Re: Help on hormone/neurotransmitters
On Wed, 24 Feb 1999, Peter & Carole Lawson went: > 2. In a number of psychopharmacology texts, certain chemicals are > described as both hormones and neurotransmitters. For instance, > epinephrine. I'm really unclear: Is all epinephrine created by the > adrenal glands, and some of it migrates to the brain for use in > neurotransmission? Or do neurons create it separately for use as a > transmitter? The latter--it's made and released by neurons in the brain. Not many neurons, though. I'm not even sure _where_ they are, though I've always assumed they're in the locus coeruleus, intermingled with the neurons that make and release norepinephrine. Epinephrine _can't_ migrate to (or from) the brain, because it can't cross the blood-brain barrier. Btw, I always make a big point of telling students that the same chemical can function both as a hormone and a neurotransmitter. The only difference is location, location, location: by definition, hormones are released into the bloodstream; neurotransmitters, into synaptic clefts. One interesting case of this "double life" is that of oxytocin. It's synthesized by a small clump of neurons of the hypothalamus, but some of those neurons send their axons up into the forebrain (where they release oxytocin as a transmitter) while others send their axons down into the pituitary (where they release oxytocin into the bloodstream as a hormone). This is especially cool because of the complementarity of oxytocin's roles in the brain and in the periphery. But I digress. :) --David Epstein [EMAIL PROTECTED]
Two queries - writing with both hands and class in Milgram's exp
I would appreciate your help in answering the following queries for my classes. 1. I recall that there was a recent thread on someone who could write the same material backwards with his left hand and forward with his right, a thread which I deleted. Yesterday a secretary at our school about whom I had learned came to class and demonstrated that she could do that, a "talent" she learned she had when she was a teen. A student got up and did the same thing and said her mother had the same ability. I failed miserably when I tried. The secretary is right-handed but puts make-up on with her left hand; the student is left-handed. The secretary said that a graphologist (with a doctorate) had told her that she had an unusually thick corpus callosum. Do any of you have any information on this phenomenon? 2. In another psych class we are discussing Milgram. In response to a question about the effect of class on obedience (e.g. if a person is a CEO and used to giving orders, would he take orders?) I have looked through my resources and found no mention of class. What were the characteristics of the resisters? Thanks in advance. Sandra Price, History Division Oak Park and River Forest High School 201 N. Scoville Ave. Oak Park, IL 60302 School 708-383-0700 x2311 Fax 708-383-3484 [EMAIL PROTECTED]
web site
I received this on another mailing list; have not had time to look. TIP: TO GOOD MENTAL HEALTH February 24th, 1999 Internet Mental Health is an award-winning site maintained by Phillip W. Long, M.D. It provides a wealth of information on mental and emotional disorders and their treatment. A large section on drugs used to treat the disorders explains what the drugs are supposed to do and their potential side effects. The site even includes an "online diagnosis" feature that, as the site notes, is NOT a substitute for seeing a trained mental health professional. However, the diagnosis feature does help clarify the criteria used to classify mental health problems. http://www.mentalhealth.com
Re: Half-brain Sleep
Jim Guinee wrote: . some birds sleep with one eye open? Not an entirely new observation -- if I remember, the opening stanzas of Chaucer's Canterbury Tales remarks on birds who in the Month of March slepen all the nicht with open eey. Don't think he got EEGs, though -- hard to sneak up on them with the electrodes because they see you coming. -David === David G. Likely, Department of Psychology, University of New Brunswick Fredericton, N. B., E3B 5A3 Canada History of Psychology: http://www.unb.ca/web/psychology/likely/psyc4053.htm ===
Re: Precocious puberty
I have not seen that book in particular, but age nine in Mexico was the earliest birth I had ever heard of before. I also do not know the source. At 12:56 PM 2/24/99 -0600, David Murphy wrote: > Dear Tipsters, It referenced the youngest documented birth by a girl >who was age five! In that reference it was also stated that this girl and >her daughter ( I believe) went to the same grade school together, and I >seem to recall that it was in Central or South America.No, I am not >making this up and any help would be greatly appreciated. Thanks. --Dave >Attachment Converted: "c:\eudora\attach\dmurphy.vcf" Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Help on "moon phases" and hormone/neurotransmitters
