RE: George Will's Washinton Post Column.
Stuart, have you ever noticed that the more radical liberals and conservatives are, the more than look, act, and think alike. As a historian, Rick is right the labeling is grossly over-simplified that defy shadings, especially since the definition of the terms changes over time and from place to place. That is, a liberal of yesteryear is a conservative today as it a liberal. Moreover, the terms are used so selectively from issue to issue. And then, a person can be conservative on one issue and liberal on another. And beyond that, they are terms whose definition are relative to each other. Were people to be that uncomplicated. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: The prevention of dissemination of scientific knowledge
There is a fourth course, which is what many faculty in our department do. I make a single copy of the article, and place it in folder in a central location for the class. Each member of the class can then take that copy and make his or her own copy. (The work of copying is usually shared. That is, one class member makes copies for all class members and is reimbursed the costs. This task then rotates across class members.) Hope this helps. Joel Joel S. Freund 216 Memorial Hall Department of Psychology Fayetteville, AR 72701-1201 Phone: (479) 575-4256 FAX:(479) 575-3219 EMAIL: [EMAIL PROTECTED] On Thu, 14 Aug 2003, Wallace E. Dixon, Jr. wrote: :-) Now I am confronted with three courses of action: 1) not :-)share the articles with my students, 2) break the copyright law and :-)distribute the articles anyway, or 3) find some loophole that will :-)allow my students to get copies of these articles without any of us :-)breaking the law. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: George Will's Washinton Post Column.
Pathologizing Conservatism: Why Cal Thomas Is Right to Censure Psychological Researchers, APA http://www.fireflysun.com/book/leftwingauthoritarian.php K. From: Aubyn Fulton [EMAIL PROTECTED] Reply-To: Teaching in the Psychological Sciences [EMAIL PROTECTED] To: Teaching in the Psychological Sciences [EMAIL PROTECTED] Subject: RE: George Will's Washinton Post Column. Date: Mon, 11 Aug 2003 14:46:15 -0400 Louis_Schmier wrote: Any of you tipsters read George Will in the Washington Post this morning? I suggest you do. I won't tell you what he says. I've got my take on it. I'd like to hear yours. PAUL K. BRANDON wrote The Psych Bull article that Will is referring to is a meta-analysis, with all the limitations of its breed. Since it's based on a wide variety of verbal reports of what individuals apparently mostly politicians) say that they would do or say in a specified situation, it is of limited value. And Will of course has selectively abstracted parts of the report that suit his politics. All in all, I'm more disappointed in Psych Bull in publishing the article in the first place. Aubyn writes Aside from sharing his staunch conservative opposition to the Designated Hitter (a position all right thinking baseball fans adopt) I long ago stopped taking Mr. Will seriously, but I dont begrudge him responding to, and even being a little insulted by, the thesis put forward by Jost and others (including Frank Sulloway) that political conservatives are more likely to be rigid than liberals. Will is essentially an entertainer these days, so I also dont really expect him to give a fair reading of the article. If one were to take Will seriously, I think the main dispute I would have with him is his distortion of Josts position on the psychological determinants of all beliefs. Will fills much of his column with assertions like the following: Professors have reasons for their beliefs. Other people, particularly conservatives, have social and psychological explanations for their beliefs and The professors have ideas; the rest of us have emanations of our psychological needs and neuroses and the professors, who do not say that their judgments arise from social situations or emotional needs rather than reason. While Jost et. al. do argue that conservatives are more likely to be rigid and uncomfortable with ambiguity, they specifically are not arguing what Will attributes to them repeatedly, that only conservative beliefs are motivated by non-rational processes. Note this passage, only partially quoted by Will: Our first assumption, too, is that conservative ideologieslike virtually all other belief systemsare adopted in part because they satisfy some psychological needs. This does not mean that conservatism is pathological or that conservative beliefs are necessarily false, irrational, or unprincipled. Will chops the quote up, and exaggerates the emphasis on the phrase necessarily false to make it [inaccurately] seem that Jost is really exempting liberal beliefs from non-rational motivation. I dont understand Dr. Brandons disappointment with Psych Bull for publishing the article unless he is disappointed with all published reports of meta-analysis (which would make him one disappointed psychologist indeed). There is a long and broad literature on the psychology of political ideology, and it seems appropriate for Psych Bull to publish a review of this literature from time to time. Jost and company state up front that whether or not conservative ideology is uniquely linked to the set of psychological needs and motives they suggest is an empirical question, and they use acceptable empirical methods to support their answer. Psych Bull also published a response to Jost et. al. that argues in the alternative that the rigid avoidance of ambiguity is not uniquely associated with conservatives, but is an attribute of ideological extremists of all kinds. Jost then replies with their explanation of why they think this is not true, and that conservatives really are uniquely rigid. I dont know that these articles will be the last word on this topic, and it is certainly possible to disagree with elements of both, but from what I can tell they seem to be of a type and quality that is consistent with the scope and mission of Psych Bull. Maybe next time they will publish a review of research on the motivations of liberal ideology. What would really be disappointing is if Psych Bull were to allow political and popular pressures and criticisms discourage them from publishing potentially controversial articles. Here are the full citations for anyone interested in reading the articles for themselves: Political conservatism as motivated social cognition. By Jost, John T.; Glaser, Jack; Kruglanski, Arie W.; Sulloway, Frank J. Psychological Bulletin. 2003 May Vol 129(3) 339-375 Psychological and political orientation--The left, the right, and the rigid: Comment on Jost et al. (2003). By Greenberg, Jeff; Jonas,
wormy advice
Advice from a sadder but wiser TIPSter: I've just spent hours and hours - since Monday night - getting rid of the newest computer worm, blaster, and have advice for anyone who hasn't gotten it yet. (This unlovely worm shuts your computer down on its own, then reboots it. It's a terrible nuisance, and the hardest is that it stays on for shorter and shorter periods of time, so while you're trying to find how to rid your computer of it, it closes Windows and shuts down.) I had Norton Anti-virus, updated, but while it found I was infected with the worm, it had no solution. If you haven't gotten it, RACE your fingers to the microsoft.com website and download the patch which was developed last week. (If you have a Macintosh, count your blessings. You can ignore all this panic.) And IF you already have this problem (you can usually read emails for a few minutes before it shuts down), go to symantec.com, grab the Fix Blast program (it's prominently displayed) and SAVE it. It gives you instructions about how to install your firewall (from your control panel) while you load the de-worming program. Then turn off your modem, since that seems to slow the system shutdown. After you've dewormed your computer (takes about half an hour or more) be sure to go to microsoft.com and install the patch so you don't get reinfected. Hope this saves some of you the nuisance I've been through. Even the newspaper story about it this morning didn't give the solution I finally found after my computer shut itself down at least a hundred times while I searched for an answer. (And I'm buying stock in Symantec.) Beth Benoit University System of New Hampshire --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: The prevention of dissemination of scientific knowledge
Wallace E. Dixon, Jr. wrote: I must be daft, but I would've thought since the major Kinko's lawsuit several years ago, publishers of scientific journals would've placed a greater value on the dissemination of scientific knowledge than on revenue enhancement, and would've adjusted their copyright policies accordingly. Maybe some publishers do, but not the APA. I will need to be edified about the underlying rationale for why scientific journals find it useful to place obstacles in the free and unfettered dissemination of scientific knowledge, because I can't see it. Anyone who can straighten me out, please do. So here's the deal. As you may remember from my last request, I am trying to gather provocative and exciting articles published in the scientific literature to accompany a textbook for my graduate research methods class. I found at least two dozen very cool articles in the American Psychologist. Being rule-minded as I am, I checked their copyright policy. I did this pro-forma because I had assumed that APA would be at the cutting-edge about publication policy for the distribution of their copyrighted articles for use in academic courses. On the contrary, APA is two-to-five years behind the curve of even the more conservative academic publishers outside of psychology. Of course, in high-energy physics, vritually everything has been on-line *FOR FREE* at http://www.arXiv.org/ for more than a decade now. The journals, which are still owned by scholarly societies rather than by major commercial publishers, hardly made a peep. You might think that APA, as a scholarly society would have followed suit, but the fact is that APA is so dependent on publication income for its various expensive projects that it has effectively become a commercial publisher. Since then, the APA has dragged its feet on virtually every electronic publishing inititative. First it wouldn't publish electronically. Then it created a single eletronic journal and disingenuously declared it to be no cheaper to produce and distribute than print journals (because they included the capital costs of commissioning complicated and unnecessary software to assist editors in routing manuscripts to reviewers, etc. Meanwhile Stevan Harnad -- who ran both _Behavioral and Brain Sciences_ and the electronic _Psycoloquy_ for a number of years -- estimated the savings at about 70%). Then they started posting HTML copies of their journals on the web, but did such a bad job (no page numbers for citation, images rarely appeared properly) that few would purchase it. Then they started converting to .pdf but they charge libraries nearly as much for the electronic version as for the paper versions, so most libraries have to *choose* which they want. APA sent out a card to their authors a couple years ago telling them that anything posted to the web would be regarded as having been previously published and rejected by their journals automatically. They have gradually relaxed that policy to saying that authors can post a copy on their personal websites, but not on third party sites (like Harnard's CogPrints and my own History Theory of Psycholgy Eprint Archive -- http://htprints.yorku.ca/ ). By contrast, _Science_ and _Nature_, both of whom were highly resistant to electronic publication early on, have begun making their articles available on-line *FOR FREE* 6-12 mos. after their initial publication. Elsevier, who was demonized for their attitutde toward electronic publication early on, is now offering electronic versions for a much reduced rate to print subscribers. In addition, there is a whole movement of electronic-only journals in biomedicine that are competing head to head with traditional print journals (Biomed Central). For more information, see Stevan Harnad's personal website, where he has many, many articles on the topic available for free on-line. Regards, -- Christopher D. Green Department of Psychology York University Toronto, Ontario, Canada M3J 1P3 phone: 416-736-5115 ext.66164 fax: 416-736-5814 e-mail: [EMAIL PROTECTED] http://www.yorku.ca/christo/ = But you know what happens when you assume! Not only am I not allowed to copy and distribute more than a single APA article to my students freely, but I have to pay 35 cents per page per student. This figure came from the Copyright Clearance Center. Now I am confronted with three courses of action: 1) not share the articles with my students, 2) break the copyright law and distribute the articles anyway, or 3) find some loophole that will allow my students to get copies of these articles without any of us breaking the law. I am writing to TIPS to follow up on the third option. Have any of you found ways of accomplishing this objective without becoming a criminal? Wally Dixon -- -
Teaching Conference on the Intro Course
Taking Off: Best Practices in Teaching Introductory Psychology Atlanta (GA) Marriott Northwest September 26-27, 2003 Co-sponsored by the Society for the Teaching of Psychology (STP), the National Institute for Teaching of Psychology (NITOP), and the Kennesaw State University Center for Excellence in Teaching and Learning This two-day conference entitled Taking Off: Best Practices in Teaching Introductory Psychology will occur on September 26 and 27, 2003, at the Atlanta Marriott Northwest. The conference is modeled after the successful format used in last fall's Measuring Up: Best Practices in Assessment conference. Featured keynote speakers include Doug Bernstein, Robin Hailstorks, and Charlie Blair-Broeker. Concurrent sessions address a wide variety of topics and issues related to teaching and assessing the introductory course at the high school, community college, and university levels (e.g., online delivery, training TAs, motivating students, selecting textbooks, addressing student misconceptions, designing tests, ethical issues, and more). Because of a generous grant from the APA Board of Educational Affairs, we are able to offer a special reduced conference rate for high school and community college teachers. In addition, members of STP also receive a reduced preregistration rate. If you have questions about the conference, please contact Bill Hill at [EMAIL PROTECTED] or Jane Halonen at [EMAIL PROTECTED] Please visit the conference Web page for registration details and a full program. (http://ksumail.kennesaw.edu/~bhill/intro/index.htm). * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Bill Hill, Ph.D. Director, Center for Excellence in Teaching Learning and Professor of Psychology Kennesaw State University Mail Box #5400 1000 Chastain Rd. Kennesaw GA 30144 EMAIL: [EMAIL PROTECTED] PHONE: 770-423-6410 FAX: 770-499-3253 Past-President, Society for the Teaching of Psychology, Division 2 of the American Psychological Association * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Tips on Tipping
To add one more twist, I am lucky enough to have spent the spring semester in London. In England, tipping is often frowned upon! One magazine article I read while there bemoaned the practice of tipping, blaming the influx of American tourists and American ideas about paying servers. Wait staff in the UK have apparently not been paid with tips 'figured in' as they are here, and the article complained that that was all changing. A tip for great service in London was 10%, with some leaving less or even nothing, depending the restaurant (here I always tip 20%, as I spent 6 summers during high school and college working in a restaurant). bob k. Robert Keefer Psychology Department Mount St. Mary's College Emmitsburg, MD 21727 [speaking for myself] -Original Message- From: Scott C. Bates [mailto:[EMAIL PROTECTED] Sent: Friday, August 08, 2003 11:54 AM To: Teaching in the Psychological Sciences Subject: RE: Tips on Tipping Patrick O. Dolan pondered: Huh. Interesting topic! When I lived in an area where tax was ~7-8%, people used the heuristic of doubling the tax and adjusting from there. I calculate 10%, double it, and go from there. As an aside, my experience over the past ~5 years is that 15% is a minimum and closer to 20% is more typical. Is that just the 25-35 set I spend time with? Interestingly, I've not come across any data on tipping by demographic group (my mother is generally aghast at the 20% I generally put down). What I've seen in the literature is that the relationship between wait-staff performance and tip size (as proportion of bill) is a bit blurry. For instance, while Lynn and Latane (1984) found tipping unrelated to service quality (based on customer interviews), Bennett (1983) found that accurate memory of cocktail waitresses (a measure of performance, no?) led to higher customer satisfaction and tipping. In teaching large intro psychology, I often preface my discussion of tipping by asking who has worked or currently works in a food service industry; there are always plenty of student who have (or do). It turns out that for people who work in the industry there ARE heuristics (word choice?) for which customers tip and which don't: age is perceived to be a big factor, as is size of the party (as these go up, tips go down). I always end up asking the class what other factors they think could possibly lead to differences: sex? ethnicity? language? dress? I have no data, but I've used this to introduce social-psych in my intro-psych classes for some time and it ALWAYS generates good discussion and allows me to pin useful material back to the examples (stereotyping, prejudice, conformity (as resisted by Professor Coleman!), social facilitation/interference, social norms, even group polarization/groupthink and, if considered from the perspective of the wait-staff, self-fulfilling prophecy). It hadn't occurred to me that this as useful (pedagogically) as it is: I always just 'did it.' Does anybody think that this, as an exercise, is worthy of a Journal Teaching of Psych submission? Would anybody like to implement it, collect some data, and pursue this as a project/publication? Let me know. Scott Lynn, M. and Latane, B. (1984). The psychology of restaurant tipping. Journal of Applied Social Psychology, 14(6), Nov-Dec 1984. pp. 549-561. Bennett, H. L. (1983). Remembering drink orders: The memory skills of cocktail waitresses. Human Learning: Journal of Practical Research Applications, 2(2), Apr-Jun 1983. pp. 157-169. Scott C. Bates, Ph.D. Assistant Professor Department of Psychology Utah State University (435) 797 - 2975 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Tips on Tipping
Huh. Interesting topic! When I lived in an area where tax was ~7-8%, people used the heuristic of doubling the tax and adjusting from there. I calculate 10%, double it, and go from there. As an aside, my experience over the past ~5 years is that 15% is a minimum and closer to 20% is more typical. Is that just the 25-35 set I spend time with? Patrick ** Patrick O. Dolan Assistant Professor Department of Psychology Drew University Madison, NJ 07940 973-408-3558 [EMAIL PROTECTED] ** - Original Message - From: Paul Smith [EMAIL PROTECTED] To: Teaching in the Psychological Sciences [EMAIL PROTECTED] Sent: Friday, August 08, 2003 10:39 AM Subject: Tips on Tipping As I think the original request was for common behaviors that can be related to psychological topics, I think the question of how one figures a standard tip is also interesting. I see people using little tip tables that give 15% of various amounts in table form, but without such a table, how one represents the problem can make a big difference in problem difficulty. We're taught to figure things like this by multiplying the total bill by .15, and we're taught to do problems like that using a complicated algorithm* that amounts to manipulation of symbols. That algorithm is too complicated for most of us to do mentally, without at least writing down intermediate answers, something which is often not possible when figuring a tip (due to lack of pencil and paper). But there are other ways to figure 15% besides that kind of symbol manipulation. I usually figure 10% (simply by moving over the decimal point mentally), and then figure (again, mentally) half of that number (which is then 5% of the total), and then (yet again mentally) add the two. Alternatively, one could figure 10%, and then 20% (simply by doubling the 10%) and then figure the halfway mark between those two numbers (I haven't used that method, and I don't know if it would be too taxing for me). I'll bet there are other ways that people use besides these, and I'd think they might lead to an interesting discussion of the role of mental representation in mathematical problem solving. Most Introductory texts have a chapter on Language, Thinking, and Problem Solving where the relevant material would be found. I suspect that most of the people who still try to use the symbol manipulation algorithm in the tipping context also believe that symbol manipulation method they've been taught IS multiplication, and don't realize that it's just one of many devices for finding the answer to multiplication problems. * Okay, class, remember, start by multiplying the ones column, and write your answer below the ones column, carrying any tens you get up to the top of the tens column. Then take the tens column from the first multiplicand times the ones column from the second... Paul Smith Alverno College Milwaukee --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: A Scary Non- Realization
Louis Based on your private responses to me, and I am told to many others as well, you seem to take all criticisms off - line. Your posts are to a public forum and Herb has made a public response to your public post. Given the responses you tend to generate, I for one would like to see these discussions continue on-line. If you don't want to participate in a public discussion of your random thoughts maybe you should post them to a website and not to a public forum. That way you can limit the exposure of any comments you receive. Gary J. Klatsky, Ph. D. Department of Psychology[EMAIL PROTECTED] Oswego State University (SUNY) http://www.oswego.edu/~klatsky 7060 State Hwy 104W Voice: (315) 312-3474 Oswego, NY 13126 Fax: (315) 312-6330 All of us who are concerned for peace and triumph of reason and justice must be keenly aware how small an influence reason and honest good will exert upon events in the political field. Albert Einstein -Original Message- From: Louis_Schmier [mailto:[EMAIL PROTECTED] Sent: Tuesday, August 05, 2003 10:06 AM To: Teaching in the Psychological Sciences Subject:Re:A Scary Non- Realization Herb, I'm going to reply off-list as I have been doing with others and not take up time and space of others. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Tips on Tipping: gender difference?
