Re: [tips] susan boyle
San Jose Mercury News, 4/17/09, pg 4A: "BLACKBURN, Scotland - Susan Boyle lives alone in a row house with her cat Pebbles...She cared for her widowed mother for years,never married and sang in church and karaoke nights a the pub...the frumpy, 47-year- old who says she's never been kissed has gained celebrity fans and millions of admirers..." Raymond Rogoway rogo...@infionline.net --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Health statistics again
This is totally a personal viewpoint: As a prostate cancer survivor, the idea of "watchful waiting", regardless of age is a very uncomfortable idea. When I was first dx w/ PC, the thought of something that could harm me, growing inside of me was almost overwhelming. There was no hesitation in my wanting to rid my body of the cancer, especially after I read about the course of this disorder. In addition, I had also worked as a therapist for Hospice of the Valley in San Jose and had worked with terminally ill PC patients. I had seen the psychological effects of "watchful waiting." I was willing to undergo what ever side effects were caused by my treatment of choice. The side effects are annoying, stressful at times but certainly not fatal. The choice for treatment or non-treatment is a very individual choice but economics and statistics do not address the psychological issues and should not be part of the criteria. Raymond Rogoway rogo...@infionline.net On Mar 20, 2009, at 12:44 PM, Allen Esterson wrote: Apparently conflicting reports of a recent study on screening for prostate cancer: New York Times: Prostate Test Found to Save Few Lives http://www.nytimes.com/2009/03/19/health/19cancer.html The Guardian: Prostate cancer screening could cut deaths by 20% http://tinyurl.com/ddrfrr A perceptive discussion of this issue, highlighting the exaggerated significance of the 20% reduction figure in terms similar to Chris Green in a recent posting on another health topic, can be found here: http://tinyurl.com/d6dodl 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) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] The Secret
See also: http://www.ruthlessreviews.com/reviews.cfm/id/1283/page/the_secret.html for a different perspective. Raymond Rogoway rogo...@infionline.net On Mar 10, 2009, at 4:33 PM, Patrick Dolan wrote: I know The Secret has been discussed on TIPS before. A very moving review of it appears on Amazon.com: http://www.amazon.com/review/R2X2TB3S4O5I60/ref=cm_cr_pr_viewpnt Patrick :) -- Patrick O. Dolan, Ph.D. Associate Professor and Chair of Psychology Drew University Madison, NJ 07940 973-408-3558 pdo...@drew.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] some shorter videos for classroom use
LOL Ray rogo...@infionline.net On Feb 6, 2009, at 3:23 PM, Beth Benoit wrote: > > > Ray, > My bad...I didn't know what imovie was. Thought it was a site. > Forgive my techno-ignorance. > > Guess I'm nearsighted about far sites. Wait...is this a sight gag? > Guess I need to go sightseeing. (No, it should be siteseeing.) > > Beth Benoit > > On Fri, Feb 6, 2009 at 6:18 PM, Raymond Rogoway > wrote: > > > > Help. I'm being held by a misconception. I never mentioned any site. > I did not imply any site. Someone is near-sited (boo hiss). I just > said I used iMovie...iMovie the program not iMovie the site. I did > not cite any site because I am far-sited as I sit at my site. Feel > free to cite this email. Such is my citeuation. > > > Raymond Rogoway > rogo...@infionline.net > > > > On Feb 6, 2009, at 2:01 PM, Beth Benoit wrote: > >> >> >> Okay, guys. Ray didn't actually give a site, but I assumed it was >> "imovie.com" since Ray said he used "imovie" - call me crazy. >> Maybe I'm just too behind the times? >> Beth Benoit >> >> On Fri, Feb 6, 2009 at 4:11 PM, Michael Smith >> wrote: >> >> >> Yes, I thought not. >> >> But what was intriguing was Beths comment: >> >> "Wow, that site was overwhelming. Any hints? It seemed that >> everything I clicked on opened up a list of OTHER sites and >> software. (I certainly don't expect you to give a step-by-step >> account, but is there possibly a shortcut that you use that works >> best for what we're hoping to use it for?)" >> >> It sounded like an awsome site :) >> >> --Mike >> >> --- On Wed, 2/4/09, Raymond Rogoway wrote: >> From: Raymond Rogoway >> >> Subject: Re: [tips] some shorter videos for classroom use >> To: "Teaching in the Psychological Sciences (TIPS)" >> > > >> Date: Wednesday, February 4, 2009, 1:40 PM >> >> >> >> There was no site mentioned. I purchased a commercial video tape of >> the movie, ran it in my VCR. I used a video analog to digital >> converter to connect the VCR to my Macintosh. I then used iMovie to >> select and edit the appropriate segments. I have done this with >> segments from Awakening and Sybil. >> >> >> Raymond Rogoway >> rogo...@infionline.net >> >> >> >> On Feb 4, 2009, at 12:56 PM, Beth Benoit wrote: >> >>> >>> >>> Ray Rogoway mentioned a site he uses: >>> One of the ways that I managed to show longer videos/movies was to >>> use iMovie to clip just the relevant parts and put them on a DVD. >>> For example I captured just the counseling sessions from "Ordinary >>> People" and was able to get them all in in a 45 minute DVD. >>> >>> - Hide quoted text - >>> On Wed, Feb 4, 2009 at 3:14 PM, Michael Smith >>> wrote: >>> >>> >>> Beth, >>> >>> What site was that? I seem to be missing some postings for some >>> reason >>> >>> --Mike >>> >>> >>> --- >>> To make changes to your subscription contact: >>> >>> Bill Southerly (bsouthe...@frostburg.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) >> >> >> >> >> -- >> "We will not learn how to live in peace by killing each other's >> children." - Jimmy Carter >> "Are our children more precious than theirs?" >> --- >> To make changes to your subscription contact: >> >> Bill Southerly (bsouthe...@frostburg.edu) > > > --- > To make changes to your subscription contact: > > Bill Southerly (bsouthe...@frostburg.edu) > > > > -- > "We will not learn how to live in peace by killing each other's > children." - Jimmy Carter > "Are our children more precious than theirs?" > --- > 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] some shorter videos for classroom use
Help. I'm being held by a misconception. I never mentioned any site. I did not imply any site. Someone is near-sited (boo hiss). I just said I used iMovie...iMovie the program not iMovie the site. I did not cite any site because I am far-sited as I sit at my site. Feel free to cite this email. Such is my citeuation. Raymond Rogoway rogo...@infionline.net On Feb 6, 2009, at 2:01 PM, Beth Benoit wrote: > > > Okay, guys. Ray didn't actually give a site, but I assumed it was > "imovie.com" since Ray said he used "imovie" - call me crazy. Maybe > I'm just too behind the times? > Beth Benoit > > On Fri, Feb 6, 2009 at 4:11 PM, Michael Smith > wrote: > > > Yes, I thought not. > > But what was intriguing was Beths comment: > > "Wow, that site was overwhelming. Any hints? It seemed that > everything I clicked on opened up a list of OTHER sites and > software. (I certainly don't expect you to give a step-by-step > account, but is there possibly a shortcut that you use that works > best for what we're hoping to use it for?)" > > It sounded like an awsome site :) > > --Mike > > --- On Wed, 2/4/09, Raymond Rogoway wrote: > From: Raymond Rogoway > > Subject: Re: [tips] some shorter videos for classroom use > To: "Teaching in the Psychological Sciences (TIPS)" > > Date: Wednesday, February 4, 2009, 1:40 PM > > > > There was no site mentioned. I purchased a commercial video tape of > the movie, ran it in my VCR. I used a video analog to digital > converter to connect the VCR to my Macintosh. I then used iMovie to > select and edit the appropriate segments. I have done this with > segments from Awakening and Sybil. > > > Raymond Rogoway > rogo...@infionline.net > > > > On Feb 4, 2009, at 12:56 PM, Beth Benoit wrote: > >> >> >> Ray Rogoway mentioned a site he uses: >> One of the ways that I managed to show longer videos/movies was to >> use iMovie to clip just the relevant parts and put them on a DVD. >> For example I captured just the counseling sessions from "Ordinary >> People" and was able to get them all in in a 45 minute DVD. >> >> - Hide quoted text - >> On Wed, Feb 4, 2009 at 3:14 PM, Michael Smith >> wrote: >> >> >> Beth, >> >> What site was that? I seem to be missing some postings for some >> reason >> >> --Mike >> >> >> --- >> To make changes to your subscription contact: >> >> Bill Southerly (bsouthe...@frostburg.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) > > > > -- > "We will not learn how to live in peace by killing each other's > children." - Jimmy Carter > "Are our children more precious than theirs?" > --- > 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] some shorter videos for classroom use
There was no site mentioned. I purchased a commercial video tape of the movie, ran it in my VCR. I used a video analog to digital converter to connect the VCR to my Macintosh. I then used iMovie to select and edit the appropriate segments. I have done this with segments from Awakening and Sybil. Raymond Rogoway rogo...@infionline.net On Feb 4, 2009, at 12:56 PM, Beth Benoit wrote: > > > Ray Rogoway mentioned a site he uses: > One of the ways that I managed to show longer videos/movies was to > use iMovie to clip just the relevant parts and put them on a DVD. > For example I captured just the counseling sessions from "Ordinary > People" and was able to get them all in in a 45 minute DVD. > > - Hide quoted text - > On Wed, Feb 4, 2009 at 3:14 PM, Michael Smith > wrote: > > > Beth, > > What site was that? I seem to be missing some postings for some reason > > --Mike > > > --- > 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] some shorter videos for classroom use
One of the ways that I managed to show longer videos/movies was to use iMovie to clip just the relevant parts and put them on a DVD. For example I captured just the counseling sessions from "Ordinary People" and was able to get them all in in a 45 minute DVD. Raymond Rogoway rogo...@infionline.net On Feb 1, 2009, at 9:11 AM, Beth Benoit wrote: > > > My students are wonderful, and find some great things for me. Here > are two that others might find useful: > > 1. A short video telling about David Reimer's suicide. He's the > "As Nature Made Him" young man born with an identical twin brother, > but raised as a girl after a tragic surgical accident during his > circumcision. I've shown longer videos I have in class, but they're > time-consuming, and often take up more time than I want to devote to > his particular story. This link (with, TRAGICALLY, an unfortunate > misspelling - aarrgghhh) sums up the story in about 6 minutes: > http://www.dailymotion.com/video/x2tzxl_man-raised-as-girl-dies-tragicly_politics > > 2. This one is a shortened video that sums up much of the "Is It a > Boy or a Girl?" video about intersex children. It has two of the > people on the original people shown on that video, including Howard > DeVore, the therapist who works with intersexed people. It's 13 > minutes long. > > http://vids.myspace.com/index.cfm?fuseaction=vids.individual&videoid=5165113 > > > Beth Benoit > Granite State College > Plymouth State University > New Hampshire > > -- > "We will not learn how to live in peace by killing each other's > children." - Jimmy Carter > "Are our children more precious than theirs?" > --- > 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] Weighty problem
What does it cost (non-monetarily) either the professor or the college to pass this student? Think of it as a mitzvah. Think of it as an act of kindness. Think of it as good karma. In term of the student, it would be determinative in his life's journey. In terms of the professor and the college it would be inconsequental. Too often we get trapped in policy, rules, shoulds, oughts, etc. and forget that we are dealing with another human being. Raymond Rogoway rogo...@infionline.net On Jan 10, 2009, at 9:08 AM, DeVolder Carol L wrote: > Dear Colleagues, > > I need to weigh this one carefully and would appreciate input; I'll > try to be brief. There is a student who has been struggling through > classes for several years. This student has managed to earn As and > Bs, mostly through luck, a bit through hard work, and somewhat > because some faculty members have given “sympathy grades.” In other > words, this student is marginal at best. The student comes from an > environment where the mother was a hard drug user—crack, coke, you > name it—and the mother is paying a heavy price (currently dying of > hepatitis and cirrhosis). The student wants to graduate, and > actually to be the first in the family to attend college and > subsequently graduate before the mother dies. There have been other > issues that have cropped up from time to time (i.e. an incomplete in > three courses because the student was unable to attend classes due > to a broken leg from an assault). Eventually the student finished > the courses, but it took a great deal of time (and energy from the > faculty). Here’s thecurrent problem: This student recently received > a D in a course that is required for the major, and must have Cs or > better in all major coursework. The professor who assigned the D is > a fair and compassionate individual, and he has worked with this > student a great deal over the course of the semester (which the > student acknowledges). Now that the student has been informed that, > in order to graduate as expected, all grades in the major must be of > a certain level, the student wants another exception made and is > willing to write papers or do any type of extra credit to have the > grade raised to a C. There have been many exceptions made for this > student in the past. On the other hand, retaking the course is > problematic because of limited financial resources (financial aid > won’t cover it and the student has little income). How much should > be done to facilitate this student’s graduation? At what point does > the integrity of the degree take precedence over the efforts of a > student whom life has dealt a raw deal? At this point, I’m not the > one who will make the decision, but I have been asked for my > advice. I plan on thinking about this at length, but I really want > to hear what others have to say. Although this isn’t a typical > scenario, there have been relatively similar cases in the past. > Morally and ethically, what would you advise? > > 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: devoldercar...@sau.edu > 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. > > > > --- > 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] Shame on Chris and David
1. Do we know for a fact that Michael is the old African-American on TIPS? How do we know? 2. Unless it is relevant, none of us on this list identify each other in an email by their race, religion, sexual orientation, gender, etc. Therefore you must have found some relevance when you used the phase, "Jewish Tipsters." Please explain why you chose to identify "some of the Tipsters" as Jewish. 3. You ARE correct in stating, "it is not indicative of a conspiracy..." It is indicative of your ethnocentric biases that you have so often demonstrated on this list. 4. You are intellectually dishonest if you do not admit that your choice of the phrase "Jewish Tipsters" was purposeful and aimed at getting back at those who you, thought were out to get you. So, why DID you use that phrase? Raymond Rogoway rogo...@infionline.net On Jan 4, 2009, at 2:06 PM, Allen Esterson wrote: > Michael Sylvester wrote: >> My post did not indicate a Jewish conspiracy.Just because I mention >> that "some" Jewish tipsters at the very beginning of my Tips >> membership were instrumental in investigatimg my credentials >> is not indicative of a conspiracy. [...] > > Michael, given your above comment, what I don't understand is why you > stated they were Jewish. Your reminder about unjustified querying of > your > credentials would have stood had you simply written "some > tipsters" (see > below). > > Allen Esterson > Former lecturer, Science Department > Southwark College, London > http://www.esterson.org > > --- > Re: [tips] longevity thoughts > Msylvester > Sat, 03 Jan 2009 10:53:42 -0800 > I was with Tips at its very inception.I remembered Paul Smith and > Sandra > McIntyre.As a matter of fact,I am the only black on Tips.Some of the > Jewish tipsters engaged in a vicious campaign to question my > credibility > by writing to Mizzou to fimg out if I was a genuine graduate.I was a > lecturer at Embry-Riddle but I continued to use ERAU as my > e-mail address.A tipster wrote to ERAU and they took me off their > server. > Hence my longevity thoughts.But I continue to exists.If attempts to > get me > off the > list were money,I would be a millionaire. > > Michael Sylvester,PhD > Daytona Beach,Florida > > > --- > 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] a little guidance needed....
