RE: [tips] Genie news
Stephen, Thanks for this timely update. I have occasionally used the Secret of the Wild Child as a wrap up to my first year course. I'll begin showing it today. There are so many issues that are relevant to the many topics covered across a first year course - e.g., research methodology, ethics, language theory, history of psychology, consciousness, development, etc. Shannon Gadbois -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Friday, November 30, 2007 8:39 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Genie news I've just replied to an e-mail inquiry from a high school teacher concerning whether Genie, the tragic wild child of California, has died. Not being a world authority on her case, I'm not sure why the question was directed at me. Possibly the teacher is a long-time lurker on TIPS, or retrieved one of my TIPS posts through the magic of Google. In any case, I told her I had no information on Genie's death, although I believed that Jean Butler, Genie's one-time teacher, and also Genie's mother, have both died. Here's the news part. I tried my own Google search on the question. I discovered that in 2005 David Rigler, the hapless primary investigator of the team studying Genie, transferred all his Genie-related materials to Susan Curtiss. She was (at that time) the graduate student who, by general agreement, produced the only scientifically-useful information on this sorry case, published as the book _Genie: A Psycholinguistic Study of a Modern Day Wild Child_. (1977). Curtiss in turn donated the collection to the UCLA library in 2006, where it is available with permission of the library for study. It apparently includes the neglected videotapes shot by David Rigler which were salvaged by the NOVA TV crew, and some of which were subsequently incorporated into their documentary Secret of the Wild Child (http://www.pbs.org/wgbh/nova/transcripts/2112gchild.html ). Nothing is available on-line, but the catalogue listing of the holdings are themselves interesting to browse through. See http://content.cdlib.org/view?docId=kt0q2nc69qchunk.id=did- 1.2.1brand=oac or http://tinyurl.com/234nun On the question of Genie's death, the catalogue says this (under Biography): Although not indicated in the collection files, according to Russ Rymer by the early 1990s Genie was living in an adult home for the mentally retarded, where it is believed she remains in 2006. BTW, Genie's identity has been uncovered, and as it's now all over the Internet, there's no reason not to mention it here. This unfortunate woman's real name is Susan M. Wiley. Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- ---
Re: Update on the case of Genie
Hi, I am still around and constantly lurking. Stephen, thanks for retrieving the info that I searching for myself! More recently, I read that Genie's mother died a number of years ago. I believe I contacted Dr. Curtiss in 2002 (?). Shannon Gadbois Jean-Marc Perreault publicly asked me: A student of mine reported watching a recent documentary last week-end during which they were discussing famous cases of wild children, including the case of Genie. I was under the impression that nobody really knew where she had ended up, but the documentary supposedly showed footage of the woman. She was not talking. The person being i nterviewed said Genie could pronounce words, but had no sense of grammar. Do you have any more specific info as to what has happened with Genie? I'll try to find out which documentary the student saw... Hi Jean-Marc: That's easy. All I have to do is recyle a message I posted on that other list back in 2004. As it happens, the most recent information in it comes from another student of mine, Shannon Gadbois, who resourcefully asked Susan Curtiss and received an informative reply, which she posted on TIPS. As we haven't heard from Shannon for a long time on TIPS, I assume she's no longer with us. Bummer. The only update I can offer is to check out that often- maligned source, Wikipedia (search using Genie (feral child) ). It's a pretty good account, although I wouldn't be so hard on Jean Butler and much harder on the research team, especially David Rigler. I'd also mention the sensational lawsuit launched by Genie's mother. Unfortunately, there's no source given for the information under Present Condition, so accept it with caution. Stephen --- Forwarded message follows --- From: Stephen Black [EMAIL PROTECTED] To: Society for Teaching of Psychology Discussion List [EMAIL PROTECTED] Subject: Genie, the wild child Date sent:Sat, 21 Aug 2004 11:37:39 -0500 On 17 Aug 2004, Kristin Larson wrote: Every semester a student will ask me what has happened to Genie now that she is an adult. I am aware that she lived in a group home, but I have not been able to find out any information about her development. Any suggestions? Under the slogan, better late than never, I contribute the following. Little information is available. As Mark Walter noted in an earlier post, Russ Rymer, who wrote the definitive account of the whole sad story (Genie: an Abused Child's Flight From Silence (1993), aka Genie: A Scientific Tragedy), provided a brief update. According to Rymer (in his 1992 account in _The New Yorker_ magazine), Dr. Jay Shurley, one of the group who had studied her, showed Rymer two disturbing photographs of a large, bumbling woman with a facial expression of cowlike incomprehension. Of the second photograph, Shurley said: Her twenty-seventh birthday party...I was there, and then I saw her again when she was