Re: Does anyone know how to find a particular Ann Landers column? Again
Traci, I found a searchable archive fron the Detroit Free Press of Ann Landers columns going back to 1982 at: http://www.freep.com/newslibrary/ Michael J. Caruso Associate Professor Department of Psychology University of Toledo Voice: (419) 530-2896 E-mail: [EMAIL PROTECTED] WWW: http://www.utoledo.edu/~mcaruso/ - Original Message - From: "Traci Giuliano" <[EMAIL PROTECTED]> To: <[EMAIL PROTECTED]> Sent: Saturday, February 24, 2001 7:38 PM Subject: Does anyone know how to find a particular Ann Landers column? > I hope this doesn't seem too off-topic, but I need to know how to > find a particular Ann Landers column for teaching and research > purposes. I vaguely remember reading it several years ago (it > discussed how to recognize symptoms of a heart attack), and I'd like > to locate the original column if at all possible. If anyone has any > ideas (e.g., databases to search, etc.), I'd appreciate it. > > Thanks, > Traci > -- > > > \\|||// > ( o o ) > -o00-(_)-00o-- > > Traci A. Giuliano > Associate Professor of Psychology > Southwestern University > Georgetown, TX 78627 > [EMAIL PROTECTED] > (512) 863-1596;fax (512) 863-1846 > http://www.southwestern.edu/~giuliant > >
Re: Does anyone know how to find a particular Ann Landers column?
Traci, The best I could find was a Washington Post archive of Ann Landers that goes back 385 days. It's located at: http://www.washingtonpost.com/wp-dyn/style/columns/landersann/ If anyone finds an archive that goes back farther, let me know. Michael J. Caruso Associate Professor Department of Psychology University of Toledo Voice: (419) 530-2896 E-mail: [EMAIL PROTECTED] WWW: http://www.utoledo.edu/~mcaruso/ - Original Message - From: "Traci Giuliano" <[EMAIL PROTECTED]> To: <[EMAIL PROTECTED]> Sent: Saturday, February 24, 2001 7:38 PM Subject: Does anyone know how to find a particular Ann Landers column? > I hope this doesn't seem too off-topic, but I need to know how to > find a particular Ann Landers column for teaching and research > purposes. I vaguely remember reading it several years ago (it > discussed how to recognize symptoms of a heart attack), and I'd like > to locate the original column if at all possible. If anyone has any > ideas (e.g., databases to search, etc.), I'd appreciate it. > > Thanks, > Traci > -- > > > \\|||// > ( o o ) > -o00-(_)-00o-- > > Traci A. Giuliano > Associate Professor of Psychology > Southwestern University > Georgetown, TX 78627 > [EMAIL PROTECTED] > (512) 863-1596;fax (512) 863-1846 > http://www.southwestern.edu/~giuliant > >
Re: Bonus questions/bonus points
My favorites are usually only loosely related to course material. For example, in statistics: What physical phenomena are associated with 0 and 100 degrees F? What do you call those spots on dice? Rick Adams wrote: > Michael Sylvester wrote: > > > do yo occasionally have bonus questions on a test which would give > > students an opportunity to get bonus points? > > Short answer: Yes. > > > what could be the various rationale for bonus points? > > I make those particularly challenging concept-application type questions > when I use them and the rationale is to provide additional reinforcement > to students who have actually _mastered_ the course material, beyond a > "memorize and regurgitate" level. > > Not surprisingly, most of the time, the students who attempt (and > complete) the bonus questions, are the very ones who don't need the extra > points anyway--they're clearly 4.0 students. But occasionally, otherwise > good students who do poorly in other areas of the graded work (i.e., > writing essays or the term paper, etc.) or who missed scheduled quizzes, > etc., make up some of their losses through the bonus questions. > > Rick > > -- > > Rick Adams > [EMAIL PROTECTED] > > "... and the only measure of your worth and your deeds will be the love > you leave behind when you're gone. --Fred Small, Everything Possible " -- * * Mike Scoles *[EMAIL PROTECTED] * * Department of Psychology *voice: (501) 450-5418 * * University of Central Arkansas *fax: (501) 450-5424 * * Conway, AR72035-0001 ** * http://www.coe.uca.edu/psych/scoles/index.html
RE: Bonus questions/bonus points
Michael Sylvester wrote: > do yo occasionally have bonus questions on a test which would give > students an opportunity to get bonus points? Short answer: Yes. > what could be the various rationale for bonus points? I make those particularly challenging concept-application type questions when I use them and the rationale is to provide additional reinforcement to students who have actually _mastered_ the course material, beyond a "memorize and regurgitate" level. Not surprisingly, most of the time, the students who attempt (and complete) the bonus questions, are the very ones who don't need the extra points anyway--they're clearly 4.0 students. But occasionally, otherwise good students who do poorly in other areas of the graded work (i.e., writing essays or the term paper, etc.) or who missed scheduled quizzes, etc., make up some of their losses through the bonus questions. Rick -- Rick Adams [EMAIL PROTECTED] "... and the only measure of your worth and your deeds will be the love you leave behind when you're gone. --Fred Small, Everything Possible "
cultural study needed
Hi, Wasn't it mentioned here---sometime---about a study where it reported the influence of tv on women's weight. It noted that after television was introduced, the women in this primitive culture suddenly reported that they were too heavy, etc.? If you have any info...thanks in advance. jim -- Jim Matiya Carl Sandburg High School e-mail me: Lewis University[EMAIL PROTECTED] Tel: 708.301.6533 [EMAIL PROTECTED] Fax: 708.301.0226 http://www.d230.org/cs/matiya
Popular Psychology Courses
