Re: Young Dr. Freud on PBS
Beth, thanks for your generous and thoughtful reply to my messages about the PBS program on Freud. Ill try to respond to the points you raise as briefly as I can manage! Ill e-mail comments about Freuds relationship with Breuer to you directly because its not important enough to take up space here. Beth wrote: And as far as the icy reception that followed Freud's presentation of his Seduction Theory, I wonder if an icy reception might be today's equivalent of horror and outrage. On the icy reception comment, keep in mind that this is Freuds report, and that his sensitivity to a lack of appreciation was excessive, so it may well be that the reception would more accurately be described as cool (in the old sense of the word!). If there had been horror and outrage you can bet your life that Fliess would have been regaled with full details and expressions of Freuds own outrage! (See his angry responses to criticisms, or even insufficient appreciation, in other letters.) The fact remains that there is not a single shred of evidence of personal hostility against Freud, or of any expression of outrage about his clinical claims, at that lecture. (And as I noted in my recent message, the notion that discussion of child sexual abuse was taboo at that time is erroneous.) Beth wrote: the PBS documentary described thus: They [those present at the lecture] listening found his theory as totally unacceptable and felt indifferent, amused, or *horrified* [italics mine] upon hearing Freud's explanations. This is simply made up. Or perhaps theyve been reading an imaginative account of the meeting in some book or other. As Ive said, the only information we have are the few words Freud told Fliess in his letter, so the above report is an invention. But it can't be denied that not long after this presentation, he did change his whole theory from Seduction to Fantasy. This is simply not the case. The presentation was in April 1896, and he didnt begin to have doubts about the seduction theory until mid-1897, and didnt come to any decision until September 1897. (He had a surge of renewed conviction for a few more months after that, into the early part of 1898.) And if Beth is suggesting his renunciation was a response to antagonism directed against him, that can hardly be the case because during the period prior to his (privately) renouncing the theory he received considerable support from colleagues and senior professors for his application for a professorship at the University of Vienna. A large number of his colleagues were supportive of his candidature, proposed by Professors Krafft-Ebing and Nothnagel early in 1897, and nominated by six senior professors. Anyway, if, as Massons story goes, he sought to ingratiate himself with the medical community by giving up the theory, why did he keep quiet about his change of view for about eight years? Massons story is not only erroneous, in this respect it doesnt make sense. N.B. Its only just occurred to me that Masson must have realized that this part of his story didnt make sense, because he doctored the facts to get around it! I was puzzled by his stating in *The Assault on Truth* that the critical period for Freuds change of heart about the seduction hypothesis was during the years 1900-1903 [p. 119], when the evidence is absolutely clear from the letters to Fliess that by the end of 1898 at the latest Freud had completely given up the theory. So why did Masson give his readers false information? Because part of his argument is that Freud gave up the seduction theory so that he would become accepted by the medical community again. But if that were the case, Freud would have announced his retraction of the theory around 1900 at the latest. He would hardly have kept silent for six more years. Massons thesis fails to account for the extraordinarily long period between Freuds abandonment of the theory and making his colleagues aware of it. So what does Masson do? He moves the time of the final abandonment back several years (making it conveniently vague at the same time, 1900-1903) so that the gap between the two events is almost closed! Clever old Jeffrey. If the facts dont fit your theory, change them! Incidentally, Freuds unconscious fantasies explanation for his 1896 clinical claims came some considerable time after his loss of faith in his theory. (It was presented in a paper published in 1906, and grew in the telling in subsequent accounts.) One reason for his concealing his change of view from his colleagues for some eight years was that he was determined not to endure the humiliation of revealing that he no longer believed in the emphatically announced source of the Nile clinical claims made less than two years earlier and he needed time to come up with an explanation of how he could have made such a blunder. The unconscious fantasies theory accomplished this, though he had to retrospectively doctor his previous clinical claims to
Re: behaviorism and attendance
Hi On Mon, 2 Dec 2002, Hetzel, Rod wrote: I've pasted a copy of my attendance policy below. I would like to switch to a policy that doesn't deduct points for being absent. That seems awfully parental to me and not something that optimally prepares students for the adult world that awaits them after graduation. I'm thinking of developing a policy that reinforces good behavior (attending class) rather than punishes bad behavior (skipping class). Anyone have any good ideas for doing this? I would be interested in reading your attendance policies if you feel inclined to share. Looking forward to your responses. Some thoughts: 1. Present material in class that cannot be obtained in other ways. Students sharing notes makes this not completely certain. 2. Consider including some surprise quizzes during class time. 3. Tell students that attendance has been shown to correlate with better grades in courses, or Don't tell them and just let the natural consequences (i.e., poorer performance) prevail. 4. Give certain percentage of marks for class participation. Perhaps depends on type of class and size. 5. Tell yourself that university students are adults and if they attend class and do well, then great, and if not, then too bad for them. My personal preference. Best wishes Jim James M. Clark (204) 786-9757 Department of Psychology(204) 774-4134 Fax University of Winnipeg 4L05D Winnipeg, Manitoba R3B 2E9 [EMAIL PROTECTED] CANADA http://www.uwinnipeg.ca/~clark --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: behaviorism and attendance