twenty-nine, and she still looked miserable. She looked to me like a chronically institutionalized person. It was heartbreaking...She looks demented. On the other hand, David Rigler, the chief psychologist at the hospital where Genie was treated, and Genie's temporary foster parent, said in a 1993 letter to the New York Times (his sole comment, as far as I know, against charges that he exploited Genie): As I write this, Genie is again living in a board-and- care home, this time under happier circumstances. Genie visits her mother regularly. My wife and I were invited to visit her in the company of her mother. Although we had not seen her for more than 15 years, we all of us cried as she greeted us by name. Finally, my former student Dr. Shannon Gadbois, now professor of psychology at Brandon University, wrote to ask Susan Curtiss the same question, and she posted Curtiss's reply on that other list for psychology teachers (that unmoderated, uncensored, anything-goes, Wild West one) in 2001. Shannon reported that Dr. Curtiss said: 1. Genie is in an adult care facility that Dr. Curtiss described as atypical in that it offers exceptional exposure to events and activities. Each year Genie travels with her group to Las Vegas to play slot machines and explore. They also go on regular outings and have social functions at the care home. 2. Dr. Curtiss said that, unfortunately, Genie's language skills have deteriorated as has her ability to sign (she really has no one with whom she can practice signing). Despite these setbacks, Dr. Curtiss said that Genie is still a powerhouse of zest for life. 3. Dr. Curtiss also said that not one member of the team that worked with Genie has been permitted to see her. Her mother, as of last year, was still the legal guardian, and had forbidden the team members to see
Re: Tenure Track Positions: General Experimental and Social
Hi Susan, I checked this info on the website and it indicated that the closing date was Nov 1. Does this notice mean that the position is still open? Thanks, Shannon Gadbois Assistant Professor of Psychology Indiana University East, one of the eight campuses of Indiana University, invites applications for one or more tenure- track faculty positions at the rank of Assistant Professor. Flexibility in teaching assignments, the ability to teach general psychology, and evidence of competency in teaching a range of lower- and upper- level courses is required for all positions. These positions require a Ph.D. or Ed.D. Courses taught may include a combination of learning, cognitive psychology, history and systems, research methods, statistics, lifespan development, social psychology or other courses in areas of special interest. Indiana University East is a four-year, baccalaureate institution located in Richmond, Indiana, a small city with a population of 38,000, conveniently located a short distance from Indianapolis, Indiana and Dayton and Cincinnati, Ohio. Indiana University East serves 2400 students from a nine county rural area. All full time positions are eligible for the benefit plans of Indiana University. Visit http://www.indiana.edu/~uhrs/benefits/neweeo.html to learn more about our benefit programs. Interested applicants should submit a letter of interest, a vita, a statement of educational philosophy, teaching experience including evidence of teaching effectiveness and a listing of areas of teaching competency. Include the names and contact information for three professional references. Send applications to: Human Resources Indiana University East 2325 Chester Blvd. Richmond, IN 47374 E-mail application materials to [EMAIL PROTECTED] with attachments in Microsoft Word format. Responses by November 1, 2005, are suggested for first consideration. Indiana University East is an Affirmative Action/Equal Opportunity Institution www.iue.edu http://www.iue.edu/hr/ Susan J. Shapiro Associate Professor/Psychology Indiana University East 2325 Chester Blvd. Richmond, IN 47374 (765) 973-8284 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to leave-tips- [EMAIL PROTECTED] Shannon Gadbois, Ph.D. Assistant Professor Department of Psychology Brandon University 270 - 18th St. Brandon, MB R7A 6A9 Phone: (204)727-7306 Fax: (204)728-7346 --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Discovering Psychology
We recently purchased the updated version. Although the set has two new videos, the remaining 20+ videos look exactly the same to my eyes. I'd recommend saving your money. Shannon Gadbois At 08:57 AM 09/20/2002 -0400, you wrote: Hi Tipsters, My department already has an older version of the Discovering Psychology video series by Zimbardo. Now, we are debating buying the updated version. Has anyone seen both? Can you say anything about the extent of the changes and whether it is worth the few hundred dollars for the new version? Thanks in advance, 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] Shannon Gadbois, Ph.D. Brandon University [EMAIL PROTECTED] Phone: (204)727-7306 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: distributing lecture notes
