jedusor: (neuron art)
First of all, I want to say that I've been enjoying your weight training course immensely. Your teaching style meshes well with my learning style, and I've started actively looking forward to classes, which is saying a lot for an 8am start time. The issue I want to address here isn't actually a big deal for me personally; I just want to speak up on behalf of people with less comfortable body images than mine (which I think is most people) who might be negatively affected by a conversation like the one we had today.

I don't normally spend much time tooting the health-at-every-size horn, because I understand that for most people, health gain is correlated with at least some weight loss. And I have no objections to full-class discussions of how weight training affects body weight, because it's relevant information and because I know that a lot of people do have weight-loss goals and are particularly interested in hearing that sort of thing. But when someone tells you in a one-on-one conversation that their goals are strictly strength-oriented and they're not there to lose weight, and you keep saying, "yeah, but the weight loss is a bonus!", that sends a message I don't think you're trying to send.

As I'm sure you're aware, being as physiologically focused as you are, different people have different healthy body weights. I spent a year commuting 18-30 miles a week on my bike, and I was much healthier and stronger, but my body didn't look any different. And I was fine with that; as I said, I have a good relationship with my body. I care about what it can do, not what it's shaped like. But most people my size aren't as comfortable in their skin as I am, and hearing reassurances that exercise will result in weight loss when it might not can be very discouraging for them, especially when our culture is so singlemindedly focused on weight over any other measure of health.

Like I said, I don't normally bother trying to talk to people about this stuff. But you're a teacher, and you have a lot of power when it comes to people's mindsets. So if you have another student who's trying to shed the pressure and focus on the pounds they can pick up instead of the pounds they've lost, I hope you'll keep this in mind.

Thanks for listening, and I'll see you Wednesday!
jedusor: (ventromedial prefrontal cortex)
My art history teacher assigned a "theme sheet" for this week; essentially, a piece of paper with doodles representing a person's main interests. He wanted it to focus mostly on academic interests. Here's what I came up with:

Brains, games, and puzzles )
jedusor: (ventromedial prefrontal cortex)
Can't take cell biology because it's at the same time as physics. Grr. But I think I came up with a schedule I'm happy with anyway:

Intro to Physics I
Intro to Chemistry I
Brain and Behavior
Human Anatomy
Senior Honors in Psychology

I've completed almost all of my degree requirements, so this is mostly preparation for grad school. I'm going to have to take an art class next spring to satisfy the last Learning Perspective requirement. My biology minor isn't done yet, but Brain and Behavior and Human Anatomy both contribute toward that as well as being good for grad school prep. And the honors will be conducting my thesis experiment and writing it up.

Brain and Behavior used to be called Neuroscience II, while my current Biology of the Brain class was Neuroscience I. Dr. Kennedy had to change the titles because--and I am not kidding here--people didn't know what "neuroscience" was.
jedusor: (ventromedial prefrontal cortex)
Experimental Methods: A
Social Psychology: A
Qualitative Methods: A
Introduction to Biology: A-
jedusor: (discovery channel)
The professor who taught the first half of my biology class told me today at the final review session that he doesn't normally like colored hair, but that mine is very nice. I imagine he developed a liking for the color after all that time he's spent in Alaskan lake water gathering threespine stickleback specimens.

Speaking of biology, it's the only class that I'm really worried about. I know I've got an A in Qualitative Methods thanks to the top-notch bullshit I spouted the last two months of class, and I went into the Experimental Methods final with 98% overall, and I think I'm good in Social Psych as long as I don't totally botch the term paper... but the only way I'll get more than 90% in bio is if I aced the test last Friday (the grades aren't up yet) and I also ace the final this week. I think I did well on that last test, and the final is multiple-choice, but I'm nowhere near confident.

jedusor: (i have a cat)
My bio professor was talking about autoimmune diseases today, and when listing off various conditions, he used the phrasing, "could be lupus."

I had to actively restrain myself from hollering, right there in the middle of class, "IT'S NOT LUPUS!"
jedusor: (riverdancing)
1. I turned in my final portfolio and gave my final presentation, and Qualitative Methods is OVER. FOREVER.

