[tips] Determining major and minor
How do we determine major and minor psychological theories? I have noted a tendency to allocate major status to theories emanating in Europe most of them Jewish and minor to those emanating outside of Europe. Michael, supposing what you have noted is in fact the case, please tell us who is doing the allocating. Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Re: [tips] Op-Ed Contributor - No ‘Hero’s Welcome’ in Libya - NYTimes.com
Chris Green writes: It is always interesting to hear the other side of stories like the one that pervaded the Western media a couple of weeks ago that the man convicted of the Lockerbie bombing received a hero's welcome in Libya. As it turns out, there may not have been any such thing. http://www.nytimes.com/2009/08/30/opinion/30qaddafi.html No doubt the reception was exaggerated in the US and UK media, but there's something close to a straw man argument in Saif El-Gaddafi's article. He writes There was not in fact any official reception for the return of Mr. Megrahi, who had been convicted and imprisoned in Scotland for the 1988 Lockerbie bombing. My impression, including from Googling, is that the media did not say there was an official reception, but that Megrahi was given a hero's welcome. It certainly wasn't large, and not remotely comparable to one that would have been organised by the Libyan regime had they wanted to, but viewers can be forgiven for gaining the impression of a hero's welcome, as can be seen here: http://news.bbc.co.uk/1/hi/world/africa/8213352.stm Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Re: [tips] Op-Ed Contributor - No ‘Hero’s Welcome’ in Libya - NYTimes.com
���I have no idea how accurate this is, but here is a report in The Guardian, 21 August 2009: The spectacle of Abdelbaset al-Megrahi, the man convicted of the Lockerbie bombing, being greeted by crowds holding Scottish saltires at Tripoli airport triggered diplomatic aftershocks in three continents … Choreographed celebrations on the tarmac at Tripoli International airport to mark the return of the terminally ill Megrahi after eight years in a Scottish jail saw the blue and white of the Scottish national flag flown by members of the Libyan Youth Association. Kitted out in white T-shirts and caps, they were bussed in to welcome Megrahi, who stood at the top of the aircraft steps a nd raised a clenched fist in a victory salute for the TV cameras… Megrahi stepped on to Libyan soil alongside Saif al-Islam Gaddafi, the leader's son. Some supporters threw flower petals as he stepped from the plane, and he was driven away in a convoy of white SUVs, horns honking. Within minutes of Megrahi's plane landing, Libyan authorities rushed much of the welcoming party away and pared the crowd down to around 300. The nationalist songs being played were halted and international media who had been brought to the airport were taken away. A Libyan TV channel connected to Saif al-Islam Gaddafi had been granted exclusive rights to broadcast Megrahi's arrival live. But it did not do so. http://www.guardian.co.uk/world/2009/aug/21/lockerbie-bomber-celebrations-libya Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] How Does Your Town Smell?
The question in the subject line reminds of the Monty Python sketch about World War II research on the funniest joke in the world' which had a scene from Leni Riefenstah's film Triumph of the Will with the following made-up exchange: Hitler: My dog has no nose! Soldier: How does he smell? Hitler: Terrible! http://en.wikipedia.org/wiki/The_Funniest_Joke_in_the_World But I digress. I really want to point out an opinion piece in the NY Times that is titled Scents and the City which takes Manhattan island, divides it into neighborhoods and describes the smell experienced in them (an exercise that is particularly good to do during the hottest part of summer when NYC has much in common with overripe cheese). There is a map and neighborhood descriptions, starting at the top of the island, Fort George the Cloisters (which actually isn't the northernmost part of Manhattan, in fact, the northernmost part of Manhattan is probably in the Bronx ;-) down to Wall St and points in-between. See: http://www.nytimes.com/interactive/2009/08/29/opinion/20090829-smell-map-feature.html Sorry, the Times website does not support a scratch n' sniff feature. For those of you planning on teaching sensation perception this school year, perhaps one project would be to have blindfolded students recognize a location just on the basis of its scent. Can they do so beyond chance? If so, given that most people don't seem to be aware of the scent of a place, how might this affect their perception and reaction to physical location. Do males and females perform differently? -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re:[tips] How Many Billionaires Did Your College/University Produce?