as I'd like, but they are being gradually added. (Thanks to Jeff Ricker and Stephen Black; I just added the sleep deprivation link to my States of Consciousness outline, complete with the little tidbit on Fran and Marie!) Eventually, I'd like to include recommended readings with each outline for those who have some free time. Ah... things I'm ~sure~ I would have done last summer had I not moved 1900 miles to start a new job. =) -- Sue Frantz Highline Community College Psychology Des Moines, WA 206.878.3710 x3404 [EMAIL PROTECTED] http://flightline.highline.ctc.edu/sfrantz/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- Incoming mail is certified Virus Free. Checked by AVG anti-virus system (http://www.grisoft.com). Version: 6.0.325 / Virus Database: 182 - Release Date: 2/19/2002 --- Outgoing mail is certified Virus Free. Checked by AVG anti-virus system (http://www.grisoft.com). Version: 6.0.325 / Virus Database: 182 - Release Date: 2/19/2002 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Shannon Gadbois, M.Ed., Ph.D. Brandon University [EMAIL PROTECTED] Phone: (204)727-7306 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: distributing lecture notes
Another thought... Stephen, I'll plead a source monitoring problem... Maybe it's not necessary to clarify but I think that attendance should be an important motivator. I know that I have students who do not come to class because they can get the notes (and some of them probably are the better students). In fact, I don't believe that students who are very capable need to hear me lecture or even participate in discussion, etc. At the same time, I believe that students should be given incentive to come to class. Through attendance we have a greater opportunity to discuss the content and use it in activities, etc. Students also have a better opportunity to establish networks for studying, etc. I think that promoting attendance opens the door to these opportunities. (It's also increases the opportunity for them to get to know me. This is particularly valuable for students who plan to stay in psychology and complete an undergrad thesis. Building relationships with potential supervisors is an important step to a successful honours year.) I also frequently prepare content shortly before any particular class but the general issues do not change. In class, I expand on the outlines I've provided in any case whether through lectures, videos, demos, activities or discussions. I should concede though that for each chapter I teach, I cover issues that are not addressed in the text at all (relevant to general concepts that are outlined in the text). Students who copy my chapter slides know that all of the content on the slides is not necessarily directly addressed in their course text. Shannon I did say that I considered limiting the information on my slides in order to encourage attendance but finally decided against it. I felt that doing that didn't really have educational justification and that boosting attendance shouldn't be an end in itself. If some students find the slides alone are sufficient for their needs and as a result skip class, I'm willing to let them make that decision. So my slides have become increasingly detailed, and I hold nothing back. As a result, I'm sure some do decide they no longer need to attend class. However, where I draw the line is in making them available _before_ class, as most contributors to this thread seem to do. I don't because i) I revise them up until about two minutes before class, so they're not ready beforehand; ii) it spoils any novelty, surprise, or attempt to get students to think about each point before revealing the next; and iii) it bugs me when students follow along with the written version. So I only make each set available after each class. But it does prevent students from annotating the notes in real time, which would be helpful. And students do ask me to make them available beforehand. I decline. -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-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] Shannon Gadbois, M.Ed., Ph.D. Brandon University [EMAIL PROTECTED] Phone: (204)727-7306 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: distributing lecture notes
I agree with all of these points. Part of understanding the pros and cons of providing notes is to understand how they are used. That is, do we provide them and then lecture from them or do we do other things. Part of my approach is to begin each semester and use each midterm evaluation to discuss with students the way in which I organize my courses. I include objectives for the course and for each chapter that are intended to focus their text reading. These same objectives determine the way in which I cover any particular content are within the course or a chapter. I also discuss with them what the different resources can potential do for them. I recognize that these structural components are beneficial to me. The issue for me is how I can make them valuable to students. I also recognize that reading comprehension literature address, in part, the fact that deeper learning approaches can be evoked by not always presenting content in a simple and orderly fashion. Sometimes a disorganized approach works best. My concern is that with the students that I encounter too much disorganization leads to confusionThere's no doubt in my mind that at some level providing students with notes is an offer of security. I think that there has to be a measure of security in order to promote sufficient confidence to take risks. At 12:22 PM 02/27/2002 -0500, you wrote: I am finding that more students (even upper level students) seem not to be taking notes, have trouble knowing how to take notes, or review notes in a superficial fashion. We have sessions to help first year students learn how to study and take notes. Effective note-taking does involve active listening and thinking as well as composition. While it is often maligned, good note-taking can