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PSYART  August 2002, Week 4

PSYART August 2002, Week 4

Subject:

CONTROVERSIAL E.MAIL (about academic psych.)

From:

Norman Holland <[log in to unmask]>

Reply-To:

Institute for Psychological Study of the Arts <[log in to unmask]>

Date:

Fri, 23 Aug 2002 11:53:46 -0400

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (304 lines)

From:
       "Luis Barreiros" <[log in to unmask]>

Thu 8:16 PM

Hello,
I'm a subscriber of PsyArt and a student of psychoanalysis in a department of
psychology. I'm graduate in anthropology.

I would like to say that your site is great.

I reproduce, below, an e.mail that was sent to me from a discussion group.

It's controversial. I donīt know the author's name. But the issue is actual.
However, it's difficult to evaluate the motivations of the author.

So, I would like to launch the discussion, if possible, around this message, to
all interested psyarter's.

Forgive my english, it's not very good!

With my best regards,
Luis
PORTUGAL








--------------------------------------------------------------------------------

Operation Firefly is your chance to "stick it" to your psychology
department. Headquartered at fireflySun.com, Operation Firefly, a
campaign to reclaim -- or resurrect -- the human psyche from the
professional culture of Psychology, needs an infantry of bright
psychology students to spread the news that Psychology as we know it
today is ripe for a major revolution.

Who Am I?

I am author J. Wyatt Ehrenfels and Ph.D. in Social-Personality
Psychology. My novel, Fireflies in the Shadow of the Sun, uniquely
blends fact, fiction, symbol, and theory in an effort to depict the
erosion of human nature in the students and subject matter of modern
Psychology.

What Do I Want from You?

I hope you will read through the 16 doctrines of Shadow Psychology
below my signature.  I also hope you will join the 1,300 students
nationwide who have decided to take part in the discussion, and
perhaps even the coalition built to raise awareness of the
discrepancy between what Psychology is and ought to be. Coalition
members range from active observors who can take the pulse of their
university or community to participants who can raise awareness of
the web site in one of many ways (e.g., posting fliers, e-mailing
fireflySun links to peers, composing opinion pieces for my web site,
recruiting subjects for research, or holding seminars about the
book/web site).

Passive observors who simply wish to enjoy the spectacle of the war
on Psychology, which will soon begin with the book tour, are also
welcome.


Thank you,


J. Wyatt Ehrenfels, Ph.D.
http://www.fireflySun.com
http://community.webshots.com/user/ehrenfels
http://groups.yahoo.com/group/ShadowPsychology
http://groups.yahoo.com/group/ShadowPsychologyII
http://groups.yahoo.com/group/ShadowPsychologyIII


The Core Beliefs of Operation Firefly & ShadowPsychology: 16 Doctrines

(1) Career OPPORTUNITIES for the BA or BS in Psychology are more
limited than those available to most other majors.

(2) COMPETITION for advanced studies or post-doctoral university
employment is staggering. Odds of achieving admission to graduate
school in Psychology (or of procuring a tenure-track assistant
professorship) are slim-to-none.

(3) The competition results in a BUYER'S MARKET in which faculty
search committees and student admission committees can afford to
seriously consider only those applicants willing to tow the company
line. What kinds of applicants are these? Naïve students and vapid
drones with no inherent vision -- no true calling -- no genuine
interest in the human condition. These are psychologically
unsophisticated career-seeking youth who are most easily socialized
(or indoctrinated) into the professional culture of psychology.

(4) The competition also results in a sequence of HURDLES that serve
as delivery devices for requirements that constrain creativity and
independent thinking. The "psych-" is abandoned for the "-ology."
Manuals and policies are created to both (a) "train" those with no
self-direction or self-motivation and (b) promote a pseudo-scientific
and pseudo-medical PERSONA that serves political and public relations
objectives. Tenure is wasted on tenured professors, who have survived
so many levels of vetting as to have proven themselves unlikely to
maintain an original idea.