Hi The relationship is markedly nonlinear. Including a nonlinear component (b^2) in multiple regression produces a multiple R of .702. Hence number of Billionaires predicts half of variability in rankings. Or using log(bs) alone produces r = -.66. However, there is a MAJOR problem with the dataset. Only the top #bs institutions are used, and many institutions with higher rankings are ignored (e.g., usnr for UT Austin is 47). Correct analysis would include Bs and USNR for all the missing institutions. For many of these institutions, Bs would be lower and USNR lower than institutions in dataset, presumably diminishing negative r to a great extent. Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca Mike Palij m...@nyu.edu 29-Aug-09 8:54:13 AM On Fri, 28 Aug 2009 20:55:59 -0600, Michael Smith wrote: I hope they are not implying it is an index of how good the school is. Perish the THOUGHT! I am sure that all RIGHT THINKING people would never assess the value of the education that they received simply on the basis of the amount of money such an educational opportunity allowed them to steal, er, to earn. However, since you've raised the issue of what is the relationship between school quality and the amount of money the filthiest rich issue of such accumulate, let's try to get you an answer: Below is the list of schools I provided previously, rank ordered on the basis of number of billionaires (B's) they produced and the the U.S. New World Reports Rank (USNR) reported for 2010; see: http://colleges.usnews.rankingsandreviews.com/best-colleges/national-universities-rankings (1) Harvard (54 B's} (USNR=1.00) (2) Stanford (25 B's) (USNR=4.00) (3) U Penn (18 B's) (USNR=4.00) (4.5) Columbia (16 B's) (USNR=8) (4.5) Yale (16 B's) (USNR=3) (6) MIT (11 B's) (USNR=4) (7.5) Northwestern (10 B's) (USNR=12) (7.5) U Chicago (10 B's) (USNR=8) (10.25) Cornell (9 B's) (USNR=15) (10.25) UC Berkeley (9 B's) (USNR=21) (10.25) U of Southern Cal (9 B's) (USNR=26) (10.25) UT, Austin (9 B's)(USNR=47) and NYU (5 B's) (USNR=32) Entering this data into SPSS, a Pearson r(N=13)= -0.458, p.06 under the directional hypothesis that there should be a negative correlation between the number of B's produced by an institution and the US News World Report ranking of the institution. Note: because of the small sample size and restriction of range (e.g., not all institutions that produced B's are used), the obtained Perason r is likely to be an underestimate of the true population rho. (I've tried to attach the SPSS dataset to this post but I don't know if it will go through) So, knowing how many B's an institution produced can be used to predict the U.S. New World Report ranking given to it which one can interpret as a measure of the quality of the institution (people who disagree with USN's numbers are encouraged to discuss it with them as well as the administrators at your own institution who might use these numbers for recruiting purposes). So, don't be surprised if you hear No B's? No Mas! (see the following for one interpretation of No Mas: http://en.wikipedia.org/wiki/Leonard-Duran_II ) Wouldn't it be awful to equate money with the quality of the school (or lack thereof for the B's that dropped out)? Indeed, it would be awful to equate the quality of a school or even the value of human life in terms of filthy lucre nonetheless is it done all of the time. This was most strikingly brought home in the aftermath of the September 11, 2001 terrorists attacks when the U.S. government tried to figure out how to compensate families who lost family members in the attacks. A simple-minded notion would be to given each family a fixed amount for each family member lost, thus valuing eack life equally. But it occurred to a number of people that such a scheme failed to recognized that we are not all equal, that the janitor who was killed would have earned less in his lifetime than a stock trader in the firm of Cantor Fitzgerald. The unrealized potential expressed in terms