gical Sciences (TIPS)
Subject: Re:[tips] how to set tips no mail
Can anyone tell me how to set tips no mail?
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To make changes to your subscription contact:
Bill Southerly ([EMAIL PROTECTED])
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To make changes to your subscription contact:
Bill Southerly ([EMAIL PROTECTED])<>
Can anyone tell me how to set tips no mail?
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To make changes to your subscription contact:
Bill Southerly ([EMAIL PROTECTED])
Apologies to the list re your receipt of the private message below
directed to Bill Southerly.
SHC
>>><<
"If you're going through hell, keep going."
- Winston Churchill
Stanley H. Cohen, PhD
Professor
Faculty Senate Chair, 2002-2003
Department of
Hi Bill. Quick question very unrelated to TIPS. I recently heard that
Gandolf's (restaurant) had a fire and closed last fall. Do you know its
current status? The website hasn't been updated recently. Any rumors
about its reincarnation?
Best,
Stan
>>><<
"If you're going throug
Just a reminder that if you wish to change your TIPS email status go to the
following website:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=engl
ish
Bill
Bill Southerly
Department of Psychology
Frostburg State University
Frostburg, MD 21532
301-687-4778
[EMAIL PROTECT
Bill,
I just got the following from you. What does it mean?
Bob
On 26 May, 2005, at 14:01, Bill Hill wrote:
set tips nomail
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I find the majority of the articles in the APA monitor each month to be of type 2 that Jim mentioned below. One is reminded of Mel Brook's film "High Anxiety" as more than a comedy. Rip Pisacreta, Ph.D.
Professor, Psychology,
Ferris State University
Big Rapids, MI 49307
email: [EMAIL PROTECTE
Hi
On Thu, 20 Jun 2002 [EMAIL PROTECTED] wrote:
> I wish to comment on the statement (found below) that reads:
> "I also think it is dangerous for psychologists to take too
> strong a stand on the difficulty of measuring quality of
> teaching. We might end up undermining much of what we claim
>
Hi,
I wish to comment on the statement (found below) that reads: "I also think it
is dangerous for psychologists to take too strong a stand on the difficulty of
measuring quality of teaching. We might end up undermining much of what we
claim as part of the science of psychology."
My questio
on 6/14/02 2:46 PM, Louis_Schmier at [EMAIL PROTECTED] wrote:
> On Fri, 14 Jun 2002, John Serafin wrote:
>
>
>> Student learning is not the only outcome we should be interested in.
>> Teachers' behaviors in the classroom might also influence such things as
>> students' motivation to contin
on 6/14/02 2:47 PM, Paul Brandon at [EMAIL PROTECTED] wrote:
>> If I'm not misinterpreting what you've said,
>
> You're not.
Actually, I was misinterpreting, at least partially. When you said that
student learning "is what we're really interested in" I took that to mean
that you were not intere
At 2:25 PM -0400 6/14/02, John Serafin wrote:
>on 6/14/02 12:53 PM, Paul Brandon at [EMAIL PROTECTED] wrote:
>
>> The problem is that we are talking about three different sets of behaviors:
>> 1) Students evaluating teachers.
>> 2) Teachers' behaviors in a class setting.
>> 3) The changes in st
On Fri, 14 Jun 2002, John Serafin wrote:
> Student learning is not the only outcome we should be interested in.
> Teachers' behaviors in the classroom might also influence such things as
> students' motivation to continue their studies in psychology, morale among
> majors, and perhaps even
on 6/14/02 12:53 PM, Paul Brandon at [EMAIL PROTECTED] wrote:
> The problem is that we are talking about three different sets of behaviors:
> 1) Students evaluating teachers.
> 2) Teachers' behaviors in a class setting.
> 3) The changes in student behavior that we call 'learning'.
>
> #3 is w
Hi
On Fri, 14 Jun 2002, Paul Brandon wrote:
> At 4:01 PM -0500 6/13/02, jim clark wrote:
> >No one stated that good teaching was unidimensional, no more than
> >intelligence is unidimensional according to many models. Is
> >psychology so bereft of competency that we cannot even measure
> >multi-
At 4:01 PM -0500 6/13/02, jim clark wrote:
>> 1) I am not satisfied that the SET measure is a valid measure
>> of "good teaching." Why? I don't believe that one can define,
>> and demonstrate the existence of, a unidimensional measure of
>> "good teaching." The SET process presumes one can (and th
Hi,
There may be no way to penetrate the protective belt of a true believer. But if
there is, perhaps it is this.
I referring here to an empirical study of SET data at American University (I
seem to recall).
The study is by L. Langbein [(1994), “The validity of student evaluations of
teac
Hi
On Thu, 13 Jun 2002 [EMAIL PROTECTED] wrote:
> RESPONSE TO JIM CLARK (SEE BELOW):
> I hear, and can accept some of, what you are saying. And your
> document seems eminently sensible.
Thanks.
> However your words do not address (what is to me) the core
> issue: While the SET process (in the s
RESPONSE TO JIM CLARK (SEE BELOW):
Hi Jim,
I hear, and can accept some of, what you are saying. And your document seems
eminently sensible.
However your words do not address (what is to me) the core issue: While the SET
process (in the summative function) appears to have surface validity, i
> Jim Guinee humorously said:
> >COMMAND: SET TIPS RELIGIOUS TOLERANCE
> >
> >RUN
> >RUN
> >RUN
> >
> >CRASH!
>
> This is too harsh an indictment of the anti-religious folks on the
> list. They are certainly _tolerant_ of religious belief,
Jim Guinee humorously said:
>COMMAND: SET TIPS RELIGIOUS TOLERANCE
>
>RUN
>RUN
>RUN
>
>CRASH!
This is too harsh an indictment of the anti-religious folks on the
list. They are certainly _tolerant_ of religious belief, in the
sense that they don't think religious
> Maybe it shouldn't be. Too frequently, suicides and murder/suicides are for
> the purpose of releasing someone from the devil or taking them to a "better
> place." Would these tragedies occur if the victims/perpetrators had not been
> indoctrinated with fair
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set tips nomail
*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA 17403
(717) 771-4028
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