Any literature on who leaves bigger tips? I've heard women do, but have no data to support this assertion. Any data on age? Race? etc.? Jean Edwards --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
re:Re: UGGGGHHH random thoughts
Thank You Rick Paul I am asking that: It makes a lot of sense to trim the quotations (as I did in this message, above), but eliminating them completely makes the response rather hard to follow for those who don't use the digest format, and thus don't have the original message available to them to refer to. Common practice is to quote back only the amount of text necessary to: 1. Indicate clearly what is being responded to. 2. Insure that the *intent* of the author, instead of just his or her words, is carried forward (e.g., no attempt should be made to selectively edit the quotes). It seems to me that people are quoting the entire message and when I receive the digest form I am wading though volumes of text (e.g., one of the 'random thoughts') to get to the responses. Also - another comment on the 'random thought' posting - I do not know Louis or his history here, nor for that matter the history of this list (I'm new here) - but one of his posts referenced a website and the website had lots of random thought postings as well as an advertisement for his 2 books. Interestingly, the web page states that he is a professor of history not psychology. Should we be asking ourselves and whomever moderates the listserv if his postings actually serve the purpose of the group? We should ask the question do they rather serve as advertisement for his website and books. If the answer is yes, then perhaps the individuals of this list serve would be better served by going to his website and reading his books rather than having him post his 'random thoughts' here. Just my 'random thought'. Aloha Cf **FM **FM **FM **FM * Charles R. Fox, O.D., Ph.D., F.A.A.O. Visiting Associate Professor Psychology Bio Foundations of Behavior Whitely Psychology Laboratories Box 3003 Franklin Marshall College Lancaster, PA 17604-3003, USA Phone: 717-358-7195 (office) 717-358-6937 (home) 443-326-2211 (cell) http://www.fandm.edu/departments/psych_new/faculty/fox/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: website suggestions
Hetzel, Rod wrote: Does anyone know of any good websites for helping college students improve relationships? I'm giving a presentation on developing and deepening relationships and am looking for some practical, skills-based suggestions for students who will be in attendance. Thanks! Rod - Take a look at this site maintained at the University of Chicago: http://counseling.uchicago.edu/vpc/virtulets.html Retta -- Retta E. Poe, Ph.D. Associate Dean for Academic Programs College of Education and Behavioral Sciences Professor of Psychology Western Kentucky University 1 Big Red Way Bowling Green, Ky. 42101 (270) 745-4662 FAX: (270) 745-6474 e-mail: [EMAIL PROTECTED] http://edtech.cebs.wku.edu/~rpoe/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: wormy advice
Beth, if anyone is running 98, they're safe from the worm. Think of the upside. You can always use the worm to go fishing. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Tips
From that website that Cheri Budzynski recently recommended about tipping at www.people.cornell.edu/pages/wml3/tipping_information.htm (from a Canadian CBC TV programme about tipping) What's the difference between a Canadian and a canoe? Answer: a canoe tips. Stephen __ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://www.frostburg.edu/dept/psyc/southerly/tips _ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Tips on Tipping: gender difference?
Well, Herb, let's start with restaurants. No cafeterias, fast food, street vendors, buffets, etc. And it's sunny weather. Who tips more: male diners or female diners. Jean - Original Message - From: Herb Coleman [EMAIL PROTECTED] To: Teaching in the Psychological Sciences [EMAIL PROTECTED] Sent: Sunday, August 10, 2003 12:17 AM Subject: Re: Tips on Tipping: gender difference? Subject: Re: Tips on Tipping: gender difference? From: J L Edwards [EMAIL PROTECTED] Date: Fri, 8 Aug 2003 12:55:30 -0500 X-Message-Number: 8 Any literature on who leaves bigger tips? I've heard women do, but have no data to support this assertion. Any data on age? Race? etc.? Jean Edwards Well , Jean, as my dissertation chair is fond of saying, you need to narrow your question. There are many different tipping situations and scenarios. For example I recall years ago on Oprah (ok, so now you know) they mentioned how much people tipped hair dressers. I'd never heard of this (I guess that's because I'm testosterone enhanced--read folliclely challenged--and have not been to a barber since my undergrad days). I previously mentioned the various baggage handlers, then there are doormen (do women ever do this job?), baby-sitters, food and other delivery people, and let's not for those who receive the most and biggest tips, dancers and escorts. So, before we can gather accurate data on who leaves bigger tips we need to confine the tipping arena an then determine if the dependent variable is the raw amount or a proportion of the basic cost of the service. Just my thoughts (I didn't want to say my $0.02 because I was told that was an insult as a tip). -- Herb Coleman IT Manager, Rio Grande Campus Adjunct Psychology Professor Austin Community College [EMAIL PROTECTED] 512-223-3076 * * Every action has a connected and directed * * pre-action. * * -Herb Coleman after seeing Bowling for Columbine --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: involvement in student's lives
When I'm invited to a party, be it a private one or a sorority/fraternity, like Paul, even if other faculty and administrators are also invited and attending I'm hesitant to accept. One major reason is that I don't feel I can be at a party where some of the students who are consuming alcohol are probably going to be underage. When I invite students to my house, not knowing their ages, it is strictly non-alcoholic. Similarly, when I take them out for a pizza--has to do with one of the projects--the drinks are strictly non-alcoholic. I feel that wherever I go, my position as an agent of the University and State of Georgia goes with me. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: George Will's Washinton Post Column.
Paul wrote (SNIP) You are correct that I have problems with meta-analyses in general. In the medical field, there have been a number of cases where meta analyses based on large numbers of small studies have reached different conclusions from later rigorous large studies. Much is dependent on the choices made by the authors in setting selection criteria and categorizing the individual studies. (SNIP) BTW-- a literature review is not the same as a meta analysis. Aubyn writes It seems fair to say that there are good and bad meta-analyses. We like the good ones, and the bad ones, not so much. We sometimes disagree about which are good and bad, which is one reason most of us have jobs. A literature review is not the same as a meta-analysis, but many meta-analyses are literature reviews. Psych Bull publishes reviews of the psychological literature, and many of these use meta-analysis. I dont find that particularly disappointing, unless they publish bad meta-analyses. You mentioned that you were disappointed that Psych Bull published the meta-analytic review of the literature on the psychology of political ideology, but I am still not clear what disappoints you about it. Do you think that it is a particularly bad meta-analysis, or do you think that all meta-analyses are bad, or do you think that political ideology is not an appropriate subject for psychological study? Sulloway has published some interesting and controversial meta-analyses in the past of course, and perhaps you note something in his approach that is not up to snuff? I am about as far from a statistical guru as there is likely to be on this list, so I may well have missed the weaknesses in this particular attempt at meta-analysis. Rick wrote I am not a political scientist but I have friends who are political scientists and I just wonder if anyone else has had the not-so-brilliant thought that the whole left-wing/right-wing dichotomy in political science is way too oversimplified (SNIP). There are many problems with a simple left/right dichotomy and I can't believe political scientists haven't figured this out yet. If they have, they are keeping it a secret from the rest of us (including the psychologists who study political motivations). Aubyn writes I think most political scientists are well aware that the left/right dichotomy is an oversimplification. Several earlier posters on this thread have noted that this has been well understood by political psychologists at least as far back as Eysenck (and I think even Adorno and Allport and friends would have recognized the same insight). The Psych Bull article that Will commented on in his Sunday column, and that sparked this thread, spent substantial time operationalizing their definition of conservative, and the response in the same edition pushed the definitional issues further. I did not read anything in the article that implied that all conservatives believe, and are motivated, by one set of things, and all liberals believe, and are motivated, by a different set. In fact the authors several times explicitly note the plurality of motivations for all beliefs. They do argue that at the heart of conservativism is a resistance to change and an acceptance of inequality this may or may not be true (which is part of why the exchange in Psych Bull was of interest) but seems worthy of discussion and empirical and theoretical review. It would be an oversimplification to say that there are only two kinds of humans male and female, and that men are from Mars and women from Venus. But it would not be true to say that the dizzying complexity of human nature precludes any useful study of possible differences between men and women. Likewise, it seems that it would be a gross oversimplification to say that there are only two kinds of political thought liberal or conservative. But it seems equally unhelpful to deny a priori that there are any valid distinctions that can be made between liberals and conservatives Aubyn Fulton, Ph.D. Professor of Psychology Chair, Behavioral Science Department Pacific Union College Angwin, CA 94508 Office: 707-965-6536 Email: [EMAIL PROTECTED] * --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: school psych programs in ny
I don't know how accurate or up to date this list is, but go to http://www.education.umd.edu/EDCP/programs/CDSPP/program.html for a listing by state. Miguel At 03:30 PM 8/13/2003 -0400, you wrote: I have been working with a former student on doctoral applications for next year. Does anyone have information on school psych programs in New York State. Laura Talamo Great Neck North High School ___ Miguel Roig, Ph.D. Associate Professor of Psychology Notre Dame Division of St. John's College St. John's University 300 Howard Avenue Staten Island, New York 10301 Voice: (718) 390-4513 Fax: (718) 390-4347 E-mail: [EMAIL PROTECTED] Http://facpub.stjohns.edu/~roigm ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: school psych programs in ny
Thanks for the words of support. Although the school psych program at Oswego is very good, it is only a Master's. A quick look at SUNY showed Buffalo and Albany as the only campuses that offer a Ph D in School Psych. If you search make sure you look at counseling and education programs, not psychology. Gary J. Klatsky, Ph. D. Department of Psychology[EMAIL PROTECTED] Oswego State University (SUNY) http://www.oswego.edu/~klatsky 7060 State Hwy 104W Voice: (315) 312-3474 Oswego, NY 13126 Fax: (315) 312-6330 All of us who are concerned for peace and triumph of reason and justice must be keenly aware how small an influence reason and honest good will exert upon events in the political field. Albert Einstein -Original Message- From: Steven Specht [mailto:[EMAIL PROTECTED] Sent: Wednesday, August 13, 2003 3:55 PM To: Teaching in the Psychological Sciences Subject:Re: school psych programs in ny S.U.N.Y., College at Oswego has a good program (and it's a nice place to spend a few years... i.e., on the shores of Lake Ontario... GREAT sunsets!... but LOTS of snow) [EMAIL PROTECTED] wrote: I have been working with a former student on doctoral applications for next year. Does anyone have information on school psych programs in New York State. Laura TalamoGreat Neck North High School--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Steven M. Specht, Ph.D. Associate Professor of Psychology Department of Psychology Utica College Utica, NY 13502 (315) 792-3171 To teach is to learn twice. - Joseph Joubert (1754-1824) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: wormy advice
Yes, as I said, Macintosh (Apple) users need not panic. And further research, after Louis' response, I found that the following Windows users are vulnerable: Windows XP,Windows NT, Windows ME/2000, Windows 2003 Beth Benoit University System of New Hampshire - Original Message - From: Paul Brandon [EMAIL PROTECTED] To: Teaching in the Psychological Sciences [EMAIL PROTECTED] Sent: Wednesday, August 13, 2003 3:26 PM Subject: Re: wormy advice But note: this only directly affects Windows machines. Advice from a sadder but wiser TIPSter: I've just spent hours and hours - since Monday night - getting rid of the newest computer worm, blaster, and have advice for anyone who hasn't gotten it yet. (And I'm buying stock in Symantec.) Or Apple? Beth Benoit University System of New Hampshire -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Tips on Tipping: gender difference?
Subject: Re: Tips on Tipping: gender difference? From: J L Edwards [EMAIL PROTECTED] Date: Fri, 8 Aug 2003 12:55:30 -0500 X-Message-Number: 8 Any literature on who leaves bigger tips? I've heard women do, but have no data to support this assertion. Any data on age? Race? etc.? Jean Edwards Well , Jean, as my dissertation chair is fond of saying, you need to narrow your question. There are many different tipping situations and scenarios. For example I recall years ago on Oprah (ok, so now you know) they mentioned how much people tipped hair dressers. I'd never heard of this (I guess that's because I'm testosterone enhanced--read folliclely challenged--and have not been to a barber since my undergrad days). I previously mentioned the various baggage handlers, then there are doormen (do women ever do this job?), baby-sitters, food and other delivery people, and let's not for those who receive the most and biggest tips, dancers and escorts. So, before we can gather accurate data on who leaves bigger tips we need to confine the tipping arena an then determine if the dependent variable is the raw amount or a proportion of the basic cost of the service. Just my thoughts (I didn't want to say my $0.02 because I was told that was an insult as a tip). -- Herb Coleman IT Manager, Rio Grande Campus Adjunct Psychology Professor Austin Community College [EMAIL PROTECTED] 512-223-3076 * * Every action has a connected and directed * * pre-action. * * -Herb Coleman after seeing Bowling for Columbine --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Not Sure What to Call This Message
Louis If your reread my post, I did not say you should stop participating in this list. What I said was that if you were unwilling to have a public dialog about our criticisms of your posts then you probably should not post to a public list. The assumption I make when asking a question, responding to another or engaging in a discussion on this list is that everyone participating in TIPS are knowledgeable and concerned educators and (with one known exception) are educated in psychology. I also realize that each of us, at least those who have been teaching for a while, has a pedagogy that we have found successful or we are searching to improve our teaching style. What works for one educator may not work for another. I participate on the list to see how others approach the same problems I may have. Just because I may not see the merits of a particular approach is not justification to conclude that that method is not effective. The fact that we are members of this list is an indication that we all take pride in our struggle to be better teachers. I made the point about the members of the list being educated in psychology because that education plays a very important part in how we (psychologists) view the world. Although some may have a different perspective, the majority of us have been educated in traditional psychology programs that provide a framework for how we acquire knowledge about the world. This differentiates us from historians. We are scientists (not social scientists), and there are specific methods we use that allow us to draw conclusions and make predictions. A single case study may be interesting, may provide the basis for additional research, and may be a reflection of a generalizable human behavior. But, in and of itself it will not allow us (psychologists) to draw a generalizable conclusion. That is why many participants of this list bristle when you make broad brushed conclusions based on a conversation you have had with a former, or current student. Again, I am not saying those conclusions are incorrect, they are premature. The foundation to our approach to understanding of the world will not allow us to draw those conclusions. And that is what we use as the basis for our pedagogy. We can't separate out the content of what we teach from our teaching. This isn't nitpicking. This is psychology. From my perspective, and I think I am approaching this objectively, there appears to be the proverbial breakdown in communication between you and a significant number of others on this list. You keep telling us that we are misreading you unable to reflect on ourselves). When a single student complains that an exam was too difficult I assume that it was most likely a function of the student' level of understanding. When many students complain then I take a step backwards and look at what I am doing. Despite the numerous statements from list members that we find many of your posts degrading you deflect those comments back at us and say we can't take the criticism or are misreading you. I do not see them as displacing our own shortcomings.Louis, I am not the only one pointing this out, in fact I have rarely responded to your posts. For example when I responded to the request for how to deal with the visually disabled student by pointing out the law was for reasonable accommodation, your response was that people use reasonable accommodation as a way of wiggling out of their responsibility. You didn't indicate that it was your experience at your school or we should be careful because there is a potential. You made a general pronouncement. I found that offensive because I have adhered to that approach and have provided very effective accommodations to my students. I am not wiggling out of my responsibility to them. If you step back and look at the generalizations you are making you might understand why we are responding to your posts this way. We are big boys and girls and have thick skin as well. I can take criticism. I don't however like being criticized for something you assume about me. This isn't nitpicking. One of the problems with email is the fact that we become too spontaneous. There are advantages as well as disadvantages. Maybe you should spend some time rereading what you are posting. Some of the responses to you have been personal attacks and I find that regrettable. However, from my perspective, those attacks come from a frustration with your inability to take our criticisms seriously. Again, there is no place for personal attacks in this public forum. Hopefully we will all learn from this exchange. Gary Gary J. Klatsky, Ph. D. Department of Psychology[EMAIL PROTECTED] Oswego State University (SUNY) http://www.oswego.edu/~klatsky 7060 State Hwy 104W Voice: (315) 312-3474 Oswego, NY 13126 Fax: (315) 312-6330 All of us who are concerned for peace and triumph of reason and justice must
RE: something odd about human behavior
dreaming attraction spirituality intuition feelings thinking phobias fetishes personality small group dynamics attitudes From: Mark Kunkel [EMAIL PROTECTED] Reply-To: Teaching in the Psychological Sciences [EMAIL PROTECTED] To: Teaching in the Psychological Sciences [EMAIL PROTECTED] Subject: RE: something odd about human behavior Date: Thu, 7 Aug 2003 12:21:25 -0400 Hi, Jean. Don't know where Stephen is, and I'm not him, but some examples I use in my Intro classes are: the myth of crack babies (a good one because they have strong feelings about this issue, and because internet searches readily reveal problems with this construct) Kissing behavior and various explanations (including the ethological one about the residue of dogs licking the face to encourage regurgitation of the last meal...gets many of them where they live) helping behavior (small reinforcements like t-shirts work much better than larger ones like $20 for blood-giving...why?) Numerous other examples (I sometimes try to tell one from each of the intro book chapter topics...) The first day of class I usually tell the story from William Least Heat Moon's wonderful _Blue Highways_ book about the little boys dangling from the railroad trestle in pitch darkness, listening to the water rushing below and fearing for their lives, until someone comes along and shines the flashlight on the ground, a short distance below. Psychology can be a light shining on that over which we are dangling, so as to see it new and comforting (and sometimes new and distressing). Hope that helps, Mark Kunkel U West Georgia Carrollton, GA -Original Message- From: J L Edwards [mailto:[EMAIL PROTECTED] Sent: Thursday, August 07, 2003 12:05 PM To: Teaching in the Psychological Sciences Subject: something odd about human behavior Hi again: Please don't forget about my earlier request. I'd like to pose students with a question about human behavior; something commonplace but odd; something most of us do but we give little thought to; something they might answer one way, though research findings are the exact opposite. I really thought Stephen would come through...where are you Stephen Black? Jean Edwards [EMAIL PROTECTED] (please use this email until 8-13) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] _ The new MSN 8: advanced junk mail protection and 2 months FREE* http://join.msn.com/?page=features/junkmail --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Tipping on TIPS ;-}
Subject: Re: tipping behavior From: Gail Hayes [EMAIL PROTECTED] Date: Thu, 7 Aug 2003 18:13:07 -0400 X-Message-Number: 10 Coffee shop employees are not paid a salary and work only for tips. On the other hand, fast food employees, as well as other stores whose employees have a tip container on the counter, work for an hourly wage and have, in the past, never expected to be tipped. As a former server, I don't feel the need to tip employees who earn an hourly wage or who do not offer table side service -- big difference! I do find this phenomenon interesting. From a behavioral standpoint, if tips means to insure prompt service then that could explain the difference in service and service attitude between coffee houses and fast food restaurants. It seems that some on this list have a very humanistic approach with concern for how the worker is paid. I guess I tend to operate from a cognitive stand point. I am not responsible for the remuneration arrangements made between the worker and employer. If the situation calls for it (that is I believe I've received excellent not just expected service) then I tip. I try not to let convention or others expectations determine if I should tip. However, I will admit that baggage handlers (in hotels, airports and shuttle services) in particular seem to be rather coercive in this area. I find it hard not to capitulate. I have tipped a a couple of fast food establishments. Sonic Drive ins where the server brings the food to your car and Thunder Cloud Subs where they have a tip jar on the counter are tow examples. I find it interesting that Subway offers a similar service to Thunder Clouds but there is no tip jar so I've never tipped there. So from a psychology standpoint it may be that the cues of a person bringing food to you or the presence of a tip jar are the primary stimuli that result in tipping. I think I hear a study developing . -- Herb Coleman IT Manager, Rio Grande Campus Adjunct Psychology Professor Austin Community College [EMAIL PROTECTED] 512-223-3076 * * Every action has a connected and directed * * pre-action. * * -Herb Coleman after seeing Bowling for Columbine --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: George Will's Washinton Post Column.
