On 24 Mar 00, at 14:38, Michael J. Kane wrote:
**"[Astrology/astrotherapy] is not concerned with whether
**something is true or not but rather with its usefulness for
**the task at hand. Questions of truth or falsity belong to
**the realm of the rational and are irrelevant to the value
A colleague in another department asked me a question about nervous
laughter. I gave her some answer but I was only speculating. Do we know
why some people react with laughter to pictures of, for example, horrible
injuries?
Any help will be apprediated.
Jeff Nagelbush
[EMAIL PROTECTED]
At 8:31 AM -0600 3/27/00, Rick Froman wrote:I had a student tell me a
similar thing about psychotherapy. I was
trying to communicate the importance of objective studies of
psychotherapeutic effectiveness since both the client and the
therapist have obvious biases in the direction of claiming that
A question I am pondering:
Regardless of the subject matter of a course, is there something that
you believe is essential to superior teaching at the undergraduate
level?
Jeff
--
Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213
9000 E. Chaparral Rd.FAX Number: (480)
At 8:31 AM -0600 3/27/00, Rick Froman wrote:
I had a student tell me a similar thing about psychotherapy. [...]
"Well, I know the clinician and patient will both be bias, but that
doesn't change the fact that to them it was a success and is that
not what the goal wasto alleviate a problem or
Yeah, Jeff. Be intoxicated with the students, with each and every
student. Love each of them.
Make it a good day.
--Louis--
Louis Schmier [EMAIL PROTECTED]
Department of History
Jeff Ricker asked about elements that are essential for superior
teaching at the undergrad level. Great question! IMHO, here they are:
1. Knowledge: It is essential to possess an understanding of the
material we are teaching, at a level higher than that we expect our
students to master. I
From: Jeff Ricker [EMAIL PROTECTED]
A question I am pondering:
Regardless of the subject matter of a course, is there something that
you believe is essential to superior teaching at the undergraduate
level?
Truth, Relevance to them, and Humor. My 2 cents.
Rip
Rip Pisacreta, Ph.D.
A lot of students here go into some area other that Psychology - such as
School Counseling, Social Work, Family and Marriage, Business or Public
Admin., other Business field, etc. The student and I usually start with a
web search for information.
You might want to check the Peterson Guide to Grad
Jeff Ricker wrote:
A question I am pondering:
Regardless of the subject matter of a course, is there something that
you believe is essential to superior teaching at the undergraduate
level?
A focus on identifying student misconceptions, and developing
representations of the material
Hello. Could you send me any material
and comments about
the system of assessment and reprobation
in primary school and high school in both
United States and UK (or elsewhere in
Europe and Australia)?? It would be of
a great interesting to me.
Thank you a lot.
Ricardo Holmer Ohara south of Brasil
** High Priority **
Tipsters: I am looking for a good Learning and Memory text that combines classical
animal studies and current human references. In anticipation of your responses,
Michael Lavin
===
Michael J. Lavin | 716-375-2488
Department of Psychology
St.
It looks like Jennifer meant to send this to the list, but sent it only
to me. So, I am forwarding it to you all.
Jeff Ricker
Hi all~
Jeff asked about essential qualities of undergraduate instruction...
I agree with Louis and would add that a teacher (in any context) needs to be
100%
Since y'all saw the posting for two 2 year terms positions from my
school earlier, I don't really need to say more about why I am asking
for this:
Is there salary data somewhere broken down by subdiscipline for
psychologists at 4 year colleges? I have seen the APA's salary
survey at:
To not get in the way of student reflection and to promote
opportunities for student learning/mastery of content. Are there
differences between goals/essences at elementary, high school and
university level? Gary Peterson
[EMAIL PROTECTED]
Stanley Milgram, describing his classic studies on obedience to authority,
observed laughter in subjects as they obeyed his commands to administer
shock. He compared it to the "sadistic" laughter observed among Nazi
concentration camp guards. Apparently the laughter is an expression of a
very
No one took the bait to answer your question so I will. My model
correlational opponent processing predicts that the major goal of the brain
is to approach homeostasis. By laughing nervously at a discrepant event
tension is shown and buffered at the same time.
Ron Blue
http://turn.to/ai
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