Rod wrote: I've pasted a copy of my attendance policy below. I would like to switch to a policy that doesn't deduct points for being absent. That seems awfully parental to me and not something that optimally prepares students for the adult world that awaits them after graduation. I'm thinking of developing a policy that reinforces good behavior (attending class) rather than punishes bad behavior (skipping class). Anyone have any good ideas for doing this? I would be interested in reading your attendance policies if you feel inclined to share. Looking forward to your responses. ** Rod, I used to be at a school where we were not allowed to have an attendance policy. There, I used pop extra-credit quizzes. I told students that they would never know when there would be a quiz, but that there would be one at least once a week. I gave these at the very beginning of class; latecomers could not take them. They were just 4 MC-questions and were on either the assigned reading for the day or the previous lecture. (I was also trying to reinforce good study techniques.) Each quiz was worth 1 extra credit point toward the final course grade. After taking them, students would trade papers and we would go over them. This also served as review of previously covered material. (Then, someone complained about trading papers, so I stopped that part.) Even though there was up to 10 points worth of extra credit to final grade, it never worked out that I gave that much (usually, it would be 3-5 points). And, I never had problems with a grade distribution being too high. Now, I am at a school that encourages attendance policies and I have gone to a policy much like yours. However, I am rethinking that. Of course, you would think that if material covered in class is substantially different from the book, that would be reinforcement enough, but it doesn't seem to be. Students seem more tied in to points than knowledge (which shows up as points later on). I look forward to hearing about other ideas. Marcia Marcia J. McKinley, J.D., Ph.D. Assistant Professor of Psychology Mount St. Mary's College Emmitsburg, MD 21727 (301) 447-5394 x4282 [EMAIL PROTECTED] or [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
automatic flushing toilets
My campus has those automatic flushing toilets installed. Are these meant to save water or prevent disease? Those toilets seem to waste lots of water.I have had 4 flushes while disposing scatological elements. How does it work?If I get up it flushes even though I do not swipe the low end digital complex. Is this based on a human factors paradigm? Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Attendance problem solved
With David Premack in mind,I used a high probability ideal to reinforce a low probability ideal. Here is what I do.The highest score on any exam I give is 80 and achieving 100 depends on attendance. I am conveying the message that there is more to learning than taking tests.I find that students are so zealous to get good grades that they are eager not to do anything to jeorpadize their goals. Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: What would Jesus Drive?
I saw a film a long time ago, can't remember the title but Max von Sidow (who played Christ years before in a film) plays a guy who only turns on his tv once a year to see if anything has changed. After doing his annual tv thing, he says to his friend who comes to visit, If Jesus Christ ever came back and saw all the things being done in his name, he'd never stop puking. Timely isn't it? The title of the movie was Hannah and her sisters The actual line was ...he'd never stop throwing up... Yes, timely and still makes me crack up *** Jim Guinee, Ph.D. Director of Training Adjunct Professor University of Central Arkansas Counseling Center 313 Bernard HallConway, AR 72035USA But in your hearts set apart Christ as Lord. Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. But do this with GENTLENESS and RESPECT [emphasis mine] [1 Peter 3:15] E-mail is not a secure means to transmit confidential information. The UCA Counseling Center staff does not use e-mail to discuss personal issues. The staff does not maintain 24-hour access to their e-mail accounts. * --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: behaviorism and attendance
Here is the attendance policy that I use in my History of Psych class. I use a points given method. Students get index cards at the beginning of the semester that they must pick up before each class (that is how I take attendance - card not picked up, person not present). If the person participates, they are given a pen, told to write the date and then make a checkmark (I use a bunch of funky ink colors). I am teaching a Tues/Thurs class and have 31 students. If a student shows up, but doesn't participate (or does a group shout of an answer), they get 2 points for that day. If the person actually answers a question (raises hand, doesn't matter if right or wrong, doesn't matter how many questions answered), they get 5 points for that day. I use a different formula for MWF classes. My students can get up to 125 points if they participate every single class period and, if they must miss a class or two, not an issue. However, missing many classes results in not so good a grade. Students can actually see how many times they have missed class and how often they participated (and class participation remains at a very high level). Class Participation. This class is designed to be a capstone senior level course in which you show your understanding of psychology. Course participation is a requirement. You will be graded on your participation level. While I dont require perfect attendance, obviously if you are not here, you are not participating. Part of your grade will be based on class attendance (for those questions everyone shouts out an answer to). However, attendance does not equal participation- that is, for you to earn a good grade in this area means more than showing up and breathing or asking me to explain something over again. When you do make comments, make sure they are relevant to the discussion at hand. You have the questions before class that will be the discussion we will be having. Go through the two books and make an outline of the response that would answer the question. There will be some answers that will not be found in the book but the majority of the information is there. As a rule of thumb, we will cover approximately 2 questions per class time. Make sure to bring your answers and both books to class with you every day. If I must wait more than 5 minutes for an answer to a question because no one in the class has prepared for that answer and everyone is looking up the response in class, then everyone will be responsible for that material on their own time I will not answer any questions about that material outside of class either. Points for class participation: 2 for being in class that day, 5 if actually raised hand and called on 90-100 - Actively participates in almost every class period. 