Two different questions: 1. A student is interested in finding references to studies done on correlations between phases of the moon and behavior, typically "abnormal" or antisocial behavior.. I know it's been discussed here, but I can't figure out how to find the references... Help? 2. In a number of psychopharmacology texts, certain chemicals are described as both hormones and neurotransmitters. For instance, epinephrine. I'm really unclear: Is all epinephrine created by the adrenal glands, and some of it migrates to the brain for use in neurotransmission? Or do neurons create it separately for use as a transmitter? I know that there are a bunch of you out there who really understand this. Please. Enlighten me and my students. Many thanks!!! Peter Lawson, Ph.D. Psychology Department Century College White Bear Lake, MN 55110 [EMAIL PROTECTED] [EMAIL PROTECTED]
Cartoons/comics
On Thu, 28 Jan 1999, Annette Taylor wrote: > > Ever since I started using powerpoint I find it is easier to incorporate > cartoons into my lectures--the old overheads just got to be to > many and then they'd all get messed up and stick together and I tended > to try to minimize so I didn't use them--except maybe on exams! > > So I am looking for comics and cartoons I know this request is an oldie, but I was waiting until I could check out one of the books I'm recommending below, and it was just returned to the library. For a source of cartoons relevant to psychology, try the collected works of the talented scientific cartoonist, Sidney Harris. His work has appeared in (reading from the back cover), The New Yorker, Playboy, Discover, Science, and The Chronicle of Higher Education. Mostly, though, he used to appear in Current Contents, if I remember correctly. There are some psychology targets in each of these, although, of course, more in the psychology collection. Can't you guys read? Cartoons on academia Einstein simplified. Cartoons on science Freudian slips. Cartoons on psychology All are published by Rutgers University Press. (Didn't spot my favourite among them, though. It shows two professors at a blackboard covered in equations. The last equation ends "...and then a great miracle happens". One prof points to it and says "I think you could be more explicit in step 10 here".) I also recommend the remarkable book (this one is more specialized, though): Freyd, P., & Goldstein, E. (1998). Smiling through tears. Upton. (I'm sure it won't escape the attention of sharp-eyed TIPsters that P. Freyd is the Pamela Freyd who helped found the False Memory Foundation. All the cartoons are mainstream, though (Doonesbury, Family Circus, Dilbert, etc.) Happy giggling. -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy
Re: Gender differences in accepting homosexuality
I just read on this a few days ago - this is data from Altmeyer's book on right wing authoritarianism. In surveys, women tended to hold somewhat negative views on homosexuality and that this was equal for men and women. Men on the other hand, were much more negative about homosexuality between men - much more neutral about lesbians. At 11:12 AM 2/23/99 -0500, Marie Helweg-Larsen wrote: >Hi Everyone > >We're currently discussing gay/lesbian issues in my Human Sexuality >class. Many students are wondering about gender differences in >acceptance of male and female homosexuality. (1) What are the >differences and (2) Why do these differences exist. As to (1) I know >that males consistently are more homophobic than females. I suspect >that men are more extreme in their attitudes toward male homosexualty >(very negative) and female homosexuality (relatively positive). But I'm >not sure about women. Are women also more accepting of female as >opposed to male homosexuality. I need data -- certainly someone has >researched this! (2) I suspect that men react the most negatively >towards male sex because men generally are more conservative and male >sex breaks more norms (both in terms of males showing affection, >possibly being affeminate, and possibily engaging in anal sex). I >suspect men might be more positive toward lesbians because it doesn't >seem as inconsistent with women's roles and they ultimately might think >they can jump into the action! But I need more ideas. > >So research for (1) and ideas/and research for (2). > >Marie > >-- >Marie Helweg-Larsen, Ph.D. >Department of Psychology >Transylvania University >300 North Broadway >Lexington, KY 40508 >Voice: (606) 281-3656 >Fax: (606) 233-8797 > > > > Deb Deborah S. Briihl, Ph.D. Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (912) 333-5994 You've got so many dreams that you don't know where to put them so you better turn a few of them loose. - Fire
A vibrant new work of scholarship