Having scanned the image I mentioned (http://www.yorku.ca/christo/eysenck.gif) I noticed a couple of things I had forgotten. First, 0-point should be replaced by mean or midpoint in every instance in my original post (below). Eysenck's scale didn't set the mean to 0. Second, and much more interesting, Fascists are (were) actually LESS conservative than Conservatives, but significantly more tough-minded. Regards, -- Christopher D. Green Department of Psychology York University Toronto, Ontario, Canada M3J 1P3 e-mail: [EMAIL PROTECTED] phone: 416-736-5115 ext. 66164 fax:416-736-5814 http://www.yorku.ca/christo/ === Christopher D. Green wrote: Rick Froman wrote: I am not a political scientist but I have friends who are political scientists and I just wonder if anyone else has had the not-so-brilliant thought that the whole left-wing/right-wing dichotomy in political science is way too oversimplified? Even within psychology, this thought dates back at least to Hans Eysenck in the who published in _Sense and Nonsense in Psychology_ (1958, p. 281) a scale that measured political positions in terms of two dimensions: radical-conservative and toughminded-tenderminded (borrowing and realigning -- or misusing, depending on your point of view -- a couple of terms from William James). Socialists and conservatives are both at about the 0-point in the t-t scale but, as one would expect, are somwehat (though not extremely) on the radical and conservative sides of the r-c dimension, respectively. Traditional liberals (not to be confused with the pejorative way that term is used in U.S. political dicourse) are at about the 0-point on r-c, but somwhat more tenderminded than either socialist or conservatives. Communists and fascists are, as would be expected, toward the ends of the r-c scale, respectively, but both are highly toughminded, making them as close to each other in political space as they are to any of the other positions. (Indeed, as I recall, Eysneck suggests that this is where the action is in French politics, at least of the 1950s, which is supposed to explain why fascists are more likely to convert to communism, and vice versa, than sliding along the obvious dimension of fascism to conservatism to liberalism to socialism to communism.) I'll scan the plot he gives and post it at http://www.yorku.ca/christo/eysenck.gif in a few of minutes. No doubt there has been a great deal of development of this kind of multidimensional modeling of politica space since then. Regards, -- Christopher D. Green Department of Psychology York University Toronto, Ontario, Canada M3J 1P3 e-mail: [EMAIL PROTECTED] phone: 416-736-5115 ext. 66164 fax:416-736-5814 http://www.yorku.ca/christo/ = I just had such a thought today when I read someone referring to privacy as a liberal issue. It may be but there are a lot of right-wing groups that don't want the government involved in their business either. There are many problems with a simple left/right dichotomy and I can't believe political scientists haven't figured this out yet. If they have, they are keeping it a secret from the rest of us (including the psychologists who study political motivations). To start with, there are, of course, economic conservatives and liberals and social conservatives and liberals so, at least, there are two axes with four quadrants: the two well-known ones, Libertarians (who are basically social liberals and economic conservatives) and a fourth group of social conservatives and economic liberals (which, if they actually exist, seem to be about as numerous as Kohlberg's Stage 6 reasoners). To consider fascists or communists to be either extremely to the left or to the right of the American political spectrum is ludicrous. They seem to be pretty closely related (at least in their real life manifestations) to one another. I think there may be almost as many dimensions to political thought as there are political issues. To tie in another thread, I think such a one-dimensional dichotomy is even less likely to shine light on a person's motivations than the gender dichotomy or racial distinctions. Rick Dr. Rick Froman Associate Professor of Psychology John Brown University Siloam Springs, AR 72761 (479) 524-7295 e-mail: [EMAIL PROTECTED] web: http://www.jbu.edu/academics/sbs/rfroman.asp -Original Message- From: Aubyn Fulton [mailto:[EMAIL PROTECTED] Sent: Monday, August 11, 2003 1:46 PM To: Teaching in the Psychological Sciences Subject: RE: George Will's Washinton Post Column. Louis_Schmier wrote: Any of you tipsters read George Will in the Washington Post this morning? I suggest you do. I won't tell you what he says. I've got my take on it. I'd like to hear yours. PAUL K. BRANDON wrote. The Psych Bull article that Will is referring to is a
Arnold and Konrad Lorenz
I am beginning to see parallels between Konrad Lorenz and Arnol;d. They were both born in Austria.THey have an imprinted following: Lorenz- ducks and Arnold-kids in the inner city. They both demonstrate the principle of transfer of learning from a lower order to a global vision. Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Random Thought: Sports In Education
Not only is the academic season about to begin, so is the sports season. Talking about the sports season, I've had something stuck in my craw for a while that I just have to cough up and spit out. In these stringent, cost-cutting economic times when everyone is tightening their budgetary belt and when everyone is talking about leaving no child behind, the local high school bragged that it has just constructed a brand new $100,000 weight room. Our teachers are not getting a raise, but the high school boosters raised $100,000 for a first class weight room. Our teachers have to buy classroom materials out of their own pocket, but local townspeople paid for a brand spanking new $100,000 weight room out their own pocket. The educational budget is being pared down by the Board of Education, but we have a Class A, $100,000 weight room. No one is screaming publically that we don't have a first class educational system, but everyone is loudly applauding that our $100,000 weight room will give us a first class football team. That hit a raw nerve. On the high school and collegiate levels, coaches violate rule after rule after rule. Fans rationalize away, if they don't ignore, minor and serious infractions. Coaches and ADs lie on their resumes. School administrators turn their heads the other way, if they aren't active conspirators. Coaches saddle up to co-eds privately or at riotous parties. Faculty offer special considerations to athletes. Advisers and tutors wink at or participate in academic irregularities. Coaches cut corners to recruit players. Admission officers bend or suspend entrance requirements for sought after athletes. Overzealous boosters don't know what a rule is when it comes to recruiting and under-the-table payments to athletes. Too many others on and off campus seem satisfied or scared into silently going along to get along. Too many care more for their own careers and their own institutional take, and are careless with the lives of the athletes. And athletes think they are not subject to the normal rules of legal, moral, and ethical behavior, and become menaces to both themselves and others. What's going on? Then, I heard the tail end a quick commentary on this subject on the car radio the other week that got me thinking. I wrote a letter to the local newspaper. In it I said that the answer to my question may be the rampant adulation of playing a good game rather than the deep admiration for living a good life, that getting that score on the field is often more important than getting that score on a test, that making the grade on the team is more important than getting that grade in class. There's more concern with what kind of players the athletes are on the field than with what kind of people they are off the field. Coaches are paid big bucks, very big bucks, to win and bring in the big bucks, often at whatever cost. They are not paid to develop the character of their players if it interferes with their players playing. They are paid to hone physical skills and talents. They are not paid to cultivate virtuous people. Oh sure, we all know that sports build character. Lately, I'm beginning to think sports creates and perpetuates more characters with weakened if any character than it builds character. The character traits the coaches and most everyone else emphasize are usually limited to those on-the-field no pain, no gain aspects needed to bring in the roaring crowds, bring home the championship trophies, and rake in the big bucks: perseverance, endurance, self-discipline, self-confidence, self-reliance, dedication, commitment, pursuit of excellence, resilence. Coaches and their ardent supporters claim that sport enhances life. That may be true as far as it goes. They don't seem concerned with preparing athletes for life, especially life after sports. After all, who is demanding that these on-field character values be taken off-field? Far too many, coaches seem rarely inclined to value other character values that make for a good person, a good citizen, a good spouse, a good parent, a good worker, a good business person, a good government official, a good friend: trustworthiness, respect, responsibility, fairness, caring, honesty, integrity, authenticity, compassion, respectfulness, and fairness. Understand that I am not anti-athletics. To the contrary, in my collegiate youth I was a student-athlete. I honestly believe sports have a role to play in our schools no less than theater or music or art, a balanced role. I'll repeat that, a balanced role. And, I admit that maybe, probably, I'm stepping into the realm of hyperbole and overgeneralization. After all, there's Dean Smith, John Thompson, Coach K, John Wooden, Joe Paterno, Roy Williams and some others who believe they must prepare people for life as much as or perhaps more than merely coaching athletes to win games. Then, I ask myself, Are they the exceptions to
Re: Pastoral Behavioral Engineering
Stephen Black wrote about Skinner's report of Ben Franklin's report on pastoral behavioral engineering, but Skinner gave no source -- a search for the words zealous Presbyterian minister Mr. Beatty turns up: The Autobiography of Benjamin Franklin http://www.worldwideschool.org/library/books/hst/biography/TheAutobiographyofBenjaminFranklin/chap58.html -David An obscure early American (someone named Benjamin Franklin) reported: We had for our chaplain a zealous Presbyterian minister, Mr. Beatty, who complained to me that the men did not generally attend his prayers and exhortations. When they enlisted, they were promised...a gill of rum a day... Skinner (shame on him!) never said where this passage appears in Franklin's writings. Reference Franklin, Benjamin (1969). Operant reinforcement of prayer. Journal of Applied Behavior Analysis, 2, 247. Stephen __ Stephen L. Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://www.frostburg.edu/dept/psyc/southerly/tips _ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] === David G. Likely, Department of Psychology University of New Brunswick Fredericton, N. B., Canada E3B 5A3 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: something odd about human behavior
Jean, Jean Edwards Wrote: Please don't forget about my earlier request. I'd like to pose students with a question about human behavior; something commonplace but odd; something most of us do but we give little thought to; something they might answer one way, though research findings are the exact opposite. I use tipping behavior (at restaurants) for just such a purpose. I find it useful for a few reasons. First, there are a variety of interesting and counter-intuitive findings (smiley-face on a check = higher tip; crouching down = higher tip; touching = higher tip (plus a predictable (and entertaining) interaction with sex)). Second, it's something that, as you say, we do but give little thought to (with the exception of doing some math). Finally, because it demonstrates a few different social-psych principles that are easy to grasp and attach to the behavior (e.g. the reciprocity norm). Here are a few references: Crusco, A. H., Wetzel, C. G. (1984). The Midas touch: The effect of interpersonal touch on restaurant tipping. Personality and Social Psychology Bulletin, 10, 512-517. Garrity, K., Degelmann, D. (1990). Effect of server introduction on restaurant tipping. Journal of Applied Social Psychology, 20, 168-172. Lynn, M., Mynier, K. (1993). Effects of server posture on restaurant tipping.; Journal of Applied Social Psychology, 23, 678-685. Stephen, R., Zweigenhaft, R. L. (1985). The effect on tipping of a waitress touching male and female customers. The Journal of Social Psychology, 126, 141-142. Also, Cialdini's book Influence: Science and Practice contains a variety of good ideas for just this sort of thing. Hope this helps! Scott Scott C. Bates, Ph.D. Assistant Professor Department of Psychology Utah State University (435) 797 - 2975 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Pastoral Behavioral Engineering
On 6 Aug 2003, sylvestm wrote: did you hear about the black minister in Louisiana who will give $5 and $10 to each white person who attends his church on Sundays and Thursdays? Could this be the bridge between Religion and Psychology we have been looking for? It's been done. An obscure early American (someone named Benjamin Franklin) reported: We had for our chaplain a zealous Presbyterian minister, Mr. Beatty, who complained to me that the men did not generally attend his prayers and exhortations. When they enlisted, they were promised...a gill of rum a day...I said to Mr. Beatty: It is, perhaps, below the dignity of your profession to act as steward of the rum, but if you were to deal it out and only just after prayers, you would have them all about you. He liked the tho't, undertook the office and, with the help of a few hands to measure out the liquor, executed it to satisfaction, and never were prayers more generally and more punctually attended... There are a few curious things about this story. As Franklin died in 1790, it appears there was a rather lengthy publication delay before it appeared in print in 1969. Second, its publication seems to have been arranged by another obscure American named B.F. Skinner. But Skinner (shame on him!) never said where this passage appears in Franklin's writings. Reference Franklin, Benjamin (1969). Operant reinforcement of prayer. Journal of Applied Behavior Analysis, 2, 247. Stephen __ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://www.frostburg.edu/dept/psyc/southerly/tips _ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: George Will's Washinton Post Column.
At 1:24 PM -0400 8/10/03, Louis_Schmier wrote: Any of you tipsters read George Will in the Washington Post this morning? I suggest you do. I won't tell you what he says. I've got my take on it. I'd like to hear yours. The Psych Bull article that Will is referring to is a meta-analysis, with all the limitations of its breed. Since it's based on a wide variety of verbal reports of what individuals (apparently mostly politicians) say that they would do or say in a specified situation, it is of limited value. And Will of course has selectively abstracted parts of the report that suit his politics. All in all, I'm more disappointed in Psych Bull in publishing the article in the first place. BTW, Louis-- Are you reacting to Will, or to the article he discusses? Have you read it? * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Department507-389-6217 * * 23 Armstrong Hall Minnesota State University, Mankato * *http://www.mankato.msus.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Very strange email
I received the message from Hong Kong some time ago. It isn't clear just what they want someone to do. It sounds like they are requesting someone to make major structrural changes in their educational system. I can't imagine an American, or several Americans, going to China and causing major social changes. However, if they pay $25,000 a month for teachers this might be something to look into. Nina Tarner wrote: I received the below email and was wondering if anyone on the list received the same email? I found it very odd and am not really sure what they are looking for. -- _ Rick Stevens _ Psychology Department _ University of Louisiana at Monroe _ [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: George Will's Washinton Post Column.
