying Scantrons, but don't look forward to copying 40-50 
Scantrons for each of the 4-5 exams in each of my courses.  I can imagine the 
nightmare of copying in huge (200+) sections, as well as the paper used and 
space required to store those copies (how long would you keep them.a semester?  
A year?
 
But I think it's an excellent idea to have 'insurance' of what students 
actually did put on their test.  After I run the Scantrons through the machine, 
I then take a felt-tip, roller ball, or other 'bigger' pen to put a hack mark 
through students' incorrect answers.   Sometimes, I have students mark more 
than one bubble per answer, so I mark through those as well.  Interestingly, 
once I started marking the Scantrons, the number of 'scantron machine errors' 
were reduced to zero.
 
Another benefit of this method is that I can catch the true machine errors 
(those machines can be pretty sensitive) and sometimes wind up giving the 
student a few more points that I otherwise would have missed.
 
Julie
 
 
 
Julie A. Penley, Ph.D.
Associate Professor of Psychology
Special Projects Assistant to the Dean (ESL, Reading, and Social Sciences)
El Paso Community College
PO Box 20500
El Paso, TX 79998-0500
Office phone: (915) 831-3210
Department fax: (915) 831-2324
 
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Beth Benoit
Sent: Friday, April 04, 2008 8:02 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Scantron tip
 
I often use Scantrons (those bubble sheets) for part of tests (and use 
Scantrons and Blue Books as an example of something that might engender a 
classically conditioned reponse in people who are especially anxious about 
test-taking).  Recently, I saw the Dean of our department making copies of each 
student's Scantrons, in order to have a copy in case a student makes a change 
on it after it's returned and claims that he/she had the correct answer.  I 
thought it was a good idea, though hoped it wouldn't be necessary.  (Our 
Scantron machine doesn't put a mark beside an incorrect answer as some do.)
 
So that is why, when a student brought her Scantron to me, claiming that it 
must have been incorrectly graded, I was able to pull out the original, finding 
that she had indeed changed an answer after it was handed back to her.  I'm not 
looking forward to confronting her about her academic dishonesty, but I will do 
it.
 
I'd used Scantrons for years, and it never occurred to me to make copies before 
I hand the originals back to the students, so thought I'd pass the advice on to 
others.  Of course, one way to insure that students don't change their answers 
is to hand them the copy of their answers, but frankly, perhaps there's a 
little bit of tempter in me, and I want to see who will actually cheat if they 
think they can get away with it.
 
Beth Benoit
---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])


---To make changes to your subscription contact:Bill Southerly ([EMAIL 
PROTECTED])

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Re: [tips] Scantron tip

[Beth Benoit]

That's a great idea, and would save on paper too.

On Fri, Apr 4, 2008 at 10:20 AM, FRANTZ, SUE <[EMAIL PROTECTED]> wrote:

>
>  You can also have students, before turning in their scantron, use a pen
> to play "connect the dots".  The student draws one long line (must be in
> pen!) on the scantron, going through each marked answer.
>
>
>  --
> Sue Frantz Highline Community College
> PsychologyDes Moines, WA
> 206.878.3710 x3404[EMAIL PROTECTED]
> http://flightline.highline.edu/sfrantz/
> --
> APA Division 2: Society for the Teaching of Psychology
> http://teachpsych.org/ 
> Office of Teaching Resources in Psychology
> Associate Director
> Project Syllabus
> http://teachpsych.org/otrp/syllabi/syllabi.php
>
>
>

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To make changes to your subscription contact:

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Re: [tips] The Southern accent-back to teaching psych

[taylor]

I have a slide from the Myers text that shows that the ability to perceive 
language differences between languages is actually gone by 11-12 months. This 
ability to percieve the fine nuances is strong until about only 6 months and 
then rapidly diminishes by 1 year of age. I have also learned this from other 
text books and I believe there is a segment in the Discovering Psychology 
series about this --none of which means it is true! I am at home today 
(putatively grading papers as I am looking at a tall stack even as I distract 
myself with email; but it's teaching related!) so I can't pull books off my 
shelf and will leave it to others to give a more evidence-based response.

As a second academic avenue to the accent discussion, I assign Nell as an 
optional assignment for my students and ask them for an analysis of how 
different accents are connected to our perceptions of intelligence. Clearly the 
"southern" accent (HUGE APOLOGIES) is often perceived as "less intelligent". 
I'm not saying I think that, I'm just saying..lest anyone be offended. 

For one thing, it is strongly promoted in films and other mass media and for 
another, many southerners self-efface with humor that supports this negative 
(and we all know, inaccurate) stereotype. Nevertheless, such is the case in the 
film Nell, in which the Southern accent is pronounced to illustrate the 
stereotype. In the film Nell, however, there is awareness by the movie makers, 
I believe, that they were taking advantage of this incorrect stereotype; but 
for most people watching the film, I wonder if that backfires?