This is so unusual that I initially suspected hoax. But the report is by the respected New York Times journalist, Natalie Angier, and a book with the title mentioned in her piece is indeed offered for sale at Amazon.com, together with a glowing review callling it "sophisticated, learned, and funny". You can check it out at: www.nytimes.com/library/national/science/022399sci-vibrator.html The findings will likely be of interest for courses in the psychology of women and the psychology of sex. I'm not so sure about introductory psychology. -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy
Precocious puberty
Dear Tipsters, I remember a reference in an old Adolescent text which referred to precocious puberty. It referenced the youngest documented birth by a girl who was age five! In that reference it was also stated that this girl and her daughter ( I believe) went to the same grade school together, and I seem to recall that it was in Central or South America. I have tried to track down this reference (the book is long gone, I fear) but with no success. Have any of you seen this reference, or better yet, have the reference handy? No, I am not making this up and any help would be greatly appreciated. Thanks. --Dave begin:vcard n:Dr. Murphy;David R. tel;fax:630.466.9102 tel;work:630.466.7900 x2559 x-mozilla-html:FALSE org:Waubonsee Community College adr:;;Rt. 47;Sugar Grove;Illinois 60554;;USA version:2.1 email;internet:[EMAIL PROTECTED] title:Department of Psychology x-mozilla-cpt:;-11504 fn:Murphy, David R. end:vcard
Re: field experiences/internships for undergraduates
I have not written up my course for publication due to time constraints, but I plan to do so. I call it Co-Regulation in Mental Disabilities. We study co-regulation (Fogel) then go participate in the State Summer Games of Special Olympics Louisiana. I acquire the list of coaches and athletes within our area from the SOL area director. I telephone the coaches and find out how many of my students they want, when and where they practice. The first week of the class, my students go visit the athletes to watch or assist as the case may be. I assign the students to the athletes based on transportation (who has a car and who can ride with them) and interest. Meanwhile, my students are reading excerpts (usually about 2 articles or chapter excerpts a day) on co-regulation as a concept, conversation, dynamic systems theory, mental retardation (functionally challenged), risk factors for poverty and ethnicity, the effects of a mentally challenged child on the family system, and mental retardation as a subculture within the culture at large. We meet for about two hours a day during that first week (during a block of time when no out-of-class visits are scheduled) to have class discussions, role play, plan and share out-of-class exercises (like going to the mall with a sign around your neck that reads "I am different"). The next week we go to New Orleans (about 5 hours from Shreveport, where we are)and work as the grunt team for the largest athletic competition in North America-- Special Olympics Louisiana State Summer Games. There are 1500 athletes, 1000 coaches, 1000 volunteers the weekend of the games, plus parents and friends. We stay in the dorms at Tulane and work from 7 am (up at 6) to 10pm in the hot, humid climate of New Orleans in May. We are definitely unpaid. In fact, my students pay $300 each for the course above tuition that covers the cost of the vans, the dorms, and food. My limit is 28 students, and our associate registrar, who has her MA in Educ., is the other chaperone. My students set up tents, unload food trucks, put up chairs (they feed those 1500 athletes 3 meals a day during the competition), cook the food, serve the food, clean up after the meal, take down the volleyball nets, blow up 600 helium balloons for the dance, put up the stages, hang the banners, take down the stages, put the nets back up... as one student said- if you sit at it, on it, under it, or eat at itwe did it. The weekend of the competition, my students leave their work shift to go watch "their" athlete compete. They also spend an hour or two during that weekend to just "hang out" with their athlete and play games, eat together, go for a walk, etc. Universally, without exception, my students learn a lot about mental retardation. They lose their fear and avoidance of people with retardation. Athletes among my students appreciate the opportunity to compete. They end the course feeling good about their grunt work despite their aching tiredness. As for co-regulation, they become much more aware of how expectations affect a person's self-image and behavior, both in a positive way and a negative way. They also make the transition of applying the concept of co-regulation to their own relationships in their personal lives and in their small group work teams. At 01:38 PM 2/23/99 -0800, Astrid Stec wrote: >Have any Tipsters had experience teaching/supervising undergraduate courses >in which students get some practical, non-paid experience in areas such as >education, health, industrial/organizational psychology? We are considering >designing such a course and I would appreciate any ideas or experiences you >may have. > >Thanks in advance, > >Astrid >__ >Astrid M. Stec >University College of the Fraser Valley >Abbotsford, B.C., Canada > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: undergraduate/graduateprograms in neuropsychology