(5) What is the "professional culture" of Psychology?  This culture
refers to a constellation of practices and prejudices that preclude
an adequate exploration of psychological phenomena at the heart of
the human condition.  In the parochial style of the academics and
self-styled professionals, four human perceptual functions
(sensation, thinking, feeling, and intuition) as conceived by Jung
are perverted into pathological forms (Materialism, Doctrinarism,
Credentialism, and Careerism). These -isms form the foundation of the
professional culture and the cardinal points of its mental and moral
compass. Yes, your professors themselves, including the creators and
patrons of the DSM, have their own unique disorder! I speak here of a
business model that serve the professors and practitioners
themselves -- not the student, not the client, and certainly not the
study of human nature. Psychology has become a career combine for
those with established records of conformity and imitation.

(6) Those students with self-direction and a motivation that is
genuine have difficulty negotiating the requirements for a degree in
psychology. They become primary targets for the faculty gatekeepers.
If the professional culture does not transform them, the political
embattlement will wear them down or weed them out in the tradition of
boot camp. By extension, those most likely to meet the requirements
are those least disposed or able to contribute to a worthwhile body
of knowledge. You should not be surprised that what passes today for
the organized body of knowledge in Psychology is at best inbred and
derivative dribble, sacrificing adequacy for parsimony, sufficiency
for expediency, and worth for opportunity.

(7) The REQUIREMENTS for a degree, for publication, and for post-
doctoral employment weed out visionaries, explorers, and
intellectuals, leaving behind a field populated exclusively
by "clerks" and "customer service representatives." Is it any wonder
the term "scholar" has been replaced by the term "professional" and
the phrase "pursuit of truth" (about human nature) by the "pursuit of
excellence" (in the field of professional Psychology).

(8) To compensate for their lack of psychological education and
sophistication, psychologists have lobbied for a privilege currently
enjoyed by psychiatrists, the authority to prescribe medication (even
though psychologists lack medical training). But psychologists have
no other choice. They do not value the psyche, only the brain and
statistics.  Over the years, their clinical training in
psychopathology has been increasingly geared toward the Diagnostic
and Statistical Manual of Mental Disorders (DSM), a manual of
disorders that likely have an organic basis because of the typicality
with which their symptoms cluster within the general population.  The
DSM is published by the American PSYCHIATRIC Association (trained
physicians with a background in medicine). It seems psychologists
have nowhere else to turn but the pills when they lack both the
psychological sophistication and the interest in the psyche. Most
psychologists have a stake in treating the mind and brain as
interchangeable, and in their MATERIALISM fail to understand how
evolving mental processes can gain a functional autonomy or
individuality with respect to the organic basis from which they
originally sprung.  Consequently, the reliance on the brain as an
explanatory principle and on pharmacology as a treatment has
homogenized if not neglected the intrinsic value, richness, and
integrity of psychological life.

(10) But even before the applicant becomes a student, he or she may
be denied entrance into the game by SELECTION CRITERIA with no real
relevance for diagnosing potential scholarship. These criteria are
created from the requirements themselves and take the form of
questions like "how often has the student published or presented as
an undergraduate student?" and "is the student affiliated with a
professor with whom I work as a member of APA Division X or Y."
Admission is a socio-political game with no real winners and no real
players.  In effect, faculty search committees and student admission
committees restrict opportunities to like-minded, psychologically
unsophisticated, existentially timid, politically biased, and
intellectually lazy applicants who are most willing to cede their
freedoms and faculties to external authority and central agencies.
For the lack of discoveries and real knowledge in the field of
Psychology, the field is excessively manualized, pushing policies and
manuals as actuarial as they are arbitrary.

(11) Psychology has little if any knowledge. But you wouldn't know
this, because Psychology disguises its own formalisms (i.e., jargon,
format) as knowledge. In other words, they pass off their own culture
as the nature of the psyche. They figure that if you cannot
understand their publications through their jargon and format, the
publications must appear to you to carry some intellectual or
scientific merit. They have neither.