Annette

Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[EMAIL PROTECTED]


 Original message 
>Date: Fri, 4 Apr 2008 09:18:32 -0400
>From: "Beth Benoit" <[EMAIL PROTECTED]>  
>Subject: Re: [tips] The Southern accent  
>To: "Teaching in the Psychological Sciences (TIPS)" 
>
>   I have friends from Canada who say "aboot," "hoose"
>   (for house).  BUT it's a little softer and more
>   rounded-sounding than the harshness of that "oo"
>   sound.  Trying to take a stab at type it more
>   phonetically, it's more like a-buout.  Dagnabit,
>   that's not good either.  Where's Henry Higgins when
>   you need him?  Or more accurately, George Bernard
>   Shaw, who was very big on a phonetic alphabet.
>
>   In an attempt to pull this into teaching
>   psychology:  I'm covering language development in
>   children, and showed a wonderful clip from The Brain
>   series, that shows that a baby under 11 months of
>   age can distinguish between all language sounds, but
>   after that, becomes a "citizen of one culture" and
>   can only distinguish sounds that he/she would hear
>   in English.  I always point out that if a child
>   comes to a "new country" and learns a new language,
>   they may not have an accent, even if their parents
>   do not speak the new language in the home.  Yet
>   after a certain age, they're more likely to have an
>   accent when speaking the new language.  I have used
>   Henry Kissinger and his younger brother as examples,
>   though I'm not sure that many of them are familiar
>   with his rich German accent anymore.
>
>   So my question is, what IS the actual age period
>   when this accent/no accent period takes place?  I
>   seem to recall it was around pre-puberty, but
>   perhaps there are too many other variables that can
>   affect whether a child will ultimately have a
>   lifelong accent?
>
>   Beth Benoit
>   Granite State College
>   Plymouth State University
>   New Hampshire
>
>   On Thu, Apr 3, 2008 at 11:50 PM,
>   <[EMAIL PROTECTED]> wrote:
>
> On 3 Apr 2008 at 21:43, Shearon, Tim wrote:
>
> >  Canadians do not say "Eh" (unless they are
> > hard of hearing). Start with
> http://www.billcasselman.com/ Y'all come
> > back now. Stephen or others may have better
> suggestions. :)
>
> Yes he does. And one of them is to assert, with
> pride, that Canadians do
> indeed say "eh".   Certainly I do, every day, and
> I'm not hard of
> hearing.  And bill casselman agrees, if you'd
> check your own reference.
> He says, "Eh? is a true marker of Canadian
> speech".
>
> What we don't say is "aboot".
>
> Stephen
>
> -
> Stephen L. Black, Ph.D.
> Professor of Psychology, Emeritus
> Bishop's University  e-mail:
>  [EMAIL PROTECTED]
> 2600 College St.
> Sherbrooke QC  J1M 1Z7
> Canada
>
> Subscribe to discussion list (TIPS) for the
> teaching of
> psychology at
> http://flightline.highline.edu/sfrantz/tips/
> ---
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])
>
> ---
> To make changes to your subscription contact

Re: [tips] The Southern accent-back to teaching psych

[Terry Gottfried]

On Apr 4, 2008, at 9:01 AM, <[EMAIL PROTECTED]>  
<[EMAIL PROTECTED]> wrote:


I have a slide from the Myers text that shows that the ability to  
perceive language differences between languages is actually gone by  
11-12 months. This ability to percieve the fine nuances is strong  
until about only 6 months and then rapidly diminishes by 1 year of  
age.
I might put this differently--we continue to perceive fine nuances  
that are relevant to the language we're exposed to and which we  
learn, but become less able/facile in perceiving phonetic contrasts  
that are not relevant in our language.  Thus, children seem to be  
born capable of learning the phonetic contrasts in any language, but  
(within a year) persist in perceiving the contrasts used in the  
language to which they are exposed.  Janet Werker, Patricia Kuhl,  
Linda Polka, and others have done considerable work on this.


to respond to Beth's questions: There are indeed a number of factors,  
in addition to age of acquisition, that determine whether a person  
keeps an foreign accent when pronouncing the second language.  One  
factor is whether the person continues to speak the first language a  
lot.  James Flege has several articles on this.


I have also learned this from other text books and I believe there  
is a segment in the Discovering Psychology series about this --none  
of which means it is true! I am at home today (putatively grading  
papers as I am looking at a tall stack even as I distract myself  
with email; but it's teaching related!) so I can't pull books off  
my shelf and will leave it to others to give a more evidence-based  
response.


As a second academic avenue to the accent discussion, I assign Nell  
as an optional assignment for my students and ask them for an  
analysis of how different accents are connected to our perceptions  
of intelligence. Clearly the "southern" accent (HUGE APOLOGIES) is  
often perceived as "less intelligent". I'm not saying I think that,  
I'm just saying..lest anyone be offended.


For one thing, it is strongly promoted in films and other mass  
media and for another, many southerners self-efface with humor that  
supports this negative (and we all know, inaccurate) stereotype.  
Nevertheless, such is the case in the film Nell, in which the  
Southern accent is pronounced to illustrate the stereotype. In the  
film Nell, however, there is awareness by the movie makers, I  
believe, that they were taking advantage of this incorrect  
stereotype; but for most people watching the film, I wonder if that  
backfires?
Not sure about this--the doctors played by Liam Neeson and Natasha  
Richardson both have a variety of "southern accent" (at least they  
don't sound like they're from New York or the Midwest).  I suppose  
it's a matter of WHICH southern accent is used--some characters  
clearly use a more "backwoods" version of southern accent, so your  
point is still well taken with respect to attributions of educational  
or intelligence levels associated with particular accents.