Dear Louis, I can't say that I have noticed more homogeneity with more radicalism, but it may exist. I do agree, however, that the labels are convenient pigeonholes that simplify reality. The harsh reality comes when people make a choice at the polling booth. If they vote on the basis of party, they are putting themselves in a category ny defintition. Stuart Date sent: Mon, 11 Aug 2003 18:48:06 -0400 (EDT) From: Louis_Schmier [EMAIL PROTECTED] To: Teaching in the Psychological Sciences [EMAIL PROTECTED] Subject:RE: George Will's Washinton Post Column. Send reply to: Teaching in the Psychological Sciences [EMAIL PROTECTED] Stuart, have you ever noticed that the more radical liberals and conservatives are, the more than look, act, and think alike. As a historian, Rick is right the labeling is grossly over-simplified that defy shadings, especially since the definition of the terms changes over time and from place to place. That is, a liberal of yesteryear is a conservative today as it a liberal. Moreover, the terms are used so selectively from issue to issue. And then, a person can be conservative on one issue and liberal on another. And beyond that, they are terms whose definition are relative to each other. Were people to be that uncomplicated. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] ___ Stuart J. McKelvie, Ph.D.,Phone: (819)822-9600 Department of Psychology, Extension 2402 Bishop's University, Fax: (819)822-9661 3 Route 108 East, Lennoxville, e-mail: [EMAIL PROTECTED] Quebec J1M 1Z7, Canada. Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Tips on Tipping
Patrick O. Dolan pondered: Huh. Interesting topic! When I lived in an area where tax was ~7-8%, people used the heuristic of doubling the tax and adjusting from there. I calculate 10%, double it, and go from there. As an aside, my experience over the past ~5 years is that 15% is a minimum and closer to 20% is more typical. Is that just the 25-35 set I spend time with? Interestingly, I've not come across any data on tipping by demographic group (my mother is generally aghast at the 20% I generally put down). What I've seen in the literature is that the relationship between wait-staff performance and tip size (as proportion of bill) is a bit blurry. For instance, while Lynn and Latane (1984) found tipping unrelated to service quality (based on customer interviews), Bennett (1983) found that accurate memory of cocktail waitresses (a measure of performance, no?) led to higher customer satisfaction and tipping. In teaching large intro psychology, I often preface my discussion of tipping by asking who has worked or currently works in a food service industry; there are always plenty of student who have (or do). It turns out that for people who work in the industry there ARE heuristics (word choice?) for which customers tip and which don't: age is perceived to be a big factor, as is size of the party (as these go up, tips go down). I always end up asking the class what other factors they think could possibly lead to differences: sex? ethnicity? language? dress? I have no data, but I've used this to introduce social-psych in my intro-psych classes for some time and it ALWAYS generates good discussion and allows me to pin useful material back to the examples (stereotyping, prejudice, conformity (as resisted by Professor Coleman!), social facilitation/interference, social norms, even group polarization/groupthink and, if considered from the perspective of the wait-staff, self-fulfilling prophecy). It hadn't occurred to me that this as useful (pedagogically) as it is: I always just 'did it.' Does anybody think that this, as an exercise, is worthy of a Journal Teaching of Psych submission? Would anybody like to implement it, collect some data, and pursue this as a project/publication? Let me know. Scott Lynn, M. and Latane, B. (1984). The psychology of restaurant tipping. Journal of Applied Social Psychology, 14(6), Nov-Dec 1984. pp. 549-561. Bennett, H. L. (1983). Remembering drink orders: The memory skills of cocktail waitresses. Human Learning: Journal of Practical Research Applications, 2(2), Apr-Jun 1983. pp. 157-169. Scott C. Bates, Ph.D. Assistant Professor Department of Psychology Utah State University (435) 797 - 2975 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: wormy advice
Hey, wormy apples are not new. :-)) Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: calling all California tipsters
Gotta love California politics... The Terminator Gallagher Gary Coleman Larry Flynt Sounds like Clinton's cabinet! Happy voting to all you Californians! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Christopher D. Green [mailto:[EMAIL PROTECTED] Sent: Tuesday, August 12, 2003 2:32 PM To: Teaching in the Psychological Sciences Subject: Re: calling all California tipsters sylvestm wrote: Vote for Arnold ...and regret it at your leisure. :-) -- Christopher D. Green Department of Psychology York University Toronto, Ontario, Canada M3J 1P3 e-mail: [EMAIL PROTECTED] phone: 416-736-5115 ext. 66164 fax:416-736-5814 http://www.yorku.ca/christo/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Not Sure What to Call This Message
Gary, I can truly appreciate that you all are psychologists with a scientific training and that I am a historian with a social science and humanity training (that was only after I blew my pre-med program one semester with four F's and an A), I am, however, well versed in the sciences having had a minor in the history and philosophy of science. And that is not cut and dry as I recollect there was a discussion, a vigorous discussion, a while back about whether psychology was a hard science or a social science. It's a discussion that traces itself back to the Enlightenment of the 18th century when the discipline was truly born. And heck, on my campus, the Pysch department is in the School of Education almost as a service department because of political decisions made decades ago that took it out of A S. Anyway, there is a misunderstanding. I have been in this business of education virtually all my life. Since I went to kindergarten way back in 1946, I have been in school in one capacity or another without a break. I wholeheartedly agree, as that Yiddish saying goes, a for instance is not proof. When, however, I relate a story of a particular student or a particular colleague or describe a particular event or talk of myself, or discuss a priciple of teaching method or share an aspect of my educational philosophy, do not think I am not taking an uninformed, frivolous, inexperienced, vaccuous, dreamy, and isolated inductive leap. Whether I explicate or infer, I see in that person and/or incident an incapsulation, evidence of, a conclusion about, a raising of a question about, an issue drawn from years of observations and experiences and reflections drawn, in turn, from endless reading of student journals, endless observation, endless reflection and contemplation, endless listening, countless small talks, endless inter-actions with colleagues and students on my campus, on the internet, at conferences, etc. But, even if it was otherwise, a story serves, as Marcus Aurelius observed, a very important purpose. Even a single event is something of that proverbial step which is a critical part of a thousand mile journey. It reveals the human condition with which both of our disciplines are concerned and reminds each of us of possibilities and potentials of viewing ourselves and others in different and deeper ways. Stories are a way of sharing and teaching and learning. So, maybe being an active participant on this list, I, at least, serve the valuable purpose of demonstrating that there are indeed alternative and legitimate ways of looking at other people, oneself, surroundings in both a personal and professional context. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: undergraduate practicum
Thanks for the response Annette. We currently have an Independent Study that some students use for research projects. We also have a Practicum class, primarily for our students interested in some type of career or graduate school in the helping professions. But, currently our practicum class is offered on an as-needed basis and as a result is taught more as an independent study than a regular course. This ends up meaning that usually we have one student taking it each semester. This system allows students more flexibility in arranging their schedules, but it also means that faculty don't receive any credit and students also don't have any chance for group supervision or instruction. I'm wondering if it would make more sense for us to schedule this class to be taught at regular times. This would mean less flexibility for students, but faculty would then get credit for it and students would have the opportunity to process their experiences as a group (which is very helpful for practicum experiences). __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED] Sent: Wednesday, August 06, 2003 11:18 AM To: Teaching in the Psychological Sciences Subject: Re: undergraduate practicum Hi Rod: Are you referring to a practicum as an internship or something else? Can you clarify for me, please? We have in our department (although I have never been and don't ever anticipate being involved in it) two levels of hands-on courses, primarily for clinically- oriented students. We have a field experience which is lower level and we offer 20 spots per semester. We have an internship with only 10 spots and it is higher level with more intense weekly meetings. Both of these count as 'classes' for the prof who organizes, places and monitors the students. (Some of the non-clinicians have a bit of a hard time with that given that the same placements have been used for the past 20 years so it is just a matter of weekly meetings for one hour per week with the field experience and three for the internship, but there are no assigned readings or 'teaching' in some organized syllabus format.) We also have a course titled Research Experience in which students can enroll but faculty get no credit for 'teaching' in which we can mentor individual students on a 1:1 basis for research they carry out, and an Independent Study which can be research or other things that are appropriate and again the students enroll for units ( and pay for units) but we do not get compensated. I would say that most of us carry an average of 1-2 students per semester in these categories of class. Does this help? Annette Quoting Hetzel, Rod [EMAIL PROTECTED]: Hi everyone: How do you structure undergraduate practicum experiences in your program? Do you offer practicum at a regular time each semester? Or do you offer it on an as-needed basis? Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: calling all California tipsters
Larry is what California needs. Only way to get a handle on the budget is to have a governor who is a skin Flynt. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ On Tue, 12 Aug 2003, Paul Smith wrote: Paul Brandon wrote: You mean the Green Acres pig? He's probably running - have you checked? I will laugh until there are tears running down my cheeks if the California angry mob politics results in Governor Larry Flynt. Paul Smith --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Administrivia: Reading Messages, NoMail, etc
Hi Tipsters, Here's a pop quiz question for those of you who like APA formatting challenges: I will be teaching a course called Environmental Psychology. I adopted the book Environmental Psychology: Principles and Practice, by Robert Gifford, from University of Victoria. Teaching in Canada myself, it's a bonus that it was witten by a Canadian. Here's the question: Wanting to write the book reference, I could not find the city where it was published. In the book, it only says it was printed in Canada. Nothing more. On the book website http://www.optimalenvironments.com/optimalbooks.htm it says that Optimal Books (the publishers) is in Colville, WA. But inside the book, it does not mention that. Again, it only says it was printed in Canada. So here's what I did, after consulting with our librarian... Please let me know what you think. Gifford, R. (2002). Environmental psychology: Principles and practice (3rd ed). [Coleville, WA]: Optimal Books. The brackets are there to point to the fact that the information was found elsewhere... Looking forward to reading your comments... Jean-Marc --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: school psych programs in ny
S.U.N.Y., College at Oswego has a good program (and it's a nice place to spend a few years... i.e., on the shores of Lake Ontario... GREAT sunsets!... but LOTS of snow) [EMAIL PROTECTED] wrote: I have been working with a former student on doctoral applications for next year. Does anyone have information on school psych programs in New York State. Laura TalamoGreat Neck North High School--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Steven M. Specht, Ph.D. Associate Professor of Psychology Department of Psychology Utica College Utica, NY 13502 (315) 792-3171 To teach is to learn twice. - Joseph Joubert (1754-1824) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: George Will's Washinton Post Column.
Rick Froman wrote: I am not a political scientist but I have friends who are political scientists and I just wonder if anyone else has had the not-so-brilliant thought that the whole left-wing/right-wing dichotomy in political science is way too oversimplified? Even within psychology, this thought dates back at least to Hans Eysenck in the who published in _Sense and Nonsense in Psychology_ (1958, p. 281) a scale that measured political positions in terms of two dimensions: radical-conservative and toughminded-tenderminded (borrowing and realigning -- or misusing, depending on your point of view -- a couple of terms from William James). Socialists and conservatives are both at about the 0-point in the t-t scale but, as one would expect, are somwehat (though not extremely) on the radical and conservative sides of the r-c dimension, respectively. Traditional liberals (not to be confused with the pejorative way that term is used in U.S. political dicourse) are at about the 0-point on r-c, but somwhat more tenderminded than either socialist or conservatives. Communists and fascists are, as would be expected, toward the ends of the r-c scale, respectively, but both are highly toughminded, making them as close to each other in political space as they are to any of the other positions. (Indeed, as I recall, Eysneck suggests that this is where the action is in French politics, at least of the 1950s, which is supposed to explain why fascists are more likely to convert to communism, and vice versa, than sliding along the obvious dimension of fascism to conservatism to liberalism to socialism to communism.) I'll scan the plot he gives and post it at http://www.yorku.ca/christo/eysenck.gif in a few of minutes. No doubt there has been a great deal of development of this kind of multidimensional modeling of politica space since then. Regards, -- Christopher D. Green Department of Psychology York University Toronto, Ontario, Canada M3J 1P3 e-mail: [EMAIL PROTECTED] phone: 416-736-5115 ext. 66164 fax:416-736-5814 http://www.yorku.ca/christo/ = I just had such a thought today when I read someone referring to privacy as a liberal issue. It may be but there are a lot of right-wing groups that don't want the government involved in their business either. There are many problems with a simple left/right dichotomy and I can't believe political scientists haven't figured this out yet. If they have, they are keeping it a secret from the rest of us (including the psychologists who study political motivations). To start with, there are, of course, economic conservatives and liberals and social conservatives and liberals so, at least, there are two axes with four quadrants: the two well-known ones, Libertarians (who are basically social liberals and economic conservatives) and a fourth group of social conservatives and economic liberals (which, if they actually exist, seem to be about as numerous as Kohlberg's Stage 6 reasoners). To consider fascists or communists to be either extremely to the left or to the right of the American political spectrum is ludicrous. They seem to be pretty closely related (at least in their real life manifestations) to one another. I think there may be almost as many dimensions to political thought as there are political issues. To tie in another thread, I think such a one-dimensional dichotomy is even less likely to shine light on a person's motivations than the gender dichotomy or racial distinctions. Rick Dr. Rick Froman Associate Professor of Psychology John Brown University Siloam Springs, AR 72761 (479) 524-7295 e-mail: [EMAIL PROTECTED] web: http://www.jbu.edu/academics/sbs/rfroman.asp -Original Message- From: Aubyn Fulton [mailto:[EMAIL PROTECTED] Sent: Monday, August 11, 2003 1:46 PM To: Teaching in the Psychological Sciences Subject: RE: George Will's Washinton Post Column. Louis_Schmier wrote: Any of you tipsters read George Will in the Washington Post this morning? I suggest you do. I won't tell you what he says. I've got my take on it. I'd like to hear yours. PAUL K. BRANDON wrote. The Psych Bull article that Will is referring to is a meta-analysis, with all the limitations of its breed. Since it's based on a wide variety of verbal reports of what individuals apparently mostly politicians) say that they would do or say in a specified situation, it is of limited value. And Will of course has selectively abstracted parts of the report that suit his politics. All in all, I'm more disappointed in Psych Bull in publishing the article in the first place. Aubyn writes. Aside from sharing his staunch conservative opposition to the Designated Hitter (a position all right thinking baseball fans adopt) I long ago stopped taking Mr. Will seriously, but I don't begrudge him responding to, and even being a little insulted by, the thesis put forward by Jost and others (including Frank Sulloway)
RE: calling all California tipsters
Quoting Hetzel, Rod [EMAIL PROTECTED]: Gotta love California politics... The Terminator Gallagher Gary Coleman Larry Flynt Happy voting to all you Californians! Well, we have the option of voting to keep Davis, or we also have the seasoned politicians, none of whom were able to defeat Davis in a straight head-to-head election..gee, was that less than a year ago Arnold has not done well on talk shows at all when directly asked about policy questions. He just says over and over that he will clean things up. Well, DUH! Annette Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: George Will's Washinton Post Column.
At 3:23 PM -0400 8/11/03, Christopher D. Green wrote: I find it somewhat odd that George Will would object to the characterization of (particularly *his*) conservatism as being driven by emotional need. After all, he confessed in Ken Burns' _Baseball_ series that he was driven to conservatism by the childhood disappointment engendered by being a lifelong Cubs fan, and that his boyhood friends, who were all Cardinals fans, became what he himself called happy liberals. :-) Ah, but that was George Will the baseball writer, who is not to be taken seriously, as opposed to George Will the political commentator, who is ;-) -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Graduate Research Methods Readings
Annette, Wally, and others: Here are some references that I would recommend for a graduate level research methods or statistics course. The majority of these articles are from one of my former professors, so I should proably acknowledge my bias up front. The articles on score reliability (in particular, reliability generalization) are very timely and informative. Hope these help. Rod Hetzel GENERAL STATISTICS Thompson, B. (2000). Canonical correlation analysis. In L. Grimm P. Yarnold (Eds), Reading and understanding more multivariate statistics (pp. 285-316). Washington, DC: American Psychological Association. Courville, T., Thompson, B. (2001). Use of structure coefficients in published multiple regression articles: beta is not enough. Educational and Psychological Measurement, 61, 229-248. SCORE RELIABILITY Thompson, B. (Ed.). (2002). Score reliability: Contemporary thinking on reliability issues. Newbury Park, CA: Sage. (International Standard Book Number: 0-7619-2626-7) Henson, R.K., Thompson, B. (2002). Characterizing measurement error in scores across studies: Some recommendations for conducting Reliability Generalization (RG) studies. Measurement and Evaluation in Counseling and Development, 35, 113-127. Vacha-Haase, T., Kogan, L.R., Thompson, B. (2000). Sample compositions and variabilities in published studies versus those in test manuals: Validity of score reliability inductions. Educational and Psychological Measurement, 60(4), 509-522. Fan, X., Thompson, B. (2001). Confidence intervals about score reliability coefficients, please: An EPM guidelines editorial. Educational and Psychological Measurement, 61, 517-531. Thompson, B., Vacha-Haase, T. (2000). Psychometrics is datametrics: The test is not reliable. Educational and Psychological Measurement, 60, 174-195. Thompson, B., Snyder, P.A. (1998). Statistical significance and reliability analyses in recent JCD research articles. Journal of Counseling and Development, 76, 436-441. EFFECT SIZES Thompson, B. (2002). What future quantitative social science research could look like: Confidence intervals for effect sizes. Educational Researcher, 31(3), 24-31. Thompson, B. (2002). Statistical, practical, and clinical: How many kinds of significance do counselors need to consider? Journal of Counseling and Development, 80, 64-71. Baugh, F., Thompson, B. (2001). Using effect sizes in social science research: New APA and journal mandates for improved methodology practices. Journal of Research in Education, 11(1), 120-129. Fidler, F., Thompson, B. (2001). Computing correct confidence intervals for ANOVA fixed- and random-effects effect sizes. Educational and Psychological Measurement, 61, 575-604. Thompson, B. (2001). Significance, effect sizes, stepwise methods, and other issues: Strong arguments move the field. Journal of Experimental Education, 70, 80-93. Mittag, K.C., Thompson, B. (2000). A national survey of AERA members' perceptions of statistical significance tests and other statistical issues. Educational Researcher, 29(4), 14-20. [For an article precis, go to article.] STATISTICAL SIGNIFICANCE Vacha-Haase, T., Nilsson, J.E., Reetz, D.R., Lance, T.S., Thompson, B. (2000). Reporting practices and APA editorial policies regarding statistical significance and effect size. Theory Psychology, 10, 413-425. Thompson, B. (1998, April). Five methodology errors in educational research: The pantheon of statistical significance and other faux pas. Invited address presented at the annual meeting of the American Educational Research Association, San Diego. (ERIC Document Reproduction Service No. ED 419 023) Thompson, B. (1999). Journal editorial policies regarding statistical significance tests: Heat is to fire as p is to importance. Educational Psychology Review, 11, 157-169. Thompson, B. (1994). The concept of statistical significance testing. Measurement Update, 4(1), 5-6. (ERIC Document Reproduction Service No. ED 366 654) Thompson, B. (1999). Statistical significance tests, effect size reporting, and the vain pursuit of pseudo-objectivity. Theory Psychology, 9(2), 191-196. Thompson, B., Snyder, P.A. (1997). Statistical significance testing practices in the Journal of Experimental Education. Journal of Experimental Education, 66, 75-83. Thompson, B. (1998). Review of What if there were no significance tests?. Educational and Psychological Measurement, 58, 332-344. Thompson, B. (1997). Editorial policies regarding statistical significance tests: Further comments. Educational Researcher, 26(5), 29-32. Thompson, B. (1996). AERA editorial policies regarding statistical significance testing: Three suggested reforms. Educational Researcher, 25(2), 26-30. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218
RE: George Will's Washinton Post Column.