(12) All this has some real consequences. Their "culture" or "system"
is riddled with biases. They don't discriminate against race or
ethnicity, and in fact, their fetishistic rhapsodizing about
multiculturalism and diversity conceals their hatred for a diversity
of ideas and interests (their hatred for individual talent and
freedom). Ironically, the ideas and interests that are most
victimized by their prejudices are those phenomena at the heart of
the human condition, such as dreams, spirituality, attitudes,
emotions, symbolism, structure and dynamics of human mind. While
these core topics are marginalized and distorted (creating a
caricature of the human condition), the professors overpopulate the
field with research and therapy that is political and popular (e.g.,
trans-gender identity, racial prejudice, self-esteem) or pragmatic
(e.g., engineering cockpits). THEORY (the product and process of
intellectual thought, contemplation, and reflection) is itself
minimized, as is PHENOMENOLOGY (the attention to raw facts of
experience from which quality data for research is derived). Science
is now truncated, with the tree having lost both its crown (theory)
and its roots (phenomenology). The professors neither have their
heads in the clouds nor their feet on the ground.

(13) This culture or "system" has all the appearance of objective
facticity.  In other words, the field's precepts are treated as
tablets handed down on Mt. Sinai or rocks dug up from the earth. But
in fact, most policies and practices are determined socially (i.e.
arbitrarily) in committee. But the practices and policies they expect
their students and peers to model, a source of systemic
discrimination, is not the only level at which the discrimination
operates.  The system is aided and abetted by the ATTITUDES of
individual faculty members, which perpetuate and proliferate the
profession by discouraging curiosity and encouraging skepticism for
those phenomema (e.g., dreams) that lend themselves LEAST readily to
the business rules.  It is these phenomena that MOST threaten the
integrity of the profession's fragile persona and that of the
academic's equally fragile self-esteem.  The students who claim these
phenomena as their interests carry a terrible burden.

(14) The business rules consist largely of the research methodology
and a preference for sophisticated statistics and designs which,
applied uniformly across all subject matter, result in an emphasis on
inferential, confirmatory, and quantitative data sources at the
expense of descriptive, exploratory, and qualitative data sources.
Arbitrary and artificial research design constructs like "hypothesis"
strip the human-sized question of its meaning as it is prepared for
placement on the scientific assembly line. Attempts to standardize,
streamline, and sterilize the conveyor belt (so to speak) simplifies
and automates the production of knowledge, but results in poor
research and transforms the university into a data warehouse, career
clearinghouse, and overall sweat shop (for graduate students and
adjunct instructors).  University research can be characterized as
the mass production of superficial behaviors -- mined like coal from
college freshman -- for deposit into statistical formula and topped
off with sloppy, biased, and opportunistic interpretation.  The
paradigm itself, which I have named the NOMOTHETIC NULL-HYPOTHESIS
TESTING SYSTEM, produces statistical fictions designed to preserve
university life and the careers of its denizens.  One would be
prudent to doubt the accuracy, adequacy, and authenticity of anything
appearing in a psychology journal. It is as far removed from the
reality of the individual psyche as it is from public awareness on
the yellow pages and dusty shelves of the university library.

(15) But the STANDARDIZATION does not end there, but with textbooks,
test banks, multimedia, diversity policy, CVs and publication
timetables, DSMs, grants, committee assignments, teacher manuals,
classroom demonstration booklets, and the APA manual governing
writing style.

(16) To protect themselves from dwelling on REPRESSED SELF-DOUBTS,
the academics demand their students walk a fine white line and punish
non-conformity or originality with various categories of academic and
conduct probation administered through "student ethics & evaluation
committees."  Many 4.0 students have been placed on probation for the
endorsement of views deemed "unprofessional" due to
their "unconventionality."








