Re: [tips] cold pressor task equipment

[Jim Clark]

Hi
 
I believe we use the cold pressor test in our methods course labs with just a 
bucket and ice and that the demos have tended to work ok (e.g., distraction).  
I'm not sure what Annette means by "never worked right".
 
Out of interest I looked around and found some relevant information.  Following 
article appeared googling " 'cold pressor' methodology' and refers to 
commercially available "circulating water bath."  Abstract raises many of the 
concerns mentioned by Annette.
 
http://www.jpain.org/article/S1526-5900(04)00746-1/abstract 
 
Googling "circulating water bath" brings up lots of manufacturing hits, 
although perhaps size or cost might be prohibitive.
Googling " 'cold pressor' equipment " brought up following article, which again 
mentions problems cited by Annette, as well as the fact that many studies have 
used home made equipment.  Article itself is available at 2nd site and gives 
suggestions for construction of such devices.
 
http://www.jpain.org/article/S1526-5900(05)00366-4/abstract 
 
http://pedpsych.psychology.dal.ca/pdf/JOP2005.pdf 
 
Hope this helps.
 
Take care
Jim
 
James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
j.cl...@uwinnipeg.ca 

>>> Annette Taylor tay...@sandiego.edu> 06-May-11 1:43 AM >> ( 
>>> mailto:tay...@sandiego.edu> )

 
Ok, so I am seriously going to pursue the cold pressor task replication and now 
am stymied by a search for equipment.
 
Do any of you use this task or do you know anyone who does who can direct me to 
the proper equipment. We have used crude equipment in the past and it never 
worked right. You need a pump to circulate the water so that it doesn't warm up 
around the arm and you need more of trough than a bucket to submerge properly.
 
I've read some methods sections of articles that use the task but they don't 
describe the equipment in enough detail to know where or now to purchase it. 
 
We actually have some unused funds and the end of the fiscal year is upon us 
and I'd like to use it up for something that we can use in the future as well. 
A web search has been frustratingly nonproductive. Any pointers in the proper 
direction would be gratefully appreciated.
 
Annette
 
Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu 


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Re:[tips] Cherokee Shuffle question

[Pollak, Edward]

Jim Nelson  wrote, "I've heard Cherokee Shuffle played in both keys. The melody 
is very imilar to the Tommy Magness piece "Lonesome Indian" which is in D. I
suspect that the former was derived from the latter by Tommy Jackson 
...



Thatis, of course, why fiddle tunes have names, i.e., so you can tell them 
apart!

Ed



Edward I. Pollak, Ph.D.
Professor emeritus
Department of Psychology
West Chester University of Pennsylvania


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[tips] Louis Paul Benezet and the 'Journal of Humanistic Mathematics'

[Richard Hake]

Some subscribers to TIPS and TeachEdPsy might be interested in 
discussion-list post "Louis Paul Benezet and the 'Journal of 
Humanistic Mathematics' " [Hake (2011)].

The abstract reads:

***
ABSTRACT: Maria Droujkova of the NaturalMath list pointed to the 
"Journal of Humanistic Mathematics" (JHM).

According to the editors Mark Huber  and Gizem 
Karaali : "[For us] the term *humanistic 
mathematics* means 'the human face of mathematics.' Thus our emphasis 
is on the aesthetic, cultural, historical, literary, pedagogical, 
philosophical, psychological, and sociological aspects as we look at 
mathematics as a human endeavor. More broadly, we aim to provide a 
forum for both academic and informal discussions about matters 
mathematical."

In 1991 JHM lived up to that ideal by reprinting the ground-breaking 
articles by Louis Paul Benezet (1935/36) "The Teaching of Arithmetic 
I, II, III: The Story of an Experiment" [Benezet (1935, 1936)]. 
Therein Louis Paul Benezet - see e.g.  and 
 -  showed a way to make math education work: 
viz., abandon the mindless drill that goes with most formal 
instruction of mathematics in the lower grades in favor of his "new 3 
R's": reading, reasoning, and reciting, where "reciting" meant 
"speaking the English language."
***

To access the complete 7 kB post please click on .

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)






"A society's competitive advantage will come, not from how well its 
schools teach the multiplication and periodic tables, but from how 
well they stimulate imagination and creativity."
 -- Commonly attributed to Albert Einstein


REFERENCES [All URL's shortened by  and accessed on 5 
May 2011.]
Benezet, L.P. (1935, 1936). "The Teaching of Arithmetic I, II, III: 
The Story of an Experiment." Journal of the National Education 
Association 24(8): 241-244 (1935); 24(9): 301-303 (1935); 25(1): 7-8 
(1936). The articles (a) were reprinted in the Humanistic Mathematics 
Newsletter 6: 2-14 (May 1991); (b) are on the web along with other 
Benezetia at the Benezet Centre .