of the amount of money a person could earn then became the measure of the value of human life. I'll leave to the true Christians and the pragmatic capitalists to argue whether this is a reasonable way to guage the value of a human life. One might be tempted to think that the bottom line in education is the business/money aspect of education and all that happens is job training! You must be new to this whole academic teaching thing, right? Consider the following blog entry, grasshopper: http://www.insidehighered.com/blogs/confessions_of_a_community_college_dean/college_prep As for NYU's peculiar status as producing dropouts that go on to become billionaires (NYU as a knack for doing this in various areas; Woody Allen dropped out of NYU), rumor has it that NYU will take these lemons and make them into lemonade with a new advertising campaign: NYU! You education will be SO
[tips] RE: [tips] Re: [tips] Op-Ed Contributor - No ‘Hero’s Welcome’ in Libya - NYTimes.com
Dear Tipsters, And we also have this: http://news.bbc.co.uk/2/hi/middle_east/8215554.stm Sincerely, Stuart _ Sent via Web Access Floreat Labore Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore ___ --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Determining major and minor
Michael, supposing what you have noted is in fact the case, please tell us who is doing the allocating. Allen Esterson Allen: One does need a weatherman to note which way the wind is blowing. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Sham operations as placebos
Whatever happen to the use of the faked surgical procedures that was once called sham operations? Does the new Obama health care plan allocates funds for this placebo driven medical diagnosis? Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Placebos getting stronger?
Christopher DI could hardly differentiate between a glass of cream soda and one that supposedly contained Canadian whiskey. Michael --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Placebos getting stronger?
Sounds like you've been drinking too much -- habituated to ethanol. On Aug 30, 2009, at 11:19 AM, michael sylvester wrote: I could hardly differentiate between a glass of cream soda and one that supposedly contained Canadian whiskey. Paul Brandon Emeritus Professor of Psychology Minnesota State University, Mankato paul.bran...@mnsu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Determining major and minor
Dear Tipsters, While I heartily approve of MS quoting a Dylan line (You don't need a weather man to know which way the wind blows), it is disheartening to see that his pithy comment undercuts our academic debate. All AE did was to make a reasonable request for a citation for MS's claim, for how can we debate a claim unless we know that it has been made? So I politely repeat Alan's request: Michael: Who has made the claim about major and minor theories and approaches (besides yourself in the posting)? Sincerely, Stuart _ Sent via Web Access Floreat Labore Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore ___ --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Problem-Based Learning Has Been Around For Centuries (was PER and Medical Education)
If you reply to this long (9 kB) post please don't hit the reply button unless you prune the copy of this post that may appear in your reply down to a few relevant lines, otherwise the entire already archived post may be needlessly resent to subscribers. * ABSTRACT: Nathaniel Lasry (2009) wrote: MedEd has been onto student-centered approaches for quite a while. McMaster's medical school developed problem based learning (PBL) in the late 60s. But Don Woods of the McMaster University Chemical Engineering Department, has pointed out that PBL HAS BEEN AROUND FOR CENTURIES and that all research is PBL. This and a wealth of other information on PBL is hidden in the PhysLrnR archives http://listserv.boisestate.edu/archives/physlrnr.html, as revealed by the approximately 60 hits obtained by typing