Annette

Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[EMAIL PROTECTED]


 Original message 

Date: Fri, 4 Apr 2008 09:18:32 -0400
From: "Beth Benoit" <[EMAIL PROTECTED]>
Subject: Re: [tips] The Southern accent
To: "Teaching in the Psychological Sciences (TIPS)"  



  I have friends from Canada who say "aboot," "hoose"
  (for house).  BUT it's a little softer and more
  rounded-sounding than the harshness of that "oo"
  sound.  Trying to take a stab at type it more
  phonetically, it's more like a-buout.  Dagnabit,
  that's not good either.  Where's Henry Higgins when
  you need him?  Or more accurately, George Bernard
  Shaw, who was very big on a phonetic alphabet.

  In an attempt to pull this into teaching
  psychology:  I'm covering language development in
  children, and showed a wonderful clip from The Brain
  series, that shows that a baby under 11 months of
  age can distinguish between all language sounds, but
  after that, becomes a "citizen of one culture" and
  can only distinguish sounds that he/she would hear
  in English.  I always point out that if a child
  comes to a "new country" and learns a new language,
  they may not have an accent, even if their parents
  do not speak the new language in the home.  Yet
  after a certain age, they're more likely to have an
  accent when speaking the new language.  I have used
  Henry Kissinger and his younger brother as examples,
  though I'm not sure that many of them are familiar
  with his rich German accent anymore.

  So my question is, what IS the actual age period
  when this accent/no accent period takes place?  I
  seem to recall it was around pre-puberty, but
  perhaps there are too many other variables that can
  affect whether a child will ultimately have a
  lifelong accent?

  Beth Benoit
  Granite State College
  Plymouth State University
  

Re: [tips] Scantron tip

[taylor]

This is probably my lat tips post for the day given the stringent 
limit!

I always drawn a wiggly pen line through the bubbles. Takes only a 
moment--makes me check that the form was scored correctly, and if students 
change an answer it is immediately obvious.

Annette


Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[EMAIL PROTECTED]


 Original message 
>Date: Fri, 4 Apr 2008 10:02:23 -0400
>From: "Beth Benoit" <[EMAIL PROTECTED]>  
>Subject: [tips] Scantron tip  
>To: "Teaching in the Psychological Sciences (TIPS)" 
>
>   I often use Scantrons (those bubble sheets) for part
>   of tests (and use Scantrons and Blue Books as an
>   example of something that might engender a
>   classically conditioned reponse in people who are
>   especially anxious about test-taking).  Recently, I
>   saw the Dean of our department making copies of each
>   student's Scantrons, in order to have a copy in case
>   a student makes a change on it after it's returned
>   and claims that he/she had the correct answer.  I
>   thought it was a good idea, though hoped it wouldn't
>   be necessary.  (Our Scantron machine doesn't put a
>   mark beside an incorrect answer as some do.)
>
>   So that is why, when a student brought her Scantron
>   to me, claiming that it must have been incorrectly
>   graded, I was able to pull out the original, finding
>   that she had indeed changed an answer after it was
>   handed back to her.  I'm not looking forward to
>   confronting her about her academic dishonesty, but I
>   will do it.
>
>   I'd used Scantrons for years, and it never occurred
>   to me to make copies before I hand the originals
>   back to the students, so thought I'd pass the advice
>   on to others.  Of course, one way to insure that
>   students don't change their answers is to hand them
>   the copy of their answers, but frankly, perhaps
>   there's a little bit of tempter in me, and I want to
>   see who will actually cheat if they think they can
>   get away with it.
>
>   Beth Benoit
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])

---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

[tips] U.S. Federal Restriction on Searching for "Abortion" In Population Database (POPLINE)

[Mike Palij]

The messages below came through on another mailing list but may
be of interest to both teachers and researchers on TiPS.  I don't
know the details but the people involved in providing the info are
reputable. The story as to why this is occurring now should be very
interesting.  I've also tried to search POPLINE with the term
"abortion" just before sending this email and also got zero hits.

-Mike Palij
New York University
[EMAIL PROTECTED]



fyi ... several action steps you can take NOW to block the censorship of
abortion-related issues on POPLINE ... please also pass this notice along to
other relevant listserves and colleagues ...
***
Nancy Krieger, PhD
Professor, Dept of Society, Human Development, and Health
Harvard School of Public Health
677 Huntington Avenue, Kresge 717
Boston, MA 02115 (USA)
phone: 617-432-1571
fax: 617-432-3123
email: [EMAIL PROTECTED]
webhttp://www.hsph.harvard.edu/faculty/NancyKrieger.html

>>>
From: <[EMAIL PROTECTED]>
Date: 4/4/2008 12:08 PM
Subject: censorship at POPLINE - alert for researchers, educators, doctors,
librarians

Dear Colleagues and Friends,

I've just learned from a librarian at Barnard College, Jenna Freedman,
about a very serious censorship issue concerning a major database
(POPLINE) run by Johns Hopkins School of Public Health and funded partly
by USAID. The have blocked scholarly, professional, and public access to
information about abortion. Searching the POPLINE database for the term
'abortion' will now yield an astonishing ZERO results. Try it yourself:
http://db.jhuccp.org/ics-wpd/popweb/

In both my research and in teaching (especially my course on Women &
Health) I rely on POPLINE. Our librarian was told by Debra L. Dickson at
POPLINE: "We recently made all abortion terms stop words. As a federally
funded project, we decided this was best for now." FYI, a "stop word"
means that the search engine ignores that word (e.g., it's how 'and' is
treated).

According to the official blurb on POPLINE (POPulation information
onLINE), it is "the world's largest database on reproductive health,
containing citations with abstracts to scientific articles, reports,
books, and unpublished reports in the field of population, family
planning, and related health issues."