I am not a political scientist but I have friends who are political scientists and I just wonder if anyone else has had the not-so-brilliant thought that the whole left-wing/right-wing dichotomy in political science is way too oversimplified? I just had such a thought today when I read someone referring to privacy as a liberal issue. It may be but there are a lot of right-wing groups that don't want the government involved in their business either. There are many problems with a simple left/right dichotomy and I can't believe political scientists haven't figured this out yet. If they have, they are keeping it a secret from the rest of us (including the psychologists who study political motivations). To start with, there are, of course, economic conservatives and liberals and social conservatives and liberals so, at least, there are two axes with four quadrants: the two well-known ones, Libertarians (who are basically social liberals and economic conservatives) and a fourth group of social conservatives and economic liberals (which, if they actually exist, seem to be about as numerous as Kohlberg's Stage 6 reasoners). To consider fascists or communists to be either extremely to the left or to the right of the American political spectrum is ludicrous. They seem to be pretty closely related (at least in their real life manifestations) to one another. I think there may be almost as many dimensions to political thought as there are political issues. To tie in another thread, I think such a one-dimensional dichotomy is even less likely to shine light on a person's motivations than the gender dichotomy or racial distinctions. Rick Dr. Rick Froman Associate Professor of Psychology John Brown University Siloam Springs, AR 72761 (479) 524-7295 e-mail: [EMAIL PROTECTED] web: http://www.jbu.edu/academics/sbs/rfroman.asp -Original Message- From: Aubyn Fulton [mailto:[EMAIL PROTECTED] Sent: Monday, August 11, 2003 1:46 PM To: Teaching in the Psychological Sciences Subject: RE: George Will's Washinton Post Column. Louis_Schmier wrote: Any of you tipsters read George Will in the Washington Post this morning? I suggest you do. I won't tell you what he says. I've got my take on it. I'd like to hear yours. PAUL K. BRANDON wrote. The Psych Bull article that Will is referring to is a meta-analysis, with all the limitations of its breed. Since it's based on a wide variety of verbal reports of what individuals apparently mostly politicians) say that they would do or say in a specified situation, it is of limited value. And Will of course has selectively abstracted parts of the report that suit his politics. All in all, I'm more disappointed in Psych Bull in publishing the article in the first place. Aubyn writes. Aside from sharing his staunch conservative opposition to the Designated Hitter (a position all right thinking baseball fans adopt) I long ago stopped taking Mr. Will seriously, but I don't begrudge him responding to, and even being a little insulted by, the thesis put forward by Jost and others (including Frank Sulloway) that political conservatives are more likely to be rigid than liberals. Will is essentially an entertainer these days, so I also don't really expect him to give a fair reading of the article. If one were to take Will seriously, I think the main dispute I would have with him is his distortion of Jost's position on the psychological determinants of all beliefs. Will fills much of his column with assertions like the following: Professors have reasons for their beliefs. Other people, particularly conservatives, have social and psychological explanations for their beliefs and The professors have ideas; the rest of us have emanations of our psychological needs and neuroses and .the professors, who do not say that their judgments arise from social situations or emotional needs rather than reason. While Jost et. al. do argue that conservatives are more likely to be rigid and uncomfortable with ambiguity, they specifically are not arguing what Will attributes to them repeatedly, that only conservative beliefs are motivated by non-rational processes. Note this passage, only partially quoted by Will: Our first assumption, too, is that conservative ideologies-like virtually all other belief systems-are adopted in part because they satisfy some psychological needs. This does not mean that conservatism is pathological or that conservative beliefs are necessarily false, irrational, or unprincipled. Will chops the quote up, and exaggerates the emphasis on the phrase necessarily false to make it [inaccurately] seem that Jost is really exempting liberal beliefs from non-rational motivation. I don't understand Dr. Brandon's disappointment with Psych Bull for publishing the article - unless he is disappointed with all published reports of meta-analysis (which would make him one disappointed psychologist indeed). There is a long and broad literature on the psychology of
Re: wormy advice
Aha, Bill. The worm has turned. :-)) Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: The prevention of dissemination of scientific knowledge
After checking a couple of library policies on reserves you MIGHT be able to do the following. Assign the required reading and have the issues of American Psychologist (or even copies of the articles) placed on reserve at the library. If you have full-text assess to the American Psychologist this could be an e-reserve. Here is the tricky part. You can't have one reserve with all of the articles because that would be a collection of anthology and requires copyright permission, however some (not ALL) libraries that I checked allow multiple reserves per class. If each individual student does the copying it is personal fair-use and part of the reason the libraries get charged a fortune for journals (if you haven't seen your library's journal budget for psychology ask - we had one quarterly journal charging our library over $1000 per year). Not the most creative solution (by the way you probably could have been free to distribute copies for one semester under the spontaneity clause however I suspect TIPS record of your e-mail would be rather damming evidence in court). Doug Doug Peterson Assistant Professor of Psychology The University of South Dakota Vermillion SD 57069 (605) 677-5295 [EMAIL PROTECTED] -Original Message- From: Wallace E. Dixon, Jr. [mailto:[EMAIL PROTECTED] Sent: Thursday, August 14, 2003 9:49 AM To: Teaching in the Psychological Sciences Subject: The prevention of dissemination of scientific knowledge I must be daft, but I would've thought since the major Kinko's lawsuit several years ago, publishers of scientific journals would've placed a greater value on the dissemination of scientific knowledge than on revenue enhancement, and would've adjusted their copyright policies accordingly. Maybe some publishers do, but not the APA. I will need to be edified about the underlying rationale for why scientific journals find it useful to place obstacles in the free and unfettered dissemination of scientific knowledge, because I can't see it. Anyone who can straighten me out, please do. So here's the deal. As you may remember from my last request, I am trying to gather provocative and exciting articles published in the scientific literature to accompany a textbook for my graduate research methods class. I found at least two dozen very cool articles in the American Psychologist. Being rule-minded as I am, I checked their copyright policy. I did this pro-forma because I had assumed that APA would be at the cutting-edge about publication policy for the distribution of their copyrighted articles for use in academic courses. But you know what happens when you assume! Not only am I not allowed to copy and distribute more than a single APA article to my students freely, but I have to pay 35 cents per page per student. This figure came from the Copyright Clearance Center. Now I am confronted with three courses of action: 1) not share the articles with my students, 2) break the copyright law and distribute the articles anyway, or 3) find some loophole that will allow my students to get copies of these articles without any of us breaking the law. I am writing to TIPS to follow up on the third option. Have any of you found ways of accomplishing this objective without becoming a criminal? Wally Dixon -- - Wallace E. Dixon, Jr. | Chair and Associate Professor | Rocket science is child's play of Psychology| compared to understanding Department of Psychology| child's play East Tennessee State University| -unknown Johnson City, TN 36714 | (423) 439-6656 | - --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
The prevention of dissemination of scientific knowledge
I must be daft, but I would've thought since the major Kinko's lawsuit several years ago, publishers of scientific journals would've placed a greater value on the dissemination of scientific knowledge than on revenue enhancement, and would've adjusted their copyright policies accordingly. Maybe some publishers do, but not the APA. I will need to be edified about the underlying rationale for why scientific journals find it useful to place obstacles in the free and unfettered dissemination of scientific knowledge, because I can't see it. Anyone who can straighten me out, please do. So here's the deal. As you may remember from my last request, I am trying to gather provocative and exciting articles published in the scientific literature to accompany a textbook for my graduate research methods class. I found at least two dozen very cool articles in the American Psychologist. Being rule-minded as I am, I checked their copyright policy. I did this pro-forma because I had assumed that APA would be at the cutting-edge about publication policy for the distribution of their copyrighted articles for use in academic courses. But you know what happens when you assume! Not only am I not allowed to copy and distribute more than a single APA article to my students freely, but I have to pay 35 cents per page per student. This figure came from the Copyright Clearance Center. Now I am confronted with three courses of action: 1) not share the articles with my students, 2) break the copyright law and distribute the articles anyway, or 3) find some loophole that will allow my students to get copies of these articles without any of us breaking the law. I am writing to TIPS to follow up on the third option. Have any of you found ways of accomplishing this objective without becoming a criminal? Wally Dixon -- - Wallace E. Dixon, Jr. | Chair and Associate Professor | Rocket science is child's play of Psychology | compared to understanding Department of Psychology| child's play East Tennessee State University| -unknown Johnson City, TN 36714 | (423) 439-6656 | - --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: wormy advice
But note: this only directly affects Windows machines. Advice from a sadder but wiser TIPSter: I've just spent hours and hours - since Monday night - getting rid of the newest computer worm, blaster, and have advice for anyone who hasn't gotten it yet. (And I'm buying stock in Symantec.) Or Apple? Beth Benoit University System of New Hampshire -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Very strange email
I received the below email and was wondering if anyone on the list received the same email? I found it very odd and am not really sure what they are looking for. Nina Dear Madam/Sir, Hong Kong has no war and starvation. However, Hong Kong has something much more miserable and inhuman. If you have mental or psychological problem you will suffer lifetime. No matter you are poor or rich. Many disorder can be easily treated within 10 to 20 sessions in USA but in Hong Kong you will life time suffer. Our psychiatry began 3 decades ago by Prof. K. Singer (he is an Indian) in University of Hong Kong (retired). Most psychiatrists are his students. However, their charge at least HK$500.00 per visit can higher to HK$3,000.00 or more. Every visit is 10 minutes or less with 1-week medicine. The psychiatrists always make wrong diagnosis and dosage. Abuse of ECT, many patients lost all their teeth but still have no improvement. Medical Doctors in Hong Kong only require a bachelor degree. Our clinical psychology began 3 decades ago too by Prof. David Ho (he is Chinese from USA) in University of Hong Kong (retired). In fact he is a social psychologist not clinical. Most clinical psychologists are his students. He does not know how to treat panic disorder and say prevent the cause and waiting time to treat it. Most of Hong Kong clinical psychologists only have a master degree. Their charger at least HK$2,000.00 per hour can higher to HK$3,000.00 or more. They are harming and hurting their clients not helping them. Chinese University of Hong Kong set up a mood disorder center by Dr. Lee Shing. The cheaper line (it is not cheap when compare with USA) HK$600.00 to HK$900.00 for 45 minutes need to wait 2 years. It is non-sense. Therefore he stopped the line. The expensive line HK$1,000.00 or more need to wait 3 months. Both lines use the same clinical psychologists. They only have master degree. We have very few clinical psychologist and psychiatrist in Hong Kong. In fact some of them have very good conscience but with low competence. They do not have any course or workshop to improve their skill and knowledge in Hong Kong. Some of them will go to USA to learn. Some patients become bankrupt and still no any improvement even worse. We cannot sue a social worker or clinical psychologist. Clients have no protection at all. In fact Hong Kong government has paid huge sum of money in counseling. Recently Hong Kong government set up a HK$24,000,000.00 fund to do research about compulsory gambling. The University of Hong Kong new principal, Dr. Tsui is a Chinese from USA, is really crazy. It seems he said more times HKU has international standard it will become true. He is only a liar. If our universities really have international standard why the professor children seldom study at local universities. Most Hong Kong people mixed up. HK A-level examination is the world hardest enter university examination. But not because our universities are the best. It is only because the cost of every university students is very expensive so we need to limit the numbers. (Every enter universities students may have government's grant or loan even full pay is only 10% of the cost.) The cost of every university students is very expensive because our professors and lecturers salaries are too high. Their salaries are high not because they have high competence. It is because few people know we pay so high and very hard to employ. Even today very few people in the world know we pay so high. If more people in the world know we can easily pay lesser and have more competence professors. It is really unfair to use inept professors to teach our elite students. Our students have beyond international standard and they will ruin by the professors. Many people in Hong Kong think, University of Hong Kong is better or equal to Harvard. Every year we use HK$40 billion, yes 40 billion, at university education. We were unluckily employed inept professors with very very high salary (basic salary HK$200,000.00 per month excluding others benefits, medicine professor can have much more). Hong Kong the highest income tax rate is only 15%. They are good at employing whom have lower competence than them. Therefore even they are retired the future of Hong Kong in psychotherapy are no hope. Our university professors always only employ whom are inept than them. We really do not know how to change and improve the situation. We know may be you too. We hope at least somebody know the fact! We hope the problem can be solved. Cordially Regards, The Hong Kong people. We use English to teach in our universities. 97% population in Hong Kong speaks Cantonese a Chinese Dialect. US$1.00 = HK$7.80 The followings are our universities web sites. http://www.cuhk.hk/en/Chinese University of Hong Kong http://www.cityu.edu.hk/ City University of Hong
Re: school psych programs in ny
Ferkauf Graduate School of Yeshiva University,in NYC, has a doctoral program in school psych. I am having trouble reaching their website to confirm this, but you can try to check it out at www.yu.edu. They used to have both a certificate program (the only degree necessary for licensing as a school psychologist in NY) and a doctorate. Riki --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Call for Submissions
Title: Message The Journal of Behavioral and Neuroscience Research (JBNR)is accepting manuscripts for review for its first volume in 2003. Authors interested in submitting manuscripts should visit the JBNR homepage for detailed information and instructions. http://academic2.strose.edu/Math_And_Science/flintr/jbnr/ The Journal of Behavioral and Neuroscience Research is an online full-text peer reviewed journal published at The College of Saint Rose in Albany, NY. The general directive of JBNR is to publish quality research in Psychology and Neuroscience, especially studies that integrate behavioral and neuroscience techniques as commonly found in fields such as Behavioral Neuroscience, Psychoneuroimmunology, Health Psychology, Behavioral Endocrinology, Psychophysiology, Neural Imaging, Developmental Biopsychology, Comparative Psychology, Behavioral Genetics, Psychopharmacology, and Neuropsychology. Submissions from all levels, including undergraduate students, graduate students, and faculty/researchers, are invited. JBNR has three distinct article classifications, Featured Articles, Brief Reports, and Review Articles, in order to accommodate and promote a variety of different types of scientific contributions to these disciplines. I hope you will consider submitting (encourage colleagues and students to submit) a manuscript for review in the near future. Sincerely, Rob Flint --- Robert W. Flint Jr., Ph.D. Assistant Professor of Psychology and Editor-in-Chief of the Journal of Behavioral and Neuroscience Research The College of Saint Rose 432 Western Avenue Albany, NY12203-1490 Phone: 518.458.5379 Email: [EMAIL PROTECTED] Behavioral Neuroscience Home Page: http://academic2.strose.edu/Math_and_Science/flintr/ Journal of Behavioral and Neuroscience Research Home Page: http://academic2.strose.edu/Math_and_Science/flintr/jbnr/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
intriguing question
Hi all: I use PowerPoint presentations and for the first day I have a "welcome to class" slide with very basic information on it. I would like to include a "snappy", intriguing question related to psychology that also relates to some everyday, common behaviormany don't think about.One of my colleagues suggested, "On which side of the aisle do you push your cart when you are grocery shopping and why?" (According to her, most people push their cart on the right hand side of the aisle because this behavior generalized fromtraffic laws.) I'd like to have a reference (she couldn't provide one) to support the answer. Any suggestions? Thanks in advance for replying Jean Edwards [EMAIL PROTECTED] (please use this email until August 13, 2003) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Tips on Tipping
One of my many job that I needed after my father went bankrupt to get through school was waiting on tables in a restaurant. I have a different perspective from some of those who have made comments on this topic. I'm curious to see how many of Tipsters have been waiters or waitresses and what their take is on tipping. I suspect if customers were better informed about the rigors of and talents required for being a waiter or waitress, their tipping habits might change. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
something odd about human behavior
Hi again: Please don't forget about my earlier request. I'd like to pose students with a question about human behavior; something commonplace but odd; something most of us do but we give little thought to; something they might answer one way, though research findings are the exact opposite. I really thought Stephen would come through...where are you Stephen Black? Jean Edwards [EMAIL PROTECTED] (please use this email until 8-13) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
mom....dad...look at this or dad.... mom.... look at this
My husband and I were in a large pet store and there were lots of kids there with their parents. I noticed when the kids saw something they wanted their parents to see, it was always (N = 17, limited data, I admit, and anecdotal evidence) "Mom, dad...look, come here, etc." Gender was irrelevant; during my naturalistic observations,"mom" was consistently named first. I'm ASSUMING the mothers in these families are the primary care givers and I'm wondering if the order of parental solicitationis related to this. Any data? Jean Edwards [EMAIL PROTECTED] (please use this email till August 13) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: something odd about human behavior
On 7 Aug 2003, J L Edwards wrote: Hi again: Please don't forget about my earlier request. I'd like to pose students with a question about human behavior; something commonplace but odd; something most of us do but we give little thought to; something they might answer one way, though research findings are the exact opposite. I really thought Stephen would come through...where are you Stephen Black? Well, I'm glad to hear that Mark Kunkel isn't me, because if he was, who would I be? But I'd like to endorse his citing of the crack baby misconception. We've periodically discussed it on TIPS, and there should be lots of references in the archives. I didn't respond because most of what I have to offer are old standards, and many of them have been discussed on TIPS. Also, although I think I know what the appropriate evidence-based conclusion is in each case, most are controversial, and not likely to be resolved as readily as the kinds of examples I'd guess Jean is hoping for. Here's a list, unreferenced, in no particular order. In re-reading it before sending off, I see that very few actually conform to what Jean is looking for: something commonplace...something most of us do. The ones I've phrased as you or we or our might do. All of them, though, satisfy the other criterion something they [students] might answer one way, though research findings are the exact opposite. -Do power blackouts cause babies? [no] -Are there more admissions to mental institutions during a full moon? [no] -Should we drink 8 glasses of water a day? [no] (and that belief has led to the deaths by hyponatremia of a number of individuals taking part in marathons] -Does our brain record memories like a tape recorder? [no] -Is treating the symptom of a behavioural problem instead of its underlying cause harmful? [no] -Are memories of childhood sexual abuse repressed so that the individual has no knowledge of them until they are recalled years later with the help of a skilled therapist? [no] -Do children who were abused always grow up to be child abusers themselves? [no] -Is multiple personality (sigh! dissociative identity) disorder caused by child abuse? [no] -Is sexual contact between child and adult of any kind always harmful to the child's later development? [no] -Are your parents the primary cause of how you turn out later in life [no] -Is childhood immunization the cause of autism? [no] -Is secretin an effective treatment for autism?[no] -Is psychoanalysis an effective treatment? [no] -Do highly-qualified and experienced therapists provide more effective therapy than paraprofessionals with limited or no training [no] -Are you more likely to sink baskets after a success than a failure (the hot hand phenomenon)? [no] That's from Gilovich's How we know what isn't so, a great title for a great book which must have more of these kind of examples in it. Whew! Didn't know there were so many. Stephen __ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://www.frostburg.edu/dept/psyc/southerly/tips _ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: calling all California tipsters
Larry is what California needs. Only way to get a handle on the budget is to have a governor who is a skin Flynt. He would be perfect. We all know that all politicians are hustlers anyways... __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: George Will's Washinton Post Column.