Kansas State University has a graduate program in Physiology/Neuropsychology. A large portion of the program deals with taste reactivity in mice and rats. $$$ Nina L. Tarner$ Animal Learning/Physiological Psychology $ Kansas State University Department of Psychology $Manhattan, KS. 66506 539 Bluemont Hall $ (785) 532-6850 (msg) email: [EMAIL PROTECTED] $ (785) 532-7004 (fax) $$$ On Wed, 24 Feb 1999, Johnna K. Shapiro wrote: > Some of the top ones I know of are Univ of Michigan, Univ of Illinois, UC > San Diego, University of Arizona. Keep in mind these are all geared toward > experiemntal studies with patients and normal controls. If your student is > more interested in the solely clinical aspect of neuropsychology, he/she > would need to get into a clinical program that has a specialty in > neuropsych. > > Johnna > > > > Hi all: I have a student who is interested in neuropsychology. Does > >anyone know right off hand of good to excellent programs (APA > >accredited) that she could check out? Thanks to those replying JL > >Edwards > >[EMAIL PROTECTED]Content-Type: image/gif > >Content-ID: <000301be5f55$7f5b47a0$[EMAIL PROTECTED]> > > > >Attachment converted: Hugh:Untitled 8 (GIFf/JVWR) (000190EF) > > > Johnna K. Shapiro, Ph.D. > Assistant Professor of Psychology > Illinois Wesleyan University "Thousands of years ago, > Bloomington, IL 61702cats were worshipped as > gods. > 309/556-3164 or 556-3803 Cats have never forgotten > this." > e-mail: [EMAIL PROTECTED] > website: http://titan.iwu.edu/~jshapiro =^..^=-Anonymous > > > > > > > >
re: University Internet Censorship
Marc, What I have done when giving this type of assignment is to talk to the lab director. We were able to work out times and places that students were able to work so that other students would not be offended. The lab director also knew exactly what the assignment was and what it was not so that they were able to differentiate between legitimate coursework and students who claimed that they were doing courserwork when they were not. When it was a single student doing a research study I arranged for them to use a departmental computer, mine if no others were available. Joyce Morris Public Health Sciences Wichita State University
Re: what do gays think of heterosexuals?
"Peoples is peoples" Their reaction to other members of the class may be due to other factors than their sexual orientation. At 01:01 PM 2/23/99 -0500, Michael Sylvester wrote: > how accepting of heterosexuals are gays? > I had two lesbians in one of my classes who avoided interacting >with the other students? > comments invited. > >Michael Sylvester >Daytona Beach,Florida > > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: field experiences/internships for undergraduates
We do a senior internship and require a paper (usually 20+ pages) that integrates the experience with the coursework. There are usually multiple drafts of the paper until the advisor deems it acceptable to progress to the next step, which is an orals defense. This procedures works well for us, and provides a nice introduction to the graduate thesis process. Of course, we are not as "hard" on the student as a graduate program would be. Jerry Henkel-Johnson The College of St. Scholastica [EMAIL PROTECTED] >>> Jim Clark <[EMAIL PROTECTED]> 02/24 8:10 AM >>> Hi On Tue, 23 Feb 1999, Astrid Stec wrote: > Have any Tipsters had experience teaching/supervising undergraduate courses > in which students get some practical, non-paid experience in areas such as > education, health, industrial/organizational psychology? We are considering > designing such a course and I would appreciate any ideas or experiences you > may have. Many years ago I was involved in a program with a Work Experience component. Students spent the year working so many hours per week in an applied setting and then some time (1 hr per week perhaps) meeting in small groups. The most difficult part, I believe, is to effect a true integration of the academic and applied aspects of their experience. It is relatively easy to put students in placements, have them record their experiences, make observations about self-development, etc. It is much more difficult to get them to think analytically (i.e., scientifically) about the tasks that they are performing in the work setting, find relevant literature, to adapt it to their particular circumstances, to evaluate their "intervention," and so on. If I were involved in such a program now, I would be quite explicit that students need to integrate the academic and applied, that placements (and supervisors at work) must