PLEASE TAKE 2 MINUTES, at least, and do one or more of these
3 WAYS TO TAKE QUICK ACTION:
1 - drop a quick comment on their webpage (link & language below)
2 - call/email the INFO Project P.I. and Project Director (info below)
3 -call the Hopkins/Bloomberg School of Public Health, Director of public
affairs, Tim Parsons, at 410-955-7619 or email him at [EMAIL PROTECTED]
Tell him that blocking abortion information through POPLINE constitutes
political censorship, and is a stain on Johns Hopkins.

* Submit a comment on the INFO Project webpage here:

http://db.jhuccp.org/ics-wpd/popweb/contact.html

Here's some suggested language which I invite you to crib:
I'm shocked and extremely disappointed at the new policy of treating
abortion as a 'stopword.' I rely on POPLINE as both a researcher and an
educator. Your decision effectively blocks access to professional and
scholarly information about abortion. This absolutely invalidates your
status as a reliable source of information. Until this is changed, I will
no longer accept a search of POPLINE as an acceptable research strategy
from my students, regardless of the topic. I look forward to your
response, and even more to your reversal of this policy.

* Call &/or email the INFO Project:
Professor Jane Bertrand, Principal Investigator
[EMAIL PROTECTED]
The INFO Project
(410) 659-6300

Earle Lawrence, Project Director
The INFO Project
(410) 659-6300

 Original Message 
Subject: POPLINE scandal
From: "Jenna Freedman" <[EMAIL PROTECTED]>
Date: Thu, April 3, 2008 7:43 pm
To: [EMAIL PROTECTED]
--

Hiya Beck,

Librarians are up in arms about POPLINE sabotaging access to information
on abortion http://radicalreference.info/jenna/popline/abortion , and I'm
hoping to expand the outrage to women's studies scholars and scientists.
Can you help?

The two sentence version:
If you search this government funded database on reproductive health for
information on abortion using "abortion" as the sole search term, you will
get zero results, based on a change made in the last three months. "We
recently made all abortion terms stop words. As a federally funded
project, we decided this was best for now." The quote being from Debra L.
Dickson at POPLINE

I hope you're well and having a restful and/or productive sabbatical!

Jenna

-- 
Jenna Freedman, MLIS
Coordinator of Reference Services
and Zine Librarian
Barnard College Library
212.854.4615
AIM, Google Talk & Yahoo: BarnardLibJenna

-- 
Rebecca M. Young
Assistant Professor of Women's Studies
Barnard College
212-854

RE: [tips] U.S. Federal Restriction on Searching for "Abortion" In Population Database (POPLINE)

[Rick Froman]

I don't know what this says but searching "pregnancy termination" produces 
1,366 hits. After finding an article from the list of "pregnancy termination" 
articles, I found the keyword "abortion" and clicked on it and got 24,943 hits. 
So if they are censoring it, they are doing an inept job of it.

Rick

Rick Froman
[EMAIL PROTECTED]


-Original Message-
From: Mike Palij [mailto:[EMAIL PROTECTED]
Sent: Friday, April 04, 2008 1:12 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Mike Palij
Subject: [tips] U.S. Federal Restriction on Searching for "Abortion" In 
Population Database (POPLINE)

The messages below came through on another mailing list but may
be of interest to both teachers and researchers on TiPS.  I don't
know the details but the people involved in providing the info are
reputable. The story as to why this is occurring now should be very
interesting.  I've also tried to search POPLINE with the term
"abortion" just before sending this email and also got zero hits.

-Mike Palij
New York University
[EMAIL PROTECTED]



fyi ... several action steps you can take NOW to block the censorship of
abortion-related issues on POPLINE ... please also pass this notice along to
other relevant listserves and colleagues ...
***
Nancy Krieger, PhD
Professor, Dept of Society, Human Development, and Health
Harvard School of Public Health
677 Huntington Avenue, Kresge 717
Boston, MA 02115 (USA)
phone: 617-432-1571
fax: 617-432-3123
email: [EMAIL PROTECTED]
webhttp://www.hsph.harvard.edu/faculty/NancyKrieger.html

>>>
From: <[EMAIL PROTECTED]>
Date: 4/4/2008 12:08 PM
Subject: censorship at POPLINE - alert for researchers, educators, doctors,
librarians

Dear Colleagues and Friends,

I've just learned from a librarian at Barnard College, Jenna Freedman,
about a very serious censorship issue concerning a major database
(POPLINE) run by Johns Hopkins School of Public Health and funded partly
by USAID. The have blocked scholarly, professional, and public access to
information about abortion. Searching the POPLINE database for the term
'abortion' will now yield an astonishing ZERO results. Try it yourself:
http://db.jhuccp.org/ics-wpd/popweb/

In both my research and in teaching (especially my course on Women &
Health) I rely on POPLINE. Our librarian was told by Debra L. Dickson at
POPLINE: "We recently made all abortion terms stop words. As a federally
funded project, we decided this was best for now." FYI, a "stop word"
means that the search engine ignores that word (e.g., it's how 'and' is
treated).

According to the official blurb on POPLINE (POPulation information
onLINE), it is "the world's largest database on reproductive health,
containing citations with abstracts to scientific articles, reports,
books, and unpublished reports in the field of population, family
planning, and related health issues."

