[tips] What Were You Doing On This Date 18 Years Ago?
In the early 1990s I served as a part-time statistical consultant and program evaluator for the Board of Education in the city of Newark, NJ. The busiest period was during the summer after the spring post-test data was available (students were tested at the beginning of the fall and end of the spring semesters). During the school year, I worked there on Fridays, working on ongoing projects, analyzing data from previous years and so on. I lived in NYC and would get to Newark by taking the PATH subway which connected Manhattan to cities in NJ. Usually, I took the PATH train from the World Trade Center (WTC) to the end of the line in Newark and then walked to the Board of Education offices. On Friday, February 26, 1993, I did my usual routine but shortly after noon, the radio I was listening to said that something had happened at the WTC. Great, was my annoyed reaction, that'll mean I'll have to take the other PATH line into Manhattan and I'll get home later than expected. And then, as the news reports provided more details, I realized that this minor annoyance was to be the least of my worries. What happened was that a car bomb had been detonated in the parking structure under the WTC, killing several people, causing injuries to over a 1000 people, and revealing how unprepared the WTC and NYC was for a terrorist attack. At the time, we didn't appreciate the full implications of what had happened. The NY Times, which does a This Day in History type article, reminds us of what happened and what we thought the day after in their Saturday edition. One of the stories from that edition and the front page are available here: http://www.nytimes.com/learning/general/onthisday/big/0226.html#article Wikipedia has an entry that also has the benefit of additional information and hindsight as well as being able to put the event in the context of subsequent events; here is a link to the entry: http://en.wikipedia.org/wiki/1993_World_Trade_Center_bombing A number of changes took place at the WTC as a result of the 1993 bombing, things like closing off the parking area where the bombing took place, reconfiguring the ground floors of the buildings to allow easier exit from the building, emergency and evacuation procedures, and so on. It was also decided that the doors to the roofs would be locked because it was felt that in the case of future attacks, helicopter rescues from the roof would be too dangerous and going to the roof was to be discouraged -- though this point had not been publicized or even known by people working in the WTC, which is why some people tried to get to the roofs on 9/11/01 and people watching on TV wondered why helicopters were not rescuing people from roofs because it was clear the floors on fire prevented them from going down in the building. Thought some lessons had been learned on Friday, February 26, 1993, not enough were learned nor had their implications been worked through. Just something to think about as we approach the 10th anniversary of the 9/11 attacks. -Mike Palij New York University m...@nyu.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=9031 or send a blank email to leave-9031-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Oh, dear...cutting is on youtube
A fear that this may glamorize cutting. http://www.nytimes.com/2011/02/22/health/research/22behavior.html Beth Benoit Some of the clinical psychologists that I have worked with believe that this trend is increasing exponentially and that tattooing is another kind of cutting behaviors. While not self-inflicted (although the person being tattooed voluntarily submits to the procedure) there is the same kind of physical pain involved. The differences between the two are the length of time the individual experiences the pain, the fact that the tattoo costs a considerable amount of money, and the tattoo is permanent. Tattooing is also on Youtube. . Robert W. Wildblood, PhD Adjunct Psychology Faculty Germanna Community College drb...@rcn.com --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=9032 or send a blank email to leave-9032-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE: [tips] labs
I believe this is a very common way of doing upper division labs. It was the basic format when I was a student back in the 1970's. It was the basic format when I was a grad student at USC in the 1980's, and it is the format we developed starting about 1990 where I am now. We have labs that are linked to primary upper division required survey lecture type courses in the major across the usual breadth of courses: developmental, social, clinical, cognitive, memory, learning, animal behavior, biological, cross-cultural...I may be forgetting a couple. All students in the major must take one lab for the requirements for the graduation in the psychological sciences major. We strongly encourage students wanting to go to grad school to take two. We do consider the lab, however, to be a capstone experience so sometimes the discussions we have in the department about encouraging students to take two different labs focus on that point. In theory students can take a lab even in their junior year if they have all the prereqs which usually include lower division stats and research methods, and either prior or concurrent enrollment in the accompanying lecture course. Having developed the cognitive lab in its early days the difference between lab and lecture could best be characterized this way: In lecture we do several coglabs (this varied over the years; started out with in-class pencil and paper tasks, then I used MindScope and evolved over time from there;next time I'm probably just going with OPL) and students answered 3 questions about each lab. Just a short paragraph for each coglab in lecture. Also, in lecture students do two article critiques to practice focusing on research methods and stats (early on we didn't do this; students were introduced to rm and stats at the lower division, then we expected students to master rm and stats in the lab without any intermediate