Hake, R.R. 2011. "Louis Paul Benezet and the 'Journal of Humanistic 
Mathematics' " online on the OPEN! AERA-L archives at 
. Post of 5 May 2011 15:03:46 -0700 to AERA-L, 
NaturalMath, and Net-Gold. The abstract and link to the complete post 
were transmitted to various discussion lists and are also on my blog 
"Hake'sEdStuff" at .


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[tips] cold pressor task equipment

[Annette Taylor]

Ok, so I am seriously going to pursue the cold pressor task replication and now 
am stymied by a search for equipment.

Do any of you use this task or do you know anyone who does who can direct me to 
the proper equipment. We have used crude equipment in the past and it never 
worked right. You need a pump to circulate the water so that it doesn't warm up 
around the arm and you need more of trough than a bucket to submerge properly.

I've read some methods sections of articles that use the task but they don't 
describe the equipment in enough detail to know where or now to purchase it.

We actually have some unused funds and the end of the fiscal year is upon us 
and I'd like to use it up for something that we can use in the future as well. 
A web search has been frustratingly nonproductive. Any pointers in the proper 
direction would be gratefully appreciated.

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu

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[tips] Fw: Swedish University students hold a slave auction: Racism in Sweden

[michael sylvester]

From: noble@osu.edu

I am forwarding this email conversation  and associated link about a
situation of explicit and bold racism in Sweden. I am sure Jallow
Momodou would welcome messages of support from members of this list.
Also as a Black British academic working in the USA, this affords an
opportunity to highlight the unevenness of racial politics in different
parts of Europe. It is hard to imagine anything like this happening in
the UK because of the history of the diverse and united struggles of the
different Black and other minority ethnic  communities in the UK.
However, the activities of far-right fascist groups in Europe, means
anything can happen, given enabling conditions. Some of those enabling
conditions exist to lesser or greater degrees across the experience of
Black Europe - e.g. the creeping de-legitimization of Black politics and
anti-racist discourse in  the name of a new 'post-raciality';  attacks
on multiculturalism (c.f. Britain, the Netherlands, France) and the
frequnet national media recodings of 'the war on terror' into a war on
ethnic, racial and religious difference.

Dr Denise Noble
Assist Prof. African American and African Studies
The Ohio State University

- Check the link websites 4 comments

Greetings to all

Please check out and if possible circulate the following as the brother
who is being victimised, Bro Jallow, is someone I met a few years ago
when he invited me to Malmo, Sweden to talk about the Chattel slave trade.

I was not as shocked at the behaviour of the students as I was at the
treatment this brother has received to the point where his family is in
hiding due to the threats against their lives. When you check out the
links you will see how they have put his head on the image of a chattel
slave and posted them across the city and the authorities do not seem to
be that bothered, surprise surprise!

One in the struggle for our liberation

Dr Lez

- Forwarded message from
jallow.momo...@mah.se -
Date: Thu, 28 Apr 2011 11:26:53 +0200
From: Jallow Momodou
mailto:jallow.momo...@mah.se>>
Subject: Rasism in Sweden
  To: i...@nubeyond.com

Dear Dr Henry,
it was great talking to you again even though its under such unfortunate
circumstances. Here is a brief account what happened. A racist spectacle
was held at one of our most respected institutions for higher learning,
Lund University. The incident took place on Saturday night April the
18th at a student dinner gathering at Lund University’s students
nations. The students were painted in a racist depiction of blacks
referred to as Black face bearing lynching ropes around their necks led
by another white fellow student to represent a white “slave trader”.
They were then sold in an auction as a joke!

The fact that the incident took place at a university suggests that
there is a lack of awareness in Sweden of the horrors of the
transatlantic slave trade in which Sweden played a significant but often
overlooked roll. In fact Sweden was one of the last countries in Europe
to abolish slave trade.

I took it upon me to report the racist incident to the police and the
equality ombudsman, but since then,i have been the subject of racist
reprisals. Apart from threats and a smearing campaign against me people
have put up the attached manipulated poster of me represented as a slave
in chains at my place of work but also around the city. Incidentally I
also happened to works at Malmö University which is another seat of
higher learning in Sweden.

This year have been declared by the United Nations General Assembly as
the year for people of African Descent in which the member countries
plead to do their utmost so that people of African descent shall be able
to fully enjoy their economical, cultural, civil, social and political
rights. Given what have just transpired, i think it is imperative that
this is brought to the attention of the government in Sweden so it can
be addressed accordingly.

What measures will be taken in schools and universities towards this end
and how the government will guarantee the safety of all the black people
or for that matter other citizens who denounces racism. I humbly request
you spread the news through you entire network to make sure that there
is political pressure from outside Sweden (I have attached the picture
that is being circulated and put up all around Malmö).
Please get back to me as soon as possible.