PLEASE TAKE 2 MINUTES, at least, and do one or more of these
3 WAYS TO TAKE QUICK ACTION:
1 - drop a quick comment on their webpage (link & language below)
2 - call/email the INFO Project P.I. and Project Director (info below)
3 -call the Hopkins/Bloomberg School of Public Health, Director of public
affairs, Tim Parsons, at 410-955-7619 or email him at [EMAIL PROTECTED]
Tell him that blocking abortion information through POPLINE constitutes
political censorship, and is a stain on Johns Hopkins.

* Submit a comment on the INFO Project webpage here:

http://db.jhuccp.org/ics-wpd/popweb/contact.html

Here's some suggested language which I invite you to crib:
I'm shocked and extremely disappointed at the new policy of treating
abortion as a 'stopword.' I rely on POPLINE as both a researcher and an
educator. Your decision effectively blocks access to professional and
scholarly information about abortion. This absolutely invalidates your
status as a reliable source of information. Until this is changed, I will
no longer accept a search of POPLINE as an acceptable research strategy
from my students, regardless of the topic. I look forward to your
response, and even more to your reversal of this policy.

* Call &/or email the INFO Project:
Professor Jane Bertrand, Principal Investigator
[EMAIL PROTECTED]
The INFO Project
(410) 659-6300

Earle Lawrence, Project Director
The INFO Project
(410) 659-6300

 Original Message 
Subject: POPLINE scandal
From: "Jenna Freedman" <[EMAIL PROTECTED]>
Date: Thu, April 3, 2008 7:43 pm
To: [EMAIL PROTECTED]
--

Hiya Beck,

Librarians are up in arms about POPLINE sabotaging access to information
on abortion http://radicalreference.info/jenna/popline/abortion , and I'm
hoping to expand the outrage to women's studies scholars and scientists.
Can you help?

The two sentence version:
If you search this government funded database on reproductive health for
information

RE: [tips] U.S. Federal Restriction on Searching for "Abortion" In Population Database (POPLINE)

[G. Marc Turner]

Similar to Rick, I was able to find articles about abortion. When I 
searched for the "subject" of abortion, I actually got 79 results. 
Going into one and clicking the keyword abortion returned the 24,943 
hits. I then did an advanced search using the keyword abortion and 
got 71 hits. Abortion also shows up in their keyword guide along with 
suggestions for narrow and more general keyword terms.


- Marc

UPDATE: I just tried it again with just the subject "abortion" 
entered and got 135 records. So, perhaps they are backing off of it 
at this point. Or, they are selectively determining which articles 
will be returned...




At 12:34 PM 4/4/2008, you wrote:
I don't know what this says but searching "pregnancy termination" 
produces 1,366 hits. After finding an article from the list of 
"pregnancy termination" articles, I found the keyword "abortion" and 
clicked on it and got 24,943 hits. So if they are censoring it, they 
are doing an inept job of it.


Rick

Rick Froman
[EMAIL PROTECTED]



=
G. Marc Turner, PhD, MEd, Network+, MCP
Senior Lecturer & Technology Coordinator
Department of Psychology
Texas State University-San Marcos
San Marcos, TX  78666
phone: (512)245-2526
email: [EMAIL PROTECTED] 



---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

RE: [tips] U.S. Federal Restriction on Searching for "Abortion" In Population Database (POPLINE)

[DeVolder Carol L]

I think it is because it is a population database, not an information database. 
If you type in "abortion rates" you get plenty of hits.
Carol


Carol L. DeVolder, Ph.D. 
Professor of Psychology
Chair, Department of Psychology 
St. Ambrose University 
518 West Locust Street 
Davenport, Iowa 52803 

Phone: 563-333-6482 
e-mail: [EMAIL PROTECTED] 
web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm 

The contents of this message are confidential and may not be shared with anyone 
without permission of the sender.



-Original Message-
From: Rick Froman [mailto:[EMAIL PROTECTED]
Sent: Fri 4/4/2008 12:34 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] U.S. Federal Restriction on Searching for "Abortion" In 
Population Database (POPLINE)
 
I don't know what this says but searching "pregnancy termination" produces 
1,366 hits. After finding an article from the list of "pregnancy termination" 
articles, I found the keyword "abortion" and clicked on it and got 24,943 hits. 
So if they are censoring it, they are doing an inept job of it.

Rick

Rick Froman
[EMAIL PROTECTED]


-Original Message-
From: Mike Palij [mailto:[EMAIL PROTECTED]
Sent: Friday, April 04, 2008 1:12 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Mike Palij
Subject: [tips] U.S. Federal Restriction on Searching for "Abortion" In 
Population Database (POPLINE)

The messages below came through on another mailing list but may
be of interest to both teachers and researchers on TiPS.  I don't
know the details but the people involved in providing the info are
reputable. The story as to why this is occurring now should be very
interesting.  I've also tried to search POPLINE with the term
"abortion" just before sending this email and also got zero hits.