Just grade it by hand. Retribution will not change his behavior but a RANDOM ACT OF KINDNESS might. Raymond Rogoway [EMAIL PROTECTED] On Nov 20, 2008, at 11:40 AM, Jim Matiya wrote: > > I need some guidance from the more experienced than I... > > Teaching is wonderful, you can learn new things everyday In all > the years I have been teaching, which is like before dirt, I have > never had this occur before. > > Yesterday, I had a boy (sorry, I am not being sexist), who filled > out his scan-tron answer form with a pen. Guess what his score is? > Yep, a zero. > > Sometimes he is not very nice, he has a rather "snotty" attitude > when he comes to class. He likes to make comments under his breathe. > > So, oh mighty wise ones, what should I do? Do I hear a little > snickering out there? > > > > > Jim Matiya > Florida Gulf Coast University > [EMAIL PROTECTED] > Contributor, for Karen Huffman's Psychology in Action, Video Guest > Lecturettes > John Wiley and Sons. > > 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 > > > > > > Date: Wed, 19 Nov 2008 10:12:20 -0600 > > From: [EMAIL PROTECTED] > > To: tips@acsun.frostburg.edu > > Subject: Re: [tips] Candy on the table study? > > > > Mischel et al's marshmallow test? Science (1989) 244:933-937. > > > > Linda Walsh > > University of Northern Iowa > > [EMAIL PROTECTED] > > > > Michael Britt wrote: > > > Does anyone remember the name of that study in which researchers > put some > > > kind of food (candy?) on a table next to a child and then told > the child > > > not to touch it while the researcher left the room? > > > > > > It's escaping me now. > > > > > > Thanks, > > > > > > Michael > > > > > > > > > > > > > --- > > To make changes to your subscription contact: > > > > Bill Southerly ([EMAIL PROTECTED]) > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Cross-cultural/Argentina GLT
I thought he was leaving. Raymond Rogoway [EMAIL PROTECTED] On Nov 3, 2008, at 5:37 PM, beth benoit wrote: > > Okay, I was going to do my usual “Don’t encourage Michael’s inane > posts and just ignore them” strategy, but Bob Wildblood started it, > so here I go: > > Michael, > You’re killing us here. This is foolish blog/National Enquirer/ > urban legend/ridiculous stuff. Please stop posting things like this > that have nothing to do with the teaching of psychology. It’s > insulting and irrelevant to the list. > > To any new subscribers: Please know that we DO post topics that are > relevant to the teaching of psychology. And we try to keep a lid on > Michael (without much success). But don’t leave us, because we do > try to help enlighten the teaching of psychology and we’d like to > have input from new members. > > Beth Benoit > Granite State College > New Hampshire > > > > From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] > Sent: Monday, November 03, 2008 2:44 PM > To: Teaching in the Psychological Sciences (TIPS) > Subject: [tips] Cross-cultural/Argentina GLT > > > An immigrant from Argentina told me that in order to get a good > acting job in Argentina,the aspiring actor must passed the Gay > Litmus Test. The aspiring actor must be able to sleep and do > another senior actor- a kind of a quid pro quo. Are there other > cultures that follow the same protocol? How about Italy and Greece? > > Michael Sylvester,PhD > Daytona Beach,Florida > _ > > I don't know Michael, how about Italy and Greece? (Forfieting my > possiblity of ever being Tipster of the Week, let alone the Year, > and wasting one of my postings for the day for a very trivial post). > > Bob > > Bob Wildblood, PhD, HSPP > Lecturer in Psychology > Indiana University Kokomo > Kokomo, IN 46904-9003 > [EMAIL PROTECTED], [EMAIL PROTECTED] > > > --- > > To make changes to your subscription contact: > > > > Bill Southerly ([EMAIL PROTECTED]) > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Art in Thanatology
What Has Become of Grief Counseling? An Evaluation of the Empirical Foundations of the New Pessimism Dale G. Larson Santa Clara University William T. Hoyt University of Wisconsin—Madison A pessimistic view of grief counseling has emerged over the last 7 years, exemplified by R. A. Neimeyer’s (2000) oft-cited claim that “such interventions are typically ineffective, and perhaps even deleterious, at least for persons experiencing a normal bereavement” (p. 541). This negative characterization has little or no empirical grounding, however. The claim rests on 2 pieces of evidence. The 1st is an unorthodox analysis of deterioration effects in 10 outcome studies in B. V. Fortner’s (1999) dissertation, usually attributed to Neimeyer (2000). Neither the analysis nor Fortner’s findings have ever been published or subjected to peer review, until now. This review shows that there is no statistical or empirical basis for claims about deterioration effects in grief counseling. The 2nd piece of evidence involves what the authors believe to be ill-informed summaries of conventional meta-analytic findings. This misrepresentation of empirical findings has damaged the reputation of grief counseling in the field and in the popular media and offers lessons for both researchers and research consumers interested in the relationship between science and practice in psychology. Keywords: grief therapy, grief counseling, treatment deterioration, scientist–practitioner model, bereavement Supplemental material: http://dx.doi.org/10.1037/0735-7028.38.4.347.supp Raymond Rogoway [EMAIL PROTECTED] On Jul 25, 2008, at 8:22 AM, <[EMAIL PROTECTED]> wrote: > > - Original Message - From: "Raymond Rogoway" <[EMAIL PROTECTED] > > > To: "Teaching in the Psychological Sciences (TIPS)" > > Sent: Friday, July 25, 2008 11:12 AM > Subject: Re: [tips] Art in Thanatology > > >> It may or may not. One of my internships was with Hospice of the >> Valley in San Jose. There are many who, without bereavement >> counseling, will never heal. My father was a twin. When he die, >> his twin died six week later. What exactly do you mean by >> "exaggerated?" >> >> >> Raymond Rogoway >> [EMAIL PROTECTED] >> > The grief counseling paradigm is an ex-post facto design.Those > counselors do not have a choice as to who they choose to counsel. > > Michael Sylvester,PhD > Daytona Beach,Florida > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Art in Thanatology
It may or may not. One of my internships was with Hospice of the Valley in San Jose. There are many who, without bereavement counseling, will never heal. My father was a twin. When he die, his twin died six week later. What exactly do you mean by "exaggerated?" Raymond Rogoway [EMAIL PROTECTED] On Jul 25, 2008, at 7:42 AM, <[EMAIL PROTECTED]> <[EMAIL PROTECTED] > wrote: I understand that grief counseling may be exaggerated.Apparently the passage of time will eventually heal. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed
Oh and one additional comment...been taken to task on this list because I was also "just a high school teacher." Raymond Rogoway [EMAIL PROTECTED] On Jul 23, 2008, at 1:35 PM, Jim Matiya wrote: > > Hi everyone, > I found the article rather interesting as an adjunct for the past 26 > years at many diverse schools and populations. > One time I took over the classes of an instructor who became ill. I > tried to follow the syllabus, but the students complained that I > wasn't fair. All I did was to make-up rubrics for essay questions > (previously they not were used), establish a grading scale > (previously there wasn't one), and tried to enforce what was in the > syllabus. Several students said I wasn't fair for doing that. > Being an adjunct is not easy. Sometimes there is very little > communication between the adjuncts and full-time staff members. Once > I wanted to use an intro text that the full-time instructors used. I > was told I could not do that because adjuncts had to use a different > text. I was told that it was decided in a department meeting, which > none of the adjuncts are invited to nor expected to attend. > So, being an adjunct is sometimes very difficult, at best. > > My 2 cents > > > Jim Matiya > [EMAIL PROTECTED] > Contributor, for Karen Huffman's Psychology in Action, Video Guest > Lecturettes > John Wiley and Sons. > > High School Psychology and Advanced Psychology Graphic Organizers, > Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.net > > > > Date: Wed, 23 Jul 2008 09:27:03 -0400 > > From: [EMAIL PROTECTED] > > To: tips@acsun.frostburg.edu > > Subject: [tips] Out of Work for Doing Extra Work? :: Inside Higher > Ed > > > > What would you do if an adjunct instructor at your school > responded to > > students' complaints that the mandated textbook was unclear, by > creating > > original supplementary materials to help the students understand the > > topic better? Give him a pat on the back? One Indiana college > decided to > > fire him instead. > > http://insidehighered.com/news/2008/07/23/ivytech > > > > Chris > > -- > > Christopher D. Green > > Department of Psychology > > York University > > Toronto, ON M3J 1P3 > > Canada > > > > [EMAIL PROTECTED] > > http://www.yorku.ca/christo/ > > phone: 416-736-2100 ext. 66164 > > fax: 416-736-5814 > > > > > > --- > > To make changes to your subscription contact: > > > > Bill Southerly ([EMAIL PROTECTED]) > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed
As an adjunct I've (1) been totally ignored by the department chair, even when I tried to ask questions; (2) had my room changed in the middle of the semester because a full-timer did not want to walk up the stair; (3) been assign an off-campus location that would have required driving 30 miles in evening commute traffic; and (4) been told that no department faculty full-timer will listen to me because I only have a Master's. High school teaching may have problems too but I find it so much more rewarding. Raymond Rogoway [EMAIL PROTECTED] On Jul 23, 2008, at 1:35 PM, Jim Matiya wrote: > > Hi everyone, > I found the article rather interesting as an adjunct for the past 26 > years at many diverse schools and populations. > One time I took over the classes of an instructor who became ill. I > tried to follow the syllabus, but the students complained that I > wasn't fair. All I did was to make-up rubrics for essay questions > (previously they not were used), establish a grading scale > (previously there wasn't one), and tried to enforce what was in the > syllabus. Several students said I wasn't fair for doing that. > Being an adjunct is not easy. Sometimes there is very little > communication between the adjuncts and full-time staff members. Once > I wanted to use an intro text that the full-time instructors used. I > was told I could not do that because adjuncts had to use a different > text. I was told that it was decided in a department meeting, which > none of the adjuncts are invited to nor expected to attend. > So, being an adjunct is sometimes very difficult, at best. > > My 2 cents > > > Jim Matiya > [EMAIL PROTECTED] > Contributor, for Karen Huffman's Psychology in Action, Video Guest > Lecturettes > John Wiley and Sons. > > High School Psychology and Advanced Psychology Graphic Organizers, > Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.net > > > > Date: Wed, 23 Jul 2008 09:27:03 -0400 > > From: [EMAIL PROTECTED] > > To: tips@acsun.frostburg.edu > > Subject: [tips] Out of Work for Doing Extra Work? :: Inside Higher > Ed > > > > What would you do if an adjunct instructor at your school > responded to > > students' complaints that the mandated textbook was unclear, by > creating > > original supplementary materials to help the students understand the > > topic better? Give him a pat on the back? One Indiana college > decided to > > fire him instead. > > http://insidehighered.com/news/2008/07/23/ivytech > > > > Chris > > -- > > Christopher D. Green > > Department of Psychology > > York University > > Toronto, ON M3J 1P3 > > Canada > > > > [EMAIL PROTECTED] > > http://www.yorku.ca/christo/ > > phone: 416-736-2100 ext. 66164 > > fax: 416-736-5814 > > > > > > --- > > To make changes to your subscription contact: > > > > Bill Southerly ([EMAIL PROTECTED]) > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Mind Hacks: The fMRI smackdown cometh
For a look at this check out the Amen Clinic. Ray Rogoway [EMAIL PROTECTED] On Jun 26, 2008, at 1:47 PM, <[EMAIL PROTECTED]> <[EMAIL PROTECTED]> wrote: The idea of fMRI as the new phrenology has been promoted by several skeptics of late. More important is an article for which I lack the ref at hand, which reported that when both scientists AND everyday people read about some finding with support from fMRI both groups gave the finding more credence, even though it did not merit it. So the concern for me becomes one that too many people are now believing that if there is "a" (perhaps one and only, single) publication based on fMRI, then whatever the conclusion, it must be true, because it is backed by "scientific evidence." Sigh. 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, 26 Jun 2008 10:11:37 -0400 From: "Christopher D. Green" <[EMAIL PROTECTED]> Subject: [tips] Mind Hacks: The fMRI smackdown cometh To: "Teaching in the Psychological Sciences (TIPS)" > This item on the (until now, little-talked-about) shortcomings of fMRI will be of interest to many, I think. http://www.mindhacks.com/blog/2008/06/the_fmri_smackdown_c.html Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 [EMAIL PROTECTED] http://www.yorku.ca/christo/ "Part of respecting another person is taking the time to criticise his or her views." - Melissa Lane, in a Guardian obituary for philosopher Peter Lipton = --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Teens and marijuana