80-90 - Some class participation (has contributed approximately once a week or slightly less). 70-80 - Minimal participation (has contributed a few times to class discussion). 60-70 - Came to class regularly (very few misses) but has only participated once or twice. 60 - Does not attend class regularly and/or has not participated. At 07:28 AM 12/2/2002 -0600, you wrote: Hi TIPSters: I'm in the process of developing syllabi for next semester and wanted to raise once again the issue of attendance policies. In my previous academic position I never had much difficulty with classroom attendance. In fact, I never made attendance mandatory for students. I simply told them that they were expected to be at all class sessions unless some unforeseen emergency came up that prevented them from being in class. A few students took advantage of this policy, but for the most part my students came to class eager and ready to learn. Since taking my new position, however, the issue of attendance has become quite bothersome. The institutional culture here encourages faculty to have attendance policies, so I developed one before my first semester. To my surprise, I found that a large percentage of my students complained on a regular basis about the attendance policies and tried all types of excuses to avoid the consequences of missing classes. This became such a headache that I was considering switching back to my previous attendance policy, but I took a very informal poll and found out that the vast majority of my students reported that they would not attend classes if a professor had no attendance policy. They stated that they would only attend classes on the days of exams. I've asked some other faculty about this and they have reported the same phenomena. My guess is that student complaints about attendance policies are also part of our institutional culture. You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [EMAIL PROTECTED] http://chiron.valdosta.edu/dbriihl/ Well I know these voices must be my soul... Rhyme and Reason - DMB
Re: Re: What would Jesus Drive?
Nothing like reading your mail from the last six days, and after responding to this message, the very next one (now days old) has already established the correction. Sorry about that. Oh, well... Hey Louis, if Jesus would have driven a Christler, would an apostle have driven a Yugo? :) Back to scrolling down completely, Jim G *** Jim Guinee, Ph.D. Director of Training Adjunct Professor University of Central Arkansas Counseling Center 313 Bernard HallConway, AR 72035USA But in your hearts set apart Christ as Lord. Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. But do this with GENTLENESS and RESPECT [emphasis mine] [1 Peter 3:15] E-mail is not a secure means to transmit confidential information. The UCA Counseling Center staff does not use e-mail to discuss personal issues. The staff does not maintain 24-hour access to their e-mail accounts. * --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
info: the Minorah
is it true that the minorah comes from Greece? is there a scientific explanation as to why a oil lamp which is supposed to last for one day lasted for eight days? Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: behaviorism and attendance
Hetzel, Rod wrote: I'm in the process of developing syllabi for next semester and wanted to raise once again the issue of attendance policies. In my previous academic position I never had much difficulty with classroom attendance. Obvioualy, I cannot speak to the culture at your institution. I have never incorporated attendance requirements into my marking schemes. The students paid for the course. If they think they can do well in the course (whatever level they consider well to be) while not coming to class, then they are free to try. Sometime I give them a warning that it will be difficult to do well without comint to class because material will be presented (in lecture or discussion) that will be difficult to obtain in other ways. Obviously if there is a participation or lab component to the grade, they will be unable to get credit for that if they do not attend, but I do not make it explicitly an attendance mark. Some people who come to class get zero for participation because they sit there like stones. On a more psychological note, giving marks for attendance leads student to come to class because they were made to, rather than learning that there are certain responsibilities they must accept themselves in order to get where they want to go. Finally, having no explicit attendance mark will save you a ton of paperwork and wasted course administration time. Best, -- 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/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: behaviorism and attendance
Hi Rod: What a sad student culture! I feel badly for you and for the students! I think your efforts might be better directed towards some administrative contact with interested students who would like to see better attendance, as it can enhance their own education to have classmates there willingly, rather than under punishment of law! Are there real reasons why the students feel they need an excuse to come to class or to not come to class, as the case may be? Annette Quoting Hetzel, Rod [EMAIL PROTECTED]: Hi TIPSters: I'm in the process of developing syllabi for next semester and wanted to raise once again the issue of attendance policies. In my previous academic position I never had much difficulty with classroom attendance. In fact, I never made attendance mandatory for students. I simply told them that they were expected to be at all class sessions unless some unforeseen emergency came up that prevented them from being in class. A few students took advantage of this policy, but for the most