-Mike Palij
New York University
[EMAIL PROTECTED]



fyi ... several action steps you can take NOW to block the censorship of
abortion-related issues on POPLINE ... please also pass this notice along to
other relevant listserves and colleagues ...
***
Nancy Krieger, PhD
Professor, Dept of Society, Human Development, and Health
Harvard School of Public Health
677 Huntington Avenue, Kresge 717
Boston, MA 02115 (USA)
phone: 617-432-1571
fax: 617-432-3123
email: [EMAIL PROTECTED]
webhttp://www.hsph.harvard.edu/faculty/NancyKrieger.html

>>>
From: <[EMAIL PROTECTED]>
Date: 4/4/2008 12:08 PM
Subject: censorship at POPLINE - alert for researchers, educators, doctors,
librarians

Dear Colleagues and Friends,

I've just learned from a librarian at Barnard College, Jenna Freedman,
about a very serious censorship issue concerning a major database
(POPLINE) run by Johns Hopkins School of Public Health and funded partly
by USAID. The have blocked scholarly, professional, and public access to
information about abortion. Searching the POPLINE database for the term
'abortion' will now yield an astonishing ZERO results. Try it yourself:
http://db.jhuccp.org/ics-wpd/popweb/

In both my research and in teaching (especially my course on Women &
Health) I rely on POPLINE. Our librarian was told by Debra L. Dickson at
POPLINE: "We recently made all abortion terms stop words. As a federally
funded project, we decided this was best for now." FYI, a "stop word"
means that the search engine ignores that word (e.g., it's how 'and' is
treated).

According to the official blurb on POPLINE (POPulation information
onLINE), it is "the world's largest database on reproductive health,
containing citations with abstracts to scientific articles, reports,
books, and unpublished reports in the field of population, family
planning, and related health issues."

PLEASE TAKE 2 MINUTES, at least, and do one or more of these
3 WAYS TO TAKE QUICK ACTION:
1 - drop a quick comment on their webpage (link & language below)
2 - call/email the INFO Project P.I. and Project Director (info below)
3 -call the Hopkins/Bloomberg School of Public Health, Director of public
affairs, Tim Parsons, at 410-955-7619 or email him at [EMAIL PROTECTED]
Tell him that blocking abortion information through POPLINE constitutes
political censorship, and is a stain on Johns Hopkins.

* Submit a comment on the INFO Project webpage here:

http://db.jhuccp.org/ics-wpd/popweb/contact.html

Here's some suggested language which I invite you to crib:
I'm shocked and extremely disappointed at the new policy of treating
abortion as a 'stopword.' I rely on POPLINE as both a researcher and an
educator. Your decision effectively blocks access to professional and
scholarly information about abortion. This absolutely invalidates your
status as a reliable source of information. Until this is changed, I will
no longer accept a search of POPLINE as an acceptable research strategy
from my students, regardless of the topic. I look forward to your
response, and even more to your reversal of this policy.

* Call &/or email the INFO P

RE: [tips] The Southern accent

[Shearon, Tim]

Stephen- Sorry (or not!). :) I didn't mean to be THAT self-flagellating (that 
has to be some new kind of oxy-ironic record!). I guess we need a "tongue in 
cheek" emoticon cause lately when I try it doesn't come across! I've gotten so 
used to list-servs that include a little pop-up box that gives them for you 
that I've forgotten a lot of the ones I knew! 

Since some of us seem rightly determined to make this psychology related, does 
anyone know of phonetic spelling "norms" for those little utterances, like eh, 
uh, um, etc. that exist for various dialects? I always struggle with spelling 
those for email and Moodle postings for class (it is particularly difficult for 
us phonetic readers!). What with all the attempts I must make to differentiate 
the meanings of different sounds made following TIAs, strokes, etc. it would be 
helpful if someone knows where that can be found in a single source! I 
mentioned, as an example, that I tried to search for the end of sentence one 
for Canadian-speak. I tried googling (including "Scholar") "Eh", "eH", and "EH" 
but didn't find anything related to that "note", eh. :) Stephen- my point 
wasn't that I created any big offense (not ANOTHER aplogy!?!?) but that I did 
"react" a bit to Michael's post and didn't engage *all my frontal lobes* but 
stopped with the amygdala, as it were. :) I was making fun of myself or at 
least that was the intent. I did enjoy the "down where you are". That generated 
a genuine "huh?" as my sense is always being "up there" since I'm so far up 
from where I began. TGIF!!
Tim

___
Timothy O. Shearon, PhD
Professor and Chair Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: [EMAIL PROTECTED]

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

"You can't teach an old dogma new tricks." Dorothy Parker



-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
Sent: Fri 4/4/2008 5:31 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] The Southern accent
 
On 3 Apr 2008 at 23:01, Shearon, Tim wrote, referring to the great "eh?" 
debate:

 Sorry if I was both uneducated and unclear
> simultaneously. I should, by this time, be above letting Michael push
> my buttons as it were. But I found his comments to be offensive on
> numerous levels. Thus, speaking from anger once again leads to
> silliness! Tim _ 

Actually, I thought the whole point was just to have a silly debate (the 
kind I enjoy most on TIPS), and I'm dismayed to read that it's evolved 
into self-flagellation (is this even legal down where you are, Tim?) and 
anger. The same thing unfortunately appears to have happened with my 
innocently-posed "Who's Jew" item. And come to think of it, a few years 
back I recall receiving some rather pointed comments when I repeated a 
Foxworthy-type comment before I even knew who Foxworthy was. 

Wow!  Don't mess with Southerners, eh?

Stephen

-
Stephen L. Black, Ph.D.  
Professor of Psychology, Emeritus   
Bishop's University  e-mail:  [EMAIL PROTECTED]
2600 College St.
Sherbrooke QC  J1M 1Z7
Canada

Subscribe to discussion list (TIPS) for the teaching of
psychology at http://flightline.highline.edu/sfrantz/tips/
---

---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])<>

[tips] POPLINE Update

[Mike Palij]

On another list, the message below was being circulated.
It appears to have been put up on the Johns Hopkins website
this afternoon.