> On Fri, 23 Feb 2001, Retta Poe wrote: > > Are any of you at institutions that offer undergraduate psychology > courses > > - BESIDES introductory psychology and psychology of adjustment - that > attract > > healthy numbers of students looking for general interest electives > (i.e., not > > necessarily for general education or to meet requirements for other > majors)? > The obvious answer is that students will take almost anything from a really good prof as long as that course has a 100 or 200 number. That being said, the following courses seem to be pretty big draws: social psych abnormal anything with "child" in the title
RE: Gallup/creationism
Jim Guinee wrote: > > Ethically I believe that overall religion is essentially a > > "wash", though, largely because so many people want their religious > > beliefs to "count" in the public realm, despite the clear > > conflicts of various interests. > > How's that any different from any other special interest group? It isn't, if those other interest groups base their claims on revealed truths, religious writings, personal faith, "everyone knows", "it must be true because I personally experienced it", "it must be true because I'm so angry about it" etc. I take it that was the point you were making with the spanking and abuse example, and I agree with it completely. The problem is DEFINITELY not unique to religious groups or to conservative groups. However, of course we have scientific methods for moving out of that realm, and producing the kinds of information that CAN guide public policy without running into those problems. > Hmm...science alone? Or science with religion, morals, > ethics overcome those conflicts? > > For some reason, cloning comes to mind... Of course ethics are required as well. I can't say that I think that religion is, though, especially in light of how easily people seem to slip from "religion provides my values" to "religion informs me about the nature of the world". Fundamentalist religion also seems particularly prone to interferring with the ethical discourse we so desparately need. > > But of course that distinction is a religious one, not relevant to > > scientific notions of natural change. What religious people > > refer to as "micro-evolution" is the only kind of evolution that evolutionists > > propose. > > I thought micro was evolution within a particular species, as > opposed to macro -- across species (not an expert). Whatever they (the creationists) say is I guess what it is as far as they're concerned. Just don't try to apply it to biology - it has nothing to do with evolution, any more than we need one theory to explain how a car can move 25 miles and another completely separate one to explain how it can move 2000 miles... I've learned that alt.talk.origins has a very nice FAQ that covers that kind of misconception. Personally I found it far better than the NAS book. > > Someone at MIToP today was handing out copies of a small > > book titled (snip) > Why do you think he was being discrete? Being sneaky means > he's either aware of the backlash or dispersing an item in an inappropriate venue. I simply meant to avoid sounding as though he had a table among the publishers and was actively hawking books. I don't know whether he was handing it out to promote creationism (it's a mighty shabby attempt to do that with educated people) or simply because he was proud to know an author. > BTW, I have no idea about the state of the current > anti-evolution argument. It does make me curuious -- I wonder how it is taught in > religious schools? This goes with my "hope springs eternal" line. I really did take that book thinking that perhaps there would be some new and interesting argument in it. My understanding of evolution WAS enhanced by the discussion we had a year or two ago that included the notion of a micro/macro distinction. Understanding comes from being challenged - I took my MA in Philosophy because my epistemology and ontology had lost their groundedness. When I defended my dissertation a year ago, my epistemology mentor noted that he'd changed his mind on some of what I see as key issues, and I hope to have a chance sometime to work with whatever he has come up with now. I have some accomodating to do. Incidentally, I was brought up in a creationist school until high school. Fortunately, we had an excellent public school system in my district. > Whoa. I NEVER said religious views are incompatible with > misbehavior. That's clearly untrue (and not biblically supported, by the way). To > paraphrase myself, I said the "high rate" of misbehavior. > There are plenty of studies out there that will demonstrate folks who more > closely adhere to religious beliefs are much less likely to "misbehave." (I'm going to assume that you meant "folks who report more closely adhering to religious beliefs" - otherwise you have a meaningless tautology as long as those religious beliefs at least partly define "misbehavior". Incidentally, I think about this each time I walk into the YMCA, or pay my monthly fee or contribute to their annual campaign). That depends upon two things, though: who the comparison group is, and what behaviors are counted as "misbehavior". I don't think that there's much doubt but that people who report themselves as "atheists" or "agnostics" are far less likely than the general public to "misbehave" as well, and I personally suspect that they are overall less likely to misbehave than those who report themselves to be close adherents to re
RE: Gallup/creationism