Increased strength. On Jun 18, 2008, at 7:28 AM, <[EMAIL PROTECTED]> wrote: > > This must be a new phenomenon and certainly deserves some > explanation.Back in the 60s marijuana was seldom known to cause > users to be rushed to the ER.The drug was not supposed to be that > detrimental.So why is it nowadays that kids end up in the ER after > smoking a few joints? > Can't they handle it? > > Michael Sylvester,PhD > Daytona Beach,Florida > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] allowing infants to cry
Second On Jun 17, 2008, at 3:11 PM, Joan Warmbold wrote: If that was meant to be amusing, it was so NOT. Please don't get involved in discussions for which you clearly have no background or interest. Joan [EMAIL PROTECTED] How about dad telling the infant to "SHUT UP" Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] allowing infants to cry
Very, very simplified: According to Erickson, during the first year one cannot "spoil" a child. If the child's needs are met, such a comfort when crying, then the child develops both an internal sense that the world is OK and so is the child. Result = trust. If the child's needs are not met then result =mistrust in self and others. During the middle thirtys and early fortys, one of the "recommended" child rearing practices was "scheduled care"- not to feed on demand but feed on schedule; not to change on demand but change on schedule (needed or not); not to pick up and comfort when crying. I don't have a cite but during my travels to a degree I found that persons born during born this period had a higher level of mistrust than persons outside this period. Raymond Rogoway [EMAIL PROTECTED] On Jun 17, 2008, at 7:02 AM, kleisslers wrote: > > Hi Tipsters, > I have a question about allowing babies to cry.My previous readings > (5 years or so ago) indicated that one should pick up a crying baby > quickly, because this would promote a secure attachment, and in the > long run a securely attached baby cries less as well. My latest > reading (e.g. Laura Spiegel) recommends letting babies "cry it out", > indicating that this is good for them physically and emotionally. > Does anyone know which approach has better support in the literature? > > Thanks, > Kathleen Kleissler, Assistant Prof. > Psychology Dept. > Kutztown University > Kutztown, PA 19530 > 610-683-4465 > [EMAIL PROTECTED] > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Fw: Diamond Mercedes
Go to Scopes.com. This is not covered with diamonds and does not cost $4.8 million. It's a hoax!!! Check your sources Michael. Raymond Rogoway [EMAIL PROTECTED] On Jun 4, 2008, at 2:20 PM, <[EMAIL PROTECTED]> <[EMAIL PROTECTED] > wrote: > > Hi; a friend of mine forwarded me this.What type of motivation would > this come under? > > > > Get trade secrets for amazing burgers. Watch 'Cooking with Tyler > Florence' on AOL Food. > > > > Connect to the next generation of MSN Messenger Get it now! > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) > <_AVG certification_.txt> --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Questionnable therapy approaches
Transactional Analysis Engrams EMDR Rebirthing On Apr 29, 2008, at 8:21 AM, <[EMAIL PROTECTED]> wrote: Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Skeptical about gay animals
But isn't this behavior common among many, many other species? It seems remote that in all cases it is caused by pheromones being left on the animal from a female. R. Rogoway On Apr 17, 2008, at 1:48 PM, Ken Steele wrote: [EMAIL PROTECTED] wrote: Proponents of the hereditary basis of homosexuality seem to argue that the behavior extends to the animal kingdom. However it is also known(particuliarly in rats) that male animals will mount other male animals that carry female pheronomic variables.This would seem to indicate that a male rat will mount another male rat that smells like a female because of exposure,and not that the animal is gay. Send me something. Michael Sylvester I won't speculate on exactly why one male rat would attempt to copulate with another male rat but I confess to being in Michael's camp on this issue. I am skeptical that such instances represent the same thing as a human male being specifically attracted to other human males for emotional and sexual reasons. Perhaps I have been exposed to too many instances of dogs attempting to mount a human leg. Ken --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Russian women/set point theory
When I was there in 1980, 1985, 1987 it was still the Soviet Union. The breakup occurred, I believe, in 1991. > > > > Raymond Rogoway > [EMAIL PROTECTED] > > > I was talking about Russia not the Soviet Union. You are > reminding me of McCain who could not distinguish between Shiite and > Sunni. > How long ago was the Soviet Union? > > Michael Sylvester,PhD > Daytona Beach,Florida > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Russian women/set point theory
Maybe observing a stout female and perceiving her slim is eurocentric. On Apr 13, 2008, at 4:26 PM, <[EMAIL PROTECTED]> <[EMAIL PROTECTED]> wrote: Well, you know, those Europeans all look alive. ;-) 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: Sun, 13 Apr 2008 15:39:17 -0700 From: Raymond Rogoway <[EMAIL PROTECTED]> Subject: Re: [tips] Russian women/set point theory To: "Teaching in the Psychological Sciences (TIPS)" > I have been to the Soviet Union many, many times and what you report is total bunk. Further, you are stereotyping an entire population of people based upon a very, very limited observation and hearsay. Raymond Rogoway [EMAIL PROTECTED] On Apr 13, 2008, at 3:25 PM, <[EMAIL PROTECTED]> <[EMAIL PROTECTED]> wrote: At a restaurant where i dj,I observe that the Russian staff females were hardly obese and they were well figured.I asked those women about that and they said that Russian women do not eat big meals as their American counterpart.They said that in Russia it is cusomary to eat about six small portioned meals throughout the day. One told me that Russian women have smaller stomachs than their counterparts in the West. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Russian women/set point theory
I have been to the Soviet Union many, many times and what you report is total bunk. Further, you are stereotyping an entire population of people based upon a very, very limited observation and hearsay. Raymond Rogoway [EMAIL PROTECTED] On Apr 13, 2008, at 3:25 PM, <[EMAIL PROTECTED]> <[EMAIL PROTECTED] > wrote: > > At a restaurant where i dj,I observe that the Russian staff females > were hardly obese and they were well figured.I asked those women > about that and they said that > Russian women do not eat big meals as their American > counterpart.They said that in Russia it is cusomary to eat about six > small portioned meals throughout the > day. One told me that Russian women have smaller stomachs than their > counterparts in the West. > > Michael Sylvester,PhD > Daytona Beach,Florida > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] When names go bad
Karen Horney On Apr 9, 2008, at 2:10 PM, <[EMAIL PROTECTED]> wrote: Karen Horney Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Let my people go!
Aw come on. Give Charleston a break. At least he was willing to talk to a Burning Bush. Ray Rogoway [EMAIL PROTECTED] On Apr 6, 2008, at 7:05 PM, David Hogberg wrote: Hmm. Would Moses have even been a member of the NRA, let alone its president? "Bourgeois, Dr. Martin" <[EMAIL PROTECTED]> 04/06/08 9:43 PM >>> --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Question regarding national society of collegiate scholars
You are correct. Another scheme to sell a book with your name in it. Like most things, if you have to pay to get recognized you get recognized as a chump. Ray Rogoway [EMAIL PROTECTED] On Mar 3, 2008, at 1:00 PM, <[EMAIL PROTECTED]> <[EMAIL PROTECTED]> wrote: I have a student who has been asked, for a $75 fee, to become a lifetime member of hte National Society of Collegiate Scholars. Does anyone know if this is worth it, and would this be a good vita entry? My sense is that this is sort of like Who's Who in that anyone can pay to be in it ;) 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] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Unwanted student attention
There is no such legal principle as "teacher-student privilege." And while we usually treat sensitive information that a student has shared with us confidential, in this case keeping the correspondence private and not informing some administrator puts one in a very vulnerable position. At the worst (and highly unlikely) it could be construed as an indication that the attention was not unwanted. At best it prevents any administrative support should this student make an accusation of improper conduct on one's part. R. Rogoway [EMAIL PROTECTED] On Mar 1, 2008, at 7:25 AM, <[EMAIL PROTECTED]> wrote: --- [EMAIL PROTECTED] wrote: From: <[EMAIL PROTECTED]> To: "Teaching in the Psychological Sciences (TIPS)" > Subject: RE: [tips] Unwanted student attention Date: Sat, 1 Mar 2008 07:12:06 -0800 (PST) I would also tell my chair and show any correspondance you've had from her, and your typical response. Print out whatever you have saved. You want something documented in case she decides to retaliate, which she might once you cut her off. Annette No,No! Correspondence or communication between you and the student should be kept private and confidential.Do not get the chair involved in this. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Unwanted student attention
Based on Bill Scott's experience, retaining all emails and logging each contact would be wise. Discussing it w/security with the caveat of not wanting the student prosecuted should also be in writing, especially with the knee-jerk reaction that Bill recently experienced. Ray Rogoway [EMAIL PROTECTED] On Feb 29, 2008, at 8:37 PM, Shearon, Tim wrote: Nancy- I would add one caveat. I don't think you did anything wrong. You were nice. When that becomes wrong we are all up the proverbial creek. But my addition would be to note that you might discuss this with your security or campus safety officer(s). Perhaps they'd have a good word or idea. I would make it plain that I don't want the student prosecuted or anything but that I'm just asking for advice. That way, if you do need to ask for assistance (unlikely!) they will be up to speed. I suspect this is just a person who is a little needy. Your only recourse as a response to the student would, as you say, likely involve embarrassment and perhaps worse. If you try to be nice, by responding, I think it likely that it will not have the effect you desire. :) Good luck with this one. 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 "What we have done for ourselves alone dies with us; what we have done for others and the world remains and is immortal." - Albert Pike --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Two failures of peer review
I'm sure that others have had a similar experience. I actually had a student place a small box in the middle of one of the middle pages with the instructions, "as you read this, place a check mark here Mr. Rogoway." I did. Ray Rogoway [EMAIL PROTECTED] On Feb 16, 2008, at 9:31 AM, Christopher D. Green wrote: > > > > Michael Smith wrote: >> >> >> >> Does this display a weakness of on-line journals? >> If they were "reviewed" by a single individual this would perhaps >> explain the failure. >> I find it nearly impossible to believe that a number of individuals >> could have overlooked such quality research. > I do not know the details here, but it doesn't strike me as ALL that > surprising. Because of the increasing pervasieness of the publish-or- > perish ethos, there has been a concomitant explosive growth in the > number of journals and, thus, a similar growth in the number of > submission to be reviewed. As a result, many reviewers are > overburdened, but reluctant to appear as "bad citizens" by refusing > on account of overwork. So they "skim" the papers, checking critical > passages to see that they conform to accepted standards, but perhaps > not reading (while attending closely) every single word. Thus, in an > article that is mostly sound, the occasional outlandish claim might > be missed. (I'm not defending. I'm just saying...) > > There used to be an old story along these lines, except the context > was a dissertation defense. The student comes in and places an > unopened bottle of fine whiskey on the table. The defense proceeds > as usual. Questions are asked and answered. People lean back, > staring at the ceiling, apparently in deep thought, considering each > others' contributions. At the end, the student passes. One of the > committee members decides, finally to ask, "why did you bring the > bottle of whiskey?" The student says, everyone please open my > dissertation to page 100, and read the last line of the first > paragraph. The line reads: "whoever draws my attention to this > sentence during the defense will receive the bottle of whiskey." :-) > > Chris > -- > Christopher D. Green > Department of Psychology > York University > Toronto, ON M3J 1P3 > Canada > > 416-736-2100 ex. 66164 > [EMAIL PROTECTED] > http://www.yorku.ca/christo/ > > > "Part of respecting another person is taking the time to criticise > his or her views." >- Melissa Lane, in a Guardian obituary for philosopher Peter Lipton > = > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] British Pope of dope?