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April 2009, Week 2
April 2009, Week 1
March 2009, Week 5
March 2009, Week 4
March 2009, Week 3
March 2009, Week 2
March 2009, Week 1
February 2009, Week 4
February 2009, Week 3
February 2009, Week 2
February 2009, Week 1
January 2009, Week 5
January 2009, Week 4
January 2009, Week 3
January 2009, Week 2
January 2009, Week 1
December 2008, Week 5
December 2008, Week 4
December 2008, Week 3
December 2008, Week 2
December 2008, Week 1
November 2008, Week 5
November 2008, Week 4
November 2008, Week 3
November 2008, Week 2
November 2008, Week 1
October 2008, Week 5
October 2008, Week 4
October 2008, Week 3
October 2008, Week 2
October 2008, Week 1
September 2008, Week 5
September 2008, Week 4
September 2008, Week 3
September 2008, Week 2
September 2008, Week 1
August 2008, Week 5
August 2008, Week 4
August 2008, Week 3
August 2008, Week 2
August 2008, Week 1
July 2008, Week 5
July 2008, Week 4
July 2008, Week 3
July 2008, Week 2
July 2008, Week 1
June 2008, Week 5
June 2008, Week 4
June 2008, Week 3
June 2008, Week 2
June 2008, Week 1
May 2008, Week 5
May 2008, Week 4
May 2008, Week 3
May 2008, Week 2
May 2008, Week 1
April 2008, Week 5
April 2008, Week 4
April 2008, Week 3
April 2008, Week 2
April 2008, Week 1
March 2008, Week 5
March 2008, Week 4
March 2008, Week 3
March 2008, Week 2
March 2008, Week 1
February 2008, Week 5
February 2008, Week 4
February 2008, Week 3
February 2008, Week 2
February 2008, Week 1
January 2008, Week 5
January 2008, Week 4
January 2008, Week 3
January 2008, Week 2
January 2008, Week 1
December 2007, Week 5
December 2007, Week 4
December 2007, Week 3
December 2007, Week 2
December 2007, Week 1
November 2007, Week 5
November 2007, Week 4
November 2007, Week 3
November 2007, Week 2
November 2007, Week 1
October 2007, Week 5
October 2007, Week 4
October 2007, Week 3
October 2007, Week 2
October 2007, Week 1
September 2007, Week 5
September 2007, Week 4
September 2007, Week 3
September 2007, Week 2
September 2007, Week 1
August 2007, Week 5
August 2007, Week 4
August 2007, Week 3
August 2007, Week 2
August 2007, Week 1
July 2007, Week 5
July 2007, Week 4
July 2007, Week 3
July 2007, Week 2
July 2007, Week 1
June 2007, Week 5
June 2007, Week 4
June 2007, Week 3
June 2007, Week 2
June 2007, Week 1
May 2007, Week 5
May 2007, Week 4
May 2007, Week 3
May 2007, Week 2
May 2007, Week 1
April 2007, Week 5
April 2007, Week 4
April 2007, Week 3
April 2007, Week 2
April 2007, Week 1
March 2007, Week 5
March 2007, Week 4
March 2007, Week 3
March 2007, Week 2
March 2007, Week 1
February 2007, Week 4
February 2007, Week 3
February 2007, Week 2
February 2007, Week 1
January 2007, Week 5
January 2007, Week 4
January 2007, Week 3
January 2007, Week 2
January 2007, Week 1
December 2006, Week 5
December 2006, Week 4
December 2006, Week 3
December 2006, Week 2
December 2006, Week 1
November 2006, Week 5
November 2006, Week 4
November 2006, Week 3
November 2006, Week 2
November 2006, Week 1
October 2006, Week 5
October 2006, Week 4
October 2006, Week 3
October 2006, Week 2
October 2006, Week 1
September 2006, Week 5
September 2006, Week 4
September 2006, Week 3
September 2006, Week 2
September 2006, Week 1
August 2006, Week 5
August 2006, Week 4
August 2006, Week 3
August 2006, Week 2
August 2006, Week 1
July 2006, Week 5
July 2006, Week 4
July 2006, Week 3
July 2006, Week 2
July 2006, Week 1
June 2006, Week 5
June 2006, Week 4