development; now we try to have article reviews in most of our survey lecture courses in the upper division--haven't quite got everyone on board yet as a developmental step). Because students take several lecture courses most often before taking any labs they have repeated practice at this. In lab, however, we cover 4 paradigms in cognition in much greater depth. Three are common to us all but one is of the student's independent creation. So the focus on content is in tremendously greater depth, at the expense of breadth; and we emphasize skills in research methods, statistics and writing in APA style. Of course, each lab is quite different, which is why we encourage those who want to go to grad school to do more than one, because each subarea tends to emphasize different methods. Cognitive is exclusively experimental. In clinical lab, because the students can't really do the work, they write grant proposals. In developmental the focus is more on observational and other descriptive methods. Some courses focus on more qualitative methods, others more quantitative is the bottom line, and we encourage the serious students to have that breadth. I can't speak for all the labs because each is qualitatively different but this is how I have typically run the cognitive lab: for the three studies we do in common we first collect data on ourselves before the students read anything so that they are as naive as possible (not always possible of course); I then assign target papers on which to base replication studies: two for the first lab and increasing numbers as we move along. Then we start the first two labs with me writing an introduction (for later modeling) and the results section; the students write the entire balance. In the third paper they write the whole paper. By the fourth paper the students have to write a formal proposal for what is usually a modified replication study (a few get more original but it's not required and does not garner more points; I encourage those going to grad school to do this as they can develop it into an independent project if they have another semester to go) that goes through our IRB. They have to do an entire independent project. From proposal to final manuscript. At this point I try to get them to work in groups. They write drafts of each section of the paper, and do peer reviews. When they hand in the final project I get the drafts and peer reviews and I do grade the peer reviews. Also they have to do a poster presentation. I don't make them pay to print a poster but they put together a poster an a powerpoint slide and we project it on the board as they present their work. We are lucky that we are allowed to keep this lab limited to 10 students. Can you just imagine the workload? It's huge. I hope this helps you. I think this is a very useful course. If you don't yet have a capstone, I think it is a very good way to go. Annette Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA
Re: [tips] Oh, dear...cutting is on youtube
Some of the clinical psychologists that I have worked with believe that this trend is increasing exponentially and that tattooing is another kind of cutting behaviors. While not self-inflicted (although the person being tattooed voluntarily submits to the procedure) there is the same kind of physical pain involved. The differences between the two are the length of time the individual experiences the pain, the fact that the tattoo costs a considerable amount of money, and the tattoo is permanent. Tattooing is also on Youtube. . Robert W. Wildblood, PhD Adjunct Psychology Faculty Germanna Community College drb...@rcn.com My Maori friends in New Zealand do not think so. Michael omnicentric Sylvester,PhD Daytona Beach,Florida No virus found in this incoming message. Checked by AVG - www.avg.com Version: 9.0.872 / Virus Database: 271.1.1/3469 - Release Date: 02/26/11 05:34:00 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=9034 or send a blank email to leave-9034-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Data use (again)
Dear (overseas) Tipsters, It seems indeed that your understanding of data as plural, (although etymologically correct if we go back to latin root datum/data) may be too rigid: British English (specialist on not) would tolerate data both as a singular c(ollective) and plural noun, and my British collegues would not jump to their pens when reading Data shows... Webster tolerates both: http://www.merriam-webster.com/dictionary/data By the way, don't you say The news is...? Unless I am mistaken and the overseas use be The news are...?? Allo-centrically yours, Phil Gervaix Montreux Undergratuate College Switzerland --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=9035 or send a blank email to leave-9035-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Stetson U student stalked prof
A Stetson U student has been charged with aggravated stalking of a History prof.The student had a romantic infatuation on the prof and sent e-mails to prof.One e-mail was perceived as a threat on the life of the prof.There is ,however, no evidence that the prof had any involvement with the student.The student has been diagnosed as having issues. Just curious if Tipsters can think of possible infatuation type behaviors apart from personal e-mails. I once had a student who would make it a habit of weartng the same color shirt that I would wear. Send me something. Michael omnicentric Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=9038 or send a blank email to leave-9038-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Two Canadian students almost drowned
Two Canadian students on Spring Break in Daytona Beach almost downed in a hotel swimming pool.The fact that they both went under together is rare. They probably had double doses of Molson,eh? Amercan spring breakers, however, tend to jump from the 12th floor hotel balcony and miss the swimming pool by 36 inches and die. Michael omnicentric Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=9039 or send a blank email to leave-9039-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