Aldous Huxley, Gerald Heard, Harry Rathbun were all part of an experimental "mystical college" called Trabuco. They conducted LSD "experiments" as an attempt at expanding consciousness. As to the death bed myth, before his death, Huxley was reported to have said that the LSD experiments were a great mistake. Check out www.geraldheard.com/bio2.htm for more information on Trabuco. Ray Rogoway [EMAIL PROTECTED] On Dec 5, 2007, at 4:30 PM, Michael Sylvester wrote: > > If Timothy Leary can be considered the American Pope of dope,could > Aldous Huxley be considered the British version? > Did Aldous Huxley had a similar message like "turn on,tune in,drop > out"? or was AH more literary minded than TL? > Apparently both dudes had an interesting final exit:Leary's ashes > were propelled into space and it is my understanding that Huxley > had LSD injected into him on his death bed. > > Michael Sylvester,PhD > Saytona Beach,Florida > " wasting away in Margaritaville" > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) ---
Re: [tips] Evidence that Milgram's study caused psychological harm?
Check out Zimbardo's Prison Experiment. Ray Rogoway [EMAIL PROTECTED] On Nov 6, 2007, at 5:48 AM, Miguel Roig wrote: > > I imagine that we are all familiar with the claim that Milgram’s > study could have caused serious psychological harm to its subjects. > Is anyone familiar with evidence that the study _actually caused_ > psychological harm? > > TIA for any leads. > > Miguel > > --- > To make changes to your subscription contact: > > Bill Southerly ([EMAIL PROTECTED]) ---
Re: [tips] serotonin and popcorn?
Source: www.pmsescape.com/files/PMS_EffectofCarbohydrate.pdf The Effect of a Carbohydrate-Rich Beverage on Mood, Appetite, and Cognitive Function in Women with Premenstrual Syndrome RAJA SAYEGH, MD, ISAAC SCHIFF, MD, JUDITH WURTMAN, MD, PAUL SPIERS, PhD, JANINE McDERMOTT, BA, AND RICHARD WURTMAN, MD Three dietary interventions were tested. The experimental beverage, designated A, contained a mixture of simple and complex carbohydrates previously shown to raise the serum trytophan to large neutral amino acid ratio significantly above fasting levels and hypothesized to be the most likely dietary intervention to alter premenstrual symptoms. Two other beverages, designated B and C, were also tested; these were similar in appearance and identical in calorie content to beverage A but contained mixtures of protein and carbohydrate (B) or carbohydrates (C) that left the serum trytophan to large neutral amino acid ratio unchanged. In an earlier pilot test on volunteers, consumption of drink A, which contained 47.5 g of a mixture of dextrose and maltodextrin, caused a 29% increase in the serum trytophan to large neutral amino acid ratio at 90 minutes (mean [standard error of the mean] T0 = 0168 [0.016], T90 = 0.217 [0.025], p<.05), and this increase was sustained 180 minutes after intake. Control drink B consisted of 15g of casein and 32.5g of dextrose; its consumption caused a slight and insignificant decrease in the plasma trptophan to large neutral amino acid ratio (T0 = 0.888 [0.007], T90 =0.086 [0.004]). Control drink C contained 47.5g of a mixture of galactose and dextrose; this increased the serum trytophan to large neutral amino acid ratio by less than 4% (T0 = 0.107 [0.004], T90 = 0.112 [0.004]). Based on these data, we assumed that using the three drinks in a randomized, blinded study would distinguish the effects of consuming calories per se (drink B) or carbohydrates per se (drink C) from the effects of consuming nutrients that presumably enhance serotonin-mediated neurotransmission (drink A). Drink B was also used as the placebo run-in product during the first month of testing. On Sep 30, 2007, at 7:27 PM, <[EMAIL PROTECTED]> <[EMAIL PROTECTED]> wrote: > WHOA! Where do I get this special carbo-enhanced beverage??? > > I want some! >> >> Ray Rogoway [EMAIL PROTECTED] ---
Re: [tips] sensation perception question
The spectrum of sound is generally accepted as 20 Hz to 2 Hz. If we use 341 meters/sec as the speed of sound in dry air then the wavelength of sound spans 0.017 meters to 17 meters. In reality, speech can be understood between 20 and 2000 Hz. And as we age the upper limit decreases. Most TV sets emit a 17,500 Hz audio sound from the high voltage transformer. Only young children can sometimes hear this. And kids are using at 17,000 Hz ringtone for their cell phones that teachers can not hear but the kids can. This allows them to use their cells (usually for texting) in the classroom without the teacher knowing. The mechanism of reception in animals is very different. In light, there is a conversion from electromagnetic energy contained in the light (electomagnetic) wave to electrical energy in the retina through a photochemical reaction. In sound there most of the energy is in the form of mechanical energy in the vibratory motion of the medium (usually air) through which the sound wave is transmitted, to the mechanical motion of the bones in the middle ear to electrical energy. There is no "type" of sound. All sound is the mechanical vibration of a medium. From a "sense and perception" standpoint, their is some evidence for almost a universal emotion response to some sounds. I remember a video that I had used in the past (can't remember the name), in which a researcher created a series of sound and went around the world asking subject to respond with a emotion that they felt when they heard the sound. He claimed that there were cross-cultural similarities in responses to these tones. Ray Rogoway [EMAIL PROTECTED] On Sep 28, 2007, at 8:57 AM, <[EMAIL PROTECTED]> <[EMAIL PROTECTED]> wrote: Often times in texts there is an image of the spectrum of electromagnetic energy with vision limited to the range of about 350-750 nanometers of wavelength. I try to tell students that there the classroom is literally filled with all kinds of wavelengths bouncing around; some we can see, some we can hear and some are there but we are not consciously aware of them. Now I wondering in preparing today's lecture, where in the spectrum, by comparison, would sound waves fall, relative to the wavelengths that we "see". Certainly the receptors must be tuned to particular wavelengths with sound usually discussed in decibels or Hz. But here is a real ignorance of physics on my part: is there a comparison of sound and light wavelengths that we can talk about in terms of the human psychological abilities of vision and audition? If vision is 350-750 nanometers of wavelength, what is the type of sound humans can perceive? Thanks for filling in my deficient knowledge (I took chemistry for my core in college, ha ha! no physics :( 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] --- ---
Re: [tips] Spontaneous..(erratum)
Haven't we milked this thread dry? Ray Rogoway [EMAIL PROTECTED] On Sep 16, 2007, at 12:43 PM, Paul Brandon wrote: At 2:20 PM -0500 9/16/07, [EMAIL PROTECTED] wrote: The quote was not from Annette. It was mine Another case of spontaneous erratum ;-)? -- The best argument against Intelligent Design is that fact that people believe in it. * PAUL K. BRANDON[EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * * http://krypton.mnsu.edu/~pkbrando/* --- ---
Re: [tips] Patron saint of skeptics?
Randi is alive and well in Calcutta. R. Rogoway [EMAIL PROTECTED] On Aug 24, 2007, at 6:40 PM, Michael Sylvester wrote: > Folks who have been analysing Mother Theresa's book (Test of Faith) > report that she had doubts about the existence of God ,raised > questions about Jesus, > and questioned the fruitfulness of her religious dedication and > her work.Apparently her inner struggles were ungoing for almost 30 > years.Some have even alluded to similar struggles experienced by > St.John of the Cross who wrote Dark Night of the Soul. > Anyway non-believers and skeptics can declare her as their patron > saint.The Vatican should hurry up with her canonization. > > Michael Sylvester,PhD (former Trappist Monk who had Thomas Merton > as a novice master) > Daytona Beach,Florida > "Randl-where are you?" > > > --- > To make changes to your subscription go to: > http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0 > 〈=english > --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: adjunct position
PhD or ABD required or is a Masters OK Ray Rogoway [EMAIL PROTECTED] -Original Message- >From: "Bourgeois, Dr. Martin" <[EMAIL PROTECTED]> >Sent: Aug 16, 2007 11:09 AM >To: "Teaching in the Psychological Sciences (TIPS)" >Cc: "Strahorn, Dr. Eric" <[EMAIL PROTECTED]> >Subject: [tips] adjunct position > > >I know that this is very short notice, but was just had an adjunct quit at the >last minute, so we have a need for someone to teach a section of General >Psychology on our campus in Fort Myers starting next Tuesday. If you are >interested, please email me, and please pass this along to anyone who may be >interested. There may also be long term teaching opportunities for the right >person. > >Marty Bourgeois >Florida Gulf Coast University > > w --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Oh my, Discontent at Bishop's?