part my students came to class eager and ready to learn. Since taking my new position, however, the issue of attendance has become quite bothersome. The institutional culture here encourages faculty to have attendance policies, so I developed one before my first semester. To my surprise, I found that a large percentage of my students complained on a regular basis about the attendance policies and tried all types of excuses to avoid the consequences of missing classes. This became such a headache that I was considering switching back to my previous attendance policy, but I took a very informal poll and found out that the vast majority of my students reported that they would not attend classes if a professor had no attendance policy. They stated that they would only attend classes on the days of exams. I've asked some other faculty about this and they have reported the same phenomena. My guess is that student complaints about attendance policies are also part of our institutional culture. I've pasted a copy of my attendance policy below. I would like to switch to a policy that doesn't deduct points for being absent. That seems awfully parental to me and not something that optimally prepares students for the adult world that awaits them after graduation. I'm thinking of developing a policy that reinforces good behavior (attending class) rather than punishes bad behavior (skipping class). Anyone have any good ideas for doing this? I would be interested in reading your attendance policies if you feel inclined to share. Looking forward to your responses. Rod You are expected to be present and punctual to all class sessions. You are allowed two unexcused absences in this course. For every unexcused absence after your second unexcused absence, I will deduct 30 points from your final course point total [NOTE TO TIPSTERS: THIS IS ROUGHLY HALF OF A LETTER GRADE]. I will not deduct any points for excused absences. The following situations are considered excused: (a) serious illness or medical emergency; (b) death of an immediate family member; (c) academic or athletic event that has been approved by the Office of Academic Affairs; and (d) other family emergency that is accompanied by a telephone call to me prior to the missed class. Written documentation may be required in order for these situations to be considered for an excused absence. Any anticipated absences that might qualify as excused should be discussed with me prior to the absence. Attendance records will be maintained on Blackboard and updated on a weekly basis. You should check Blackboard frequently to confirm your attendance status for the course. If you believe there has been an error in recording your attendance, you will have one week to bring it to my attention and I will be happy to make any appropriate changes. If you are absent to a class session, please check with me as soon as possible to ensure that you have not missed any important information. __ 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] 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: behaviorism and attendance
I can't believe that most of the students in your informal poll would be that short-sighted when faced with not doing well in the class. Do they really think that the amount of your instruction that they expose themselves to is going to be unrelated to their performance in the class? They do know that you, the teacher, are also the test creator, right? My experience with a very minimalist attendance policy is that good students come to class compulsively and poor students often miss a lot of class. I can't remember a time when a student came to class just enough to meet the minimal requirements and got a good grade in the class. Your proposed attendance policy looks like a real headache for you (which you indicated from your message). It seems like you would need to hire two work-studies just to keep up with paper work. I don't even have excused absences. All absences are excused. JBU's base attendance policy is that students have to attend half of the classes (excused or not) to get credit for the class. I don't remember the last time I had a student who would have passed a class except that they failed for missing too many classes. Generally, missing many fewer than half of the classes is associated with a low grade. I don't know the causal connection or the direction of it but it is pretty clear that students don't do well in the class if they don't attend. My feeling is that students who don't come to class will have one of two outcomes: 1) They will do well without attending (which almost never happens) in which case they should have tested out of the class or taken it by correspondence since they had no need of any instruction in the topic. In this case, I feel great about giving them the good grade. They certainly deserved it and more power to them. 2) they will do much worse or fail (which is very likely) because they have not had the benefit of instruction. In fact, if I thought most people could pass the class without the benefit of instruction, I would change the format of the class to one where their grade would benefit from attendance. I think it is best to make the class meetings intrinsically valuable instead of trying to make them extrinsically valuable by adding attendance points. My intro psych attendance policy is as follows: Attendance will be taken but will have no direct effect on grades unless half or more of the class meetings are missed which, by college policy, will result in an F for the course. Attendance is important since quizzes will cover material discussed in class. Of course, in the real world there are attendance requirements for most jobs but at most nongovernmental jobs you don't get paid just for showing up. Rick Dr. Richard L. Froman Psychology Department John Brown University Siloam Springs, AR 72761 e-mail: [EMAIL PROTECTED] phone and voice mail: (479)524-7295 http://www.jbu.edu/sbs/rfroman.html -Original Message- From: Hetzel, Rod [mailto:[EMAIL PROTECTED]] Sent: Monday, December 02, 2002 7:28 AM To: Teaching in the Psychological Sciences Subject: behaviorism and attendance Hi TIPSters: I'm in the process of developing syllabi for next semester and wanted to raise once again the issue of attendance policies. In my previous academic position I never had much difficulty with classroom attendance. In fact, I never made attendance mandatory for students. I simply told them that