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Call for Thoughts / Discussion on Pee Wee Herman

For my (Tristan) Theories of Personality Dynamics class, we have to analyze a character using one of the theorists in our text. I chose pee wee herman. I would appreciate anyones thoughts regarding Pee Wee Herman, Paul Reubens, his works, and how these can be related to gender and sexuality. I would also appreciate any contributions regarding the personality theorists (e.g. Freud, Jung, Erickson, Lacan / Zizek, Judith Butler, etc.) Here is our working list of research questions, feel free to add to them:

in what ways can we use freud's theories of personality development to describe paul reubens?

in what ways can we use freud's theories in "wit and its relation to the unconscious" to describe the pee wee herman character as an expression of paul reubens unconscious?

in what ways might the characters in pee wee's playhouse symbolize different elements of paul reubens or pee wee herman's personality?

in what ways might freud's theories about homosexuality apply to paul reubens and/or pee wee herman? how does pee wee's character challenge traditional gender roles and/or the hero archtype?

that is, assuming we use freud. which I lean towards because the analysis by bruce labruce uses freud. i haven't read the freud chapter yet but intend to do so before Tuesday. by that time the research questions might be more clear.

Bruce LaBruce - Pee-Wee Herman: The Homosexual Subtext
"The most exciting aspect of Pee Wee Herman, so far, remains his role as vindicator of the sissies, the reluctant hero who outsmarts bullies and worms his way out of impossible situations. In Big Adventure, the weird ritual of his "Tequila dance," perfomed in vintage camp seventies platform shoes, so impresses the surly bikers that they make him an honorary member of their gang. And in his most heroic act, the rescue of all the animals in the pet shop fire, he even saves the snakes that boys are supposed to like, but which Pee Wee finds loathsome and disgusting. That's exactly the kind of hero we need to see more of."

Pee-Wee's Big Adventure - script

Freud: Wit and it's Relation to the Unconscious

Our teacher's powerpoint for his lecture on Freud

IMDB on Paul Reubens

Related & Unrelated e-books | Pee-Wee Folder
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PSY 411 PERSONALITY THEORIES AND DYNAMICS

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PSY 411 PERSONALITY THEORIES AND DYNAMICS

Fall, 2010

Department: Psychology
Credit Hours: 3
Prerequisite: Psy 110
General Education: Scientific Literacy
Learning Outcomes: 2a, 2b – Critical Thinking Ability and 7a, 7c, 7d - Scientific
Literacy

Instructor: Dr. Larry Godfrey
E-mail: ldgodfrey@lourdes.edu

Office:
Office hours: by appointment

Office Phone: 419-575-8068
.

I. Course Description:
Survey of principles and theories dealing with the dynamics of human personality,
including the following theories: psychoanalytic, social, behavioral, humanistic,
existential, and cognitive, with a critical evaluation of each.

II. Purpose of the Course:
This course explores traditional personality theories, research methods in personality, the
methods of personality assessment, and current views on personality development.

College Learning Outcomes and Objectives:
(2a) Students can write a scholarly documented research paper that synthesizes
their own ideas with ideas and information from other sources.
(2b) Students can demonstrate the ability to reflect on issues and/or theories
systematically.
(7a) Students can distinguish between qualitative and quantitative
characteristics or natural or behavioral phenomena.
(7c) Students can use theories to explain past observations and to predict
answers to new questions.
(7d) Student can understand the uses of scientific technology and their
implications.

IV.
Program Learning Outcomes:
(1.2)
Demonstrate knowledge and understanding representing appropriate
breadth and depth in selected content areas of psychology.
(1.3)
Explain major perspectives of psychology (e.g. behavioral, biological,
cognitive, evolutionary, humanistic, psychodynamic, and sociocultural).
(2.1)
Explain different research methods and statistical analyses used by
psychologists.
(2.2)
Design and conduct basic studies to address psychological questions using
appropriate research methods and statistical analyses.
(3.1)
Use critical thinking effectively.