Jim Guinee wrote: > > Paul Smith wrote: > > > > To his credit, when he announced the faith-based program office, > > Bush explicitly said that the goal was to only promote > > programs that had supporting empirical evidence. An interesting contradiction, > > Why? What about a faith-based program that has demonstrated > efficacy in solving a particular social problem (promoting abstinence to > decrease std's and unwanted pregnancies)? I don't think that you followed what contradiction I was referring to. I DO believe that faith-based programs can empirically demonstrate effectiveness (though my impression is that abstinence programs fall far short of demonstrating that they can substitute for sex education as means of reducing std's and unwanted pregnancies - see Paul Brandon's response). The contradiction is between the faith basis and the need for empirical demonstration. And of course I wouldn't want to make too much of that, because I strongly suspect that if the hammer fell, it would be against the empirical demonstration, not the faith basis. Suffice to say that within ethical limits, I have no difficulty with the use of faith in social programs (ala Rick Froman's response). > > Of course, in practice is a vastly different matter, and > > the religious fundamentalists have consistently shown themselves > > completely unworthy of our trust. I do wish that someone would just simply bring > > that out into the open. > > Our trust? Who are you speaking for here? > > And what have the fundamentalists done to show themselves *completely > untrustworthy*? For that matter, how they have shown themselves more > untrustworthy than the government? Oh wait, that was the previous > administration... I'm talking, of course, about the Christian Coalition in all its guises: the creationists, organized anti-abortionist groups, anti-Clinton groups etc. If, after that clarification, you don't clearly see why I said they're untrustworthy, then there really isn't any point in discussing this point. We would have to disagree on facts and/or values so fundamental to the discussion that progress in a discussion isn't at all likely. I fear that may be an accurate description of the state of the world right now with respect to ethics in general. Paul Smith Alverno College Milwaukee
RE: Gallup/creationism
-Original Message- From: Paul Brandon [mailto:[EMAIL PROTECTED]] Sent: Monday, February 26, 2001 3:50 PM To: [EMAIL PROTECTED] Subject: Re: Gallup/creationism At 1:34 PM -0600 2/26/01, Jim Guinee wrote: >> Paul Smith wrote: >> >> To his credit, when he announced the faith-based program office, >> Bush explicitly said that the goal was to only promote programs that had >> supporting empirical evidence. An interesting contradiction, > >Why? What about a faith-based program that has demonstrated efficacy in >solving a particular social problem (promoting abstinence to decrease std's >and unwanted pregnancies)? Paul Brandon writes: "Do you know of any? Most have highly selected admissions, as well as excluding dropouts from the data anaysis." Are these problems limited to faith-based programs or are they common to many social program evaluations? The highly selected admissions may be a problem with external validity but it doesn't mean that the program would not be effective in other situations in which the admissions process is equally selective. Even medical studies have certain limitations as to who can participate. As far as excluding dropouts from analysis, mortality is always a troubling threat to internal validity but I am not aware of a good solution for it. If the treatment group's mortality differs significantly from the control group, it may call the results into question. However, how would you include dropouts in the data analysis if your DV is more sensitive than just success/failure? You can look at it after the fact and see if the groups differ in mortality but there is not much to do to correct it. BTW, I am not being rhetorical. If there is a good methodological or statistical solution for mortality, I would like to share it with my research methods class. Thanks, Rick
Re: Gallup/creationism
In a message dated 2/26/2001 1:52:05 PM Pacific Standard Time, [EMAIL PROTECTED] writes: Why? What about a faith-based program that has demonstrated efficacy in >solving a particular social problem (promoting abstinence to decrease std's >and unwanted pregnancies)? Do you know of any? Most have highly selected admissions, as well as excluding dropouts from Faith-based abstinence-based programs such as these are notoriously ineffective - Hemet California is a notable example of a region that enforced such a program. Subsequent to which, they have developed one of the highest teen pregnancy rates in the state. Nancy Melucci East Los Angeles College
Re: sensitity to students' worldviews
JG wrote these things:
Different authors, yes, but different worldviews, I don't really see that at
all.
That's a familiar argument, and it doesn't wash.
An example of what I mean would be slavery - evidently fine and moral in the
old testament, but not according to Jesus' teaching. I don't buy your
refutation.
Isn't that really more a matter of faith -- and proving/disproving the truth
a
matter of using faith? If we cannot test the bible empirically, how can we
declare true and false?
You are reading into what I am saying that I KNOW exactly which parts of true
and which are false. I know that some parts are for sure false (the account
of creation taken literally) other parts I believe are highly suspect for
many reasons having to do with the inexact nature of recording human history
("history is written by the winners" and etc.) and some parts of it are
probably accurate. But it is a pretty sound speculation that some of what is
recorded in the Bible did not happen, or happened but not the way it was told.
And if what you are saying it is true, you are supporting my point. I should
not have to "respect" the Bible in the context of teaching a science class.
It is not an appropriate subject, and the student's "worldview" based upon it
is not an issue I need to address.