they were expected to be at all class sessions unless some unforeseen emergency came up that prevented them from being in class. A few students took advantage of this policy, but for the most part my students came to class eager and ready to learn. Since taking my new position, however, the issue of attendance has become quite bothersome. The institutional culture here encourages faculty to have attendance policies, so I developed one before my first semester. To my surprise, I found that a large percentage of my students complained on a regular basis about the attendance policies and tried all types of excuses to avoid the consequences of missing classes. This became such a headache that I was considering switching back to my previous attendance policy, but I took a very informal poll and found out that the vast majority of my students reported that they would not attend classes if a professor had no attendance policy. They stated that they would only attend classes on the days of exams. I've asked some other faculty about this and they have reported the same phenomena. My guess is that student complaints about attendance policies are also part of our institutional culture. I've pasted a copy of my attendance policy below. I would like to switch to a policy that doesn't deduct points for being absent. That seems awfully parental to me and not something that optimally prepares students for the adult world that awaits them after graduation. I'm thinking of developing a policy that reinforces good behavior (attending class) rather than punishes bad behavior
Re: Young Dr Freud
Title: Re: Young Dr Freud Hi Allen, Thank you so much for taking the time and effort to answer my questions. I'm digesting the material you provided . I cannot tell a lie (as George Washington supposedly said, though that's most likely a myth too), I am a little sad that I'll no longer be able to deliver one of my better shows in the classroom. I used to really get into taking the part of Freud (complete with German accent) addressing the Viennese Society for Psychiatry and Neurology with his Seduction Theory, fully expecting to be carried out on their collective shoulders for solving the psychiatric dilemma of the century. Zhentlemen, I haff solved ze problem... Then I'd be the learned audience, with a shocked and horrified expression. I'd wind up with the depressed and rejected Freud, deciding he'd do well to change his theory if he wanted his colleagues to approve of him. Now in all fairness, I did introduce this little act with the caveat (thanks to enlightenment a while back from Stephen Black and other TIPS members - probably you, Allen), that there was lots of disagreement about whether or not this little scenario actually took place. But, damn, I was GOOD at it. ;) And the new Fantasy Theory fit nicely with blaming Freud (just a little!!) for our present-day attitude toward rape. (She must have wanted it.) Well, perhaps I can still lay some of the blame at his feet for that. Well, I'll have to find another melodrama for my latent acting skills. (Sigh.) Beth Benoit a.k.a. Sarah Bernhardt University System of New Hampshire --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: behaviorism and attendance
I use a combination of reward and punishment in my syllabus. Here are the relevant sections of the syllabus: ===(From Pg 2) Attendance Attendance is essential to successful college work. Just as it is impossible to learn to drive without ever entering an automobile, so it is impossible to truly master the material presented in a College course without participating in the classroom activities. Nowhere is this truer than in a course such as this one, which is based strongly on lecture and discussion, rather than solely on material presented in the textbook. In the event of absence, it is the responsibility of the student to obtain copies of class notes or handouts from other students. In all cases, the student will be held responsible for the material presented in lecture or discussion. Students who foresee difficulties in meeting reasonable attendance requirements are strongly encouraged to discuss the problem with the instructor. Note: Failure to attend a minimum of Twelve of the 16 scheduled sessions (without medical justification) will result in a failing grade for the term regardless of total points earned. =(From Pg. 3) Grading This course will be graded on a combination of factors, summarized in the table that follows. Each of those factors is dealt with individually under its own heading. Term Paper: 80 points maximum Participation: 80 points maximum Quizzes:80 points maximum Essays/Projects:80 points maximum Final Exam: 80 points maximum 400 maximum possible points Numeric grades will be based on the following table: 360 points up: 4.0 340 through 359:3.5 320 through 339:3.0 300 through 319:2.5 280 through 299:2.0 260 through 279:1.5 240 through 259:1.0 220 through 239:0.5 219 or below: 0.0 Students who demonstrate a serious commitment to the class through attendance at a minimum of 14 sections will, if they are within 10 points of the next higher grade, receive that grade. Students who demonstrate lack of interest in the course through poor attendance records will not have their grades increased under any circumstances. Attendance at a minimum of twelve sessions is required for a 2.0 or better grade, regardless of total accumulated points. Note: Attendance at the minimum number of sessions alone will not result in a passing grade; the appropriate number of points (see the above table) must be earned for any grade to be awarded. =(From Pg. 7) Quizzes There will be four scheduled quizzes, plus on unscheduled pop quiz, each representing a separate area of study in your text. Each quiz will be worth up to 20 points. In computing grades, the lowest quiz score will be dropped. Quizzes may consist of multiple choice, matching, fill-in, or short essay questions. Because the lowest score will be dropped, makeup quizzes will be available only for students who have medical verification for their absence from two scheduled quizzes and will be essay format. (From Pg. 8) Participation Many students are uncomfortable with open discussion. Some fear that they will be judged on their beliefs or values; others feel that they lack good communications skills; still others are simply uneasy speaking in groups. While, ideally, everyone would feel comfortable participating actively in the