PBL (without the quotes) into the powerful but seldom used PhysLrnR search engine at http://listserv.boisestate.edu/cgi-bin/wa?S1=physlrnrX=-. * Nathaniel Lasry (2009) in his PhysLrnR post PER and Medical Education, wrote: . . . . . My main point is that MedEd has been onto student-centered approaches for quite a while. McMaster's medical school developed problem based learning (PBL) in the late 60s. But, as indicated in Problem-based learning (LONG!) [Hake (2000d)] and again in Problem Based Learning [Hake (2005)], Don Woods http://www.chemeng.mcmaster.ca/woods.html of the McMaster University Chemical Engineering Department, has pointed out that PBL HAS BEEN AROUND FOR CENTURIES and that all research is PBL. Woods (2005) wrote [bracketed by lines . . . ; my CAPS]: Why does there seem to be so much confusion about what is and what is not PBL? Problem-Based Learning, learning because you need to solve a problem, HAS BEEN AROUND FOR CENTURIES. Indeed, in the stone age, people learned skills and approaches to solve problems to survive. They just didn't say to each other Hey, you are using PBL. Similarly, I SUGGEST THAT ALL RESEARCH IS PBL, although we don't call it that, we call it research. In the 1960's McMaster Medical School introduced a learning environment that was a combination of small group, cooperative, self-directed, interdependent, self-assessed PBL. Since then this approach has been called PBL'. But PBL, as I suggested previously, can be in any form where a problem is posed to drive the learning. To overcome the confusion, I suggest we use the awkward terminology of small group, self-directed, self-assessed PBL when referring to learning environments similar to the McMaster Medical school approach. For yet more on PBL type PBL into the Search for slot of the powerful but seldom used PhysLrnR search engine at http://listserv.boisestate.edu/cgi-bin/wa?S1=physlrnrX=- to obtain 59 hits on 30 August 2009 09:15:00-0700, among them Hake (2000a,b,c,d; 2004a,b; 2005; 2009). To access the archives and search engine of PhysLnR one needs to subscribe, but that takes only a few minutes by clicking on http://listserv.boisestate.edu/archives/physlrnr.html and then clicking on Join or leave the list (or change settings). If you're busy, then subscribe using the NOMAIL option under Miscellaneous. Then, as a subscriber, you may access the archives and/or post messages at any time, while receiving NO MAIL from the list! Richard Hake, Emeritus Professor of Physics, Indiana University 24245 Hatteras Street, Woodland Hills, CA 91367 Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands. rrh...@earthlink.net http://www.physics.indiana.edu/~hake/ http://www.physics.indiana.edu/~sdi/ http://HakesEdStuff.blogspot.com/ Science should be visualized as progressing from problem to problem - to problems of ever increasing depth. Problems crop up especially when we are disappointed in our expectations, or when our theories involve us in difficulties, in contradictions; and these may arise either within a theory, or between two different theories, or as the result of a clash between our theories and our observations. Thus science starts from problems, and not from observations; though observations may give rise to a problem, especially if they are unexpected; that is to say, if they clash with our expectations or theories. Karl R. Popper (2002) in Conjectures and Refutations REFERENCES [TinyURL's courtesy of http://tinyurl.com/create.php] Hake, R.R. 2000a. Problem-based learning (LONG!), PhysLrnR post 20 Feb 2000 15:24:45-0800; online at http://tinyurl.com/nt5bcr. Hake, R.R. 2000b. History of PBL, PhysLrnR post 21 Feb 2000 20:23:20-0800; online at http://tinyurl.com/lfpuc4. Hake, R.R. 2000c. PBL in Engineering Education, PhysLrnR post of 22 Feb 2000 12:14:29 -0800; online at http://tinyurl.com/lptsr9. Hake, R.R. 2000d. Problem-based learning (LONG!), PhysLrnR post 14 Mar 2000 11:37:46-0800; online at
[tips] So You Want To Be A Billionaire?