Nancy Melucci
ELAC
Re: Gallup/creationism
At 1:34 PM -0600 2/26/01, Jim Guinee wrote: >> Paul Smith wrote: >> >> To his credit, when he announced the faith-based program office, >> Bush explicitly said that the goal was to only promote programs that had >> supporting empirical evidence. An interesting contradiction, > >Why? What about a faith-based program that has demonstrated efficacy in >solving a particular social problem (promoting abstinence to decrease std's >and unwanted pregnancies)? Do you know of any? Most have highly selected admissions, as well as excluding dropouts from the data anaysis. * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html*
RE: Gallup/creationism
-Original Message- From: Jim Guinee [mailto:[EMAIL PROTECTED]] Sent: Monday, February 26, 2001 1:34 PM To: [EMAIL PROTECTED] Subject: Re: Gallup/creationism > Paul Smith wrote: > > To his credit, when he announced the faith-based program office, > Bush explicitly said that the goal was to only promote programs that had > supporting empirical evidence. An interesting contradiction, Why? What about a faith-based program that has demonstrated efficacy in solving a particular social problem (promoting abstinence to decrease std's and unwanted pregnancies)? Jim and Paul: I just happen to have used the following question on a quiz in Research Methods today: "You have just conducted a study to determine if asking people to pray before a test can help people overcome test anxiety. You obtained a sample of people who suffered from test anxiety and then you randomly assigned them to one of three groups: some received a review of the material to be covered on the test (the review group), some received a session on general test-taking strategies (the strategy group) and some were asked to pray before taking the test (the prayer group). Test anxiety was then measured before the test and was found to be significantly lower in the prayer group than in the review or strategy groups." I then asked them various questions about the external and internal validity of the study. One student wrote that it was not an internally valid experiment because it involves "a spiritual intervention pitted against a physical intervention." I wasn't quite sure exactly what she meant by that but I think it had something to do with the fact that since prayer is spiritual, it couldn't be manipulated as an independent variable. I think that this does represent an experiment with a high degree of internal validity because of random assignment. The external validity is, of course, open to question (what population was sampled?) and, it is important to realize that you are not testing the effectiveness of prayer as a supernatural cause but only the effectiveness of the manipulation of asking people to pray before a test. Further research would need to be done to distinguish between the various theories of how this occurred. I have, in previous semesters, asked classes the same question except that I replaced prayer with a relaxation exercise. It is basically the same situation except that the manipulation doesn't activate the "spiritual" schema so the same kind of arguments are not made. It is for this reason that I also don't see a paradox in a faith-based program which results in outcomes supported by empirical evidence. Just like it isn't paradoxical to be skeptical about research into the effects of optimism. Rick Dr. Richard L. Froman Psychology Department John Brown University Siloam Springs, AR 72761 e-mail: [EMAIL PROTECTED] http://www.jbu.edu/sbs/psych/froman.htm
Functional recovery in brain-injured children
On Mon, 26 Feb 2001, Jeff Ricker wrote: > I often talk about brain plasticity being greatest at younger ages. The > following article from Medscape suggests that there may be some > important limitations to this generalization. I know that I have read > about this somewhere else recently, but I don't think it was on TIPS. > Please forgive me if I am wrong about this and someone else recently > sent a similar article. > > -- > http://neurology.medscape.com/reuters/prof/2001/02/02.21/20010220clin012.html > > Functional Recovery in Brain-Injured Children Not Always Maintained Long > Term > > SAN FRANCISCO (Reuters Health) Feb 20 - Children who suffer brain injury > at an early age usually recover language and cognitive abilities > rapidly, contributing to the conventional view that the brain manifests > its greatest plasticity at younger ages. > > But time often reveals impairment > > Functional brain imaging scans in a series of eight patients with a > history of severe brain injury 3 years prior, but before age 9, revealed > hyperactive brains, Dr. Chapman said. That is, when compared with eight > normal, age-matched controls, the scans revealed increased regional > blood flow in the left mesial frontal cortex, the globus > pallidus-putamen-thalamus, and the right visual cortex, with decreased > regional blood flow in the right cerebellum. > > In a pilot study of cognitive communication intervention involving two > patients with histories of severe brain injury and two normal, > age-matched controls, Dr. Chapman's group provided 10 hours of training > in making inferences over a 2-week period. Brain scan evidence suggests > that the training causes a marked increase in the neuronal recruitment > for the task, she reported. Two points related to this. First, a fishing trip on the brains of eight patients known to have suffered severe damage doesn't provide the most convincing of evidence. Let Dr. Chapman pick out damaged brains from a random set of normal and damaged solely on the basis of blood flow measurements, and I'd be more impressed. Similarly, show me that the inference training makes a difference in their academic performance and I'll start to pay attention. But the larger issue of greater plasticity of the brain when young is a more interesting issue. It may well be a myth. My impression is that the studies showing better recovery after brain damage at a early age are confounded with length of recovery time: the younger the age at which damage occured, the longer the time for recovery before assessment. When recovery time is controlled, the alleged advantage for early damage disappears. References would be nice, of course, but I must plead writing from home. -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 Check out TIPS listserv for teachers of psychology at: http://www.frostburg.edu/dept/psyc/southerly/tips/