2. I got all 195 countries. I am ridiculously proud of myself.


Nov. 14th, 2008 08:32 pm
jedusor: (riverdancing)
I just got an e-mail informing me that I've been accepted into the psychology honors program--woohoo! So, my classes for next semester:

BIOL 140: Biology of the Brain*
PSYC 142: Sensation and Perception
PSYC 221: Research in Social Psychology (that's the research project I'm doing with Dr. Laird)
PSYC 297: Junior Honors

I'm toying with the idea of applying for a fifth course and taking a seminar in evolutionary psychology. Also, I'm going to see if I can audit a law course on civil liberties. I'm auditing two classes this semester and loving it--it's really amazing how different a course feels when you can forget about grades and focus on learning what you want to learn.

jedusor: (puzzle police)
Remember a while back I posted about Hashiwokakero and molecular structure? I e-mailed the professor of the course, the one with the random Monty Python pictures in his slide shows, telling him about my epiphany and linking him to the game. I asked him today if he'd gotten the e-mail, and he said (in his awesome British accent), "I did, yes! It's, er, a bit habit-forming."
jedusor: (wtf)
Can anyone explain to me why the t-statistic approaches the z-score as n approaches infinity, rather than as n approaches N? Is it just assumed that an unknown population size is infinite? I asked the teacher, and she didn't know. It's not important to actual calculations, of course, because there's obviously no way for n to be greater than N; I'm just curious.
jedusor: (badass geek)
I had an epiphany in biology today: molecular structure is just a bunch of little games of Hashiwokakero.

This is easy.
jedusor: (orli says read)
Experimental Methods midterm: 100%, bitches. Mmmmmhm.

Off to the cafeteria now. Winter and Jason and I are using one meal swipe each when it opens and staying inside until it closes at eight. We're going to take over one of the tables next to the electrical outlets and do all our homework for 9.5 hours. I'm unreasonably excited about this.

Oh, and it sounds like I'm going to be able to join Dr. Laird's lab. He gave me his book and told me to find a topic that interests me so he can team me up with someone to do a project, which sounds kind of like I get to pick what I want to study, which YAY.
jedusor: (badass geek)
My big brother Cordell has launched a blog about his adventures as an intern in Japan: Travels of a Yellow Hat. He's pretty funny sometimes, and it's interesting to hear about his experiences, so you guys should check it out. Warning: he is a fan of retina-breaking shades of yellow and orange, and the site design reflects that.

Yesterday, I found myself conducting an impromptu circus school in my dorm room. Being the juggling expert for once was nice. Later, one of the girls I was teaching and my roommate's boyfriend compared running speeds. I'm no running expert, but I know that "7:15 mile, but that's after my ankle injury--I was a lot faster before" and "Five-something, I don't remember exactly" are Impressive.

I just had my first class: Qualitative Methods in Psychology. I like it okay, but I suspect I will end up using chiefly the sort of psychology the teacher explicitly said the class was not about (formal experimentation). Observation and interpretation are all well and good, but I'm uncomfortable with drawing conclusions about populations based on case studies. I mean, I can live without concrete hypotheses in some situations, but I need decent sample sizes if I'm going to be doing any generalization. Still, observation and interviewing skills are important, and in any case, I should learn the basics before I start writing anything off.

Turns out I need to apply for a fifth course even if I'm just auditing it, so I'm going to do that for Quantitative Methods (statistics) and just sit in on the Entrepreneurship class instead of officially auditing it. I checked with the teacher, and he's cool with that.
jedusor: (Default)
Philosophy class today. The teacher and one of the students went head-to-head on matters of religion. It was Socrates's belief in the truth rather than a god vs. the Christian concept that there are some things that don't need to be tested. I was listening to this loud debate and doodling, and the guy next to me touched my arm, pointed at what I was drawing, and gave me the thumbs-up. I looked down; it was an elaborate "666" with much decoration. I guess I don't really agree with either of the points of view being discussed.


jedusor: (Default)

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