If you do, were are some rules based upon an analysis of the information about 400 Richest People in the United States for 2009 (actually only data from the top 101 richest people was analyzed; even my OCD has it limits): http://www.forbes.com/lists/2008/54/400list08_The-400-Richest-Americans_Rank.html (1) Don't get a Ph.D. Only 4 people out of 101 have a Ph.D. and they are nowhere near the richest. 36 out of 101 have a B.A. but 15 only have a High School diploma (some apparently never attended college, others are college dropouts; NOTE: Richard Branson, CEO of Virgin Whatever, who is British and not included in this data apparently dropped out of high school). There are 7 people who have indeterminate levels of education. In some cases, it is possible that some of these did not have formal schooling (though they may have had tutoring; they may have inherited the money). (2) It doesn't really matter whether you complete you education. There were 12 people who dropped out of their educational studies but the mean net worth of these people is about $15 Billion (Bill Gates, as the richest man in the world, skews things) while the 83 people who did complete their studies had a mean net worth of $8.61 Billion. (3) High School graduates are richest people in the U.S. ?? Given that most college dropouts can only claim their high school diplomas as their highest certified level of educational achievement, people with only a High School diploma have a mean net worth of $13.64 Billion. Of the top 101 richest U.S. people, those with a Bachelor's degree actually have a lower net worth of $7.83 Billion. People with a Master's degree (usually an MBA) do somewhat better with a net worth of $10.65 Billion. Folks with a JD or an MD or a Ph.D. only have a net worth of about $6.75 Billion (yes, less than a person with a B.A.). This is so depressing that I'm not going to shave for the next few days. Anyway, I've attached an SPSS system data file (not an Excel file like I did earlier) of the data I pulled off of the Forbes website. I didn't include the U.S. News ranking of colleges because, quite frankly, it doesn't seem to be relevant (I'll leave it to some other enterprising soul to do so). I'm now going to have a beer and wait for the new episode of Mad Men to air. -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) !0 0 0 0 0 2009-08-30-Forbes Richest-Top N=101-001.sav Description: Binary data
RE: [tips] Phantosma: And I Can't Get It Out of My Head
Phantosmia and Parosmia are commonly thought to result from viral infection, head trauma, surgery, and possibly exposure to certain toxins or use of certain drugs. Sometimes the condition is considered psychiatric in origin. There is evidence that anosmia, followed by parosmia, may be caused by the insertion of zinc salts into the nasal cavity or by a viral infection of the olfactory mucosa. Solutions of such salts can be bought over the counter, as they have been marketed as a homeopathic medication. Leopold is well know -- see http://chemse.oxfordjournals.org/cgi/content/full/27/7/611 . One technique he has used is to remove the olfactory mucosa (on one side) -- http://archotol.ama-assn.org/cgi/content/short/128/6/642 . Sometimes it regenerates and normal olfaction is restored. In these cases, it would seem that the problem was peripheral rather than central. Others have used a variety of putative treatments based on the notion that the origin of the problem is central. I have corresponded with quite a few persons with phantosmia or parosmia. Some of them would willingly submit to surgery that would render them anosmic. Given that most of the false odors that are reported by these people are disgusting (the scents of death, vomit, feces, smoke, chemical odors, etc.), that is no surprise. A support group can be found at http://health.groups.yahoo.com/group/parosmia/ . Cheers, Karl W. -Original Message- From: Mike Palij [mailto:m...@nyu.edu] Sent: Friday, August 14, 2009 8:56 AM To: Teaching in the Psychological Sciences (TIPS) Cc: Mike Palij Subject: [tips] Phantosma: And I Can't Get It Out of My Head There is an article in the NY Times this week by a person with phantosma, a condition in which one has olfactory hallucinations. In this particular case, a real olfactory experience gives rise to the persistent re-experience of the odor. This raises the question of whether this is actually an olfactory hallucination or an intrusive memory comparable to the types of memories that people with PTSD report about their traumatic experience. The article doesn't make this connection but it does suggest how certain cognitive techniques might be useful in dealing with the condition (e.g., focusing attention on something else instead of the re-experienced odors). For more, see: http://www.nytimes.com/2009/08/11/health/11cases.html?_r=1ref=science Didn't Proust in his In Search of Lost Time series (NOTE: the French title A la Recherche du Temps Perdu was previously translated as Remembrance of Things Past) give odor memories a particular role in his narrative? I have a newly obtained set of Lost Time but have not had the time to read it yet. Any Proust scholars out there? Or are they all watching Little Miss Sunshine? ;-) -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] So You Want To Be A Billionaire?