-Mike Palij
New York University
[EMAIL PROTECTED]



http://www.jhsph.edu/publichealthnews/press_releases/2008/popline.org 

April 4, 2008

Statement Regarding POPLINE Database

I was informed this morning that the word "abortion" was blocked as a
search term in the POPLINE family planning database administered by the
Bloomberg School*s Center for Communication Programs. POPLINE provides
evidence-based information on reproductive health and family planning
and is the world*s largest database on these issues.

USAID, which funds POPLINE, found two items in the database related to
abortion that did not fit POPLINE criteria. The agency then made an
inquiry to POPLINE administrators. Following this inquiry, the POPLINE
administrators at the Center for Communication Programs made the
decision to restrict abortion as a search term.

I could not disagree more strongly with this decision, and I have
directed that the POPLINE administrators restore "abortion" as a search
term immediately. I will also launch an inquiry to determine why this
change occurred.

The Johns Hopkins Bloomberg School of Public Health is dedicated to the
advancement and dissemination of knowledge and not its restriction.

Sincerely,

Michael J. Klag, MD, MPH
Dean, Johns Hopkins Bloomberg School of Public Health

For additional information, please contact Tim Parsons at 410-955-7619
or at [EMAIL PROTECTED]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

RE: [tips] The Southern accent

[Jim Matiya]

How do I access the TIPS archives?
Jim 
Jim Matiya 
Florida Gulf Coast University
[EMAIL PROTECTED]
2003 Moffett Memorial Teaching Excellence Award of the Society for the Teaching 
of Psychology (Division Two of the American Psychological 
Association)
Using David Myers' texts for AP Psychology? Go to  
http://bcs.worthpublishers.com/cppsych/
High School Psychology and Advanced Psychology Graphic Organizers, Pacing 
Guides, and Daily Lesson Plans archived at
 www.Teaching-Point.net
---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

RE: [tips] The Southern accent

[Shearon, Tim]

Jim- I thought I knew. Went to 
http://faculty.frostburg.edu/psyc/southerly/tips/ where I received a, "TIPS has 
moved message" which provided a link that went to a 404 error. Any one know the 
answer? 
Tim
___
Timothy O. Shearon, PhD
Professor and Chair Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: [EMAIL PROTECTED]

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

"You can't teach an old dogma new tricks." Dorothy Parker



-Original Message-
From: Jim Matiya [mailto:[EMAIL PROTECTED]
Sent: Fri 4/4/2008 3:43 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] The Southern accent
 

How do I access the TIPS archives?
Jim 
Jim Matiya 
Florida Gulf Coast University
[EMAIL PROTECTED]
2003 Moffett Memorial Teaching Excellence Award of the Society for the Teaching 
of Psychology (Division Two of the American Psychological 
Association)
Using David Myers' texts for AP Psychology? Go to  
http://bcs.worthpublishers.com/cppsych/
High School Psychology and Advanced Psychology Graphic Organizers, Pacing 
Guides, and Daily Lesson Plans archived at
 www.Teaching-Point.net
---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])<>

[tips] who was that therapist..

[Jim Matiya]

Maybe someone in Tipsterville will know???
 
I recall during the OJ Simpson trial there was a therapist who had interviewed 
Simpson. Later she misidentified her credentials and said she was a 
psychologist.
 
Who is that person and where can I find the details?
 
Jim
Jim Matiya 
Florida Gulf Coast University
[EMAIL PROTECTED]
2003 Moffett Memorial Teaching Excellence Award of the Society for the Teaching 
of Psychology (Division Two of the American Psychological 
Association)
Using David Myers' texts for AP Psychology? Go to  
http://bcs.worthpublishers.com/cppsych/
High School Psychology and Advanced Psychology Graphic Organizers, Pacing 
Guides, and Daily Lesson Plans archived at
 www.Teaching-Point.net
---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

[tips] TIPS Archive [was Southern Accent]

[Turner, G. Marc]

Prior to 9/30/2001:
http://www.mail-archive.com/[EMAIL PROTECTED]/maillist.html

From 9/30/2001 to 5/8/2007
??? probably same site bu under a different address

From 5/8/2007 to present
http://www.mail-archive.com/tips@acsun.frostburg.edu/maillist.html


There might be another archive out there somewhere else as well but 
these are the ones I came across with a quick search...


- Marc

At 04:50 PM 4/4/2008, you wrote:

Jim- I thought I knew. Went to 
http://faculty.frostburg.edu/psyc/southerly/tips/ 
where I received a, "TIPS has moved message" which provided a link 
that went to a 404 error. Any one know the answer?


Tim
___
Timothy O. Shearon, PhD
Professor and Chair Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: [EMAIL PROTECTED]

teaching: intro to neuropsychology; psychopharmacology; general; 
history and systems


"You can't teach an old dogma new tricks." Dorothy Parker


-Original Message-
From: Jim Matiya [mailto:[EMAIL PROTECTED]
Sent: Fri 4/4/2008 3:43 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] The Southern accent


How do I access the TIPS archives?
Jim
Jim Matiya
Florida Gulf Coast University
[EMAIL PROTECTED]
2003 Moffett Memorial Teaching Excellence Award of the Society for 
the Teaching of Psychology (Division Two of the American Psychological


Association)
Using David Myers' texts for AP Psychology? Go to
http://bcs.worthpublishers.com/cppsych/ 

High School Psychology and Advanced Psychology Graphic Organizers, 
Pacing Guides, and Daily Lesson Plans archived at

 www.Teaching-Point.net
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Bill Southerly ([EMAIL PROTECTED])



=
G. Marc Turner, PhD, MEd, Network+, MCP
Senior Lecturer & Technology Coordinator
Department of Psychology
Texas State University-San Marcos
San Marcos, TX  78666
phone: (512)245-2526
email: [EMAIL PROTECTED] 



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RE: [tips] TIPS Archive [was Southern Accent]

[FRANTZ, SUE]

http://www.mail-archive.com/tips@acsun.frostburg.edu

This archive goes back to 9/30/2001.