(3.2)
Demonstrate effective writing skills and oral communication skills in
various formats and for various purposes.
V.
Course Objectives:
1.
Students can provide an overview of the various theories of personality
development. (CLO 7c, 2a, 2b; PLO 1.3)
2.
Students can investigate methods of personality assessment. (CLO 7a, 7d;
PLO 1.2)
3.
To understand the various methods of research in the field of personality.
(CLO 2a, 7d; PLO 1.2, 2.1)
4.
To explore the lives of the traditional personality theorists to assess the
affect of their personal life experiences on the development of their theory.
(CLO 2b, 7c; PLO 1.2, 1.3)
5.
To develop a research hypothesis and design a plan for investigation. (LO
7a, 7b, 7c; PLO 2.2, 3.1, 3.2)
V. Policies:
1. Statement on Disabilities
If you have documented a disability with the Director of Academic
Services,
please discuss with me
¥
the adaptations or the accommodations you have established with the

Director of Academic Services
¥
emergency medical information, and/or
¥
special arrangements to be implemented if the building must be

evacuated

2.
Policy on Academic Honesty
Any student who represents the work of another person as his or her own
on any paper or exam will receive zero (0) credit for that assignment. Any
student found cheating on a test will receive a grade of zero (0) for that
test.
Please review this policy in the Student Handbook.

3. Recording Policy
Lourdes College prohibits the use of tape-recorders, video cameras, cell
phones, and all other devices by students to record class lectures or
meetings with the instructor or any staff member unless they have express
written consent of the professor or staff member. Before recording any
lecture, a student who wishes to record a lecture must sign a Lourdes
College Agreement Form and present this to the instructor for written
consent.


Students with disabilities who are unable to take or read notes may be able
to record class lectures for their academic study only if approved by the
Office of Accessibility Service

4.
Academic Grievance Policy
Lourdes College has an established procedure for a fair resolution of
students' academic concerns. Following are the steps of the procedure.
Each step should be pursued within a reasonable length of time. An
Academic Grievance Tracking Form should be completed. These forms
are available from your instructor when you begin the grievance
procedure.
Step 1 The student is to first attempt to resolve the problem directly with
the faculty member involved.
Step 2 If the student is not satisfied with the results of Step 1, the student
is to meet with the faculty member's department chairperson.
Step 3 If the student is not satisfied with the results of Step 2, the student
is to meet with the Dean of Arts and Sciences.
Step 4 If the student is not satisfied with the results of Steps 1,2, and 3,
the student is to make an appointment with the Vice President for
Academic Affairs, whose decision is final.
5.
Attendance Policy
Each student is expected to attend every class. Due to the nature and
subject matter of the course, class discussion, participation, and exercises
will be a large source of the learning process. Points for attendance are
given. See Research Project information below. Arriving late to class and
exams is an attendance issue. Any student arriving more than 15 minutes
late for an exam will not be allowed to take the exam that day. The exam
will be rescheduled and 10% will be deducted from the final score.
Students are responsible for obtaining class notes from another
student when an absence is necessitated.

6. Evaluation Policy
Grades will be based on three examinations (300 points), the paraphrasing
assignment (50 points), the class assignments (50 points), and the research
project (100 points). Letter grades will be based on the percentage of total
possible points you have earned. The conversion system is as follows:
A 94-100% C 73-76%
A90-
93% C70-
72%
B+ 87-89% D+ 67-69%
B 83-86% D 63-66%
B80-
82% D60-
62%
C+ 77-79% F 59% or lower
Missed Exams:


1. If you miss an exam with an acceptable excuse, you must notify me
PRIOR to the exam.
2. Missed exams must be taken at the WIN Center. Students must call
the WIN Center at 419-824-3748 and schedule a time to take the exam.
3. Ten percent will be deducted from the final score unless the absence is
due to a death in the family or your hospitalization.
4. Any student arriving more than 15 minutes late for an exam will not be
allowed to take the exam that day. The above procedure will be followed
to schedule a time to take the exam at the WIN Center and 10% will be
deducted from the final score.
Late Assignments

All assignments handed in late will lose 5 points per day.


7. Safety Policy
Statement on Emergency Response:
In case of a Tornado, your instructor will direct you to the nearest shelter,
in accordance with Lourdes College’s Policy for Tornado Warnings and
Tornado Warning Procedures.
The nearest shelter for this course is the basement of CAH in an area that
is not exposed to windows
In case of a Fire, your instructor will help direct you to the nearest exit.
Please evacuate in a calm and efficient manner. Do not use the elevator.
Do not block building entrances once you are out.
VI. Course Requirements
Paraphrasing Assignment (50 points)

Each student will be required to complete this assignment. The assignment will be
handed out in class. See the class schedule for the due date.

