Students are constantly coming onto physio and asking to be spoon fed,
wanting us to do produce articles for them.  Mel was simply giving harmless
constructive criticism and suggesting a way that the list should be
approached with requests.  I don't know of any professor who will be
responsive to cries for help without first knowing that the student has
first struggled a bit in their search for information.  At least, that's
how it was when I was in school.  Mel was simply asking that the same
protocol be followed on the physio list that is present in PT dept's.  His
examples in Letter A and Letter B are very accurate.
If Mel had wanted to be nasty, like Mark, Sheri and Anna, he would've not
given suggestions; he would've said "students need to quit using physio". 
Sheri's defensive reaction was uncalled for.  Does she react this way
whenever any of her professors tell her something she doesn't want to hear?
Or does she accept the criticism and learn from it?

Jason

----------
> From: Anna <[log in to unmask]>
> To: [log in to unmask]
> Subject: Re: STUDENT REQUESTS
> Date: Thursday, October 01, 1998 9:32 AM
> 
> Since mcsiff appears to be "misinterpreted by so many readers, he may
have
> to think about re-articulating his suggestions in a way which is less
easily
> misinterpreted.
> 
> 
> -----Original Message-----
> From: [log in to unmask] <[log in to unmask]>
> To: [log in to unmask] <[log in to unmask]>
> Date: Thursday, 1 October 1998 21:28
> Subject: STUDENT REQUESTS
> 
> 
> >In a message dated 10/1/98, Anna ?? <[log in to unmask]> wrote
> >
> >>Well said Sheri, Many people have the propensity to make gross
> >generalisations >based on their own opinions.
> >
> >***What I wrote was seriously misinterpreted - I made no generalisation
> that
> >all students are lazy or fail to display evidence of prior work.  I
stated
> >that  "There SEEMS to be a very disquieting increase ...". Once again I
> have
> >to stress that my letter was aimed solely at those students (yes, they
> >certainly DO exist, despite what 'Anna' implies) who are significantly
less
> >diligent than others.
> >
> >I love, support, devote much of my spare time to, encourage, provide
> endless
> >references to, have out-of-town students stay in our home, raise
financial
> >support for and never close my office door to any students who are
> diligent,
> >sincere and dedicated to their studies, but, equally well, I most
> emphatically
> >will let lazy students who are squandering some wonderful brains know
that
> >their sort of behaviour is not the most appropriate at a respected
academic
> >institution.
> >
> >>if anything, I would be more irritated by graduates who would do such
> things
> >>as described by McSiff
> >
> >***I really am curious to know which of my hints would irritate Anna.
The
> >things which I suggested in my original list were:
> >
> >1.  Introduce oneself to strangers
> >2.  Clearly states the problem
> >3.  Lets potential helpers know what work has already been done
> >4.  Shares information with others who have helped
> >5.  Thanks anyone who has given help
> >6.  Addresses anyone respectfully
> >7.  Organises the problem so that it can be readily understood
> >
> >Which of these hints is so dreadful that it would cause irritation to
> anyone?
> >
> >>Don't let people like McSiff put you off asking. His intention is
probably
> >>not to be arrogant or patronising although that seems to come over even
> >>in print.
> >
> >***How ironic those words, for regrettably, that is how Anna comes
across
> to
> >me!
> >In contrast to my positive criticism which provided some very tangible
help
> to
> >students in the form of those websites alone, Anna offered a fair amount
of
> >destructive criticism of my person.  What is more lamentable is that we
> don't
> >even have the privilege of knowing who 'Anna' is (first point on my list
of
> >hints, by the way) - we would enjoy knowing you as a colleague, not an
> >Internet cipher.
> >
> >Nuff said!
> >
> >Dr Mel C Siff
> >Littleton, Colorado, USA
> >[log in to unmask]
> >


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