The student's should also take the principal to small claims court and sue for a portion or all of their fees because they entered into a contract with school and the principal has breached that contract. They have been denied the classes for which they paid due to the action of the principal. R. Rogoway [EMAIL PROTECTED] On Jul 27, 2007, at 9:22 AM, Michael Scoles wrote: And I though such indignities only happened on this side of the border! Michael T. Scoles, Ph.D. Associate Professor of Psychology & Counseling University of Central Arkansas Conway, AR 72035 501-450-5418 >>> <[EMAIL PROTECTED]> 7/27/2007 7:39 AM >>> On 27 Jul 2007 at 6:28, Robert Wildblood wrote: > Inside Higher Education reported today: > > Bishop´s University, in Quebec, on Thursday locked all unionized > employees off the campus, and suspended summer courses and programs. > University officials told The Montreal Gazette that they believed the > step would move contract negotiations forward. The talks have been > stalled by disputes on pensions, among other issues. Union officials > said that the lockout was not necessary and was hurting students. > > Any inside information about this issue, eh? Now that I'm retired, I'm not inside any more but I'll give it a try anyway. The chickens have come home to roost ever since we hired our new principal a few years ago, the last choice of the faculty and one we never trusted. We tried to block his appointment, failed, and a no- confidence motion we passed was ignored. He showed his style immediately on arriving at Bishop's by firing the director of computing without warning or explanation. We still don't know why he did it. And things went downhill from there. The approach is to act but never consult, at a university where one of the things we're proudest of is our collegiality. The non-faculty maintenance staff (a separate brach of our combined union) struck first, as a result of a failed attempt to negotiate their first collective agreement with a hostile adminstration. Meanwhile, negotiations on the collective agreement for faculty went nowhere. The adminstration thought it would help negotiations by locking us all out--faculty and librarians too. They're claiming a financial crisis which requires arbitrary firing and cutbacks in all segments of the university except administration, where senior administrators are doing such a good job they've just received salary increases. Oh yes, and new artificial turf for the football field. We don't think the financial problem is as bad as they claim, and suspect it's just a pretext to trash all the hard-won gains we've made in working conditions and pensions by trading them over the years for things the administration wanted. Weaking the pension plan appears to be one of their prime objectives. As for me, I'm no longer a member of the bargaining unit. Yet they've cancelled the cost-of-living increase I'm guaranteed by the collective agreement and pension plan, on the basis of which I agreed to retire. How about that, eh? Their heavy hand reaches out to break an agreement they made with pensioners, who are no longer even one of the parties subject to this dispute. Like the students whose classes they cancelled. I'm taking them to small claims court. Really. Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 0C8 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm -- - --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] RE: [SPAM] - Differentiate between - Bayesian Filter detected spam
fundamental attribution error? Ray Rogoway [EMAIL PROTECTED] On May 9, 2007, at 5:44 AM, Marc Carter wrote: That's a pretty well-known finding in social psychology. -- "There is no power for change greater than a community discovering what it cares about." -- Margaret Wheatley -Original Message- From: Michael Sylvester [mailto:[EMAIL PROTECTED] Sent: Tuesday, May 08, 2007 8:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [SPAM] - [tips] Differentiate between - Bayesian Filter detected spam these two statements: I got an A. He gave me a C. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang= english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: New cheating device?
You are dealing with semi-adults. My standard procedure (in high school AP Psych) is no name, no credit, especially this late in the school year. If in doubt, throw it out. Ray Rogoway [EMAIL PROTECTED] -Original Message- >From: [EMAIL PROTECTED] >Sent: Apr 12, 2007 11:18 AM >To: "Teaching in the Psychological Sciences (TIPS)" <[EMAIL PROTECTED]> >Subject: [tips] New cheating device? > >I observed that one of the scantrons did not have a name on it.I >suspect that a student filled out two scantrons-one for >himself/herself and the other for an absent person. Have aqnyone had >this type of issue in the past? >I could see the absent student coming up and stating that he/she >forgot to put his or her name on it. > > >Michael Sylvester,PhD >Daytona Beach,Florida > > >--- >To make changes to your subscription go to: >http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english > --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Mounting cleavage in class.
Should they leave their cleavage at the door? R. Rogoway [EMAIL PROTECTED] On Mar 7, 2007, at 5:49 AM, [EMAIL PROTECTED] wrote: No pun intended,but I have observed many students coming to class with cleavage.Is this a trend on your campus also? Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: SPRING BREAK ADVISORY
For how long should they stay drunk? Ray Rogoway [EMAIL PROTECTED] On Mar 7, 2007, at 5:52 AM, [EMAIL PROTECTED] wrote: Please advise your students who may be coming to Daytona Beach for Spring Break to avoid staying drunk 24/7 for 9 days. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Psychology/Out of Africa
Mea Culpa, mea maxima culpa (or is that Vaticancentric?? On Feb 18, 2007, at 11:45 AM, Bourgeois, Dr. Martin wrote: Raymond, your Eurocentric bias for citing sources is showing :0-) -Original Message- From: Raymond Rogoway [mailto:[EMAIL PROTECTED] Sent: Sun 2/18/2007 2:32 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: Psychology/Out of Africa As usual, without citation, attribution, or reference. Raymond Rogoway [EMAIL PROTECTED] On Feb 18, 2007, at 11:23 AM, Michael Sylvester wrote: The following ideas originated in Africa: -Psychoanalytic theory -dream analysis(lalent and manifest) -Gestalt perceptual rules -social facilitation -social loafing -theories of multiple intelligences -doctrine of specific energies -law of effect -variable ratio schedule of reinforcemet -imprinting -primacy and recency effects -placebo effects -brain and mind connection More to come as we examine the African roots of Psychology and what they never told you in Psychology class. Michael Sylvester,PhD Daytona Beach,Florida - --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Psychology/Out of Africa
As usual, without citation, attribution, or reference. Raymond Rogoway [EMAIL PROTECTED] On Feb 18, 2007, at 11:23 AM, Michael Sylvester wrote: The following ideas originated in Africa: -Psychoanalytic theory -dream analysis(lalent and manifest) -Gestalt perceptual rules -social facilitation -social loafing -theories of multiple intelligences -doctrine of specific energies -law of effect -variable ratio schedule of reinforcemet -imprinting -primacy and recency effects -placebo effects -brain and mind connection More to come as we examine the African roots of Psychology and what they never told you in Psychology class. Michael Sylvester,PhD Daytona Beach,Florida - --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Just for fun .... Psych related
On Feb 8, 2007, at 6:15 AM, Beth Benoit wrote: Do you think they're trolling for an IgNobel? Are you taking note, Robin? Beth Benoit Granite State College Plymouth State University New Hampshire - Original Message - From: John Kulig To: Teaching in the Psychological Sciences (TIPS) Sent: Tuesday, February 06, 2007 3:42 PM Subject: [tips] Just for fun Psych related Slow day on tips - I couldn't resist http://people.csail.mit.edu/rahimi/helmet/ - John W. Kulig Professor of Psychology Director, Psychology Honors Plymouth State University Plymouth NH 03264 - --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: What is "authentic" assessment? (was: Ideas for unit on assessment)
Authentic assessment >Having to give a demonstration class as part of the hiring process at a school. Ray Rogoway [EMAIL PROTECTED] On Dec 29, 2006, at 7:58 PM, Jonathan Mueller wrote: Chris Green asked: So if I had applicants to my baseball team actually play baseball (as a way of deciding who made the team) rather than, say, having them answer a bunch of pencil-and-paper quesstions about baseball, that would be an "authentic" assessment? Jon Mueller replied: Yep. Many years ago when I took foreign language classes in school we were primarily assessed with paper-and-pencil tests rather than being asked to read, write, speak and listen in the language. Fortunately, we do a better job of that now. But still too often when we really want to know if students can apply knowledge in real world contexts (authentic assessment), we just ask them instead if they have acquired the knowledge (traditional assessment). === Jon Mueller Professor of Psychology North Central College 30 N. Brainard St. Naperville, IL 60540 voice: (630)-637-5329 fax: (630)-637-5121 [EMAIL PROTECTED] http://jonathan.mueller.faculty.noctrl.edu --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: final grades
It looks as if it is time for this to be passed out to our students: --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english Universal Grade Change Form Description: Binary data Raymond Rogoway[EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Need help: Ethically challenged?
Absolutely. And although you are probably not a clinician, bound by the ethics of the APA, there is a prohibition against, "dual relationships." On Dec 3, 2006, at 5:47 PM, [EMAIL PROTECTED] wrote: Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: is there a community college remorse?
You have neither remorse nor a fatalist attitude. I have taught as an adjunct at a community college (which used to be called a JUNIOR college.) You realize that your students are trying to rise above their conditioning, upbringing, restrictive class prejudice and self- fulfilling prophecy of failure. They are the kids who very voted most likely to end up in jail and here they are in your class. Underneath it all, they have the smarts to see a way out. Yes, they may not be able to read well, write well, be disciplined to "read the book", but they want more than their parents and they perceive a way to get there. Not having taught in University, I can't claim any direct proof of this next but I'll bet there are more "ah ha"s and "I didn't know that!" in your classes than in most Intro classes at a 4 year school. You are helping kids understand themselves when they have been programmed by their parents, teachers, peers to accept a self-image that is one of survival and one of I'm nothing. I went from 15 years in industry to 35 years of teaching and it was absolutely the right move. Michael, take a look a Erik-son's last stage: Maturity. If one has found meaning in their life then Erik- son calls them (to paraphrase and interpret him) Wise. If one has not found meaning then they are Despair. These, the one's who never found meaning in their life, are the ones sitting on the park benches waiting to die. I don't think you are one of them. I think that through teaching you have found meaning and become wise. Raymond Rogoway [EMAIL PROTECTED] On Oct 18, 2006, at 6:17 PM, Michael Sylvester wrote: So you have a PhD from a Psychology department somewhere and you end up teaching at a community college or a branch campus of a university or a satellite campus. You are beginning to wonder is that what you went to school for? You are teaching students who got into the college through some kind of open admissions program.You are probably the only one who has a scientific background.The other teachers in your division have a Masters degree who think that they are colonnade you wonder what are you doing among those folks.You have been assigned to teach Intro and probably one or two touchy feely courses,such as,the Psychology of personal adjustment or Student success. So there you are teaching at a community college.Do you at times have a sense of remorse or would you rather be at a real college or at a university? Or do you say to yourself that it is a job and who cares as long as it pays the mortgage and the other bills. Michael --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: ripping movie clips
I'm a mac person and only familiar with the mac software but just do a Goggle search for DVD ripping +windows and you will be overwhelmed with the responses. Raymond Rogoway [EMAIL PROTECTED] On Sep 29, 2006, at 8:04 PM, Annette Taylor, Ph. D. wrote: PC; I know how to do music, but this is a video and I only want one track/chapter. Annette Quoting Raymond Rogoway <[EMAIL PROTECTED]>: Mac or PC? Raymond Rogoway [EMAIL PROTECTED] On Sep 29, 2006, at 5:40 PM, Annette Taylor, Ph. D. wrote: Does anyone know how to rip a single track from a DVD for later embedding in a power point slide? Thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: ripping movie clips
Mac or PC? Raymond Rogoway [EMAIL PROTECTED] On Sep 29, 2006, at 5:40 PM, Annette Taylor, Ph. D. wrote: Does anyone know how to rip a single track from a DVD for later embedding in a power point slide? Thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Help! Privacy concerns
I'll bet they don't disrespect and embarrass their students. But to take this to a higher level...Affirming one or two students on good work is great, but reading off a list of those who passed really creates a downer for those who did not. To give the range or other statistics is fine, but to identify, by default, those who failed is not a good thing for a PhD in psychology to do. Raymond Rogoway [EMAIL PROTECTED] On Sep 9, 2006, at 10:10 AM, Michael Sylvester wrote: After class: "Gee Ralph, I didn't hear him call your name. You blew it, didn't you!" Michael T. Scoles, Ph.D. Associate Professor of Psychology & Counseling University of Central Arkansas Conway, AR 72035 What do people do in Conway? Sit on their rocking chairs and tell stories? Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: FW: Color Code