In Class Participation (50 points)

You will be responsible for participating in class by asking questions, answering
questions, participating in class activities and, in general, being a contributing member of
a learning community. Participation will have a value of about 10% of your grade.

Missing class will count against you with regard to this portion of you grade.
Approximate loss is 1% per class missed.. The best way to prepare is to read the
scheduled material before class and participate in class discussions.

Research Project and Presentation (100 points)

Each student will participate in a group research project. A typed, written report will be
required of each research group in the form of a poster presentation. Class time will be
spent discussing the topic for the project and the development of a research design. Your
group will also be required to hand in a separate copy of all sections of your poster.

Breakdown of Points for this assignment

Paper and Class Poster presentation 50

Attendance 50

Your task will be to study the personality of an individual of your group’s choice. This
person should be a well-known public figure or a fictional character. You must present
your overall investigation strategy to the class for feedback using a power point
presentation (see weekly assignment list for the date). This strategy must include the
research questions you are pursuing and the methods you will use to obtain data about the
individual under investigation.

The following is an outline for the modified poster session. You must use the headings
indicated below in the structure of your report. Poster materials are best set up on a
tri-fold display board. No material can be placed on classroom walls. The poster should
be as self-explanatory as possible. Keep in mind that your text and illustrations will be


viewed from a distance of more than three feet. All lettering should be created with this
in mind.

Figures and tables should be kept as simple as possible, so that the viewer can readily
take away the main message. A brief, large type heading of no more than one or two lines
should be provided above each illustration, with more detailed information added in
smaller type beneath the illustration.

The report should include the following sections:

Title

A title should summarize the main idea of the paper and should be
concise. The title page includes three pieces of information: title, author(s)
and affiliation.

Abstract

A brief, comprehensive summary of the report (150 words).

Introduction

Your study should be founded on several research questions. These
questions are stated at the end of this section. This section should start
with a brief introduction to the person you are studying (one paragraph,
with citations) and lead to your research questions.

Method

Describe what method you used to analyze the personality of the
individual you have chosen. In this section be specific enough so that
another individual would be able to replicate your study.

Examples of Previously Used Methods:

1.
Analyzing Salvadore Dali’s paintings using Jung’s dream symbols
2.
Analyzing Courtney Love’s childhood fixations using Freud’s
Psychosexual stages
3.
Analyzing Andy Kaufman’s characters using Jung’s psychological
types
4.
Analyzing Garfield’s personality using Freud’s personality
structures of Id, Ego, or Superego
5.
Analyzing Hitler’s ego development using Erikson’s first five
psychosocial stages of development
Results/Description of Personality Characteristics

Using the above method, describe and analyze the individual, making sure
you have the appropriate information to answer your research questions.
This section might include charts, tables, graphs, pictures, etc. Keep the
narrative to a minimum and use citations where required.

Discussion/Conclusion


Summarize your paper in this section, incorporating information about the
answers to your research questions and your methodology.

References

The reference list can be placed on the back of the poster.
List all sources used in the writing of the paper. All works cited in your
paper should be on this list. Depending how much space you have on your
poster, you can just include this in the copy you hand in.


******This report should follow APA writing and reference style. Refer to the
"Publication Manual of the American Psychological Association, Fifth Edition".
Please place a staple or clip in the upper corner of the paper. Do not place the paper
in any kind of binder.

Possible Arrangement of a Poster

A note about using citations.

Using another author's material is common in any research paper. Citations give
authors credit for their information and allow the reader to reference this material if
needed. It is extremely important that, any time you use another author's material or
ideas, this information is cited. Citations are not just quotations, but any reference to
another author's material. Webster's (1959) definition of "plagiarize" is "to steal or
purloin and pass off as one's own the ideas, writings, etc. of another". Plagiarism may
also result from poor technique of the citation process. Although much material on the
internet is public domain, it is still considered the work of others and must be cited.


Lourdes College Research Symposium

Every Spring semester, the college hosts a research symposium of student work. I am
encouraging each group to submit a “Student Proposal” form to offer a poster session of
your research at this symposium. This form can be found at the college website. This is
the kind of experience graduate schools look for as they are making decisions about
admitting students.