At 9:42 PM -0400 8/10/03, Louis_Schmier wrote: Paul, I read Will's column very early this morning. And, I am reacting to Will. I can't react to the article he cites since I haven't read it yet. My reaction to Will's column is that it's relevant to politics, not Psychology, and might better be discussed on a Political Science list. I do read Will occasionally, since he occasionally has something interesting to say (an instance of the matching law), but then, even a stopped clock is right twice a day ;-). -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Tips on Tipping
As I think the original request was for common behaviors that can be related to psychological topics, I think the question of how one figures a standard tip is also interesting. I see people using little tip tables that give 15% of various amounts in table form, but without such a table, how one represents the problem can make a big difference in problem difficulty. We're taught to figure things like this by multiplying the total bill by .15, and we're taught to do problems like that using a complicated algorithm* that amounts to manipulation of symbols. That algorithm is too complicated for most of us to do mentally, without at least writing down intermediate answers, something which is often not possible when figuring a tip (due to lack of pencil and paper). But there are other ways to figure 15% besides that kind of symbol manipulation. I usually figure 10% (simply by moving over the decimal point mentally), and then figure (again, mentally) half of that number (which is then 5% of the total), and then (yet again mentally) add the two. Alternatively, one could figure 10%, and then 20% (simply by doubling the 10%) and then figure the halfway mark between those two numbers (I haven't used that method, and I don't know if it would be too taxing for me). I'll bet there are other ways that people use besides these, and I'd think they might lead to an interesting discussion of the role of mental representation in mathematical problem solving. Most Introductory texts have a chapter on Language, Thinking, and Problem Solving where the relevant material would be found. I suspect that most of the people who still try to use the symbol manipulation algorithm in the tipping context also believe that symbol manipulation method they've been taught IS multiplication, and don't realize that it's just one of many devices for finding the answer to multiplication problems. * Okay, class, remember, start by multiplying the ones column, and write your answer below the ones column, carrying any tens you get up to the top of the tens column. Then take the tens column from the first multiplicand times the ones column from the second... Paul Smith Alverno College Milwaukee --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Random Thought: The Most Important Word In Education
Dare I share another one so soon? But, gosh, lately I've been feeling like a Texas wildcat oil well that just came in. I'm just gushing with stuff. I guess my excitement about the coming semester is really building up after a roughly three month reluctant hiatus from the classroom. What the heck. There I was, basking in the hot, humid mid-day summer sun among the front yard flower beds spraying them with a home made natural, noxious, nicotine based bug spray made from boiling chewing tobacco. Coating my superheated body was an equally noxious concoction of sweat, sunblock oil, and mosquito repellant made from being blanched in the hot humidity. My back was to the street. As I whiffed away the gnats, I heard the plodding of a runner. I didn't look around. I thought it must be a fellow mad dog or Englishman. I heard my name called out, turned, and there was sweaty Nessie. I waved. She stopped, came over, and started talking. Parts of our conversation went something like this. Between gasping huffs and puffs, she said, Hey, Dr. Schmier, this is crazy. Running in this humidity and sun? I asked in a tone of agreement that questioned her sanity. No. A bunch of us were talking about you the other day over a pizza. We were singing our Bruce Springsteen project songs. It was a hoot. We were doing that crazy rap stuff about Reconstruction at the table. The people around us thought we had lost it. Then, we got to talking about the class and how we felt about it. We came up with a puzzle for you that we were going to throw at you when classes begin. But, hey, you're here now. We wanted to know what you think is the most important single word for a teacher or anyone on this campus? I turned off the hose. Love, I shot back. No. We know that. I mean if you could say only one word that says it all, just one word, to a student when he first comes on campus, when he first enters your classroom, when he first comes into your office, what would it be? One word? You gotta be kidding. I moaned. For a second I facetiously thought that in the future I should only work my front yard at night when no one would see me. One word, she continued. Not a phrase. Not a sentence. Not a sermon. Just one word. That's all we're giving you. What would that one word be? Now? Now, she said with an impishness that revealed she thought she had caught me. I thought for a second. You know what it is. I do? Sure. It was the first word I used on the first day of class as I greeted you at the door and gave you the letter. She paused for a moment. I don't remember. Think. 'Welcome?' You got it. 'Welcome.' Why 'welcome?' It's probably the most important least used word in education, second only to 'love.' It says it all, I told her. Love, support, encourage, hope, worthy, faith, belief, care. As we talked, we decided that welcome, is a word for everyone on campus: staff, administrators, professors, advisers, coaches. It's also not just a first day word. It's a second day word, and a third day word, and a fourth day word. It's an every time word, a each and every day word. And, it's not just a say to word. It's a show it and live it word as if each and every day is a first day. But, you've got to mean it. You've got to be passionate about it. It's got to be unconditional. The bottom line is that it has to be real. You can't say 'welcome' with a snarl in your voice and a sneer on your face. Your voice has to sing it, your body has to dance it, your face has to smile it... What does all that mean? she asked in confusion. Whenever I say welcome, I told her, I mean a bunch of things: I will be gracious to each of you; I will respect to each of you; my heart is open to each and every one of you; I'm really glad each of you are here; you're important and important to me; I'll do whatever it takes to help you care about who you are and what you do; I want to see you grow to your full potential. I went to explain that welcome means an unconditional and sincere greeting of each person without prejudice, bias, preconception. That includes the brash, the confident, the tattooed, the uncooperative, the body pierced, the shy, the lonely, the loudmouth, the goof off, the hard worker, the special, the friendly, the indifferent, the interested, the uninterested, the easy, the challenging. It means each and everyone, no exceptions. Isn't that kind of dreamy? Well, I answered, dreams are pretty powerful stuff. They're the key to our choices, passion, spirit, energy, growth. You might say that our dreams always lead the way for each of us. When you dream you are saying to yourself, 'What if' and 'It could be.' You'll get and be what you imagine because you follow what you imagine to the places you
Re: tipping behavior
Coffee shop employees are not paid a salary and work only for tips. On the other hand, fast food employees, as well as other stores whose employees have a tip container on the counter, work for an hourly wage and have, in the past, never expected to be tipped. As a former server, I don't feel the need to tip employees who earn an hourly wage or who do not offer table side service -- big difference! - Original Message - From: Annette Taylor, Ph. D. [EMAIL PROTECTED] To: Teaching in the Psychological Sciences [EMAIL PROTECTED] Sent: Thursday, August 07, 2003 4:57 PM Subject: RE: tipping behavior I like this response! I have always wondered how coffee shop employees manage to get some fairly sizeable tips when we would not even for a moment think about tipping fast food employees! I think it would be a good study for students to carry out and explore! Annette Quoting Scott C. Bates [EMAIL PROTECTED]: Jean, Jean Edwards Wrote: Please don't forget about my earlier request. I'd like to pose students with a question about human behavior; something commonplace but odd; something most of us do but we give little thought to; something they might answer one way, though research findings are the exact opposite. I use tipping behavior (at restaurants) for just such a purpose. I find it useful for a few reasons. First, there are a variety of interesting and counter-intuitive findings (smiley-face on a check = higher tip; crouching down = higher tip; touching = higher tip (plus a predictable (and entertaining) interaction with sex)). Second, it's something that, as you say, we do but give little thought to (with the exception of doing some math). Finally, because it demonstrates a few different social-psych principles that are easy to grasp and attach to the behavior (e.g. the reciprocity norm). Here are a few references: Crusco, A. H., Wetzel, C. G. (1984). The Midas touch: The effect of interpersonal touch on restaurant tipping. Personality and Social Psychology Bulletin, 10, 512-517. Garrity, K., Degelmann, D. (1990). Effect of server introduction on restaurant tipping. Journal of Applied Social Psychology, 20, 168-172. Lynn, M., Mynier, K. (1993). Effects of server posture on restaurant tipping.; Journal of Applied Social Psychology, 23, 678-685. Stephen, R., Zweigenhaft, R. L. (1985). The effect on tipping of a waitress touching male and female customers. The Journal of Social Psychology, 126, 141-142. Also, Cialdini's book Influence: Science and Practice contains a variety of good ideas for just this sort of thing. Hope this helps! Scott Scott C. Bates, Ph.D. Assistant Professor Department of Psychology Utah State University (435) 797 - 2975 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: calling all California tipsters
Vote for Arnold You mean the Green Acres pig? -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
calling all California tipsters
Vote for Arnold MJS --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Graduate Research Methods Readings
I'm at home and on half vacation mode so I don't have references handy but there are some good articles I even use in my capstone upper division labs that would be good. In particular I'm thinking of a couple of articles on APA style. I think one of them titled something like APA style as epistemology and was published in American Psychologist. The other is titled Constructing Psychological Knowledge in Theory Psychology. I bet there are some others in this vein. I don't know if these are 'exciting and provocative' but I like them :-) Annette Quoting Wallace E. Dixon, Jr. [EMAIL PROTECTED]: Dear Colleagues, A couple of weeks ago, I asked whether anyone could advise me with regard to choosing a graduate research methods text. I got two recommendations, Whitten Shadish, Cook, Campbell. These texts are ok, but a bit dry. So now I'd like to accompany whichever one I choose with more exciting, provocative stuff, and I'm thinking of supplementing the text with articles or other book chapters. I want to capture the essence of debate in the nature and philosophy of science that's going on in the field. Some of the American Psychologist articles rejecting NHST come to mind, Meehl's stuff, but since I've never taught a graduate research methods course before, I've never read these things with an eye for their use as supplemental readings. So, here's a follow up question. Can any of you recommend exciting, provocative articles or book chapters that 1st year graduate psychology students should read? Thanks in advance for any help you can provide. Wally Dixon Wallace E. Dixon, Jr. Chair, Department of Psychology East Tennessee State University Johnson City, TN 37604 (423) 439-6656 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Meta-analysis (Was: George Will's Washinton Post Column)
Aubyn wrote Sulloway has published some interesting and controversial meta-analyses in the past of course, and perhaps you note something in his approach that is not up to snuff? Stephen wrote Um, yes. People might like to take a look at the devastating analysis the inimitable Judith Rich Harris provides of Sulloway's meta-analysis (in his book _Born to Rebel_) of birth order effects. It's available in the last of her four on-line essays on birth order at http://home.att.net/~xchar/tna/birth-order/index.htm. It suggests to me that while Sulloway's book may be magnificent, it's not science. One of the interesting things she says is that despite the fact that no one can replicate his findings (and that's not for lack of trying), he seems very reluctant to provide the basic information on which his conclusions are based (SNIP) Aubyn writes Yes this is the controversy about Sulloways past meta-analysis that I was referring to and is why I tried to draw attention in my first post to the fact that Sulloway was one of the co-authors on the Jost article. I suppose I have been too oblique in my past posts. Several posters have seemed not to like the Jost article published in Psych Bull that was the recent subject of a column by George Will, and I have been trying to understand why. Some of that antipathy seems to be based on the assumption that political ideology is an inappropriate subject for psychological inquiry (several posts seemed to assert that political beliefs were an inappropriate topic on this list). I disagree with that, but I suppose it is something of an aesthetic point. Conservatives may or may not differ systematically from Liberals, and if they do it may or may not have anything to do with rigidity and acceptance of inequality but these seem to me to be legitimate empirical questions susceptible to empirical investigation. Another post seemed to suggest that the antipathy was based on their negative view of meta-analysis. Since I doubt the poster really meant that no meta-analytic review is ever appropriate, I inferred that there must be some flaw in the meta-analytic methodology used by Jost and colleagues. My understanding of meta-analysis is quite limited, and I may easily have overlooked flaws. Judith Harris not exactly an impartial arbiter when it comes to Sulloway and his approach, but she knows a lot more about meta-analysis than I do - argues that Sulloway erred in choosing the vote-counting procedure in his Birth Order work, and then used the vote-counting procedure in sloppy and ambiguous ways that among other things led to un-checked confirmation bias. She also argues that he ignored a significant publication bias in the birth order literature. My question then is: What specific flaws have people detected in the Jost et al. (including Sulloway) meta-analysis? It would have helped me if Jost had gone into more detail about their method, but it seems that they did not use vote-counting, and they do report effect sizes. I cant recall if or how they account for publication bias. Have other readers identified specific errors of technique in the Jost meta-analysis, and if so, what are they? Or has Sulloway been so discredited as a meta-analyst that any review he is now associated with is assumed to be unworthy of publication? Aubyn Fulton, Ph.D. Professor of Psychology Chair, Behavioral Science Department Pacific Union College Angwin, CA 94508 Office: 707-965-6536 Email: [EMAIL PROTECTED] * --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: wormy advice (tech note)
On Wed, 13 Aug 2003 15:32:22 -0400 Beth Benoit [EMAIL PROTECTED] wrote: Yes, as I said, Macintosh (Apple) users need not panic. And further research, after Louis' response, I found that the following Windows users are vulnerable: Windows XP,Windows NT, Windows ME/2000, Windows 2003 Beth Benoit University System of New Hampshire There seems to be confusion about the versions of Windows that are affected by this worm. From the Symantec site: Symantec Security Response has developed a removal tool to clean infections of W32.Blaster.Worm. Also Known As: W32/Lovsan.worm.a [McAfee], Win32.Poza.A [CA], Lovsan [F-Secure],WORM_MSBLAST.A [Trend], W32/Blaster-A [Sophos], W32/Blaster [Panda], Worm.Win32.Lovesan [KAV] Type: Worm Infection Length: 6,176 bytes Systems Affected: Windows 2000, Windows XP Systems Not Affected: Linux, Macintosh, OS/2, UNIX, Windows 95, Windows 98, Windows Me,Windows NT CVE References: CAN-2003-0352 - Ken -- Kenneth M. Steele, Ph.D.[EMAIL PROTECTED] Dept. of Psychology Appalachian State University Boone, NC 28608 USA --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Graduate Research Methods Readings
Dear Colleagues, A couple of weeks ago, I asked whether anyone could advise me with regard to choosing a graduate research methods text. I got two recommendations, Whitten Shadish, Cook, Campbell. These texts are ok, but a bit dry. So now I'd like to accompany whichever one I choose with more exciting, provocative stuff, and I'm thinking of supplementing the text with articles or other book chapters. I want to capture the essence of debate in the nature and philosophy of science that's going on in the field. Some of the American Psychologist articles rejecting NHST come to mind, Meehl's stuff, but since I've never taught a graduate research methods course before, I've never read these things with an eye for their use as supplemental readings. So, here's a follow up question. Can any of you recommend exciting, provocative articles or book chapters that 1st year graduate psychology students should read? Thanks in advance for any help you can provide. Wally Dixon Wallace E. Dixon, Jr. Chair, Department of Psychology East Tennessee State University Johnson City, TN 37604 (423) 439-6656 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Tips
From that website that Cheri Budzynski recently recommended about tipping at www.people.cornell.edu/pages/wml3/tipping_information.htm (from a Canadian CBC TV programme about tipping) What's the difference between a Canadian and a canoe? Answer: a canoe tips. But does Tyler too? -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: wormy advice
Just an FYI on the worm... this one actually does not arrive via email. It connects directly to a Windows NT4 (workstation server), Me, 2000, XP, or 2003 server via Port #135. If it gets a response on that port it uses a windows vulnerability that was announced in June to copy and execute itself on your machine. Because it arrives in this fashion, most anti-virus utilities do not even notice it coming into your computer. And since it isn't email related, all of the advice about not opening attachments doesn't do any good since it doesn't arrive that way. It is similar to the Code Red worm that hit Windows servers several months back (last year?) which exploited a windows vulnerability that had been announced a few months earlier... The writers of these worms/viruses are exploiting the fact that Microsoft does not have a very good system in place for informing users about vulnerabilities and the patches to fix them. And if end users don't know the patch is there, they tend not to know until it is too late... One thing to do to help out with this is go to the Automatic Updates control panel (it might be something different in WinXP). Put a check next to keep my computer up to date. Then choose one of the three options for staying up to date. My preference, because I have control issues about my computer, is to have it notify me before downloading and notify my before installing any updates. If you don't consider yourself very tech oriented, the automatically download and automatically install option can be a lifesaver since it will do everything for you... but keep in mind that if you don't have a high-speed connection, either of the last two options might slow you down as your computer connects to the internet to check and download the updates. And to tie this to teaching, does anyone know of psychology research on the motivations of virus writers, hackers, etc.? I think it might make for an interesting discussion topic in one of my classes when talking about attribution and motivation. In fact, as I think about it, just brainstorming possible motivations from the perspective of different theories might be a fun exercise too. Hope this helps. - Marc = G. Marc Turner, MEd, Network+, MCP Instructor Head of Computer Operations Department of Psychology Southwest Texas State University San Marcos, TX 78666 phone: (512)245-2526 email: [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: calling all California tipsters