Re: Gallup/creationism
> Paul Smith wrote: > > To his credit, when he announced the faith-based program office, > Bush explicitly said that the goal was to only promote programs that had > supporting empirical evidence. An interesting contradiction, Why? What about a faith-based program that has demonstrated efficacy in solving a particular social problem (promoting abstinence to decrease std's and unwanted pregnancies)? > SNIP > Of course, in practice is a vastly different matter, and the religious > fundamentalists have consistently shown themselves completely unworthy of > our trust. I do wish that someone would just simply bring that out into the > open. Our trust? Who are you speaking for here? And what have the fundamentalists done to show themselves *completely untrustworthy*? For that matter, how they have shown themselves more untrustworthy than the government? Oh wait, that was the previous administration... Jim Guinee, Ph.D. Director of Training & Adjunct Professor President, Arkansas College Counselor Association University of Central Arkansas Counseling Center 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) "No one wants advice -- only corroboration" -John Steinbeck
Re: Gallup/creationism
> From: Paul Smith <[EMAIL PROTECTED]> > Subject: Re: Gallup/creationism > > Fair enough. I believe that religious belief should not be taken as > a reason to disrespect a person, and I think that having some awareness of > religion is a good thing (I personally expect to learn more as time > allows). Ethically I believe that overall religion is essentially a > "wash", though, largely because so many people want their religious > beliefs to "count" in the public realm, despite the clear conflicts of > various interests. How's that any different from any other special interest group? > Science, of course, offers a method of overcoming those > conflicts - as you pointed out below, with the "certain information" > comment in the next paragraph. Hmm...science alone? Or science with religion, morals, ethics overcome those conflicts? For some reason, cloning comes to mind... > SNIP > Well, that obviously runs both ways, and surely the religious snide > comments about science present a far larger problem. Here's an not-at-all > unusual excerpt (from the blurb on the back cover of the book I'm about to > briefly describe:) > > "Now we have digressed from the legalities of teaching evolution in our > schools to a single mindset that evolution, though unproven, is the only > answer to the question of human origins. AND WE WONDER WHY WE ARE HAVING > PROBLEMS WITH CHILDREN IN OUR PUBLIC SCHOOL SYSTEMS!" (Caps in original). Sounds similar to the argument that the increase of violence in the school system is because "They took prayer out of the public schools!" I'm all for prayer, but it does irk me when religious (and non-religious) folks oversimplify the answer to a complicated problem. > SNIP > But of course that distinction is a religious one, not relevant to > scientific notions of natural change. What religious people refer to as > "micro-evolution" is the only kind of evolution that evolutionists > propose. I thought micro was evolution within a particular species, as opposed to macro -- across species (not an expert). > Someone at MIToP today was handing out copies of a small book titled > "Refuting Evolution: A Response to the National Academy of Sciences' > 'Teaching About Evolution and the Nature of Science'" (the person handing > it out said that the author, a "Jonathan Sarfati" was a friend of his. > Incidentally, he was fairly discrete about handing them out). The first > printing was May 1999, and the author "works full-time" for a group called > "Answers in Genesis", which I believe I have heard of before. I take it > this is the state of the current anti-evolution argument. Why do you think he was being discrete? Being sneaky means he's either aware of the backlash or dispersing an item in an inappropriate venue. BTW, I have no idea about the state of the current anti-evolution argument. It does make me curuious -- I wonder how it is taught in religious schools? >Perhaps not - hope springs eternal. Careful, there -- that sounds like religious talk :) > > If so, how do we explain the high rate of premarital sex > > among students? cohabitattion? How about Stephen Davis' research > > suggesting > > that 60-70% of college students have cheated on at least one occasion in > > college? > > None of those examples seem to conflict with the statement that I > made, unless you take those behaviors as "trumping" self-reports of > religiousity. If a student claims to be a strong believer with religious > morals, and that student is caught cheating, I don't discount the > students' claim to be a strong believer with religious morals. In fact, > Drew Appleby related just such an example to me at breakfast yesterday - I > don't remember if that was before or after Steve Davis* stopped by to join > the discussion . The student he caught referred to her religious > belief as defense for her behavior. I can't say I was at all surprised to > hear that. > > The notion that having a world view dominated by religion is > incompatible with misbehavior simply doesn't square with the facts about > the nature of the world. It can only be rescued by making good behavior > _definitional_ of "having a world view dominated by religion", and of > course then it becomes very uninteresting, not to mention fairly offensive > (do you want to be the one to tell a devout student that she's not really > religious, because she had premarital sex? That'd put you in the realm of > "Dr. Laura"). Whoa. I NEVER said religious views are incompatible with misbehavior. That's clearly untrue (and not biblically supported, by the way). To paraphrase myself, I said the "high rate" of misbehavior. There are plenty of studies out there that will demonstrate folks who more closely adhere to religious beliefs are much less likely to "misbehave." > In fact, I'm almost certain (though memory does occasionally fail > me) that when I presented with Steve Davis on academic honesty at APA a > few years