Below are some links that you can have a look at for more information
about the incident.


http://www.thelocal.se/8/20110421/

http://www.thelocal.se/33290/20110419/


Regards
Mr Jallow







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Checked by AVG - www.avg.com
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[tips] To all Mexican tipsters

[michael sylvester]

 HAPPY EL CINCO  DE MAYO

VIVA LA RECONQUISTA

Michael "omnicentric" Sylvester,PhD
Daytona Beach,Florida
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[tips] Random Thought: Two Salesmen/Two Teachers

[Louis Schmier]

A natonal shoe company wanted to expand its business into rural areas.  
It sent two shoe salesmen into one region of the backwoods.  After a short 
while passed, one salesman came back totally frustrated.  Stumping, with a dour 
look on his face, he angrily exclaimed with great exasperation: "What a waste 
of my time. None of these people wear shoes.  I'm cursed!  " The second 
salesman appeared much later with a a zip in his step, an excited smile on his 
face, exuberantly exclaiming, "What a fantastic opportunity I have there. None 
of these people wear shoes.  It's a miracle!"

Which salesman are you when you enter the classroom? The one that 
spirals down into hopelessness having converted challenge into barrier or the 
one that spirals up into optimism having transformed challenge into 
opportunity?  It all just depends on what you see and to what you intensely 
listen; and, what you see and to what you listen reveal what you're made of.  
That must be a heck of a "just" because so many of us academics have so many 
negative "they're letting anyone in" or "students nowadays" thoughts toward 
students which we let define us into unenthusiastic and maybe even self-pitying 
"alas" and "ah, me" situations and dispositions.  

You know, the simplest and easiest way to improve our teaching?  Remake 
ourselves.  You know the most complicated and hardest way to improve our 
teaching?  Remake ourselves.  Simple or complicated, easy or hard, we have to 
acquire a habit of always seeing blessings instead of curses, of being up 
rather than down, of being positive instead of negative, of dancing rather than 
plodding, of smiling--inside and out--instead of frowning, of seeing today as 
nothing less than a miracle, of knowing each of our lives is a miracle.  I 
know, simple is not easy.  But, hard is not synonymous with "impossible!"  
"Hard" is synonomous with "important," "valuable," "significant," 
"transforming," and "accomplishment."   The "learned helplessness" can be 
unlearned.  If you have the persevering "hang-in-theredness," if you build up 
your emotional and mental fitness, if you foster strong, supporting, and 
encouraging connections, if you replace a poverty of spirit with a richness, if 
you have the discipline to establish the habit of an upbeat disposition, if you 
lighten rather than darken, if you retrain yourself to see and listen, all this 
positive stuff will be powerful beyond your wildest dreams.  Trust me, I know.  
I've been there and am still there.  Happiness, satisfaction, fulfillment, 
significance do not rely on what is happening around us, but what is happening 
inside us.  True giving and service in the classroom is not rooted in 
information; it is rooted in connection and community; its foundation love, 
faith, hope, empathy, and compassion.   Our lasting impact comes from who we 
are, not from what we know.  Our ability to feel these feelings is among the 
most wonderful and miracle-creating teaching tools--living tools, for that 
matter--- we have at our disposal to make everything serene, comfortable, 
meaningful, purposeful, gratifying, and significant for everyone.   

Dreamy, flighty, "hallmarkish," soft, touchy-feely, "new age-ish, 
mushy?  Heck, this is supported by the latest hard science! 

Whatever it is, determined to be the likes of the second salesman, at 
the start of the day, before the sun rises, I have a ritual of doing five to 
six things.  First, I grind my coffee beans and make myself a pot freshly 
brewed coffee.  Second, every other day, I go out for a meditative three mile 
power walk while on the other days I do my dumbbell sets.  Third, I randomly 
pick a word from my stack of positive "Word to Live By Today."  The other 
morning the word happened to be "smile."   With my Susan having back surgery 
that morning to remove a cyst from her lower spine, it was a great word for 
that day, and while I was at the hospital waiting I made it a point to find 
reasons to smile and help others smile.  Fourth, I slowly read and reflect on 
each line in my "Teacher's Oath" with the intention of living each word.  
Fifth, I gaze at some words hanging above my computer the latest of which are 
those of Pablo Casals:  "Each person has inside a basic decency and goodness. 
If he acts on it and listens to it, he is giving a great deal of what the world 
needs most. It is not complicated, but it takes courage. It takes courage for a 
person to listen to his own goodness and act upon it."   And finally, I close 
my eyes and imagine an angel walking in front of each student proclaiming, 
"Make way!  Make way!  Make way for someone created in the image of God."  I 
use them all collectively to put me into a deep caring, empathetic, faithful, 
hopeful, and, above all, loving mood; I use them to realize how amazing each 
moment is; I use them to appreciate all the wonder I am immersed in; I use them 
to be thankful for all the good