June 2006, Week 3
June 2006, Week 2
June 2006, Week 1
May 2006, Week 5
May 2006, Week 4
May 2006, Week 3
May 2006, Week 2
May 2006, Week 1
April 2006, Week 5
April 2006, Week 4
April 2006, Week 3
April 2006, Week 2
April 2006, Week 1
March 2006, Week 5
March 2006, Week 4
March 2006, Week 3
March 2006, Week 2
March 2006, Week 1
February 2006, Week 4
February 2006, Week 3
February 2006, Week 2
February 2006, Week 1
January 2006, Week 5
January 2006, Week 4
January 2006, Week 3
January 2006, Week 2
January 2006, Week 1
December 2005, Week 5
December 2005, Week 3
December 2005, Week 2
December 2005, Week 1
November 2005, Week 5
November 2005, Week 4
November 2005, Week 3
November 2005, Week 2
November 2005, Week 1
October 2005, Week 5
October 2005, Week 4
October 2005, Week 3
October 2005, Week 2
October 2005, Week 1
September 2005, Week 5
September 2005, Week 4
September 2005, Week 3
September 2005, Week 2
September 2005, Week 1
August 2005, Week 5
August 2005, Week 4
August 2005, Week 3
August 2005, Week 2
August 2005, Week 1
July 2005, Week 5
July 2005, Week 4
July 2005, Week 3
July 2005, Week 2
July 2005, Week 1
June 2005, Week 4
June 2005, Week 3
June 2005, Week 2
June 2005, Week 1
May 2005, Week 4
May 2005, Week 3
May 2005, Week 2
May 2005, Week 1
April 2005, Week 5
April 2005, Week 4
April 2005, Week 3
April 2005, Week 2
April 2005, Week 1
March 2005, Week 5
March 2005, Week 4
March 2005, Week 3
March 2005, Week 2
March 2005, Week 1
February 2005, Week 4
February 2005, Week 3
February 2005, Week 2
February 2005, Week 1
January 2005, Week 5
January 2005, Week 4
January 2005, Week 3
January 2005, Week 2
January 2005, Week 1
December 2004, Week 5
December 2004, Week 4
December 2004, Week 3
December 2004, Week 2
December 2004, Week 1
November 2004, Week 5
November 2004, Week 4
November 2004, Week 3
November 2004, Week 2
November 2004, Week 1
October 2004, Week 5
October 2004, Week 4
October 2004, Week 3
October 2004, Week 2
October 2004, Week 1
September 2004, Week 5
September 2004, Week 4
September 2004, Week 3
September 2004, Week 2
September 2004, Week 1
August 2004, Week 5
August 2004, Week 3
August 2004, Week 2
August 2004, Week 1
July 2004, Week 5
July 2004, Week 4
July 2004, Week 3
July 2004, Week 2
July 2004, Week 1
June 2004, Week 4
June 2004, Week 3
June 2004, Week 2
June 2004, Week 1
May 2004, Week 5
May 2004, Week 4
May 2004, Week 3
May 2004, Week 2
May 2004, Week 1
April 2004, Week 5
April 2004, Week 4
April 2004, Week 3
April 2004, Week 2
April 2004, Week 1
March 2004, Week 5
March 2004, Week 4
March 2004, Week 3
March 2004, Week 2
March 2004, Week 1
February 2004, Week 4
February 2004, Week 3
February 2004, Week 2
February 2004, Week 1
January 2004, Week 5
January 2004, Week 4
January 2004, Week 3
January 2004, Week 2
January 2004, Week 1
December 2003, Week 5
December 2003, Week 4
December 2003, Week 3
December 2003, Week 2
December 2003, Week 1
November 2003, Week 5
November 2003, Week 4
November 2003, Week 3
November 2003, Week 2
November 2003, Week 1
October 2003, Week 5
October 2003, Week 4
October 2003, Week 3
October 2003, Week 2
October 2003, Week 1
September 2003, Week 5
September 2003, Week 4
September 2003, Week 3
September 2003, Week 2
September 2003, Week 1
August 2003, Week 5
August 2003, Week 4
August 2003, Week 3
August 2003, Week 2
August 2003, Week 1
July 2003, Week 5
July 2003, Week 4
July 2003, Week 3
July 2003, Week 2
July 2003, Week 1
June 2003, Week 4