discussions, in reality this is not only unlikely, but represents an unfair burden on those for whom such participation is effectively impossible. For this reason, and because the opportunity to listen to the perspectives of others is often as valuable as the actual opportunity to participate in presenting those views, grading for participation will be based totally on active attendance at scheduled class meetings. In order to verify participation credit, a sign-up sheet will be circulated during the class period. Students whose names do not appear on the sheet (or who arrive more than 10 minutes late or leave more than 10 minutes prior to the end of class without prior arrangement with the instructor) will not receive credit for that session. Each class session counts for 5 points to a maximum of 80 points for the semester. Note: As stated earlier in this syllabus, students who fail to attend a minimum of 12 sections, as determined by the sign-up sheets, will not be eligible to receive a passing grade in the class unless they are able to provide verification of their inability to attend classes for medical or emergency reasons. Students who have missed 5 or more sections are, therefore strongly
Re: info: the Minorah
At 6:52 AM -0800 12/2/02, sylvestm wrote: is it true that the minorah comes from Greece? I have no idea, since I have no idea what a minorah is. If you mean Menorah, the answer is no. Oil lamps are quite old. is there a scientific explanation as to why a oil lamp which is supposed to last for one day lasted for eight days? No, since it's not a scientific question. It's a myth invented rather recently to change a military holiday into a spiritual one. -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Charles Company
Are any of you tipsters familiar with this company and/or web site? I would like to know how you evaluate their information. http://psypher.phatpete.org/ Michael B. Quanty, Ph.D. Professor of Psychology Grant Writer Thomas Nelson Community College P.O. Box 9407 Hampton, VA 23670 Phone: 757.825.3500, Fax: 757.825.3612 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
info: the Menorah
did the Maccabees(sp) really defeated the Syrians at that battle? Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: automatic flushing toilets
Michael Sylvester wrote: I have had 4 flushes while disposing scatological elements. Are you providing this information as confirmation of what many have suspected all along? Chuck * Charles M. Huffman, Ph.D. Chair, Psychology Dept. Cumberland College, Box 7990 Williamsburg, KY 40769 (606) 539-4422 * -Original Message- From: sylvestm [mailto:[EMAIL PROTECTED]] Sent: Monday, December 02, 2002 9:29 AM To: Teaching in the Psychological Sciences Subject: automatic flushing toilets My campus has those automatic flushing toilets installed. Are these meant to save water or prevent disease? Those toilets seem to waste lots of water.I have had 4 flushes while disposing scatological elements. How does it work?If I get up it flushes even though I do not swipe the low end digital complex. Is this based on a human factors paradigm? Michael Sylvester,PhD Daytona Beach,Florida --- 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]
Discovering Psych
Help! I've been running through episode after episode of the Discovering Psych tapes looking for the segment on Richard Thompson's conditioned eyeblink research on the cerebellum, but haven't located it. Anybody remember what tape that segment is on? Linda Walsh University of Northern Iowa [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Discovering Psych
Lerning I believe Mr. Denson AP Psychology Teacher Kempsville High School [EMAIL PROTECTED] [EMAIL PROTECTED] 12/02/02 11:22AM Help! I've been running through episode after episode of the Discovering Psych tapes looking for the segment on Richard Thompson's conditioned eyeblink research on the cerebellum, but haven't located it. Anybody remember what tape that segment is on? Linda Walsh University of Northern Iowa [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: Discovering Psych
Try Remembering and Forgetting. * Michael T. Scoles, Ph.D. Director, Arkansas Charter School Resource Center Associate Professor of Psychology Counseling University of Central Arkansas (501) 450-5418 * Help! I've been running through episode after episode of the Discovering Psych tapes looking for the segment on Richard Thompson's conditioned eyeblink research on the cerebellum, but haven't located it. Anybody remember what tape that segment is on? Linda Walsh --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
transgender sensitivity class
Tipsters I've been asked to put together a one-day transgender sensitivity workshop/seminar for a population of law enforcement personnel and was wondering if anybody could provide me with any ideas, links/benchmarks/resources for such a presentation. It feels kind of daunting since it seems that the reasons for this training is because of some intolerance on the part of law enforcement personnel, including probation officers, to their transgendered charges. All I've been told at this point is that they either perceive or have a number of TG sex offenders. I don't have stats on this but tend to believe that this would make for a very small population. I've been trying to put together an agenda and so far, figured that I'd need to include the following: -- Just want to see if there are any glaring things missing or if there is some resource that I can use. Goal of Training: To provide a thorough overview of Transgender issues for professionals who need to understand how to work with and serve this population. Agenda: Overview of training materials (glossary of terms, resource listings, etc.) Ice-Breaker Myths and Facts about Transgenderism Some exercises for dispelling myths/prejudices and increasing our awareness of the wide continuum of sexuality and identity. Gender and Identity Sex verses Gender Gender Identity Issues Gender Roles Sexual Identity verses Sexual Orientation Biology and Intersex What it means to be Transgendered Health Issues Discrimination Transgender Issues at the Workplace the many faces of the Transgendered Community Exercise - some type of opportunity to engage in role-play or hand's-on situation Thanks Haydee Gelpi Broward Community College Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: behaviorism and attendance