Hi These lists, especially by themselves, do NOT allow the kinds of inferences Mike appears to make. The list looks at (a) a tiny fraction of the relevant population (100 people or even 400) and (b) ONLY those with enough wealth to be billionaires. To illustrate the problem, consider the 4 PhDs on Mike's list (i.e., 4% of 100 billionaires). Recent statistics, such as http://www.census.gov/population/socdemo/education/cps2007/Table1-01.csv indicate that just over 1% of the American adult population has a PhD. And presumably this figure would have been even lower in the past. Hence, PhDs are actually over-represented on the list of billionaires relative to their numbers in the general population. One would need similar and more precise figures to properly evaluate the role of education. More precise in the sense of adjusting for age because it might be less clear than in the case of PhDs what the historical figures would be. But even crude data show the dangers of making inferences about HS dropouts from the 15 on Mike's list of billionaires. To illustrate, the following table (if link works!) http://factfinder.census.gov/servlet/STTable?_bm=y-geo_id=01000US-qr_name=ACS_2007_3YR_G00_S1501-ds_name=ACS_2007_3YR_G00_-_lang=en-_caller=geoselect-state=st-format= shows that in 2007 16% of population 25 and older did not complete HS. But this figure increases markedly at highest age levels; a full 27% of those 65 and older did not graduate from HS. But on Mike's list, only 16% of billionaires 65 and over did not graduate from HS, far below the proportion in the general population their age. Alternatively (unless one is only interested in billionaires rather than more realistic earnings), the census provides more relevant data, or any number of other databases. Here are a few links: http://nces.ed.gov/surveys/international/Intlindicators/index.asp?SectionNumber=5SubSectionNumber=1IndicatorNumber=106 http://en.wikipedia.org/wiki/Household_income_in_the_United_States#Education_and_Gender Clearly earnings increase with education, albeit with a few perturbations largely due to professional degrees. Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca Mike Palij m...@nyu.edu 30-Aug-09 5:20:55 PM If you do, were are some rules based upon an analysis of the information about 400 Richest People in the United States for 2009 (actually only data from the top 101 richest people was analyzed; even my OCD has it limits): http://www.forbes.com/lists/2008/54/400list08_The-400-Richest-Americans_Rank.html (1) Don't get a Ph.D. Only 4 people out of 101 have a Ph.D. and they are nowhere near the richest. 36 out of 101 have a B.A. but 15 only have a High School diploma (some apparently never attended college, others are college dropouts; NOTE: Richard Branson, CEO of Virgin Whatever, who is British and not included in this data apparently dropped out of high school). There are 7 people who have indeterminate levels of education. In some cases, it is possible that some of these did not have formal schooling (though they may have had tutoring; they may have inherited the money). (2) It doesn't really matter whether you complete you education. There were 12 people who dropped out of their educational studies but the mean net worth of these people is about $15 Billion (Bill Gates, as the richest man in the world, skews things) while the 83 people who did complete their studies had a mean net worth of $8.61 Billion. (3) High School graduates are richest people in the U.S. ?? Given that most college dropouts can only claim their high school diplomas as their highest certified level of educational achievement, people with only a High School diploma have a mean net worth of $13.64 Billion. Of the top 101 richest U.S. people, those with a Bachelor's degree actually have a lower net worth of $7.83 Billion. People with a Master's degree (usually an MBA) do somewhat better with a net worth of $10.65 Billion. Folks with a JD or an MD or a Ph.D. only have a net worth of about $6.75 Billion (yes, less than a person with a B.A.). This is so depressing that I'm not going to shave for the next few days. Anyway, I've attached an SPSS system data file (not an Excel file like I did earlier) of the data I pulled off of the Forbes website. I didn't include the U.S. News ranking of colleges because, quite frankly, it doesn't seem to be relevant (I'll leave it to some other enterprising soul to do so). I'm now going to have a beer and wait for the new episode of Mad Men to air. -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