provide opportunities for such integration to occur, ideally that supervisors in the placements are themselves sympathetic to and perhaps even competent at such integration, that academic coordinators for such programs be chosen for their likely ability to promote such integration (i.e., good problem-solvers, strong academic orientation, ...), that some academic product be required (e.g., papers that review the literature and describe the integration, seminar presentation, perhaps a mini-symposium). Anyone undertaking such a course should expect many of the problems, albeit on a smaller scale, that seem to be responsible for the science-practice schism in clinical, education, and other areas of psychology. They are not insurmountable problems, but challenging ones and a _well-designed_ course like this could help to close the gap in the future. An inappropriately designed course (e.g., where students are put in the work setting and acquire all their knowledge from the "practical" experience of other workers, where the academic side is forgotten or perhaps even disparaged as too "theoretical") could just exacerbate the problems. Best wishes Jim James M. Clark (204) 786-9313 Department of Psychology(204) 774-4134 Fax University of Winnipeg 4L02A Winnipeg, Manitoba R3B 2E9 [EMAIL PROTECTED] CANADA http://www.uwinnipeg.ca/~clark
Re: undergraduate/graduateprograms in neuropsychology
Some of the top ones I know of are Univ of Michigan, Univ of Illinois, UC San Diego, University of Arizona. Keep in mind these are all geared toward experiemntal studies with patients and normal controls. If your student is more interested in the solely clinical aspect of neuropsychology, he/she would need to get into a clinical program that has a specialty in neuropsych. Johnna > Hi all: I have a student who is interested in neuropsychology. Does >anyone know right off hand of good to excellent programs (APA >accredited) that she could check out? Thanks to those replying JL >Edwards >[EMAIL PROTECTED]Content-Type: image/gif >Content-ID: <000301be5f55$7f5b47a0$[EMAIL PROTECTED]> > >Attachment converted: Hugh:Untitled 8 (GIFf/JVWR) (000190EF) Johnna K. Shapiro, Ph.D. Assistant Professor of Psychology Illinois Wesleyan University "Thousands of years ago, Bloomington, IL 61702 cats were worshipped as gods. 309/556-3164 or 556-3803Cats have never forgotten this." e-mail: [EMAIL PROTECTED] website: http://titan.iwu.edu/~jshapiro =^..^=-Anonymous
plaigarism
Just my opinion, but if the exam clearly stated: >>"If you copy wording or information from any of your books, readings, or other sources, make sure you show this by quoting (if necessary) and providing either an APA style reference or a footnote." then, by quoting without providing the APA reference or footnote, the student did not follow the instructions, and I would consider that plagiarism. As for the second part of the question: >>My real question is: If a student uses wording that is too similar to the wording from a text, reading, etc, on a *closed-book essay test*, would you consider that a case of plagiarism? (I think I'd let it slide under such circumstances.) I think it would be highly unlikely that a student would be able to regurgitate the text verbatim on an essay exam (except possibly for definitions). Playing devil's advocate, however, and assuming I was confident that the student didn't cheat on the exam, I would give the student the benefit of the doubt, but suggest that s/he use her/his own words to avoid suspicion from myself or other instructors in the the future, or that s/he include a reference. If a student is able to memorize large chunks of text, then it's also possible for that student to memorize 2 lines of reference information. Julie Julie A. Penley Department of Psychology The University of Texas at El Paso 500 W. University Avenue El Paso, TX 79968
Half-brain Sleep
Hi, This was from another listserv. Is this really true? Seems like the only thing I'm learning these days comes from biology! - FORWARD: Why do some birds sleep with one eye open? Many kinds of birds sleep with only one half of their brain at a time, keeping one eye open and one eye closed. They alternate which half of their brain is awake and which half is asleep. A recent study suggests that the reason is simple: the birds are literally keeping an eye out for predators. Birds that are on the edge of the flock are much more likely to sleep this way, and the eye that is open usually faces out into the area surrounding the flock. That way predators cannot approach without being seen. Birds are not the only animals that sleep this way. Dolphins and other sea-mammals sleep with only half their brains, but for a different reason: they need to remember to swim to the surface to get a breath of air. People might also sometimes sleep with only part of the brain: http://www.exn.ca/html/templates/htmlpage.cfm?ID=19990203-51
Factor Analysis and Repeated Measures