clones
Hey, The thread about religion and science made me think about cloning, and cloning made me think of a joke. Of course these days in the era of "e- jokes" you've probably heard this one. For the 1% who haven't... - A scientist was lonely -- his best friend and assistant had died recently and he missed him terribly. So, through the wonders of modern technology he was able to clone his deceased buddy, and the clone quickly grew to adulthood. At first, it was great. They got along very well, and the scientist began to dramatically increase the rate of conducting scientific experiments. "I should make a few more of him," the scientist thought to himself. "What a magnificent scientific team we would have." But then things began to get ugly. The clone began becoming more and more aggressive, pushing the scientist around. He started calling him names, swearing like crazy. "You stupid &#@%%% and you mother&&##** he would scream over and over. After a few more days, the clone was constantly bullying the scientist, swearing at him. Even when other people came to the lab the clone would scream and curse at them, causing them to flea in terror. The scientist knew he had to do something about his terrible and profane assistant. Suddenly he got an idea. "Look out the window! A supernova!" The scientist yelled. The clone quickly rushed to the window, in order to get a better view. The scientist ran up behind him and pushed the clone out of the window, causing him to fall to his death. WHen the police arrived, they were directed to the scientist's laboratory by witnesses, and they arrested him and led him out of the building. As the police began stuffing the scientist into a police car, he vainly protested. "Wait a minute, officers! What did I do? What's the charge???" One officer smiled at the other. "Well, sir, we're charging you with..." SCROLL DOWN READY? YOU CAN STILL GO BACK "...making an obscene clone fall."
Re: Sensation and Perception Text
I use Matlin and Foley. I have used others, but my students had a really tough time understanding the material in the other texts (particularly Coren, Ward, & Enns). I have also used Goldstein (in fact, that is the book that I was taught from) and it is a good book as well. What I would really like is for someone to write one that has a heavier amount of applied topics - or, maybe include it as an end-of-the-chapter supplement (the way that Goldstein has end of the chapter material in his books). I have found myself focusing more and more on how students can use this material in their lives. Anyone know of a book like that? At 12:59 PM 2/26/01 -0500, Larry Z. Daily wrote: >Hello all, > >I'm going to be offering Sensation and Perception for the first time this >fall and was wondering if any TIPSters could recommend a text. I was >prepping this course years ago, but accepted another position before I >actually got to teach it. At the time, I was favoring Matin & Foley (4th >ed). That book (a 1997 text) has not been updated since. I had also looked >at Sekuler & Blake, which has a new edition coming out this summer. Are >there any others worth considering? > >Thanks for your help, >Larry > > >Larry Z. Daily >Assistant Professor of Psychology >Department of Psychology >White Hall, Room 213 >Shepherd College >Shepherdstown, West Virginia 25443 > >phone: (304) 876-5297 >email: [EMAIL PROTECTED] >WWW: http://webpages.shepherd.edu/LDAILY/index.html Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [EMAIL PROTECTED] http://chiron.valdosta.edu/dbriihl/ Well I know these voices must be my soul... Rhyme and Reason - DMB
Bonus questions/bonus points
do yo occasionally have bonus questions on a test which would give students an opportunity to get bonus points? what could be the various rationale for bonus points? Michael Sylvester,PhD Daytona Beach,Florida
Re: Where is psychology heading?
Sadly, I agree To add to some controversy, I think the downhill slide started back when APS broke off from APA - and APA made it pretty clear they really didn't give a damn about the traditional experimental core that at one time WAS psychology. This is becoming increasingly apparent as the new generation of clinical psychologists do everything they can to eliminate hard science courses from the graduate curriculum. To them, psychology has never been anything buy a clinical field, and they see no reason to preserve the "irrelevant" basic experimental content. Sorry - just venting - but I am getting increasingly tired of having to justify the "relevance" experimental work. -- Jim At 11:36 AM 2/26/01 -0800, Harry Avis wrote: >It is disappearing. Biopsych people call themselves neuroscientists. >Learning and memory people call themselves cognitive scientists. >Evolutionary (used to be called comparative) psychology is sucking up >other disciplines like a vacuum, while the clinicians have taken over the >name "psychologist" like the Evangelicals took over the word "Christian" >The term "psychologist" now has a distinct connotative meaning that is far >from the original.
Re: Where is psychology heading?