-Original Message-
From: Turner, G. Marc [mailto:[EMAIL PROTECTED] 
Sent: Friday, April 04, 2008 3:56 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] TIPS Archive [was Southern Accent]


Prior to 9/30/2001:
 http://www.mail-archive.com/[EMAIL PROTECTED]/maillist.html

 From 9/30/2001 to 5/8/2007
 ??? probably same site bu under a different address

 From 5/8/2007 to present
 
http://www.mail-archive.com/tips@acsun.frostburg.edu/maillist.html


There might be another archive out there somewhere else as well but 
these are the ones I came across with a quick search...

- Marc

At 04:50 PM 4/4/2008, you wrote:

>Jim- I thought I knew. Went to 
>http://faculty.frost
burg.edu/psyc/southerly/tips/ 
>where I received a, "TIPS has moved message" which provided a link 
>that went to a 404 error. Any one know the answer?
>
>Tim
>___
>Timothy O. Shearon, PhD
>Professor and Chair Department of Psychology
>The College of Idaho
>Caldwell, ID 83605
>email: [EMAIL PROTECTED]
>
>teaching: intro to neuropsychology; psychopharmacology; general; 
>history and systems
>
>"You can't teach an old dogma new tricks." Dorothy Parker
>
>
>-Original Message-
>From: Jim Matiya
[mailto:[EMAIL PROTECTED]
>Sent: Fri 4/4/2008 3:43 PM
>To: Teaching in the Psychological Sciences (TIPS)
>Subject: RE: [tips] The Southern accent
>
>
>How do I access the TIPS archives?
>Jim
>Jim Matiya
>Florida Gulf Coast University
>[EMAIL PROTECTED]
>2003 Moffett Memorial Teaching Excellence Award of the Society for 
>the Teaching of Psychology (Division Two of the American Psychological
>
>Association)
>Using David Myers' texts for AP Psychology? Go to
>http://bcs.worthpublishers.com
/cppsych/ 
>
>High School Psychology and Advanced Psychology Graphic Organizers, 
>Pacing Guides, and Daily Lesson Plans archived at
>  www.Teaching-Point.net
>---
>To make changes to your subscription contact:
>
>Bill Southerly ([EMAIL PROTECTED])


=
G. Marc Turner, PhD, MEd, Network+, MCP
Senior Lecturer & Technology Coordinator
Department of Psychology
Texas State University-San Marcos
San Marcos, TX  78666
phone: (512)245-2526
email: [EMAIL PROTECTED] 


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Bill Southerly ([EMAIL PROTECTED])

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[tips] Fw: International prof/democratic classroom

[Msylvester]

As the unchallenged cross-cultural dude on Tips one may want to consider 
=
this.the American classroom is very democratic: students are free to ask 
=

questions at any time and ask prof to go over a  misunderstood =
explanation at any time. Some international profs may have problems with 
=

this modus operandi.Some  American students
have told me that some of their international profs do not like to be =
interrupted or diverge from their thinking when explaining things.It is =
as if some international profs=20
have the attitude that students should not question the credubility of =
the profs.Some international profs tell students to wait till the class =
is over and come to the office=20
after the class.
To add insult to injury,I knew a British prof who would  see stufdents =
in his office ,but only after tea time.

Michael Sylvester,PhD
Daytona Beach,Florida





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[tips] Loftus/ Hillary Clinton

[Msylvester]

Hillary said that she misspoke about coming under gun fire and going in a 
docking mode when she visited Bosnia as First lady. Would this be considered a 
false memory,a reconstucted memory ,or a flashbulb memory,or none of these?

Michael Sylvester,PhD
Daytona Beach,Florida
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RE: [tips] TIPS Archive

[sblack]

On 4 Apr 2008 at 16:19, FRANTZ, SUE wrote:

> http://www.mail-archive.com/tips@acsun.frostburg.edu
> 
> This archive goes back to 9/30/2001.
> 

Actually, no. I can make it go back only to 2007/04/16. And I just 
queried Marc on what I think is his claim that the archive between 2001 
and 2007 is missing. He did tell us that 
http://www.mail-archive.com/[EMAIL PROTECTED]/maillist.html 
gets you back before 2001/9/30 

But I just checked the FAQs at Mail-Archive, and it all becomes clear 
(sort-of). Under the question " Do you handle high volume lists?" it 
says:

"We accept lists that get tens of messages per day. Only the most recent 
3000 messages are available via date or thread indexes. Everything should 
be accessable via the search engine."

That last statement appears to be more-or-less true as far as I can see. 
A query turns up a wide range of dates, although there may still be gaps. 


Stephen
-
Stephen L. Black, Ph.D.  
Professor of Psychology, Emeritus   
Bishop's University  e-mail:  [EMAIL PROTECTED]
2600 College St.
Sherbrooke QC  J1M 1Z7
Canada

Subscribe to discussion list (TIPS) for the teaching of
psychology at http://flightline.highline.edu/sfrantz/tips/
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