I have a student who is looking at the effects of attractiveness on impression formation. The subjects viewed six different pictures that varied on the dimensions of attractiveness and gender. For each picture the subject rates the person in the picture on a variety of dimensions. The student is interested in whether the ratings on these dimensions are related to one another and what the underlying factor structure might look like. Therefore, he did a factor analysis treating the six pictures as independent ratings. I don't think this is the right approach because they are not independent events. I told him to do separate factor analyses for each of the pictures. Is this right? Is there anyway to analyze the data from all six pictures together? He would like to be able to get factor scores that could be used in subsequent analyses. However, if the 6 pictures are analyzed separately they will not load on the factors in the same way. Therefore, it doesn't seem possible to get comparable factor scores. TIA for any help you can provide. Richard Platt St. Mary's College of Maryland
Re: field experiences/internships for undergraduates
Hi On Tue, 23 Feb 1999, Astrid Stec wrote: > Have any Tipsters had experience teaching/supervising undergraduate courses > in which students get some practical, non-paid experience in areas such as > education, health, industrial/organizational psychology? We are considering > designing such a course and I would appreciate any ideas or experiences you > may have. Many years ago I was involved in a program with a Work Experience component. Students spent the year working so many hours per week in an applied setting and then some time (1 hr per week perhaps) meeting in small groups. The most difficult part, I believe, is to effect a true integration of the academic and applied aspects of their experience. It is relatively easy to put students in placements, have them record their experiences, make observations about self-development, etc. It is much more difficult to get them to think analytically (i.e., scientifically) about the tasks that they are performing in the work setting, find relevant literature, to adapt it to their particular circumstances, to evaluate their "intervention," and so on. If I were involved in such a program now, I would be quite explicit that students need to integrate the academic and applied, that placements (and supervisors at work) must provide opportunities for such integration to occur, ideally that supervisors in the placements are themselves sympathetic to and perhaps even competent at such integration, that academic coordinators for such programs be chosen for their likely ability to promote such integration (i.e., good problem-solvers, strong academic orientation, ...), that some academic product be required (e.g., papers that review the literature and describe the integration, seminar presentation, perhaps a mini-symposium). Anyone undertaking such a course should expect many of the problems, albeit on a smaller scale, that seem to be responsible for the science-practice schism in clinical, education, and other areas of psychology. They are not insurmountable problems, but challenging ones and a _well-designed_ course like this could help to close the gap in the future. An inappropriately designed course (e.g., where students are put in the work setting and acquire all their knowledge from the "practical" experience of other workers, where the academic side is forgotten or perhaps even disparaged as too "theoretical") could just exacerbate the problems. Best wishes Jim James M. Clark (204) 786-9313 Department of Psychology(204) 774-4134 Fax University of Winnipeg 4L02A Winnipeg, Manitoba R3B 2E9 [EMAIL PROTECTED] CANADA http://www.uwinnipeg.ca/~clark
what is plagiarism on a test?
Hi folks, I recently gave a very low grade to a student in part for having plagiarised on a take-home exam. The student simply copied wording from the main text without using quotation marks, without citing the material, etc. The student sent me an E-mail a day after getting the test back, which contained the following: >As for the midterm, I >didn't know that you did not want the answers from the book. That has been >the norm for all of my classes. This is the first time that I've failed a >take home exam for that reason. The test instructions even contained this passage: "If you copy wording or information from any of your books, readings, or other sources, make sure you show this by quoting (if necessary) and providing either an APA style reference or a footnote." My real question is: If a student uses wording that is too similar to the wording from a text, reading, etc, on a *closed-book essay test*, would you consider that a case of plagiarism? (I think I'd let it slide under such circumstances.) --> Mike O. ___ Michael S. Ofsowitz University of Maryland - European Division http://faculty.ed.umuc.edu/~mofsowit ___