As a behaviorist, I'm struck by how much of this thread is concerned with how to coerce/compel attendance vs. a functional analysis of attendance requirements. We (in these United States) require attendance in elementary and secondary schools because an educated populace is regarded as a public benefit, so students are required to learn whether they want to or not. This is in turn enforced by public tuition funding which is usually contingent upon student attendance. We're approaching this situation in postsecondary education, but I'm not sure that this is a good trend (extending universal public education by another two/four years). As Jim Clark pointed out, we can approach the control of the behavior of attending classes from two directions: 1. We can impose an arbitrary contingency such as points towards a grade or pop quizzes (these may have other functions as well). This assumes that either: a. Attendance has some value in and of itself, or b. Attendance is a necessary condition for learning and thus its compulsion is justified. 2. We can rely on natural contingencies -- those inherent in the behavior itself and not requiring someone's planned intervention. Again, there are two categories: a. Making attending reinforcing in its own right (lectures as 'dog-and-pony shows' -- see PowerPoint). b. Assuming that attendance has or will acquire conditioned reinforcing properties through its association with better class performance and grades. or through a general conditioned reinforcing value of learning (acquiring new behavior has become a generalized conditioned reinforcer because it has been paired with many other reinforcers. Personally, I go with the second function. Since I use a PSI unit/master system, I don't lecture anyway. On a personal note (ancient history) I did once do well in a class without attending. Graduate statistics! We were using the Hays text (first edition, I believe). Bill Hays was on the faculty, but not teaching the course because of department politics. I found that the lectures were just confusing me and taught myself the material from the text, showing up only to take tests and get them back. Hopefully this is not a typical situation for _this_ list! -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: info: the Minorah
1. My menorah comes from the Spertus College of Judaica in Chicago, Ill. 2. Who knows these things (was Jonah swallowed by a whale, did the Red Sea really part for Moses or for Charleton Heston, even)? 3. Stop with all this tsouris (trouble). Go eat some latkes and spin a dreidel already! Happy Chanukah, Hank --- Hank Goldstein, | HOME: (563) 556-2115 Department of Psychology | FAX: (563) 588-6789 Clarke College | EMAIL: [EMAIL PROTECTED] Dubuque, IA 52001 | HOME: 1835 Cannon St. Office: (563) 588-8111 | Dubuque, IA 52003-7904 --- A magician pulls rabbits out of hats. An experimental psychologist pulls habits out of rats. - Anonymous Time is that quality of nature which keeps events from happening all at once. Lately it doesn't seem to be working. - Anonymous --- [EMAIL PROTECTED] 12/02/02 08:47 AM is it true that the minorah comes from Greece? is there a scientific explanation as to why a oil lamp which is supposed to last for one day lasted for eight days? Michael Sylvester,PhD Daytona Beach,Florida --- 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: Discovering Psych
Hi Linda: I just showed it recently. It was the section with classical conditioning. I don't know the specific number of the segment. Annette Quoting Linda Walsh [EMAIL PROTECTED]: Help! I've been running through episode after episode of the Discovering Psych tapes looking for the segment on Richard Thompson's conditioned eyeblink research on the cerebellum, but haven't located it. Anybody remember what tape that segment is on? Linda Walsh University of Northern Iowa [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]
Re: Discovering Psych
Hi, The exact title is Learning No. 08 in the series, both for the old and updated editions. Mike Lee Dept of Psychology University of Manitoba Winnipeg, MB, Canada On Mon, 2 Dec 2002, Annette Taylor, Ph. D. wrote: Hi Linda: I just showed it recently. It was the section with classical conditioning. I don't know the specific number of the segment. Annette Quoting Linda Walsh [EMAIL PROTECTED]: Help! I've been running through episode after episode of the Discovering Psych tapes looking for the segment on Richard Thompson's conditioned eyeblink research on the cerebellum, but haven't located it. Anybody remember what tape that segment is on? Linda Walsh University of Northern Iowa [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]
RE: Discovering Psych
No, really--it is about 21 minutes into Remembering and Forgetting. No. 9 in the series. * Michael T. Scoles, Ph.D. Director, Arkansas Charter School Resource Center Associate Professor of Psychology Counseling University of Central Arkansas (501) 450-5418 * -Original Message- From: Michael Lee [mailto:[EMAIL PROTECTED]] Sent: Monday, December 02, 2002 1:37 PM To: Teaching in the Psychological Sciences Subject: Re: Discovering Psych Hi, The exact title is Learning No. 08 in the series, both for the old and updated editions. Mike Lee Dept of Psychology University of Manitoba Winnipeg, MB, Canada On Mon, 2 Dec 2002, Annette Taylor, Ph. D. wrote: Hi Linda: I just showed it recently. It was the section with classical conditioning. I don't know the specific number of the segment. Annette Quoting Linda Walsh [EMAIL PROTECTED]: Help! I've been running through episode after episode of the Discovering Psych tapes looking for the segment on Richard Thompson's conditioned eyeblink research on the cerebellum, but haven't located it. Anybody remember what tape that segment is on? Linda Walsh University of Northern Iowa [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: Re: What would Jesus Drive?
On 2 Dec 2002, James Guinee wrote: Hey Louis, if Jesus would have driven a Christler, would an apostle have driven a Yugo? :) Heard on the Canadian People's Radio (the CBC) the other day: It was a 1950's Plymouth Fury, same as God drove. Because is it not written: God drove Adam and Eve out of the Garden in a Fury? Actually, it turns out that there's a whole web page's worth of these at: http://cartalk.cars.com/Mail/Letters/2001/07.13/3.html I particularly like the claim that Jesus drove a Honda. Seems reasonable to me. -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: Re: What would Jesus Drive?
