Yes, I was a participant and lived through the tech problems. The ARIES game did seem like it is worth looking into. Our program coordinator said that she was going to contact Dr. Halpern to get more information.
>On another topic, did anyone else "attend" that on-line STP workshop yesterday >dealing with "teaching the millennial student"? I was interested in that >ARIES game D. Halpern was talking about to teach critical thinking. Gary > > > >Gerald L. (Gary) Peterson, Ph.D. >Professor, Psychology >Saginaw Valley State University >University Center, MI 48710 >989-964-4491 >[email protected] > >>>> Beth Benoit <[email protected]> 1/24/2009 10:17 am >>> >And more medical myths:1. Turkey makes you drowsy >2. Dim light ruins your eyes >3. Drink at least eight glasses of water a day (Stephen Black did early >research for us on that one!) > >Beth Benoit >Granite State College >New Hampshire > >On Sat, Jan 24, 2009 at 10:06 AM, Beth Benoit <[email protected]>wrote: > >> A little late, but here's the list I was looking for. It's a list of >> medical myths, from Tara Parker-Pope's blog, nytimes.com/well: >> 1. Sugar makes children hyperactive >> 2. Suicide increases over the holidays >> 3. Poinsettias are toxic >> 4. You lose most of your body heat through your head >> 5. Night eating makes you fat >> 6. Hangovers can be cured >> >> On Mon, Jan 19, 2009 at 1:13 PM, Beth Benoit <[email protected]>wrote: >> >>> Gary,The autism/vaccine argument >>> >>> The moon effect argument (nurses and police officers often argue hotly on >>> that one - I had one police officer who was SO convinced that a full moon = >>> more crime, etc. that I offered him extra credit if he could find any study >>> that showed this to be the case. He couldn't, of course, and sheepishly >>> admitted it by the end of the course. Nice guy, though, and he was a good >>> sport about it.) >>> >>> I'll keep thinking... >>> >>> Beth Benoit >>> Granite State College >>> New Hampshire >>> >>> >>> On Mon, Jan 19, 2009 at 1:00 PM, Gerald Peterson <[email protected]>wrote: >>> >>>> >>>> I am going over critical thinking guidelines in class and want to present >>>> examples of emotional reasoning. I want to help the students realize that >>>> the passion for a claim or issue is not the key problem, but rather the >>>> emotionalism that often directs/distorts one's further examination. Can >>>> tipsters see or develop other examples of where emotionalism is a problem >>>> in >>>> problem-solving, investigation? Emotional reactions or defensiveness can >>>> often be the culprit in closing off discussion or hinder openness eh? I am >>>> trying to find examples that would help students make the distinction here. >>>> Appreciate any ideas. Gary >>>> >>>> >>>> Gerald L. (Gary) Peterson, Ph.D. >>>> Professor, Psychology >>>> Saginaw Valley State University >>>> University Center, MI 48710 >>>> 989-964-4491 >>>> [email protected] >>>> >>>> --- >>>> To make changes to your subscription contact: >>>> >>>> Bill Southerly ([email protected]) >>>> >>>> >>> >>> >>> -- >>> "We will not learn how to live in peace by killing each other's children." >>> - Jimmy Carter >>> "Are our children more precious than theirs?" >>> >>> --- >>> To make changes to your subscription contact: >>> >>> Bill Southerly ([email protected]) >>> >>> >> >> >> -- >> "We will not learn how to live in peace by killing each other's children." >> - Jimmy Carter >> "Are our children more precious than theirs?" >> > > > >-- >"We will not learn how to live in peace by killing each other's children." - >Jimmy Carter >"Are our children more precious than theirs?" > >--- >To make changes to your subscription contact: > >Bill Southerly ([email protected]) > >--- >To make changes to your subscription contact: > >Bill Southerly ([email protected]) Bob Wildblood, PhD, HSPP Lecturer in Psychology Indiana University Kokomo Kokomo, IN 46904-9003 [email protected], [email protected] We’re trading a dogmatic president for one who’s shopping for a dog. It feels good. - Maureen Dowd We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible. - Barack Obama --- To make changes to your subscription contact: Bill Southerly ([email protected])