Psy 411 Personality Theories And Dynamics
Fall, 2009


Required Text: Schultz, D., & Schultz, S. E. (2008). Theories of Personality, 9th Edition
Recommended Text: Publication Manual of the American Psychological Association,


Fifth Edition
Psychology resources website: http://www.psywww.com/
Date Topic
8-24 Introduction; Research Project
8-31 The Study of Personality
9-7 Freud

Propose Personality Study (PowerPoint)

9-14 Jung
9-21 Adler
9-28 Exam I
10-5 NO CLASS (College Night)
10-12 Horney, Fromm

Paraphrasing Assignment Due

10-19 Erikson
10-26 Cognitive Theories

(Displaying Results)
11-2 Exam II
11-9 Maslow, Rogers
11-16 Behaviorists
11-23 Social Learning Theory
11-30 Exam III
12-7 Class Poster Session

Research Project Due

Assignment

Introduction
Ch.1

Ch.2
Ch.3

Ch.4

Ch. 6
Ch.11

Ch.9; Ch.10
Ch.12
Ch.13


</pre>
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why you should always maintain that you do not consent to a search, no matter what the cops say

It is likely they will still search you (but often this will stop them, because they know the evidence would be worthless).

Maintain that you decline to let them (without threatening). In fact, all you have to do is simply tell the truth: you do not want anyone to search you (for the same reason they probably don't want you to search them!).

The evidence they find will almost certainly never make it to court.

Quoted from some law firms site (advertising primarily to DUI and domestic violence defendants)

10. What if I feel that the police violated my constitutional rights? A criminal defense attorney seeks to exclude evidence obtained as a result of police misconduct. At times, police misconduct occurs in searches that take place during ordinary traffic stops or in a suspect's home. Additionally, if law enforcement is too aggressive in trying to obtain an incriminating statement from a suspect, it may violate the suspect's Miranda rights. Litigation in the criminal court allows a defense lawyer to protect his client's rights by submitting motions to the judge seeking to exclude the recovered evidence or received statements from trial. Often a successful motion to suppress evidence cripples the prosecutor's case, causing the case to either be dismissed or substantially reduced in plea negotiations.

of course, you should throughly study http://www.flexyourrights.org

of course #2: if they do find something, and try to exploit your embarrassment and pounding heart rate, remember to exercise your right to remain silent and demand a lawyer. if you don't the cops will probably trick you into some kind of confession. even if you think you have the perfect lie, just shut the fuck up. you will win zero points for "cooperation." They are trained to lie and question and manipulate in such a way that "anything you say can and will be used against you." Also, they don't need to tell you that stuff anymore. You just have to know it. And know it so hard that, despite your body telling you to submit, use your brain to politely shut the fuck up and they will obviously "understand" why.
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[ NNSquad ] How incumbents will try to block the Google Fiber project

via http://www.nnsquad.org/archives/nnsquad/msg03077.html

How incumbents will try to block the Google Fiber project

http://bit.ly/9GpqbE  (MuniWireless)

http://bit.ly/caT4IJ  (AnnArbor.com)

 - - -

Clearly before a single foot of Google Fiber lights up to a single
home, there will likely be notable related regulatory and legal
dramas, and we can indeed bet that the dominant carriers won't just
sit quietly as their money machine is threatened by the mere
possibility of effective last mile Internet access competition, even
by a worthy experiment of limited scope.

Who knows, serious Google Haters may even enlist to their cause
unlikely allies such as "Billy the Puppet" from the "Saw" torture-porn
film franchise:

    "This is a message to Google.  You're asking for communities who
     want your high-speed broadband fiber.  The towns who have
     responded are unworthy.  Their citizens have no real needs for
     high-speed Internet.  What would they do with your fiber if they
     could get it?  Telecommuting to their worthless jobs.  Trying to
     save their own pitiful lives with tele-medicine projects.  And
     similar nonsense.  They don't even deserve dial-up.  

     On the other hand, I truly *need* your fiber.  I operate
     "re-education" experiments all over this city, requiring
     high-speed 2-way video feeds and remote control over complicated
     and unusual apparatus.  I could make real use of your gigabit
     service to help people understand and appreciate the value of
     being alive.

     I trust that I can be one of your project participants.  I've included 
     a shot of me from my webcam: http://bit.ly/dszrJt (Icons of Fright).

     It's up to you.  Make your choice."

 - - -

--Lauren--
NNSquad Moderator