At 3:42 PM -0500 12/2/02, Stephen Black wrote: I particularly like the claim that Jesus drove a Honda. Seems reasonable to me. You don't think that he had suffered enough? -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: behaviorism and attendance
At 11:07 AM -0600 12/2/02, Paul Brandon wrote: 2. We can rely on natural contingencies -- those inherent in the behavior itself and not requiring someone's planned intervention. Again, there are two categories: a. Making attending reinforcing in its own right (lectures as 'dog-and-pony shows' -- see PowerPoint). b. Assuming that attendance has or will acquire conditioned reinforcing properties through its association with better class performance and grades. or through a general conditioned reinforcing value of learning (acquiring new behavior has become a generalized conditioned reinforcer because it has been paired with many other reinforcers. Because of the delay between attendance and its effect on learning and grades, the conditions for learning that attendance affects grades are far from ideal. Perhaps it can be improved if after exams you identify questions that were only available by attending lecture. This at least would provide specific feedback about the value of attendance and note-taking (compared to other exam-prep activities). I don't currently require attendance in any of my courses. One of my undergraduates mentioned to me that he works (nights, I think) and requiring attendance would provide that extra boost for him to come to class (as he knows he ought to do). If I am remembering correctly which student it is (I have pairs of students who are confusable), then he has, since making that comment, become a more regular attendee. Still, it's a thought, although I lean less toward a requirement than for making it something for which I could award extra credit (the ol' discretion to increase grades a notch) so that all I would need to determine was who was attending regularly. Speaking of what needs to be done to fulfill class requirements, I notice some new articles in the Chronicle, as well as an accompanying Colloquy topic (http://forums.chronicle.com/colloquy/read.php?f=1i=768t=768), on the lack of time spent studying by college students. I also coincidentally happened to hear from a former TA for graduate stats about the student workload for stats last year. The students were claiming it was (too) high, but when he polled them about how much time they spent outside of class, few spent more than nine hours a week, which apparently was less than they perceived it to be, but more than they had been accustomed to as undergraduates or perhaps even in some of their other classes. Before anyone flames me about how much time that is (yes, up to 12-13 hours per week), let me say that I know it's high for a 3-credit class, and when I was an undergraduate (at a school which used course units, which were expected hours per week), most 9-unit classes (the approximate equivalent of 3 credits) were in fact about 8-9 hours, for me anyway, some were a little less, and everyone understood that some methods-heavy or project-heavy classes were actually more like 12 units, although not necessarily so rated. We knew not to take two of those in the same term. So in short, I wonder if students are gradually expecting that less and less is actually necessary in order to obtain a college degree, including, that attendance is not necessary to the purposes of college. Charlotte -- === Charlotte F. Manly, Ph.D. Psychological Brain Sciences Assistant Professor 317 Life Sciences Bldg ph: (502) 852-8162University of Louisville fax: (502) 852-8904 Louisville, KY 40292 [EMAIL PROTECTED] http://www.louisville.edu/a-s/psychology/ http://www.louisville.edu/~cfmanl01 USE 40208 ZIP CODE FOR FEDEX --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: What would Jesus Drive?
Stephen Black wrote: On 2 Dec 2002, James Guinee wrote: Hey Louis, if Jesus would have driven a Christler, would an apostle have driven a Yugo? :) Heard on the Canadian People's Radio (the CBC) the other day: Hey Comrade! That's the People's Republic of Soviet Canuckistan Radio, according to Pat Buchanan. :-) -- 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: how to compare the data
On 2 Dec 2002 at 19:03, Hugh Foley wrote: Your biggest problem is that you used a 4-pt scale. Had you kept the same structure as the original scale, I think that a comparison would have been reasonable. To me, the issue goes beyond the simple assignment of numbers to the scale points (which could be open to challenge, even though everyone does so). With 4 points, a respondent cannot choose a mid-point, but is forced to one side or the other. With 5 points, a respondent can choose a neutral response. Thus, I cannot think of a way I could re-scale your data that would allow me to treat the two studies as comparable. Well, when logic and thought fail to solve the problem, it's time for an experiment. Suppose (this being a thought experiment) someone asked subjects to rate various and sundry qualities, only some got to rate using a four-point scale, and others a five. Then one could examine the data to see what transformations, if any, could bring the means and SDs of the two scales into correspondence. Of course, the answer could be none. And, of course, if you're going to go to all the trouble of doing the experiment, it might be easier just to re-do the original with a 5-point scale. The answer to that one is to turn the problem into the deeper one of the general case: what transformation will turn a mean derived from a scale of x points into a mean from a scale of y points? If I'm following Hugh correctly, he'd predict that means from odd-numbered scales could be adjusted to fit means from other odd-numbered scales, and ditto for even-numbered scales. But you wouldn't be able to turn a mean from an odd scale into a mean from an even scale. Has no one ever looked into this problem? 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 Department web page at http://www.ubishops.ca/ccc/div/soc/psy Check out TIPS listserv for teachers of psychology at: http://www.frostburg.edu/dept/psyc/southerly/tips --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