Paul Brandon wrote: You mean the Green Acres pig? He's probably running - have you checked? I will laugh until there are tears running down my cheeks if the California angry mob politics results in Governor Larry Flynt. Paul Smith --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: calling all California tipsters
Annette Taylor, Ph. D. wrote: Arnold has not done well on talk shows at all when directly asked about policy questions. He just says over and over that he will clean things up. Well, DUH! And how will he do that? In hand-to-hand combat with the Enron crooks who dirtied things up to begin with? -- Christopher D. Green Department of Psychology York University Toronto, Ontario, Canada M3J 1P3 e-mail: [EMAIL PROTECTED] phone: 416-736-5115 ext. 66164 fax:416-736-5814 http://www.yorku.ca/christo/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
school psych programs in ny
I have been working with a former student on doctoral applications for next year. Does anyone have information on school psych programs in New York State. Laura Talamo Great Neck North High School --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Administrivia: Reading Messages, NoMail, etc
Jean-Marc: Your solution seems acceptable to me. Seems like you could have put Canada as place of publishing but, literally, that isnt correct either (or, maybe, you guys annexed Washington!). J Seriously, I looked on the net and found this that might get the publication place from one of the sources: E-mail: [EMAIL PROTECTED] Voice: (250)721-7532 FAX: (250)721-8929 Im sure Dr. Gifford might get a kick out of the problem. Tim Shearon -Original Message- From: Jean-Marc Perreault [mailto:[EMAIL PROTECTED] Sent: Thursday, August 14, 2003 11:59 AM To: Teaching in the Psychological Sciences Subject: Re: Administrivia: Reading Messages, NoMail, etc Hi Tipsters, Here's a pop quiz question for those of you who like APA formatting challenges: []Here's the question: Wanting to write the book reference, I could not find the city where it was published. In the book, it only says it was printed in Canada. Nothing more. On the book website http://www.optimalenvironments.com/optimalbooks.htm it says that Optimal Books (the publishers) is in Colville, WA. But inside the book, it does not mention that. Again, it only says it was printed in Canada. Jean-Marc _ Timothy O. Shearon, PhD Albertson College of Idaho 2112 Cleveland Blvd. Caldwell, ID 83605 [EMAIL PROTECTED] teaching: History and systems; Intro to Neuropsychology; Child Development; Physiological Psychology; Psychology and Cinema --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: calling all California tipsters
Do you think he'll "muscle" a few votes? Jim Matiya Carl Sandburg High School 131st and LaGrange Road Orland Park, IL 60462 Lewis University. Romeoville, IL Moraine Valley Comm. College. Palos Hills, IL Illinois Virtual High School. Cyberspace? [EMAIL PROTECTED] [EMAIL PROTECTED] [EMAIL PROTECTED] Webpages: http://www.d230.org/cs/matiya From: sylvestm <[EMAIL PROTECTED]> Reply-To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]> To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]> Subject: calling all California tipsters Date: Tue, 12 Aug 2003 12:35:56 -0700 (PDT) Vote for Arnold MJS --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Help STOP SPAM with the new MSN 8 and get 2 months FREE* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: calling all California tipsters
Louis_Schmier wrote: Larry is what California needs. Only way to get a handle on the budget is to have a governor who is a skin Flynt. Actually, he's promising to solve the states problems by expanding the gambling industry. Psychologists take note. -- Christopher D. Green Department of Psychology York University Toronto, Ontario, Canada M3J 1P3 e-mail: [EMAIL PROTECTED] phone: 416-736-5115 ext. 66164 fax:416-736-5814 http://www.yorku.ca/christo/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: calling all California tipsters
sylvestm wrote: Vote for Arnold ...and regret it at your leisure. :-) -- Christopher D. Green Department of Psychology York University Toronto, Ontario, Canada M3J 1P3 e-mail: [EMAIL PROTECTED] phone: 416-736-5115 ext. 66164 fax:416-736-5814 http://www.yorku.ca/christo/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: George Will's Washinton Post Column.
Louis_Schmier wrote: Any of you tipsters read George Will in the Washington Post this morning? I suggest you do. I won't tell you what he says. I've got my take on it. I'd like to hear yours. PAUL K. BRANDON wrote The Psych Bull article that Will is referring to is a meta-analysis, with all the limitations of its breed. Since it's based on a wide variety of verbal reports of what individuals apparently mostly politicians) say that they would do or say in a specified situation, it is of limited value. And Will of course has selectively abstracted parts of the report that suit his politics. All in all, I'm more disappointed in Psych Bull in publishing the article in the first place. Aubyn writes Aside from sharing his staunch conservative opposition to the Designated Hitter (a position all right thinking baseball fans adopt) I long ago stopped taking Mr. Will seriously, but I dont begrudge him responding to, and even being a little insulted by, the thesis put forward by Jost and others (including Frank Sulloway) that political conservatives are more likely to be rigid than liberals. Will is essentially an entertainer these days, so I also dont really expect him to give a fair reading of the article. If one were to take Will seriously, I think the main dispute I would have with him is his distortion of Josts position on the psychological determinants of all beliefs. Will fills much of his column with assertions like the following: Professors have reasons for their beliefs. Other people, particularly conservatives, have social and psychological explanations for their beliefs and The professors have ideas; the rest of us have emanations of our psychological needs and neuroses and the professors, who do not say that their judgments arise from social situations or emotional needs rather than reason. While Jost et. al. do argue that conservatives are more likely to be rigid and uncomfortable with ambiguity, they specifically are not arguing what Will attributes to them repeatedly, that only conservative beliefs are motivated by non-rational processes. Note this passage, only partially quoted by Will: Our first assumption, too, is that conservative ideologieslike virtually all other belief systemsare adopted in part because they satisfy some psychological needs. This does not mean that conservatism is pathological or that conservative beliefs are necessarily false, irrational, or unprincipled. Will chops the quote up, and exaggerates the emphasis on the phrase necessarily false to make it [inaccurately] seem that Jost is really exempting liberal beliefs from non-rational motivation. I dont understand Dr. Brandons disappointment with Psych Bull for publishing the article unless he is disappointed with all published reports of meta-analysis (which would make him one disappointed psychologist indeed). There is a long and broad literature on the psychology of political ideology, and it seems appropriate for Psych Bull to publish a review of this literature from time to time. Jost and company state up front that whether or not conservative ideology is uniquely linked to the set of psychological needs and motives they suggest is an empirical question, and they use acceptable empirical methods to support their answer. Psych Bull also published a response to Jost et. al. that argues in the alternative that the rigid avoidance of ambiguity is not uniquely associated with conservatives, but is an attribute of ideological extremists of all kinds. Jost then replies with their explanation of why they think this is not true, and that conservatives really are uniquely rigid. I dont know that these articles will be the last word on this topic, and it is certainly possible to disagree with elements of both, but from what I can tell they seem to be of a type and quality that is consistent with the scope and mission of Psych Bull. Maybe next time they will publish a review of research on the motivations of liberal ideology. What would really be disappointing is if Psych Bull were to allow political and popular pressures and criticisms discourage them from publishing potentially controversial articles. Here are the full citations for anyone interested in reading the articles for themselves: Political conservatism as motivated social cognition. By Jost, John T.; Glaser, Jack; Kruglanski, Arie W.; Sulloway, Frank J. Psychological Bulletin. 2003 May Vol 129(3) 339-375 Psychological and political orientation--The left, the right, and the rigid: Comment on Jost et al. (2003). By Greenberg, Jeff; Jonas, Eva Psychological Bulletin. 2003 May Vol 129(3) 376-382 Exceptions that prove the rule--Using a theory of motivated social cognition to account for ideological incongruities and political anomalies: Reply to Greenberg and Jonas (2003). By Jost, John T.; Glaser, Jack; Kruglanski, Arie W.; Sulloway, Frank J. Psychological Bulletin. 2003 May Vol 129(3) 383-393 --- You are
Tipping
Tipsters - Interesting thread, and I too would be quite interested in someone (else!) finding out whether men or women tip better. The lore says that men tip better than women, and my experience waiting tables is generally consistent with this. However, I've always wondered if there is a gender interaction here: maybe women tip men better and men tip women better. Like Allen, I tip well unless the server gives me a really good reason not to - this is the result of waiting tables myself through much of my early academic career. But in late years I have gone as high as 25% tips for a really good server. Why? I generally dine out with three spirited children, the youngest of whom is now two. They certainly try to behave, but their motor skills are just not fully developed (sigh!). I clean up after them at home in the interests of hygiene and because I love them, but I am fully aware that a twenty percent tip is not a sufficient token of appreciation for the person who cleans up after three adorable, yet rotten kids just so that I don't have to. Do most parents feel as I do, or are they relatively poor tippers? Cindy M. Cynthia Bainbridge Mullis, Ph.D. Assistant Professor of Psychology University of Wisconsin - Whitewater 800 West Main Street Whitewater, WI 53190 (262) 472-3037 Office (262) 472-1863 Office Hours - Spring 2003 Tues/Thurs 9:15-10:45 Fri 10:00-12:00 Or by appointment --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: George Will's Washinton Post Column.
It is much easier to place people in in-groups and out-groups if we can dichotomize them. After all, how do we know who to hate if we can't pigeon-hole them into overly-simplistic categories? Political and religious ideologies are great examples of complex realities that are too often simplified into dichotomies. It's much easier to complain about those bleeding heart Democrats or those hateful fundamentalists rather than considering the possibility the many shades of gray in the ideological spectrum. I had a methodology professor who used to complain all the time about researchers who take interval- or ratio-scaled data (e.g., age) and turn them into categorical data (e.g., young versus old) for their analysis. In the process, they end up washing-out important distinctions. I suppose we also wash out important distinctions when we do this with variables such as political or religious ideologies. Why do we do this? Is it some variant on stereotyping? Helping us to deal with information overload by simplying the issues? Any social psychologists want to chime in on this question? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] -Original Message- From: Rick Froman [mailto:[EMAIL PROTECTED] Sent: Monday, August 11, 2003 2:57 PM To: Teaching in the Psychological Sciences Subject: RE: George Will's Washinton Post Column. I am not a political scientist but I have friends who are political scientists and I just wonder if anyone else has had the not-so-brilliant thought that the whole left-wing/right-wing dichotomy in political science is way too oversimplified? I just had such a thought today when I read someone referring to privacy as a liberal issue. It may be but there are a lot of right-wing groups that don't want the government involved in their business either. There are many problems with a simple left/right dichotomy and I can't believe political scientists haven't figured this out yet. If they have, they are keeping it a secret from the rest of us (including the psychologists who study political motivations). To start with, there are, of course, economic conservatives and liberals and social conservatives and liberals so, at least, there are two axes with four quadrants: the two well-known ones, Libertarians (who are basically social liberals and economic conservatives) and a fourth group of social conservatives and economic liberals (which, if they actually exist, seem to be about as numerous as Kohlberg's Stage 6 reasoners). To consider fascists or communists to be either extremely to the left or to the right of the American political spectrum is ludicrous. They seem to be pretty closely related (at least in their real life manifestations) to one another. I think there may be almost as many dimensions to political thought as there are political issues. To tie in another thread, I think such a one-dimensional dichotomy is even less likely to shine light on a person's motivations than the gender dichotomy or racial distinctions. Rick Dr. Rick Froman Associate Professor of Psychology John Brown University Siloam Springs, AR 72761 (479) 524-7295 e-mail: [EMAIL PROTECTED] web: http://www.jbu.edu/academics/sbs/rfroman.asp -Original Message- From: Aubyn Fulton [mailto:[EMAIL PROTECTED] Sent: Monday, August 11, 2003 1:46 PM To: Teaching in the Psychological Sciences Subject: RE: George Will's Washinton Post Column. Louis_Schmier wrote: Any of you tipsters read George Will in the Washington Post this morning? I suggest you do. I won't tell you what he says. I've got my take on it. I'd like to hear yours. PAUL K. BRANDON wrote. The Psych Bull article that Will is referring to is a meta-analysis, with all the limitations of its breed. Since it's based on a wide variety of verbal reports of what individuals apparently mostly politicians) say that they would do or say in a specified situation, it is of limited value. And Will of course has selectively abstracted parts of the report that suit his politics. All in all, I'm more disappointed in Psych Bull in publishing the article in the first place. Aubyn writes. Aside from sharing his staunch conservative opposition to the Designated Hitter (a position all right thinking baseball fans adopt) I long ago stopped taking Mr. Will seriously, but I don't begrudge him responding to, and even being a little insulted by, the thesis put forward by Jost and others (including Frank Sulloway) that political conservatives are more likely to be rigid than liberals. Will is essentially an entertainer these days, so I also don't really
tipping
For those of you interested in tipping behavior see Micheal Lynn at Cornell University: http://www.people.cornell.edu/pages/wml3/tipping_information.htm Cheri A. Budzynski, Ph.D.Department ChairAssistant Professor of PsychologyHeidelberg College310 E. Market Streetphone: (419) 893 - 1986 ext. 4005Tiffin, OH 44883-2462 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Undergraduate research contract
Thanks Annette and Rod for responding. What I have in mind is some sort of information sheet that describes some of the responsibilities associated with doing research (e.g., responsible research conduct, commitment to the project and to the process of scientific discovery), and that this type of academic experience usually demands a high degree of academic commitment in terms of time and intellect that can go beyond a traditional academic experience (e.g., a paper). I guess my interest in wanting to create such a contract lies, in part, in what I perceive to be an attitude held by some students that runs something like research is one more of those hoops that I need to jump through in order to be sufficiently competitive and get into graduate school. I have had one too many incidents of students who, smack in the middle of a project, either drop out or slow their work activity to a crawl right until the day before a conference or the end of the semester. In other words, some students appear to treat the carrying out of a research project like they might treat a course term paper; something that just has to be done. Frankly, I despise that attitude. A couple of years ago, I had to retract an accepted submission to EPA because the student never completed a jointly authored paper, in spite of assurances by her that she would write the paper. While I accept the attitude that research experience is essential to be a competitive applicant to graduate school, I do not want that attitude to serve as the primary motive for those students who get involved in my own work. Miguel ___ Miguel Roig, Ph.D. Associate Professor of Psychology Notre Dame Division of St. John's College St. John's University 300 Howard Avenue Staten Island, New York 10301 Voice: (718) 390-4513 Fax: (718) 390-4347 E-mail: [EMAIL PROTECTED] Http://facpub.stjohns.edu/~roigm ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Not Sure What to Call This Message
This is my last comment on this. You have made my point too clearly. Where in anything I have written to you or about you have I said that I think your opinions represent an uninformed, frivolous, inexperienced, vaccuous, dreamy, and isolated inductive leap. And you claim we misread what you write. Louis, there is no point in disagreeing with you. Gary J. Klatsky, Ph. D. Department of Psychology[EMAIL PROTECTED] Oswego State University (SUNY) http://www.oswego.edu/~klatsky 7060 State Hwy 104W Voice: (315) 312-3474 Oswego, NY 13126 Fax: (315) 312-6330 All of us who are concerned for peace and triumph of reason and justice must be keenly aware how small an influence reason and honest good will exert upon events in the political field. Albert Einstein -Original Message- From: Louis_Schmier [mailto:[EMAIL PROTECTED] Sent: Saturday, August 09, 2003 4:22 PM To: Teaching in the Psychological Sciences Subject:RE: Not Sure What to Call This Message Gary, I can truly appreciate that you all are psychologists with a scientific training and that I am a historian with a social science and humanity training (that was only after I blew my pre-med program one semester with four F's and an A), I am, however, well versed in the sciences having had a minor in the history and philosophy of science. And that is not cut and dry as I recollect there was a discussion, a vigorous discussion, a while back about whether psychology was a hard science or a social science. It's a discussion that traces itself back to the Enlightenment of the 18th century when the discipline was truly born. And heck, on my campus, the Pysch department is in the School of Education almost as a service department because of political decisions made decades ago that took it out of A S. Anyway, there is a misunderstanding. I have been in this business of education virtually all my life. Since I went to kindergarten way back in 1946, I have been in school in one capacity or another without a break. I wholeheartedly agree, as that Yiddish saying goes, a for instance is not proof. When, however, I relate a story of a particular student or a particular colleague or describe a particular event or talk of myself, or discuss a priciple of teaching method or share an aspect of my educational philosophy, do not think I am not taking an uninformed, frivolous, inexperienced, vaccuous, dreamy, and isolated inductive leap. Whether I explicate or infer, I see in that person and/or incident an incapsulation, evidence of, a conclusion about, a raising of a question about, an issue drawn from years of observations and experiences and reflections drawn, in turn, from endless reading of student journals, endless observation, endless reflection and contemplation, endless listening, countless small talks, endless inter-actions with colleagues and students on my campus, on the internet, at conferences, etc. But, even if it was otherwise, a story serves, as Marcus Aurelius observed, a very important purpose. Even a single event is something of that proverbial step which is a critical part of a thousand mile journey. It reveals the human condition with which both of our disciplines are concerned and reminds each of us of possibilities and potentials of viewing ourselves and others in different and deeper ways. Stories are a way of sharing and teaching and learning. So, maybe being an active participant on this list, I, at least, serve the valuable purpose of demonstrating that there are indeed alternative and legitimate ways of looking at other people, oneself, surroundings in both a personal and professional context. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Tips on Tipping