More on Hartman Industry Reviews It's become commonplace: a book is self-published, sells a bundle (in this case, 250,000 copies), and then gets snapped up by a big publisher. Hartman helps us sort out personality types by motivation rather than behavior. Moore According to Hartman, a Utah psychologist and business seminar leader who previously self-published this book, the romantic conflicts in Margaret Mitchell's Gone with the Wind occur because Scarlett, a Red (power wielder) is in love with Ashley, an incompatible Blue (do- gooder) but loved by Rhett, a Yellow (fun-lover), whose passion a Red can never return. Melanie, a trusting White (peacemaker), suspects nothing. This assessment is based on a color-code system created by the author that simplistically reduces human personalities to four color categories; his book includes a Personality Profile test that supposedly reveals personality types. Hartman details the strengths and weaknesses of each type and recommends ways of applying this knowledge to develop trusting personal and work relationships, along with suggestions on building character. Useful only if you accept these silly personality classifications. (Jan.) Lopate Raymond Rogoway [EMAIL PROTECTED] On Sep 7, 2006, at 6:54 AM, Rick Stevens wrote: I can't believe that they let you be a department chair when you don't even know about this test. The Color Code Personality Test is the most accurate of all personality tests in existence. http://www.thecolorcode.com/ Larry Daily wrote: Hello all! I'm looking for a little help responding to the query below from one of my colleagues in the Business Department. My first reaction is that the test is not to be trusted - my search in PsycINFO turned up no hits for the Color Code Personality test and no hits for articles authored by Taylor Hartmann. I also don't see on the Web site any listing of tests of reliability or validity. Anyone out there know anything about this test? Thanks, Larry Larry Z. Daily Associate Professor of Psychology Psychology Department Chair Department of Psychology White Hall, Room 216 Shepherd University Shepherdstown, West Virginia 25443 Psychology phone: (304) 876-5297 email: [EMAIL PROTECTED] WWW: http://webpages.shepherd.edu/LDAILY/index.html Adam's prize was open eyes His sentence was to see - The Dreamer - Tom Rush -Original Message- From: Gordon DeMeritt Sent: Wednesday, September 06, 2006 11:52 AM To: Larry Daily Subject: Color Code Larry, If you have the time, take a look at the Color Code Personality Test at www.hartmancommunications.com and let me know what you think. As I said yesterday, I use it when discussing elements of diversity and as a discussion starter when teaching group techniques. It claims to have validity, reliability, and reproducibility. What do you think? Gordon --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english -- __ Dr. Rick Stevens __ Psychology Department __ University of Louisiana @ Monroe __ [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: FW: Color Code
From Hartman's website What Thomas Edison did for electricity and Muhammad Ali did for boxing; what Martha Stewart did for home economics and the Wright Brothers did for aviation, Taylor Hartman now does for personal and professional relationships. Raymond Rogoway [EMAIL PROTECTED] On Sep 7, 2006, at 6:54 AM, Rick Stevens wrote: I can't believe that they let you be a department chair when you don't even know about this test. The Color Code Personality Test is the most accurate of all personality tests in existence. http://www.thecolorcode.com/ Larry Daily wrote: Hello all! I'm looking for a little help responding to the query below from one of my colleagues in the Business Department. My first reaction is that the test is not to be trusted - my search in PsycINFO turned up no hits for the Color Code Personality test and no hits for articles authored by Taylor Hartmann. I also don't see on the Web site any listing of tests of reliability or validity. Anyone out there know anything about this test? Thanks, Larry Larry Z. Daily Associate Professor of Psychology Psychology Department Chair Department of Psychology White Hall, Room 216 Shepherd University Shepherdstown, West Virginia 25443 Psychology phone: (304) 876-5297 email: [EMAIL PROTECTED] WWW: http://webpages.shepherd.edu/LDAILY/index.html Adam's prize was open eyes His sentence was to see - The Dreamer - Tom Rush -Original Message- From: Gordon DeMeritt Sent: Wednesday, September 06, 2006 11:52 AM To: Larry Daily Subject: Color Code Larry, If you have the time, take a look at the Color Code Personality Test at www.hartmancommunications.com and let me know what you think. As I said yesterday, I use it when discussing elements of diversity and as a discussion starter when teaching group techniques. It claims to have validity, reliability, and reproducibility. What do you think? Gordon --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english -- __ Dr. Rick Stevens __ Psychology Department __ University of Louisiana @ Monroe __ [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Student's baby due date
The insinuation is in the eye of the beholder. It seems that you are taking this the wrong way. I was only saying that it is not being "heartless" but being humane. For psychologist to waste bandwidth over "rules vs. reason" and "procedures vs. persons" seems to be silly. So don't take this so personally, I was not impugning your motherhood, after all ...5 children...you deserve a medal. But really, what IS the important concept, the exam or the psychological and humane aspects of giving birth? With great respect for your motherhoodness. Ray [EMAIL PROTECTED] On Aug 27, 2006, at 2:50 PM, Beth Benoit wrote: Oh, please give me a break. Is this a "glories of birth" scenario? I'm not saying giving birth isn't beautiful. This student has to have begun the course knowing she was pregnant. Obviously, if she's in the middle of giving birth at exam time, nobody is expecting her to take her exam between labor pains. Your reply was insulting. "Mayhap" you owe me an apology for insinuating that I don't have respect for the process of giving birth. Beth Benoit Granite State College Portsmouth NH - Original Message - From: "Raymond Rogoway" <[EMAIL PROTECTED]> To: "Teaching in the Psychological Sciences (TIPS)" Sent: Sunday, August 27, 2006 5:30 PM Subject: [tips] Re: Student's baby due date For G_d sake, how absurd this thread is! Here we have a hypothetical case of one human bringing into the world another human (who is a potential psych student) and the psychology teachers are arguing about her taking an exam. Mayhap you would have her write a paper, while in labor, on the pleasure-pain principle as applies to giving birth. What is the important thing - giving birth or taking an exam? Should not she be free of external anxiety and free to focus on the event rather than worry about GPA and some artificial rule, set down by a professor about absences? Must she research the medical leave policies of her university before getting pregnant? If it were me, I would say, "go, have your baby. We will exempt you from the final and give you whatever grade you had going into the final or if you want to take an incomplete and take the final after you feel well enough (post-partum effects) then fine, you may. Enjoy birthing and enjoy motherhood and then come back and enjoy learning psychology." It not "excuses", it is priorities and recognizing that people are more important than an exam. Ray Rogoway [EMAIL PROTECTED] On Aug 27, 2006, at 11:30 AM, Beth Benoit wrote: I don't buy the "I won't be able to" line. It's certainly a well- known fact that babies come when they want to. Just because her due date is "around that period" isn't enough of an excuse. I'd tell her to plan on taking the exam. If the baby does indeed come on that date (or, to be fair, before the date), then she should be responsible for getting the proper information to you, and then of course, you will need to accommodate her medical need. Don't think I'm being heartless here. I had 5 children, and would never have played on "due dates" for an excuse. Beth Benoit Granite State College Portsmouth NH --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Student's baby due date
For G_d sake, how absurd this thread is! Here we have a hypothetical case of one human bringing into the world another human (who is a potential psych student) and the psychology teachers are arguing about her taking an exam. Mayhap you would have her write a paper, while in labor, on the pleasure-pain principle as applies to giving birth. What is the important thing - giving birth or taking an exam? Should not she be free of external anxiety and free to focus on the event rather than worry about GPA and some artificial rule, set down by a professor about absences? Must she research the medical leave policies of her university before getting pregnant? If it were me, I would say, "go, have your baby. We will exempt you from the final and give you whatever grade you had going into the final or if you want to take an incomplete and take the final after you feel well enough (post-partum effects) then fine, you may. Enjoy birthing and enjoy motherhood and then come back and enjoy learning psychology." It not "excuses", it is priorities and recognizing that people are more important than an exam. Ray Rogoway [EMAIL PROTECTED] On Aug 27, 2006, at 11:30 AM, Beth Benoit wrote: I don't buy the "I won't be able to" line. It's certainly a well- known fact that babies come when they want to. Just because her due date is "around that period" isn't enough of an excuse. I'd tell her to plan on taking the exam. If the baby does indeed come on that date (or, to be fair, before the date), then she should be responsible for getting the proper information to you, and then of course, you will need to accommodate her medical need. Don't think I'm being heartless here. I had 5 children, and would never have played on "due dates" for an excuse. Beth Benoit Granite State College Portsmouth NH --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: your preferences
I am never on my office door. On Aug 26, 2006, at 9:15 PM, Paul Brandon wrote: At 2:52 PM -0400 8/26/06, Michael Sylvester wrote: On your office door,do you prefer to use Dr. in front of your name or PhD after your name? No. -- The best argument against intelligent design is that people believe in it. * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Department507-389-6217 * * 23 Armstrong Hall Minnesota State University, Mankato * * http://krypton.mnsu.edu/%7Epkbrando/* --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: student's question
Yes. On Aug 26, 2006, at 10:57 AM, Michael Sylvester wrote: May I use my cell phone to take pictures of the materials and notes you put on the board? Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Remembering Hiroshima
I suggest to my students that when studying for an exam they use have an open bottle of cologne next to them. Then when they go to take the test they place some of the cologne on their wrists. Very few follow my suggestion but it's funny to watch those who do, working on their test and sniffing their wrists. Ray On Aug 8, 2005, at 5:26 PM, Michael Sylvester wrote: - Original Message - From: "Raymond Rogoway" <[EMAIL PROTECTED]> To: "Teaching in the Psychological Sciences (TIPS)" Sent: Sunday, August 06, 2006 5:19 PM Subject: [tips] Re: Remembering Hiroshima Theilard de Chardin (pronounched Tey-Hard de Chardan) also wrote Building The Earth. He was a Jesuit who believe in evolution which got him into hot water with the Vatican. A psuedo biographical film called, "Shoe of the Fisherman" was produced depiciting his life. His thesis was that for all practical purposes physical evolution was done and the next step would be an evolution of consciousness in which personkind would evolve to, what Theilard called, "the consciousness of Christ' or cosmic consciousness. The Phenomenon of Man is a difficult book to read. However, when I was teaching high school Physics I had a 16 year who had read it and claimed to understand it. Unfortunately, he was also a LSD burnout who was brilliant during is non-acid states. Raymond Rogoway [EMAIL PROTECTED] Isn't this what we call state-dependent learning.?I can remember back then a certain prof used to remark in class that students who study while smoking a joint should take the test while high. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Remembering Hiroshima
Theilard de Chardin (pronounched Tey-Hard de Chardan) also wrote Building The Earth. He was a Jesuit who believe in evolution which got him into hot water with the Vatican. A psuedo biographical film called, "Shoe of the Fisherman" was produced depiciting his life. His thesis was that for all practical purposes physical evolution was done and the next step would be an evolution of consciousness in which personkind would evolve to, what Theilard called, "the consciousness of Christ' or cosmic consciousness. The Phenomenon of Man is a difficult book to read. However, when I was teaching high school Physics I had a 16 year who had read it and claimed to understand it. Unfortunately, he was also a LSD burnout who was brilliant during is non-acid states. Raymond Rogoway [EMAIL PROTECTED] On Aug 8, 2005, at 12:52 PM, Michael Sylvester wrote: Mike: Thanks for all that info.You are an asset to this listserve. And talking about the Jesuit colony,it is being said that China would probably be Catholic today if the Pope had given permission to the Jesuits to conduct the mass in Chinese.This also brings to mind the discovery of Peking man by a French Jesuit paleonthologist by the name of Theillard de Chadrin(sp?).He wrote the Phenomenon of Man-something about the universe heading towards an omega point. Keep us posted. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Mel Gibson
ns in men which did not exist in them before. It takes away the guard of reason, and consequently forces us to produce those symptoms which many, when sober, have art to conceal. Henry Fielding In a world where there is a law against people ever showing their emotions, or ever releasing themselves from the greyness of their days, a drink is not a social tool. It is a thing you need in order to live. --Jimmy Breslin It is most absurdly said, in popular language, of any man, that he is disguised in liquor; for, on the contrary, most men are disguised by sobriety. --Thomas de Quincy Michael T. Scoles, Ph.D. Associate Professor of Psychology & Counseling University of Central Arkansas Conway, AR 72035 >>> "Michael Sylvester" <[EMAIL PROTECTED]> 8/6/2005 8:18 AM >>> Can behavior that occurs in the altered state of being drunk be indicative of one's conscious intent? Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] -------- This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Abnormal Psychology Videos - Childhood D/O
The correct name for the series is The World of Abnormal Psychology. The specific video is Behavior Disorders of Childhood. It's distributed by the Annenberg organization via their Annenberg media site. It's produced by Alvin H. Permutter, Inc. and Toby Levine Communications, 1992. ISBN 1599466790.A description of the entire series can be found at http://www.learner.org/resources/series60.html. Each program can be viewed on-line. The program describes ADHD, Separation Anxiety, Conduct D/O, and Autism. Many times the various d/os are said to be partially due to parenting. In the section on Autism which shows facilitated communications they are careful not to use that term. However, they do not say anything about it's controversial nature and in fact, the psychologist who is describing it extolls its virtues. Weird for such a high quality series.Raymond Rogoway[EMAIL PROTECTED]On Jul 19, 2006, at 1:14 PM, Scott Lilienfeld wrote:Raymond: This sounds appalling. Could you possibly give us (TIPS members) the name, producer, etc. of this video? I'd very much like to check it out. Very scary. Scott- Original Message -From: Raymond RogowayTo: Teaching in the Psychological Sciences (TIPS)Sent: Wednesday, July 19, 2006 4:00 PMSubject: [tips] Abnormal Psychology Videos - Childhood D/OI just finished watching the Abnormal Psychology Video program on Childhood D/O on my local PBS channel and what to my wondrous eyes did appear, in the section on autism, but a segment extolling the virtues of "facilitated communications." To the best of my knowledge has not this "wonderful phenomenon" not been discredited? At the beginning of the segment, the child is not even looking at the keyboard.Raymond Rogoway[EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Abnormal Psychology Videos - Childhood D/O
I just finished watching the Abnormal Psychology Video program on Childhood D/O on my local PBS channel and what to my wondrous eyes did appear, in the section on autism, but a segment extolling the virtues of "facilitated communications." To the best of my knowledge has not this "wonderful phenomenon" not been discredited? At the beginning of the segment, the child is not even looking at the keyboard. Raymond Rogoway[EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Facilitated communication?