On Mon, 26 Feb 2001, Harry Avis wrote: > It is disappearing. Biopsych people call themselves neuroscientists. > Learning and memory people call themselves cognitive scientists. > Evolutionary (used to be called comparative) psychology is sucking up other > disciplines like a vacuum, while the clinicians have taken over the name > "psychologist" like the Evangelicals took over the word "Christian" The term > "psychologist" now has a distinct connotative meaning that is far from the > original. > I suspect the Psychology of Diversity will be around for quite awhile. Btw,have you observed the amount of Tipsters that are trying to get on the Cross-cultural bandwagon? Michael Sylvester,PhD Daytona Beach,Florida
the deaf and sensitivity
I heard an interpreter for the deaf say that the deaf is more sensitive to the sun than the hearing, and that when interacting with the deaf we should let the sun rays be on us. Maybe Donald McBurney could share some light on this. Michael Sylvester,Ph.D Daytona Beach,Florida
Non-Euro(was Gallup/Creationism)
On Fri, 23 Feb 2001, jim clark wrote: > Hi > > On Fri, 23 Feb 2001 [EMAIL PROTECTED] wrote: > > I nominate Michael to design the first non-Eurocentric > > faith-based research methods course. > Well,Well. I spent 6 months as an addiction counselor at Tomoka Correctional Institution here in Daytona Beach,Florida.The majority of the inmates in the program were black.The most active group were members of the Black Muslims and with my emphasis on the Eurocentric aspect of drug addiction,I emphasized that recovery should follow the Afro-centric modality.I had lots of black inmates attention .It should be noted that the Black Muslims in the 60's did more to rehabilitate black inmates than all those people with BA,MA and PhD in Psychology and Sociology and Social Work.Under Elizah Muhammad, Malcolm X, and the illustrious Minister Louis Farrakan.Black men and women were showing respect and dignity for each other and were able to set aside all types Of Eurocentric lifestyle conditioning. Need I say more about a non-Eurocentric model for addiction recovery? Michael Sylvester,PhD Daytona Beach,Florida
Re: Where is psychology heading?
It is disappearing. Biopsych people call themselves neuroscientists. Learning and memory people call themselves cognitive scientists. Evolutionary (used to be called comparative) psychology is sucking up other disciplines like a vacuum, while the clinicians have taken over the name "psychologist" like the Evangelicals took over the word "Christian" The term "psychologist" now has a distinct connotative meaning that is far from the original. >From: Will Will <[EMAIL PROTECTED]> >To: [EMAIL PROTECTED] >Subject: Where is psychology heading? >Date: Mon, 26 Feb 2001 05:16:05 -0800 (PST) > >We spend a lot of time examining where psychology has >been, but what I am wondering is what people think >about where it is heading? > >William Frederick >Adjunct Faculty, Lake Land College > >__ >Do You Yahoo!? >Get email at your own domain with Yahoo! Mail. >http://personal.mail.yahoo.com/ _ Get your FREE download of MSN Explorer at http://explorer.msn.com
Re: Sensation and Perception Text
The leading book is by my colleague down the hall, Bruce Goldstein. I do not use it because it emphasizes physiology more than I like in the course, but it is an excellent text. My favorite is Schiffman, in part because it has a chapter on the vestibular system, which I think is important to cover, and because he makes more references to my work than the other books. :-) I have used Matlin when I wanted a briefer book. It used to be rather low level, and not well done. The latest edition, however, is quite good. I will be eager to see the new Sekuler. Donald McBurney University of Pittsburgh Larry Z. Daily wrote: > Hello all, > > I'm going to be offering Sensation and Perception for the first time this > fall and was wondering if any TIPSters could recommend a text. I was > prepping this course years ago, but accepted another position before I > actually got to teach it. At the time, I was favoring Matin & Foley (4th > ed). That book (a 1997 text) has not been updated since. I had also looked > at Sekuler & Blake, which has a new edition coming out this summer. Are > there any others worth considering? > > Thanks for your help, > Larry > > > Larry Z. Daily > Assistant Professor of Psychology > Department of Psychology > White Hall, Room 213 > Shepherd College > Shepherdstown, West Virginia 25443 > > phone: (304) 876-5297 > email: [EMAIL PROTECTED] > WWW: http://webpages.shepherd.edu/LDAILY/index.html
Sensation and Perception Text
Hello all, I'm going to be offering Sensation and Perception for the first time this fall and was wondering if any TIPSters could recommend a text. I was prepping this course years ago, but accepted another position before I actually got to teach it. At the time, I was favoring Matin & Foley (4th ed). That book (a 1997 text) has not been updated since. I had also looked at Sekuler & Blake, which has a new edition coming out this summer. Are there any others worth considering? Thanks for your help, Larry Larry Z. Daily Assistant Professor of Psychology Department of Psychology White Hall, Room 213 Shepherd College Shepherdstown, West Virginia 25443 phone: (304) 876-5297 email: [EMAIL PROTECTED] WWW: http://webpages.shepherd.edu/LDAILY/index.html
Re: sensitivity to worldviews
> "Roderick D. Hetzel" wrote: > > > On the other hand, if > > students come to you during office hours and want help in understanding > > the science of psychology from a Christian perspective, can we talk with > > them and help them in this endeavor? If discussing Christian theology > > falls within your area of competence, the answer is a resounding yes. > > Which Christian perspective/theology? Good question. I don't know how much we should be discussing "theology," particularly at the risk of pushing it or usurping the role of the clergy. > No thanks, I will continue to "push" science, even if some find it > offensive. I will have to live with comments like the following one on > course evaluations: "One day, Dr. Scoles will have to stand before God and > answer for his attitude. . . . Do you mind eloborating on "his attitude?" >But, the Randi video was pretty good." What did you show? Was it related to religion? Just curious -- I heard the Amazing One speak when I was a student at Illinois. I wish I had his intellect. Jim Guinee, Ph.D. Director of Training & Adjunct Professor President, Arkansas College Counselor Association University of Central Arkansas Counseling Center 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) "No one wants advice -- only corroboration" -John Steinbeck