June 2003, Week 3
June 2003, Week 2
June 2003, Week 1
May 2003, Week 5
May 2003, Week 4
May 2003, Week 3
May 2003, Week 2
May 2003, Week 1
April 2003, Week 5
April 2003, Week 4
April 2003, Week 3
April 2003, Week 2
April 2003, Week 1
March 2003, Week 5
March 2003, Week 4
March 2003, Week 3
March 2003, Week 2
March 2003, Week 1
February 2003, Week 4
February 2003, Week 3
February 2003, Week 2
February 2003, Week 1
January 2003, Week 5
January 2003, Week 4
January 2003, Week 3
January 2003, Week 2
January 2003, Week 1
December 2002, Week 5
December 2002, Week 4
December 2002, Week 3
December 2002, Week 2
December 2002, Week 1
November 2002, Week 5
November 2002, Week 4
November 2002, Week 3
November 2002, Week 2
November 2002, Week 1
October 2002, Week 5
October 2002, Week 4
October 2002, Week 3
October 2002, Week 2
October 2002, Week 1
September 2002, Week 5
September 2002, Week 4
September 2002, Week 3
September 2002, Week 2
September 2002, Week 1
August 2002, Week 5
August 2002, Week 4
August 2002, Week 3
August 2002, Week 2
August 2002, Week 1
July 2002, Week 5
July 2002, Week 4
July 2002, Week 3
July 2002, Week 2
June 2002, Week 4
June 2002, Week 3
June 2002, Week 2
June 2002, Week 1
May 2002, Week 5
May 2002, Week 4
May 2002, Week 3
May 2002, Week 2
May 2002, Week 1
April 2002, Week 5
April 2002, Week 4
April 2002, Week 3
April 2002, Week 2
April 2002, Week 1
March 2002, Week 5
March 2002, Week 4
March 2002, Week 3
March 2002, Week 2
March 2002, Week 1
February 2002, Week 4
February 2002, Week 3
February 2002, Week 2
February 2002, Week 1
January 2002, Week 5
January 2002, Week 4
January 2002, Week 3
January 2002, Week 2
January 2002, Week 1
December 2001, Week 5
December 2001, Week 4
December 2001, Week 3
December 2001, Week 2
December 2001, Week 1
November 2001, Week 5
November 2001, Week 4
November 2001, Week 3
November 2001, Week 2
November 2001, Week 1
October 2001, Week 5
October 2001, Week 4
October 2001, Week 3
October 2001, Week 2
October 2001, Week 1
September 2001, Week 5
September 2001, Week 4
September 2001, Week 3
September 2001, Week 2
September 2001, Week 1
August 2001, Week 5
August 2001, Week 4
August 2001, Week 3
August 2001, Week 2
August 2001, Week 1
July 2001, Week 4
July 2001, Week 3
July 2001, Week 2
July 2001, Week 1
June 2001, Week 5
June 2001, Week 4
June 2001, Week 3
June 2001, Week 2
June 2001, Week 1
May 2001, Week 5
May 2001, Week 4
May 2001, Week 3
May 2001, Week 2
May 2001, Week 1
April 2001, Week 5
April 2001, Week 4
April 2001, Week 3
April 2001, Week 2
April 2001, Week 1
March 2001, Week 5
March 2001, Week 4
March 2001, Week 3
March 2001, Week 2
March 2001, Week 1
February 2001, Week 4
February 2001, Week 3
February 2001, Week 2
February 2001, Week 1
January 2001, Week 5
January 2001, Week 4
January 2001, Week 3
January 2001, Week 2
January 2001, Week 1
December 2000, Week 5
December 2000, Week 4
December 2000, Week 3
December 2000, Week 2
December 2000, Week 1
November 2000, Week 5
November 2000, Week 4
November 2000, Week 3
November 2000, Week 2
November 2000, Week 1
October 2000, Week 5
October 2000, Week 4
October 2000, Week 3
October 2000, Week 2
October 2000, Week 1
September 2000, Week 5
September 2000, Week 4
September 2000, Week 3
September 2000, Week 2
September 2000, Week 1
August 2000, Week 5
August 2000, Week 4
August 2000, Week 3
August 2000, Week 2
August 2000, Week 1
July 2000, Week 5
July 2000, Week 4
July 2000, Week 2
July 2000, Week 1