Faith is not based upon uncertainty. Faith is based upon acceptance which may or may not come after careful consideration. Faith does not tolerate uncertainty. Raymond Rogoway [EMAIL PROTECTED] On Jun 26, 2006, at 5:12 PM, [EMAIL PROTECTED] wrote: If you wish to accept these alternative explanations on faith _despite_ the evidence against them that is your right, but don't call it critical thinking. -- And do not forget that "to tolerate uncertainty" is an important factor in critical thinking. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] RE: Good news/bad news.
I would not take unbrage said Sam I Am But in Summer I have a Plan My clients I will surely see But my students have forsaken (forgotten?) me And so before I close this door I bid adieu, sanza rancore Ray On Jun 17, 2006, at 6:58 PM, Shearon, Tim wrote: Raymond Rogoway said: "NO, IT'S SUMMER." Reply- So? I love psychology in the springtime. I love psychology in the fall. I love psychology in the winter when it drizzles, I love psychology in the summer when it sizzles. Tee, hee. (That's intended to be homage so please take not umbrage). :) Tim --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] RE: Good news/bad news.
NO, IT'S SUMMER. On Jun 17, 2006, at 6:33 PM, Shearon, Tim wrote: Anyone on the list at all interested in psychology? :) Tim ___ Timothy O. Shearon, PhD Professor and Chair Department of Psychology Albertson College of Idaho Caldwell, ID 83605 email: [EMAIL PROTECTED] teaching: intro to neuropsychology; psychopharmacology; general; history and systems --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Mental health/abortion:cross-cultural
A FEW EXCEPTIONS?? Michael, you going again hard data based upon your own afrocentric bias. You, a PhD, state "I do not by all that vital and death statistics." So what you are saying is that your opinion overrules reality and data. Wow. "When the facts don't fit the (theory, opinion, bias,) ignore the facts." Ray Rogoway [EMAIL PROTECTED] On Jun 11, 2006, at 1:54 PM, [EMAIL PROTECTED] wrote: Original Message From: [EMAIL PROTECTED] To: tips@acsun.frostburg.edu Subject: RE: [tips] Re: Mental health/aortion:cross-cultural Date: Sun, 11 Jun 2006 12:14:28 -0500 At 12:22 AM -0400 6/13/05, Michael Sylvester wrote: I think it would be fair to say that black women do not abort. Grandma or others in the extended family will take care of that unwanted child. It might be fair, but not necessarily accurate. -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Department507-389-6217 * * 23 Armstrong Hall Minnesota State University, Mankato * * http://krypton.mnsu.edu/%7Epkbrando/* A few exceptions do not disprove the rule.But in general among black teens there is some peer pressure to have a child.More white teens abort.The stigma of having a child outside of wedlock is stronger in the white community. If one goes to the inner city Philadelphia clinic,I don't imagine that one would find lots of Scandinavian women.Btw,I do not buy all that vital and death statistics Many white women can go to more unobstrusive medical offices including overseas. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english Raymond Rogoway [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] Re: Human Nature and DSM
Source On Apr 21, 2006, at 7:12 AM, Jeffrey Nagelbush wrote: Raymond Rogoway [EMAIL PROTECTED] According to the Chronicle of Higher Ed: MORE THAN HALF OF THE EXPERTS who prepared the "Diagnostic and Statistical Manual of Mental Disorders," an influential guide in the psychiatric field, have undisclosed financial ties to the pharmaceutical industry, a study has found. Officials associated with the manual, however, say there is no evidence of industry influence. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] RE: multitasking evidence
Is Michael off his meds again? His posts are getting increasingly off-topic and irrational.Ray Rogoway[EMAIL PROTECTED]'On Apr 13, 2006, at 6:50 AM, Martin Bourgeois wrote:Boy, you're asking some good ones today, Michael. Yes, there is evidence that some women are better at multitasking than some men. From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]]Sent: Thu 4/13/2006 7:48 AMTo: Teaching in the Psychological Sciences (TIPS)Subject: [tips] multitasking evidence is there evidence that women are better at multitasking than men?And I have a follow-up question.Michael Sylvester,PhDDaytona Beach,Florida---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english Raymond Rogoway[EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] RE: Do PhDs make better teachers?
FORGIVE THE DOUBLE POST. I FORGOT TO SIGN THE FIRST ONE. Specific teacher skills: 1. Knowledge of the individual learning styles of each student. 2. Ability to plan lessons that utilize various learning styles. 3. Ability to plan multiple activities within the class period. 4. Ability to excite the students about the subject matter. 5. Ability to motivate the uninvolved student who sits in the back of the room and never asks or answers a question. 6. Good discussion leader. 7. Constant use of the Socratic method. 8. Does not read PP presentations to the class. 9. Constant use of positive reinforcement. 10. Maintains classroom control. Raymond Rogoway [EMAIL PROTECTED] The woods are lovely, dark and deep And I've retired, no papers in a heap. Now in the mornings I can sleep or walk those woods so dark and deep. apologies to Robert Frost --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] RE: Do PhDs make better teachers?
Specific teacher skills: 1. Knowledge of the individual learning styles of each student. 2. Ability to plan lessons that utilize various learning styles. 3. Ability to plan multiple activities within the class period. 4. Ability to excite the students about the subject matter. 5. Ability to motivate the uninvolved student who sits in the back of the room and never asks or answers a question. 6. Good discussion leader. 7. Constant use of the Socratic method. 8. Does not read PP presentations to the class. 9. Constant use of positive reinforcement. 10. Maintains classroom control. On Apr 11, 2006, at 11:24 AM, Steven Specht wrote: I'm not denying that there aren't different skills associated with and/or distinguishable for each... I just thought it would be nice to discuss more specifically what they are... i.e., rather than simply stating what to me appears somewhat self-evident. Associate Professor of Psychology Utica College Utica, NY 13502 (315) 792-3171 "Mice may be called large or small, and so may elephants, and it is quite understandable when someone says it was a large mouse that ran up the trunk of a small elephant" (S. S. Stevens, 1958) --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl? enter=tips&text_mode=0&lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
[tips] RE: Do PhDs make better teachers?
Perhaps we need to break this down a bit by class level. Freshman and mayhap Sophomores need teachers. But teachers who will wean them away from passive learners who depend upon teachers to motivate, excite them about the subject, buffer their self-esteem to active learners who take total responsibility for their own education. In the lower division, especially at the Freshman level, their is the need for good pedagogy and all that entails: discussions, activities, multimedia. affirmations, motivation, encouragement, a demand for excellence. All things that a excellent high school teacher who has taken all the Ed/Psych and Methods classes would do. Of course an excellence is the knowledge base of the subject is also necessary but IMHO, in the lower divisions methodology motivates, encourages, and keeps kids in school and turned onto the subject matter. Now, by the time the student is a Junior that should be well on their way to taking totally responsibility for their own learning. It is at this level that the PhD really makes a difference. By this time the student should be self motivated and subject oriented. By this time the student should be able to withstand PowerPoint presentation that are simultaneously shown on the screen and read to them along with the handout of slides. So, do PhDs make better teachers? Depends on who and what they are teaching. Raymond Rogoway [EMAIL PROTECTED] The woods are lovely, dark and deep And I've retired, no papers in a heap. Now in the mornings I can sleep or walk those woods so dark and deep. apologies to Robert Frost --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
help
help --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
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Re: The efficacy of prayer - again
Amen if it please yah.On Mar 31, 2006, at 8:59 AM, Robin Abrahams wrote:Marie wrote:"Is there some point where you stop spending money looking for a prayer effect?" "Shearon, Tim" <[EMAIL PROTECTED]> wrote: Reply= Ummm. No, apparently not. They will keep doing it and they will likely only reference regularly the studies that come out significant due to chance (I doubt that's how believers will view it though). :) TimWell, it sounds as though prayer is pretty damn efficacious at one thing, then: scoring grant money. Can I get an amen, everybody?Notices at the bottom of this e-mail do not reflect the opinions of the sender. I do not "yahoo" that I am aware of. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: SPRING BREAK ADVISORY
1. 24/7 does not equal 9 2. For how many days should they stay drunk. 3.If they don't go to Daytona is it ok to stay drunk for 9 days or 24/7 whichever Michael defines? Ray Rogoway [EMAIL PROTECTED] On Mar 16, 2006, at 10:17 AM, michael sylvester wrote: Tipsters:please inform students coming down to Daytona for Spring break,to avoid staying drunk 24/7 for 9 days. Michael J.Sylvester,PhD Daytona Beach,Florida Sent via FalconMail e-mail system at falconmail.dbcc.edu --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to leave- [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: parenting and socioeconomic classes
Sorry about the repeated post, forgot to change the address. Mea CulpaRay Rogoway[EMAIL PROTECTED]On Mar 9, 2006, at 10:07 AM, Raymond Rogoway wrote:FYI. This came through this morning. Ray Rogoway[EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: parenting and socioeconomic classes
FYI. This came through this morning. Ray Rogoway[EMAIL PROTECTED]On Mar 9, 2006, at 5:47 AM, Beth Benoit wrote:The following article appeared in today's New York Times. It's very thought-provoking, and I'm assigning it to my Human Development and Child Psych. courses for discussion. I thought others might want to take a look at it too.Beth BenoitGranite State CollegePortsmouth NH March 9, 2006Op-Ed ColumnistBoth Sides of InequalityBy DAVID BROOKSFor the past two decades, Annette Lareau has embedded herself in American families. She and her researchers have sat on living room floors as families went about their business, ridden in back seats as families drove hither and yon.Lareau's work is well known among sociologists, but neglected by the popular media. And that's a shame because through her close observations and careful writings — in books like "Unequal Childhoods" — Lareau has been able to capture the texture of inequality in America. She's described how radically child-rearing techniques in upper-middle-class homes differ from those in working-class and poor homes, and what this means for the prospects of the kids inside.The thing you learn from her work is that it's wrong to say good parents raise successful kids and bad parents raise unsuccessful ones. The story is more complicated than that.Looking at upper-middle-class homes, Lareau describes a parenting style that many of us ridicule but do not renounce. This involves enrolling kids in large numbers of adult-supervised activities and driving them from place to place. Parents are deeply involved in all aspects of their children's lives. They make concerted efforts to provide learning experiences.Home life involves a lot of talk and verbal jousting. Parents tend to reason with their children, not give them orders. They present "choices" and then subtly influence the decisions their kids make. Kids feel free to pass judgment on adults, express themselves and even tell their siblings they hate them when they're angry.The pace is exhausting. Fights about homework can be titanic. But children raised in this way know how to navigate the world of organized institutions. They know how to talk casually with adults, how to use words to shape how people view them, how to perform before audiences and look people in the eye to make a good first impression.Working-class child-rearing is different, Lareau writes. In these homes, there tends to be a much starker boundary between the adult world and the children's world. Parents think that the cares of adulthood will come soon enough and that children should be left alone to organize their own playtime. When a girl asks her mother to help her build a dollhouse out of boxes, the mother says no, "casually and without guilt," because playtime is deemed to be inconsequential — a child's sphere, not an adult's.Lareau says working-class children seem more relaxed and vibrant, and have more intimate contact with their extended families. "Whining, which was pervasive in middle-class homes, was rare in working-class and poor ones," she writes.But these children were not as well prepared for the world of organizations and adulthood. There was much less talk in the working-class homes. Parents were more likely to issue brusque orders, not give explanations. Children, like their parents, were easily intimidated by and pushed around by verbally dexterous teachers and doctors. Middle-class kids felt entitled to individual treatment when entering the wider world, but working-class kids felt constrained and tongue-tied.The children Lareau describes in her book were playful 10-year-olds. Now they're in their early 20's, and their destinies are as you'd have predicted. The perhaps overprogrammed middle-class kids got into good colleges and are heading for careers as doctors and other professionals. The working-class kids are not doing well. The little girl who built dollhouses had a severe drug problem from ages 12 to 17. She had a child outside wedlock, a baby she gave away because she was afraid she would hurt the child. She now cleans houses with her mother.Lareau told me that when she was doing the book, the working-class kids seemed younger; they got more excited by things like going out for pizza. Now the working-class kids seem older; they've seen and suffered more.But the point is that the working-class parents were not bad parents. In a perhaps more old-fashioned manner, they were attentive. They taught right from wrong. In some ways they raised their kids in a healthier atmosphere. (When presented with the schedules of the more affluent families, they thought such a life would just make kids sad.)But they did not prepare their kids for a world in which verbal skills and the ability to thrive in organizations are so important. To help the worse-off parents, we should raise the earned-income tax credit to lessen their economic stress. But the core issue is that today's rich don't exploit the poor; they just outcompete t
Re: Magnitude estimation
Try Goggling "Fermi Questions." Enrico Fermi was famous for (among other things) coming into class and asking "how many holes in the soundproofing tiles in the whole ceiling?" and then teaching his class how to use magnitude estimation to answer it. On Jan 23, 2006, at 9:57 AM, DeVolder Carol L wrote: Hi, I'm currently talking to my students about psychophysical methods and would like to give them some real-world examples of magnitude estimation. I can come up with things like pain, comets, and earthquakes, but I wonder if any of you have better examples. Thanks, Carol Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to leave- [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Google problem?