Re: sensitity to students' worldviews
> From: [EMAIL PROTECTED] > Subject: Re: sensitity to students' worldviews > > One of thes problem with trying to use the Bible to formulate a coherent > worldview is that the Bible may in fact not be a "coherent" document but a > pastiche of differing worldviews. Nancy, Different authors, yes, but different worldviews, I don't really see that at all. > It was written over many centuries and > speaks to an age or ages and culture(s) that faced very different problems > than ours does. That's a familiar argument, and it doesn't wash. The moral problems that people in the bible faced are generally the same moral problems today -- cheating, adultery, violence, selfishness, sexual immorality, etc. > For an example of this problem check out this website: > > http://www.religioustolerance.org/exe_bibl.htm > > It doesn't for example present a uniform view on capital punishment. Excellent point. And you'll find religious folks on both sides of the issue (are there just two sides?). So, it's pretty tough to use the bible to justify/condemn capital punishment. > I used to try to be respectful of student's adherence to the Bible by > speaking to its utility as a history of people and compendium of ethics, > but I am not even convinced that it works for that purpose. It is a book > with true and false things written in it, True and false? What's true? What's false? Isn't that really more a matter of faith -- and proving/disproving the truth a matter of using faith? If we cannot test the bible empirically, how can we declare true and false? Jim Guinee, Ph.D. Director of Training & Adjunct Professor President, Arkansas College Counselor Association University of Central Arkansas Counseling Center 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) "No one wants advice -- only corroboration" -John Steinbeck
Re: "popular" psychology courses
Hi Retta: Developmental draws a fair number here--we do have about 70% female undergrads in the the school of arts & sciences--maybe a contributing factor. annette On Fri, 23 Feb 2001, Retta Poe wrote: > Are any of you at institutions that offer undergraduate psychology courses > - BESIDES introductory psychology and psychology of adjustment - that attract > healthy numbers of students looking for general interest electives (i.e., not > necessarily for general education or to meet requirements for other majors)? > I guess I am thinking of courses like Human Sexuality for which a high level > of interest already exists and which students are eager to take as electives. > What are some psychology courses that you have found to be "popular" with > non-psychology majors? > > Looking forward to the usual TIPS-wisdom - > Thanks - > Retta > > -- > Retta E. Poe, Ph.D. > Professor of Psychology > Western Kentucky University > 1 Big Red Way > Bowling Green, Ky. 42101 > > (270) 745-4409 FAX: (270) 745-6934 > e-mail: [EMAIL PROTECTED] > > "Live long, and prosper!" > > > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Re: Techno Aid for poster presentation
By searching the Help database in Internet Explorer 5.5 for the term 'offline" I came up with this: Making pages available for offline viewing When you make a Web page available offline, you can read its content when your computer is not connected to the Internet. For example, you can view Web pages on your laptop computer when you don't have a network or Internet connection. Or you might want to read Web pages at home but do not want to tie up a phone line. You can specify how much content you want available, such as just a page or a page and all its links, and choose how you want to update that content on your computer. If you just want to view a Web page offline, and you don't need to update the content, you can save the page on your computer. There are several ways you can save the Web page, from just saving the text to saving all of the images and text needed to display that page as it appears on the Web. = Harvey G. Shulman ([EMAIL PROTECTED]) Department of Psychology 214 Lazenby Hall The Ohio State University ph 614 292-2759 fax 614 292-5601 - Original Message - From: <[EMAIL PROTECTED]> To: <[EMAIL PROTECTED]> Sent: Friday, February 23, 2001 8:28 AM Subject: Techno Aid for poster presentation > Dear Listmates, > > I was sketching out some preliminary ideas for one of my posters for WPA. > The presentation concerns my web-based option for a term project in Intro > Psychology, and it relies heavily on my privately-owned and operated > Blackboard site. > > I am techno-knowledgeable, but not overly so. I was thinking that it might > be really neat and effective to set my laptop computer up near the poster > with some sample pages from the site that folks could look at. I doubt that > I can hook the modem up in the middle of the poster floor, but was trying to > remember if "caching" some pages of my website would allow me to accomplish > the same thing without necessarily being connected to the web. Am I correct? > Do you know how I would go about setting this up? I would like some > instructions for how to do this, if it is possible, and would appreciate your > help. > > Thanks and have a great weekend. > > Nancy Melucci > East Los Angeles College > > >
Where is psychology heading?
We spend a lot of time examining where psychology has been, but what I am wondering is what people think about where it is heading? William Frederick Adjunct Faculty, Lake Land College __ Do You Yahoo!? Get email at your own domain with Yahoo! Mail. http://personal.mail.yahoo.com/