June 2000, Week 5
June 2000, Week 4
June 2000, Week 3
June 2000, Week 2
June 2000, Week 1
May 2000, Week 5
May 2000, Week 4
May 2000, Week 3
May 2000, Week 2
May 2000, Week 1
April 2000, Week 5
April 2000, Week 4
April 2000, Week 3
April 2000, Week 2
April 2000, Week 1
March 2000, Week 5
March 2000, Week 4
March 2000, Week 3
March 2000, Week 2
March 2000, Week 1
February 2000, Week 4
February 2000, Week 3
February 2000, Week 2
February 2000, Week 1
January 2000, Week 5
January 2000, Week 4
January 2000, Week 3
January 2000, Week 2
January 2000, Week 1
December 1999, Week 5
December 1999, Week 4
December 1999, Week 3
December 1999, Week 2
December 1999, Week 1
November 1999, Week 5
November 1999, Week 4
November 1999, Week 3
November 1999, Week 2
November 1999, Week 1
October 1999, Week 5
October 1999, Week 4
October 1999, Week 3
October 1999, Week 2
October 1999, Week 1
September 1999, Week 5
September 1999, Week 4
September 1999, Week 3
September 1999, Week 2
September 1999, Week 1
August 1999, Week 5
August 1999, Week 4
August 1999, Week 3
August 1999, Week 2
July 1999, Week 5
July 1999, Week 4
July 1999, Week 3
June 1999, Week 4
June 1999, Week 3
June 1999, Week 2
June 1999, Week 1
May 1999, Week 5
May 1999, Week 4
May 1999, Week 3
May 1999, Week 2
April 1999, Week 5
April 1999, Week 4
April 1999, Week 3
April 1999, Week 2
April 1999, Week 1
March 1999, Week 5
March 1999, Week 4
March 1999, Week 3
March 1999, Week 2
March 1999, Week 1
February 1999, Week 4
February 1999, Week 3
February 1999, Week 2
February 1999, Week 1
January 1999, Week 5
January 1999, Week 4
January 1999, Week 3
January 1999, Week 2
January 1999, Week 1
December 1998, Week 5
December 1998, Week 4
December 1998, Week 3
December 1998, Week 2
December 1998, Week 1
November 1998, Week 5
November 1998, Week 4
November 1998, Week 3
November 1998, Week 2
November 1998, Week 1
October 1998, Week 5
October 1998, Week 4
October 1998, Week 3
October 1998, Week 2
October 1998, Week 1
September 1998, Week 5
September 1998, Week 4
September 1998, Week 3
September 1998, Week 2
September 1998, Week 1
August 1998, Week 4
August 1998, Week 3
August 1998, Week 2
August 1998, Week 1
July 1998, Week 4
July 1998, Week 3
July 1998, Week 2
July 1998, Week 1
June 1998, Week 5
June 1998, Week 4
June 1998, Week 3
June 1998, Week 2
June 1998, Week 1
May 1998, Week 5
May 1998, Week 4
May 1998, Week 3
May 1998, Week 2
May 1998, Week 1
April 1998, Week 5
April 1998, Week 4
April 1998, Week 3
April 1998, Week 2
April 1998, Week 1
March 1998, Week 5
March 1998, Week 4
March 1998, Week 3
March 1998, Week 2
March 1998, Week 1
February 1998, Week 4
February 1998, Week 3
February 1998, Week 2
February 1998, Week 1
January 1998, Week 5
January 1998, Week 4
January 1998, Week 3
January 1998, Week 2
January 1998, Week 1
December 1997, Week 5
December 1997, Week 4
December 1997, Week 3
December 1997, Week 2
December 1997, Week 1
November 1997, Week 4
November 1997, Week 3
November 1997, Week 2
November 1997, Week 1
October 1997, Week 5
October 1997, Week 4
October 1997, Week 3
October 1997, Week 2
October 1997, Week 1
September 1997, Week 5
September 1997, Week 4
September 1997, Week 3
September 1997, Week 2
September 1997, Week 1
August 1997, Week 5
August 1997, Week 4
August 1997, Week 3
August 1997, Week 2
August 1997, Week 1
July 1997, Week 4
July 1997, Week 3
July 1997, Week 2
June 1997, Week 4

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