I googled "google problems" and it seems to be working, at least in the San Francisco Bay Area.Ray RogowayOn Dec 25, 2005, at 6:31 PM, Tom Harlow wrote:There must be regional problems. Sorry it's not working up there in the great white north.--Tom s --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: need help from clinical folks
An interesting assignment would be to have him or the class do a "synoptic" analysis using the DSM-IV-TR criteria for each of the disorders. I would have them write out, side by side, the diagnostic criteria for ADHD, bipolar, and schizophrenia, draw connecting lines between similar criteria and then do a "compare and contrast" based upon the analysis. I would also refer them to the differential diagnosis and the various "rule outs." Could be an interesting assignment. Raymond Rogoway [EMAIL PROTECTED] The woods are lovely, dark and deep And I've retired, no papers in a heap. Now in the mornings I can sleep or walk those woods so dark and deep. apologies to Robert Frost On Dec 5, 2005, at 9:04 AM, Annette Taylor, Ph. D. wrote: Hi All: I'm addressing tipster clinies for some advice on a student in intro psych. This student told me the first week of classes that he has rather severe ADHD and is on meds and may occasionally miss classes during the semester. Annette Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to leave- [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: ratz
The program is "Sniffy the Virtual Mouse (Rat?). I suppose you could Goggle it. Raymond Rogoway [EMAIL PROTECTED] On Oct 21, 2005, at 7:46 PM, Annette Taylor, Ph. D. wrote: Does anyone know of a free download or website where you can train a virtual rat? Also a small assessment of its effectiveness in teaching operant principles would be appreciated. Thanks Annette Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to leave- [EMAIL PROTECTED] Raymond Rogoway [EMAIL PROTECTED] The woods are lovely, dark and deep And I've retired, no papers in a heap. Now in the mornings I can sleep or walk those woods so dark and deep. apologies to Robert Frost --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Reply Button Syndrome (was Argh)
Guess what. That was a reply button syndrome effect. It was intended to be forwarded to someone, not replied to. Oh well! Maxim magazine runs a section called: "Accidental Porn" featuring items intended for one purpose that are visual double entendres. The statue is a typical example. Anyway, sorry for the reply button syndrome. Raymond Rogoway [EMAIL PROTECTED] And speaking of enigmatic, I'm afraid I don't understand this comment of Raymond Rogoway's on my "Erection of a statue" post: The url is above the signature name Stephen. This has got to be a > Maxim photo Can anyone, Raymond or otherwise, explain? Stephen - Stephen L. Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax:(819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm -- --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Erection of a statue in Nova Scotia
The url is above the signature name Stephen. This has got to be a Maxim photo. Michael Scoles wrote: This is certainly teaching-related, providing examples of ambiguity in language (Stephen's subject line) and depth perception. It sure beats the moon illusion. Michael T. Scoles, Ph.D. Associate Professor of Psychology & Counseling University of Central Arkansas Conway, AR 72035 [EMAIL PROTECTED] 09/30/05 10:06 PM >>> Content-type: Multipart/Alternative; boundary="Alt-Boundary-28727.54582109" --Alt-Boundary-28727.54582109 Literally. http://tinyurl.com/8huf8 Stephen -- Stephen L. Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax:(819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Looking for Psychology/Neuroscience Song Parodies
Check out "Telegraph Line" by School House Rock. Raymond Rogoway [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Looking for Psychology/Neuroscience Song Parodies
Check out "Telegraph Line" by School House Rock. Raymond Rogoway [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: bigger fonts please
In your mail program, go to the preferences menu. Ray Rogoway [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: I am writing this in 12 point Times New Roman. I have nothing in size between this and this(which is 10 points). Are there fonts that are easier to read and others that are less readable? I tried your suggestion using the control key and the mouse wheel, but the size of the text didn't change. How are we supposed to use both to change the size of the text? Riki Koenigsberg --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
The Great Recovered Memory Debate
The Court TV Shandley trial will feature Dan Brown and a prosecution expert witness and Elizabeth Loftus as the defense witness. Raymond Rogoway The Harker School San Jose, CA [EMAIL PROTECTED] [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Court TV and recovered memories
Forgive the cross post. Court TV is currently airing the trial of the priest, Paul Shanley. His accuser is claiming that it was recovered memories of the abuse (which lasted about 6 - 8 yrs) which lead to his remembering the abuse. Court TV promos are listing this as a battle of the experts. I don't know if the video will be available after the trial and the trial runs during the daytime w/ no evening repeat. Ray Rogoway The Harker School San Jose, CA [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Bye,Bye Glucosamine
How recent? What study? By whom? Geez, you are supposed to be a professional and you sound like a TV commercial. Ray Rogoway, non-PhD San Jose, CA michael sylvester wrote: A recent study showed that a control group taking a placebo improved significantly over the group that took glucosamine.In fact the researchers concluded that the alleged benefits of the latter may be exaggerated. Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: tending our students
What about them having to ask permission to go to the bathroom? [EMAIL PROTECTED] Paul Okami wrote: I have noted since I left UCLA that I am required to be a policeman as well as a teacher. Schools are indeed increasingly requiring the taking of attendance, an absurd and demeaning practice for everyone involved. PO - Original Message - From: "Gerald Peterson" <[EMAIL PROTECTED]> To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]> Sent: Saturday, October 23, 2004 7:18 PM Subject: tending our students If the college class is becoming more akin to high school then we can expect that guidelines to take attendance and care-taking will increase. I note a recent mandate for schools where students receive federal aid; namely, that their attendance be assessed. Did they attend ever? When did they last attend, etc? We are now going to be required to keep track of such things at least for students receiving such aid. Gary P Gerald L. (Gary) Peterson, Ph.D. Professor, Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: is there a rule?
Totally agree. I've had students challenge me with one of two comments. Comment 1 - You did not cover this in lecture. Comment 2 - Why are you talking about this after we have the test. Answer 1 - You are responsible for everything in the chapter, whether I lecture on it or not. Answer 2 - (I want to say that I don't need to defend my teaching practices, but...) I am expanding on the material or I am giving you new material or because you need to know it. Ray Rogoway The Harker School San Jose, CA [EMAIL PROTECTED] [EMAIL PROTECTED] The woods are lovely, dark and deep But I have papers in a heap And piles to grade before I sleep Or walk those woods, so dark and deep. (especially fitting since I just got home from Yosemite.) apologies to Robert Frost michael sylvester wrote: is there a rule somewhere that states that a prof must cover all the parts of a chapter before giving a test on that chapter? My philosophy is that once a chapter is assigned students are responsible for knowing it,even though I would not be able to cover it all in class. Send me something. Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Tipsters :Please stop!
Shall we take up a collection to get him more. Michael Scoles wrote: He let the darn prescription run out again. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: reducing cell phone disruptions in the classroom
It's great. I am including this is my syllabus for this year. Thanks. Ray Rogoway The Harker School San Jose, CA [EMAIL PROTECTED] [EMAIL PROTECTED] Miguel Roig wrote: Hi, folks. I really dislike disruptions caused by cell phones going off during class. Last year, I opted to occasionally remind students throughout the semester, right before the beginning of class, to simply turn off their phones or set them to vibrate. That approach seemed to have reduced the number of times cell phones would go off, but what I have also been noticing is that some students will check their phones periodically in the middle of class and, frankly, I find all that activity downright annoying. I am currently preparing my course outlines for the upcoming semester and I am considering inserting the following statement. CELL PHONE USE AND LAPTOP POLICY: I consider any use of cell phones during class to be highly distracting and disrespectful. Thus, the use of cell phones is not permitted during class time for any purpose and they are to be kept turned off and out of view inside pocketbooks, knapsacks, etc. Any student whose phone rings during class is hereby asked to leave the class (no need to wait for me to ask you to leave) and s/he will lose 5 points in the next exam. For the second offense, the matter will be forwarded to the Dean of Students for disciplinary action. With respect to laptops, you are welcome to use your laptop in this class, but only for class-related purposes (e.g., note-taking). No other use of the laptop (e.g., instant messaging, internet surfing) is allowed. Violation of this policy will result in penalties, such as those given for inappropriate cell phone use. Am I being too harsh? Any other comments? Miguel ___ Miguel Roig, Ph.D. Associate Professor of Psychology Notre Dame Division of St. John's College St. John's University 300 Howard Avenue Staten Island, New York 10301 Voice: (718) 390-4513 Fax: (718) 390-4347 E-mail: [EMAIL PROTECTED] Http://facpub.stjohns.edu/~roigm On plagiarism and ethical writing: http://facpub.stjohns.edu/~roigm/plagiarism/ ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: AP Psychology Review Books
Barron's, Barron's,Barron's, Barron's, Barron's, Barron's, Barron's, Barron's, Barron's, and finally Barron's. Every one of my students that used Barron's and another review book said that Barron's really prepared them well. And scoring high on the tests in Barron's increased their confidence. I am making Barron's are required text next year. Ray Rogoway The Harker School [EMAIL PROTECTED] [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: students' concerns
Thanks for the feedback. Bill Scott and I have hashed it out (good psychological practice) and all appears (at least to me) to be resolved. I'm not leaving the list. I need all the good ideas I can get for my classes. I'm dealing with 5 classes of very bright, high achieving high school seniors who love to challenge and who listen to NPR on the way to school, read Time, NY Times, and Newsweek. They will not take off the cuff, quick, shallow answers to their questions. To give you an idea of the quality of these kids, in choosing the Valedictorian, we have to calculate the GPA out to 6 decimal places. Thanks again. Ray Rogoway [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Big oops
As indicated my by most recent post, I accept your "feedback" but cannot ignore your demeaning attitude towards high school teachers, "mere adjunct faculty", lighting designers? (you have no aesthetic sense?) and non-Ph.D.'s. It certainly reveals an awful lot about you! Ray Rogoway [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: students' concerns
To one and all. My humble apologies for my "vitriolic" post. It was, I think, the result of "end of the year angst," trying to cram in a few last chapters before the Advanced Placement exam in May. The feedback both on the list of off-list was mostly appreciated. However Louis, don't disparage high school Psychology teachers and "mere" adjunct faculty. We are the ones who turn on your future students to Psychology. We are the ones who recommend specific universities to our students. Without us you would be running rats in some pharmaceutical lab and probably making more money than as a college professor. Louis, one needs not have a Ph.D. to communicate the excitement and dynamism of Psychology to adolescents, one needs patience. I teach in an independent school where a "typical" student in my AP Psych class is also taking 3 other AP courses and the average sleep time at night is four hours. You don't have to deal with parents who think that their student should have gotten one more point on an exam because they were "almost right." So I accept your attempt at enlightenment and plead "mea culpa, mea maxima culpa" for getting hooked into an everlasting drama on this list. PS, what would my student gain from attending Valdosta State University? Oh well, back to grading. We don't have paid TA's. Ray Rogoway [EMAIL PROTECTED] Valdosta State University --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: students' concerns
Bill Scott and anyone else: My proof can be found at http://www.harker.org/upperschool/faculty/faculty_bios/rogoway_ray.htm --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