help with later studying by providing an individual sense of organization to the material and offers the possibility of individually-relevant elaboration and thought about the material/ideas presented. This assumes, that the notes are examined later and thought about. Students may, unfortunately, be reinforced for simply and passively copying material that offers little more than a laundry list of ideas or, at best, someone else's (the instructor's) sense of organization which the student seldom deconstructs or decompresses with any insight. I have noticed that students appear to be conditioned to automatically copy the outline notes I put on a transparency, and they seem to do this mindlessly. I am tempted now and then to put some nonsense in the outline and then ask them about the material and engage them in an effort to make sense of the material on the outline. I often put things like ask the class about this OR class ask me about this and on the next test on the transparency. The students copy it down, but seldom ask or inquire, h. During reviews for the exams I may mention it and they suddenly discover it. This Let's me know what they do with their notes in the meantime (some seem to not look at their notes until the day before the exam surprise surprise). I think outlines or class notes or other such things presented can contain useful tips, reminders, and hints that some students will ask about and then class discussion can be developed around these items. Giving them my notes however (like study guides before exams), may not by itself offer anything more than a security blanket. They need to actively think/study about the class material sometime. Cheers, Gary Peterson Shannon Gadbois wrote: Two quick thoughts: 1. we shouldn't assume that students are passive when they are not furiously writing notes in class. The opposite might well be the case. Students have no time to think if they are just writing down notes as we lecture. 2. providing notes does not preclude active instruction. In fact, for some faculty, knowing that students have the notes might make them more inclined to go out on a limb and do activities rather than just give information. At 04:42 PM 02/26/2002 -0600, you wrote: Hi everyone: I struggle with this issue. It seems that when I give out my notes before the lecture, then students are more passive in class, don't take their own notes, etc. I did this last semester and was concerned about the almost total lack of note taking in these classes. This semester I don't distribute my notes, but either distribute a general outline or put one up on the overhead. Still, however, very few of my students actually take notes in class. Does anyone else notice that their students are not taking notes? How big of a problem is this? I wondered if part of the problem with lecture notes versus no lecture notes is that we are spending too much time lecturing. I don't know about the rest of you, but this semester I'm trying to lecture less and get the student more actively involved through group assignments and activities during class time. For instance, this morning in my health
Re: distributing lecture notes
Some brief thoughts: This topic came up last summer. At the time I was debating about how to proceed with my intro classes. I found the discussion at the time very valuable but I was still concerned about making my PPT slides accessible to students...would they use the access to the slides as an excuse not to come to class? I came up with a compromise. I changed my slides to only include the key points of any of the content I was discussing (thanks for the advice Stephen Black). For student info, I also take out any slides that I want to use as a surprise demo (e.g. reversible figures, etc. for sensation and perception). For each course I do a mid-term eval for which I ask students 3 basic questions: What components of instruction have helped you learn the most? What components have helped you learn the least? What suggestions do you have for improvements... I've taught 4 intro level classes in psychology this year. All of my midterm evaluations have shown the same thing. One of the things that students believe has helped them learn is providing them with an outline of all the chapter notes before the chapter begins. In addition, here's the great part, students believe that what also helps them learn is COMING TO CLASS to focus on the issues behind the main points. I'm very happy that I made my notes accessible to students. The benefits have outweighed the costs in my opinion. Students have the basics but come to class to get the specifics. Students can listen and augment their notes as they choose and leave the class feeling as though they had time to learn rather than just write. Just one perspective. Shannon At 03:18 PM 02/26/2002 -0600, you wrote: Charlotte Manly wrote: TIPSters, Do any of you distribute your lecture notes to students (in advance)? ... I do my lectures with PowerPoint and I give the notes (6 slides per page) to the library. They put the notes on their web site. The students seem to like it. I think that they figure out quickly that skipping class and just getting the notes does not really work. -- __ Rick Stevens __ Psychology Department __ University of Louisiana at Monroe __ http://www.ulm.edu/~stevens --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Shannon Gadbois, M.Ed., Ph.D. Brandon University [EMAIL PROTECTED] Phone: (204)727-7306 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: left-handed psychologists?