Depending on the amount of tax charged, another way of estimating the tip is doubling tax. In New York, this usually covers the customary 15% . Gail M. Hayes - Original Message - From: Paul Smith [EMAIL PROTECTED] To: Teaching in the Psychological Sciences [EMAIL PROTECTED] Sent: Friday, August 08, 2003 10:39 AM Subject: Tips on Tipping As I think the original request was for common behaviors that can be related to psychological topics, I think the question of how one figures a standard tip is also interesting. I see people using little tip tables that give 15% of various amounts in table form, but without such a table, how one represents the problem can make a big difference in problem difficulty. We're taught to figure things like this by multiplying the total bill by .15, and we're taught to do problems like that using a complicated algorithm* that amounts to manipulation of symbols. That algorithm is too complicated for most of us to do mentally, without at least writing down intermediate answers, something which is often not possible when figuring a tip (due to lack of pencil and paper). But there are other ways to figure 15% besides that kind of symbol manipulation. I usually figure 10% (simply by moving over the decimal point mentally), and then figure (again, mentally) half of that number (which is then 5% of the total), and then (yet again mentally) add the two. Alternatively, one could figure 10%, and then 20% (simply by doubling the 10%) and then figure the halfway mark between those two numbers (I haven't used that method, and I don't know if it would be too taxing for me). I'll bet there are other ways that people use besides these, and I'd think they might lead to an interesting discussion of the role of mental representation in mathematical problem solving. Most Introductory texts have a chapter on Language, Thinking, and Problem Solving where the relevant material would be found. I suspect that most of the people who still try to use the symbol manipulation algorithm in the tipping context also believe that symbol manipulation method they've been taught IS multiplication, and don't realize that it's just one of many devices for finding the answer to multiplication problems. * Okay, class, remember, start by multiplying the ones column, and write your answer below the ones column, carrying any tens you get up to the top of the tens column. Then take the tens column from the first multiplicand times the ones column from the second... Paul Smith Alverno College Milwaukee --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Tips on Tipping
On Fri 8 August Robert Keefer wrote: ... In England, tipping is often frowned upon! One magazine article I read while there bemoaned the practice of tipping, blaming the influx of American tourists and American ideas about paying servers. Wait staff in the UK have apparently not been paid with tips 'figured in' as they are here, and the article complained that that was all changing. A tip for great service in London was 10%, with some leaving less or even nothing, depending the restaurant (here I always tip 20%, as I spent 6 summers during high school and college working in a restaurant). I think one has to be careful about generalisations about such things (and others!). I live in London and am no great restaurant-goer, but from my limited experience Id say that that 10% is regarded as the norm for tipping. Im not talking about more expensive restaurants in the West End and such-like, which may be what the writer of the magazine article has in mind, though Id guess that the great majority of people who frequent such places tip at least 10%. You have to keep in mind that the author of such an article is only writing about what happens within the circle he/she mixes with, and about their observations. My view on this is certainly no more valid than that of the writer in question (quite possibly less), but it does not tally with his/hers. In the past it was always the case in England that the wage for waiting [sic] in restaurants was pitifully low, and a good chunk of what waiters and waitresses ended up with came from tips. To what extent that remains the case I couldnt say. Allen Esterson Former lecturer, Science Department Southwark College, London [EMAIL PROTECTED] www.human-nature.com/esterson/index.html www.butterfliesandwheels.com/articleprint.php?num=10 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: The prevention of dissemination of scientific knowledge
Hi Wally We have access via our library to more recent articles from the American Psychologist via PsycInfo and PsyArticles. If your institution has this, then your students can each log on and read the articles on their screens, or print them out individually if they so desire, for their own, private use. If the articles are more than a few years old then you could get a copy and make it available for them to read. At our library we have an e-reserve system where the articles are uploaded in PDF for reading only. Or we have the old reserve system where they check the article out for an hour or two to read or photocopy, as they desire. Those are my suggestions which will keep your conscience clear. Annette Quoting Wallace E. Dixon, Jr. [EMAIL PROTECTED]: I must be daft, but I would've thought since the major Kinko's lawsuit several years ago, publishers of scientific journals would've placed a greater value on the dissemination of scientific knowledge than on revenue enhancement, and would've adjusted their copyright policies accordingly. Maybe some publishers do, but not the APA. I will need to be edified about the underlying rationale for why scientific journals find it useful to place obstacles in the free and unfettered dissemination of scientific knowledge, because I can't see it. Anyone who can straighten me out, please do. So here's the deal. As you may remember from my last request, I am trying to gather provocative and exciting articles published in the scientific literature to accompany a textbook for my graduate research methods class. I found at least two dozen very cool articles in the American Psychologist. Being rule-minded as I am, I checked their copyright policy. I did this pro-forma because I had assumed that APA would be at the cutting-edge about publication policy for the distribution of their copyrighted articles for use in academic courses. But you know what happens when you assume! Not only am I not allowed to copy and distribute more than a single APA article to my students freely, but I have to pay 35 cents per page per student. This figure came from the Copyright Clearance Center. Now I am confronted with three courses of action: 1) not share the articles with my students, 2) break the copyright law and distribute the articles anyway, or 3) find some loophole that will allow my students to get copies of these articles without any of us breaking the law. I am writing to TIPS to follow up on the third option. Have any of you found ways of accomplishing this objective without becoming a criminal? Wally Dixon -- -- --- Wallace E. Dixon, Jr. | Chair and Associate Professor | Rocket science is child's play of Psychology | compared to understanding Department of Psychology | child's play East Tennessee State University| -unknown Johnson City, TN 36714| (423) 439-6656| -- --- --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Not Sure What to Call This Message
Now wait a minute. You're splitting semantic hairs. Didn't you say that the instances I share cannot be used for the purposes of making sweeping generalizations? That they serve no scientific purpose. If I misread you, I'm sorry. I made the point that I didn't just didn't just pull my positions out of the air and use these people and instance to make up unfounded generalizations or used inductively to prove the validity of assumed and preconceived truths. I maintain that they are valid and need consideration even though they cannot be subject to double blind studies and statistical analysis. They are the deductive sum of observations, study, and serious reflections, and thereby have a great validity. And again, I agree your (editorially) orientation is how you described it. On the other hand, I know some psychologists and psychiartrists who are humanists. I say that there are other equally valid ways of discovering truths, especially about that complex and complicated human being. You may not agree or accept my approach, and this is your right. You rightly ask me to consider your (editorially) approach; I do and I find it incomplete. I reciprocate with my request to give me some credit for arriving at my positions. This time you do me the public injustice. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Not Sure What to Call This Message
Louis - Thank you for your heartfelt note. I have appreciated what you have shared with this list and am glad to hear that I will be able to continue to do so. What I appreciate most about what you have written here is that you have given a human side of you. Although I suspect you have never intended it, many of your other posts have left an impression of you that you have no doubts, fears, or exasperations in the teaching or personal arenas. This can have a tendency to make some others feel a little bit more like they are hopelessly lost and not up to the task. (Perhaps this is part of the reason some people have flamed so much... Although this is no excuse) I think my general request would be, if you find that something you are doing in the teaching process doesn't work out, how did you work it to make it better? That might help some of us... I really appreciate all that you have written. And, what you have written just now is a wonderful added dimension that makes you more visible as a human being. - Judith Roberts City College of San Francisco (mostly a lurker... ) [EMAIL PROTECTED] 08/09/03 06:12 AM Gary, I have to admit I'm nervous about sending this response to your request to go public with all my responses. I guess I'm edgy that all I will be doing is providing what some will crack into gasoline to pour onto their fire. Being nervous is okay; letting my nervousness control me is not. I tell that constantly to the students; I cannot do otherwise. So, you want me to go public with my comments. Fine. Here goes. I freely admit that often I am saddened and often I am stunned when well-intentioned and well-educated people make personal accusations on my character and motives while ignoring the questions I ask and issues I raise that associated with pedagogy specifically and education in general. I know there is a diverse population on this list. I know each of us is not above human fraility. I know I cannot please everyone and be the person each of you may want me to be, do what you may want me to do, say what you may want me to say. This is a discussion list on Teaching in Psychology. Many of you prefer to focus on the psychology aspect of this list. Many of you, as do I, prefer to focus on the teaching aspect of this list. I am an accompished historian by training and achievements and reputation. I take pride that I am struggling to be a teacher in every sense of the word. I cannot hope to engage on any equal footing in any discussion on the subject of psychology, although as any student I reserve the right to ask questions. I can engage in discussions on educational philosophy, in and out of classroom experiences, teaching methods and techniques, student involvement in learning, and my intertwined personal and professional self. I know I do not know who each of you are as some of you think you know all about me. If anyone wants to know anything about me, as I tell the students on the first day of class, ask away--respectfully. What do you want to know about me; I have nothing to hide. It is a mistake to be someone other than myself, although myself is more of a term of on-going developing process than stasis. It is equally a mistake to think I can please everyone. It is a mistake to think everyone will agree with my views. It is still another mistake to think that everyone will read every word closely. And, it is still yet another mistake to write to each of you rather than write from myself. It can be discouraging when decent, informed, sincere people will take offense and be offensive by well-intentioned reflections, sharing of experiences, celebration of student potential and achievements, comemoration of learning, sharing of educational philosophies. I am willing to run that risk. I think an on-going discussion on teaching, learning, purpose, and philosophy are that important. At times, I can be sloppy stylistically. I write in a state of spontaneity. Sometimes, my fingers go faster than my mind. I don't tweek, rewrite, for fear of the presence of my lurking demon who had for too long controlled me: contrivance. There are times I may carelessly paint too broad of a brush and inadvently omit a qualifying many or too few or some, leaving such modifiers to inference rather than clumsily and awkwardly inserting them every time. I can be too quick to hit the send key and forgot first to hit the spell check key or omit a word or two here and there. I would hope after all this time many of you would understand, but if some of you want to avoid the issue and nitpick on style, that, too, I am willing to risk. I am a big boy; I have a thick skin. After over a decade of self-reflection and transformation, I don't have the fragile ego as some of you assert. If I did, I would have retreated into the shadows of lurking long ago. Of course, we each are accountable for what we say and do. We each should be respectful
Re: The prevention of dissemination of scientific knowledge
Annette, Thanks for the tips. Unfortunately, we don't have psyarticles. And although we have an e-reserve system, we are apparently not permitted to have more than a single article from a journal issue on e-reserve. The articles I chose were from several series of articles within individual issues, and so would violate that restriction. I could put articles on reserve for students to copy, and that may be what I resort to, but that sure is silly. Related to this, does anyone know whether I can put articles on reserve in my office for students to come and copy. Or alternatively, can I make several copies of individual articles for my own use, and then loan them out to students who happen to be interested in reading them? Wedj On 8/14/03 9:53 PM, Annette Taylor, Ph. D. [EMAIL PROTECTED] wrote: Hi Wally We have access via our library to more recent articles from the American Psychologist via PsycInfo and PsyArticles. If your institution has this, then your students can each log on and read the articles on their screens, or print them out individually if they so desire, for their own, private use. If the articles are more than a few years old then you could get a copy and make it available for them to read. At our library we have an e-reserve system where the articles are uploaded in PDF for reading only. Or we have the old reserve system where they check the article out for an hour or two to read or photocopy, as they desire. Those are my suggestions which will keep your conscience clear. Annette Quoting Wallace E. Dixon, Jr. [EMAIL PROTECTED]: I must be daft, but I would've thought since the major Kinko's lawsuit several years ago, publishers of scientific journals would've placed a greater value on the dissemination of scientific knowledge than on revenue enhancement, and would've adjusted their copyright policies accordingly. Maybe some publishers do, but not the APA. I will need to be edified about the underlying rationale for why scientific journals find it useful to place obstacles in the free and unfettered dissemination of scientific knowledge, because I can't see it. Anyone who can straighten me out, please do. So here's the deal. As you may remember from my last request, I am trying to gather provocative and exciting articles published in the scientific literature to accompany a textbook for my graduate research methods class. I found at least two dozen very cool articles in the American Psychologist. Being rule-minded as I am, I checked their copyright policy. I did this pro-forma because I had assumed that APA would be at the cutting-edge about publication policy for the distribution of their copyrighted articles for use in academic courses. But you know what happens when you assume! Not only am I not allowed to copy and distribute more than a single APA article to my students freely, but I have to pay 35 cents per page per student. This figure came from the Copyright Clearance Center. Now I am confronted with three courses of action: 1) not share the articles with my students, 2) break the copyright law and distribute the articles anyway, or 3) find some loophole that will allow my students to get copies of these articles without any of us breaking the law. I am writing to TIPS to follow up on the third option. Have any of you found ways of accomplishing this objective without becoming a criminal? Wally Dixon -- - - --- Wallace E. Dixon, Jr.| Chair and Associate Professor| Rocket science is child's play of Psychology| compared to understanding Department of Psychology| child's play East Tennessee State University| -unknown Johnson City, TN 36714| (423) 439-6656| - - --- --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: mom....dad...look at this or dad.... mom.... look at this
Good stuff. I'll definitely tell my students about it. I don't know of any specific research, but it sure sounds like an interesting thesis paper! -Original Message-From: J L Edwards [mailto:[EMAIL PROTECTED]Sent: Friday, August 08, 2003 10:36 AMTo: Teaching in the Psychological SciencesSubject: "momdad...look at this" or "dad mom look at this" My husband and I were in a large pet store and there were lots of kids there with their parents. I noticed when the kids saw something they wanted their parents to see, it was always (N = 17, limited data, I admit, and anecdotal evidence) "Mom, dad...look, come here, etc." Gender was irrelevant; during my naturalistic observations,"mom" was consistently named first. I'm ASSUMING the mothers in these families are the primary care givers and I'm wondering if the order of parental solicitationis related to this. Any data? Jean Edwards [EMAIL PROTECTED] (please use this email till August 13)---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] DISCLAIMER: The information transmitted is intended only for the person or entity to which it is addressed and may contain confidential, proprietary, and/or privileged material. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon, this information by persons or entities other than the intended recipient is prohibited. If you received this in error, please contact the sender and delete the material from all computers. [References: Florida State Constitution I.24, Florida State Statutes Chapter 119, and BPS Policy 7540.05]
Re: Random Thought: Sports In Education
We need to also be very careful about lumping all athletics together and realize that many coaches do not get paid big bucks and they do build character. As a female hockey player in grad school, our coaches did not get paid and volunteered their time. We also had to pay for our own ice time and it was always late at night. I was a late comer to sports and that experience taught me the value of team sports. We lost to every team (except Ohio State : ) ) but we always had a great time on the ice and I learned the value of athletics. Casting everyone into the same group is unfair. Cheri --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re:A Scary Non- Realization
Herb, I'm going to reply off-list as I have been doing with others and not take up time and space of others. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of Historywww.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