I remember this thinking something like this as a student. Of the 5 profs who taught me (psychologists) 3 of them were lefties (all males)... At 09:54 AM 12/06/2001 -0500, you wrote: In a message dated 12/5/01 2:15:34 PM Eastern Standard Time, [EMAIL PROTECTED] writes: Hello folks, A student today in class asked me if it was true that a higher percentage of psychologists are left-handed than in the general population. She said she heard or read in the past week that over 30% of us are Have you? Joe Hatcher Ripon College Ripon, Wi 54971 USA Wow, that would be interesting..Holding up my LEFT hand to be counted! Judy Muhn Oakland Community College Auburn Hills, Michigan --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Shannon Gadbois, M.Ed., Ph.D. Brandon University [EMAIL PROTECTED] Phone: (204)727-7306 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: left-handed psychologists?
Of course, Stephen. Thanks for the correction. All are still lefties. I should add that I'm a lefties - as is only one of my current colleagues here (out of a total of 7)...you see Jim, there is a place for those of the right persuasion. At 11:43 AM 12/06/2001 -0500, you wrote: On Thu, 6 Dec 2001, Shannon Gadbois wrote: I remember this thinking something like this as a student. Of the 5 profs who taught me (psychologists) 3 of them were lefties (all males)... And one of them still is. -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-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] Shannon Gadbois, M.Ed., Ph.D. Brandon University [EMAIL PROTECTED] Phone: (204)727-7306 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: adjuncting
I think this whole discussion is unfortunate if it simply diminishes into hurling insults and criticisms. Many part-timers or sessionals are very capable but because of the competitive nature of the work environment now may not so easily slip into a full-time or tenure track position. The result is that sessionals rarely get to continue with research (since there is no support for such professional activities for this segment of faculty) and do not get any support to attend conferences, etc. Because they are not given supports or recognition as valuable members of the university community, they soon become less marketable for full-time appointments. So, yes, it may be true that sessionals cannot compete but does that necessarily mean that it is because they are incompetent or incapable? I don't think so. We have created an environment that treats part time faculty with little respect and little support to develop as professionals and to help them to compete for full-time appointments. I'm wondering how many full time faculty are aware that some, probably many, part time or sessional faculty do not have offices, phones, or access to the appropriate technology to allow them to do their jobs fully. This means, dragging course materials around wherever you go and doing the same with exams. This means meeting students in class or talking to them from home. How many sessionals are able to do research, etc. while trying to put together a living teaching courses all over the place? Part-timers are not solely responsible; full-time faculty are not solely responsible. We are all responsible for the way in which members of our education communities are treated. Part-timers are trying to piece together a living (some wouldn't call it a career). In the meantime, how many full-time faculty are willing to step up to the plate and support sessionals in their attempts to receive fair treatment? Shannon Gadbois At 03:13 PM 10/31/2001 -0600, you wrote: Would you rather have them hire more full-timers, which may put you completely out of a job? At 01:08 PM 10/31/01 -0800, you wrote: No Louis, it is NOT The lack of funds. This is the best EXCUSE all institutions will give but rarely is it true. The evidence always shows otherwise. Student enrollment has increased over the years mainly due to bigger increases in immigration and baby boomers starting college. So there is more tuition money being received every single year! For example, my college is building a new 10 MILLION DOLLAR library but have a shortage of full-time faculty and resort to hiring more part-timers instead of full-times. What do you think this shows? It shows that the institution wants to make their money available for other things besides faculty pay! Payam --- Louis_Schmier [EMAIL PROTECTED] wrote: On Wed, 31 Oct 2001, Payam Heidary wrote: Paul, What you are missing is that all part-timers know that adjunct teaching is not meant to be a career but this adjunct career has been forced upon us due to lack of full-time offers! Due to a lack of full-time, tenure track positions, due to a lack of funds. Make it a good day. --Louis-- Louis Schmier www.therandomthoughts.com Department of History www.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, GA 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] __ Do You Yahoo!? Make a great connection at Yahoo! Personals. http://personals.yahoo.com --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Stephen W. Tuholski Ph.D. Asst. Professor Dept. of Psychology Southern Illinois U. at Edwardsville Edwardsville IL 62026 Phone: 618 650 5391 Fax: 618 650 5087 http://www.siue.edu/~stuhols Most people would sooner die than think; in fact, they do so. - Bertrand Russell *** --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Shannon Gadbois, M.Ed., Ph.D. Brandon University [EMAIL PROTECTED] Phone: (204)727-7306 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank
