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Topic No. / Numero de dossier 1

Date: Wed, 1 Mar 1995 14:20:49 -0500
From: "Lynn Russell, Louise Dean centre" <[e-mail]>
To: [e-mail]
Subject: Re: INCLASS digest 103
Message-ID: <[e-mail]>

I am most interested in your "Classroom Without Walls".  I have just
been appointed the teacher/librarian at a new soon-to-be-built junior
high school here in Calgary, Alberta.  We hope to be doing a lot in
the area of internet sources.  My address is L.Russell C/O Terry
Fox Junior High, 2004 - 4 Street N.E., Calgary, AB. Canada.  Thank you.

LRussell @CBE.AB.CA

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

Fin du sommaire / End of INCLASS Digest 106
*******************************************

From ???@??? Fri Mar 03 08:57:06 1995
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                            INCLASS Digest 107

Topics covered in this issue include / Les themes discutes:

  1) JASON Project captures first live footage of Io eruption
        by [e-mail]

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

Topic No. / Numero de dossier 1

Date: Fri, 3 Mar 1995 06:46:15 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: JASON Project captures first live footage of Io eruption
Message-ID: <[e-mail]>

For Immediate Release
March 2, 1995
Contact:
Madelyn Smith or David Roscow
at 703/276-2772  or e-mail [e-mail]

JASON Project VI Captures First Live Footage of
Largest Volcanic Eruption Ever on
Jupiter's Moon Io

Students Worldwide Have Once-In-A-Lifetime View

Hawaii Volcanoes National Park - The JASON Project
captured today, for the first time ever, live
footage of an extraterrestrial volcanic eruption.
The eruption occurred on one of Jupiter's moons,
Io, during one of JASON's live broadcasts, as
thousands of students around the world
participating in the JASON Project via satellite
looked on.

"An eruption of this magnitude happens very
infrequently.  To catch it live, with a huge
audience of students studying volcanoes, is
incredible," said Dr. Bob Ballard JASON Project
founder and discoverer of the Titanic. "The
unpredictability and uniqueness of science is what
excites and engages students.  By using
satellites, the students are truly able to
experience the thrill of scientific discovery
first-hand - and what an amazing discovery for
them today."

Continually updated footage of the eruption is
available on the JASON homepage of the World Wide
Web on the Internet, which with News and
Discussion Groups and a JASON gopher comprise the
JASON Online Systems.  New footage of the eruption
is immediately fed into the JASON homepage as it
is captured by the observatory atop Mauna Kea on
the Big Island of Hawaii.

Focusing on the Earth's uniqueness as a planet in
the solar system, JASON Project VI: Island Earth,
will be broadcast live to 500,000 students around
the world, February 27 through March 11.  The
mission is to understand how the Earth is an
island in the vast universe, just like Hawaii is
an island in the ocean.

NOTE  The URL for the JASON homepage on the World
Wide Web is:
http://seawifs.gsfc.nasa.gov/JASON.html






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Fin du sommaire / End of INCLASS Digest 107
*******************************************

From ???@??? Mon Mar 06 09:02:40 1995
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                            INCLASS Digest 108

Topics covered in this issue include / Les themes discutes:

  1) Astronomy Help
        by [e-mail]
  2) JASON on Good Morning America from Hawaii
        by [e-mail]
  3) Electronic Journals for Undergraduates
        by [e-mail] (Alan Childs)

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

Topic No. / Numero de dossier 1

Date: Fri, 3 Mar 1995 06:59:16 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Astronomy Help
Message-ID: <[e-mail]>

If anybody out there needs help in teaching astronomy to any age level, I
invite you to check out the WWW pages of the Lake Afton Public Observatory.
We are located in Wichita, KS USA but are interested in helping teachers
and kids everywhere.  There are online resources for teachers, astronomical
images and an online Ask An Astronomer. Your comments and suggestions would
be welcome. Let us know if we can help you.

Scott Kardel
Lake Afton Public Observatory
Assistant Director, Education

http://www.twsu.edu/o0.html

or

http://twsuvm.uc.twsu.edu/o0.html


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

Topic No. 2

Date: Fri, 3 Mar 1995 07:00:20 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: JASON on Good Morning America from Hawaii
Message-ID: <[e-mail]>

FOR IMMEDIATE RELEASE
March 1, 1995
CONTACT
Madelyn Smith or David Roscow
703/276-2772  or e-mail  [e-mail]
Scott Treibitz
808/985-8676

JASON PROJECT AIRS ON GOOD MORNING AMERICA

Hawaii Volcanoes National Park - JASON Project VI: Island
Earth will be featured live via satellite from the expedition
site in Hawaii Volcanoes National Park during the 7:30 - 8
a.m. segment of ABC's Good Morning America on Thursday,
March 2.  Through advanced telecommunications
technology, the anchor of Good Morning America, Charlie
Gibson, will drive the Remote Operated Vehicle Marsokhod
across the lava fields from ABC's New York City studio.
Gibson will also take a lava sample by operating a lava crane
that was specially-designed for the JASON Project.

An interactive field trip headed by oceanographer Dr. Robert
Ballard, discoverer of the Titanic, JASON Project VI: Island
Earth will focus on the Earth's uniqueness as a planet in the
solar system.  Live satellite broadcasts transport a half million
students at interactive learning sites around the world to the
JASON Project expedition site, where the mission is to
understand how the Earth is an island in the vast universe,
just like Hawaii is an island in the ocean.

This high tech learning program is sponsored by JASON
Foundation for Education, is designed to excite and engage
students in science and technology, and provide professional
development for their teachers.  Competitively selected
Student and Teacher "Argonauts" join Ballard and the team
of JASON Project scientists on each expedition.  Through
advanced telecommunication networks, 500,000 students are
able to participate live from Primary Interactive Network
Sites (PINS) throughout the United States, Canada, Bermuda,
the United Kingdom and Mexico.

- 30 -



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

Topic No. 3

Date: Fri, 3 Mar 1995 07:02:30 -0500 (EST)
From: [e-mail] (Alan Childs)
To: [e-mail]
Subject: Electronic Journals for Undergraduates
Message-ID: <[e-mail]>

Friends,

   The students in our college scholars program are preparing a journal of
general scholarship for undergraduates which they hope to publish on the
internet, perhaps through a home page which they will develop. I am
wondering if any of you know of such a journal, even if it is discipline
specific (say history, or literature) rather than of a general nature. Such
efforts of students other than college undergraduates would be helpful for
form or policies for submission, editorial policy, etc.  We will appreciate
any help or advise. URLs or FTP addresses would be especially welcome.  We
will certainly announce the journal on INCLASS when it is ready. Thank you.



=+=+=+=+=+=+=+=+=+=+=+=+=+=
Alan W. Childs
Department of Psychology
Lafayette College
Easton, PA 18042-1781
[phone]
[e-mail]
=+=+=+=+=+=+=+=+=+=+=+=+=+=




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

Fin du sommaire / End of INCLASS Digest 108
*******************************************

From ???@??? Mon Mar 06 16:31:05 1995
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To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 109
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X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 109

Topics covered in this issue include / Les themes discutes:

  1) Newspapers on the WWW
        by dewalker (Doug Walker)

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

Topic No. / Numero de dossier 1

Date: Mon, 6 Mar 1995 14:38:35 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Newspapers on the WWW
Message-ID: <[e-mail]>

Newspapers and journalism resources on the World-Wide Web are
excellent and are growing.

Here are several that students will find helpful in doing research:

National Press Club WWW Page
http://town.hall.org/places/npc/

The Omnivore from HNSource
http://ukanaix.cc.ukans.edu/carrie/news_main.html

WWW NewsLink
http://mixcom.mixcom.com/~qqddqq

Doug Walker

[e-mail]
[e-mail]
[e-mail]

Rideau Valley Middle School
Box 100 Kars ON K0A 2E0 Canada
(613)-489-2024 (Voice)
(613)-489-4254 (FAX)



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Fin du sommaire / End of INCLASS Digest 109
*******************************************

From ???@??? Tue Mar 07 14:59:08 1995
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To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 110
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 110

Topics covered in this issue include / Les themes discutes:

  1) First or second generation immigrant???
        by [e-mail]
  2) Mailing Problems
        by dewalker (Doug Walker)

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

Topic No. / Numero de dossier 1

Date: Mon, 6 Mar 1995 14:49:12 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: First or second generation immigrant???
Message-ID: <[e-mail]>

 ATTENTION TO ALL CANADIAN FIRST GENERATION IMMIGRANTS!!

     We are a group of students at A.B.Lucas Secondary School, in
London, Ontario, Canada. We are studying ethnic groups in Canadian
society, their immigration process and assimilation into Canadian
society. The project will also research other areas of one's ethnic
background. We are looking for a reply from any first generation
Canadian immigrants who would be willing to devote some time and
answer questions over the internet about their ethnic background.
If you are a hyphenated Canadian (eg. Dutch-Canadian), your
contribution will be of great assistance to one of our many
students who have each chosen a different ethnic group to study for
the term project. If you are interested and willing to help, please
send a messages that tells us how long you have been in Canada, and
of which ethnic background you are. We will then pair you up with
one or more students from our classroom and send you a brief survey
to complete.
     To thank you for participating, we will be pleased to send
along a copy of the results.  If you wish to remain anonymous,
there will be an option to indicate so on the survey.

          Please include your address and reply to:

                        [e-mail]
                                or
                        [e-mail]


                       [e-mail]
                                  or
                       [e-mail]




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

Topic No. 2

Date: Mon, 6 Mar 1995 16:26:32 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Mailing Problems
Message-ID: <[e-mail]>

Hi everyone,

You've no doubt noticed that there has been very little INCLASS mail this
last week. We're experiencing some technical difficulties right now, and
apologize for any inconvenience.

To those of you who are still waiting to see the messages you posted to
the list appear in your mailboxes, please re-send them. Thanks again.

Regards from your INCLASS moderator,

Doug Walker

[e-mail]
[e-mail]
[e-mail]

Rideau Valley Middle School
Box 100 Kars ON K0A 2E0 Canada
(613)-489-2024 (Voice)
(613)-489-4254 (FAX)



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

Fin du sommaire / End of INCLASS Digest 110
*******************************************

From ???@??? Wed Mar 08 15:10:13 1995
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  (5.65c/IDA-1.4.4); Wed, 8 Mar 1995 15:02:17 -0500
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Date: Wed, 8 Mar 1995 14:51:41 -0500
Message-Id: <[e-mail]>
Errors-To: [e-mail]
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Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 111
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 111

Topics covered in this issue include / Les themes discutes:

  1) WWW by e-mail
        by dewalker (Doug Walker)
  2) Good Children's Literature WWW Resource
        by dewalker (Doug Walker)
  3) Disease Groups Info Wanted
        by dewalker (Doug Walker)
  4) Children's Voice List (fwd)
        by dewalker (Doug Walker)
  5) Two Questions
        by dewalker (Doug Walker)
  6) Online Language Tutor
        by dewalker (Doug Walker)

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

Topic No. / Numero de dossier 1

Date: Wed, 8 Mar 1995 06:06:07 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: WWW by e-mail
Message-ID: <[e-mail]>

Those with only e-mail and no access to Lynx will be glad to know
that they can retrieve WWW documents by e-mail.

Send an e-mail message like the following:

To: [e-mail]
Subject: (Leave this line blank)
Message: <URL>


That's all there is to it. Note that where I have written <URL> you
may write any URL (that long address beginning with http://)

To get detailed instructions, substitute WWW for <URL> in the above
example.

I find that this method is very quick. In fact, I received the
text of the document I requested  about 2 minutes after I sent
the request.

Doug Walker
[e-mail]


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

Topic No. 2

Date: Wed, 8 Mar 1995 06:07:48 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Good Children's Literature WWW Resource
Message-ID: <[e-mail]>

Apparently, due to current technical difficulties, the following
message did not get through to the list:

Check out the excellent and vast children's literature page from the
University of Calgary. It will prove to be a useful teaching
resource.

http://www.ucalgary.ca/~dkbrown/index.html

Doug Walker
[e-mail]


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

Topic No. 3

Date: Wed, 8 Mar 1995 06:10:29 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Disease Groups Info Wanted
Message-ID: <[e-mail]>

Can anyone help Edee with the following question?

------ Forwarded Message ------

To: [e-mail]
Subject: Question on e-mail addresses

Doug, I wasn't sure which address to use to write you but I have two
reasons.  First, thanks for all the work you put into finding useful
material for us to use inschool.  And, a question....do you have an
idea where I could find e-mailaddresses for our 8th grade science
class to correspond with groups who deal
with specific diseases ... such as diabetes or cancer...??  One of my
teachers
is just getting into this and wants to have the students ask questions of
either the "experts" or survivors.

Thanks for your time.
Edee Miller
[e-mail]




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

Topic No. 4

Date: Wed, 8 Mar 1995 06:13:56 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Children's Voice List (fwd)
Message-ID: <[e-mail]>

------- Forwarded Message -----

Subject: The Childrens-Voice

I am pleased to announce the creation of a new schoolnet listserver
called the childrens-voice. The  singular purpose of the
childrens-voice is the publishing of children's writing from Junior
Kindergarten to Grade Eight.

Any classroom teacher may publish a child's writing on the
listserver at their discretion to be shared with other subscribers.

When  a writer places their own personal experience within the
elements of their  story, we  hear the voice of the author.  Helping
a child to bring their personal experience to their writing is a
prime objective of the writing process.   It is always easy to
publish a child's writing when the voice is strong.  It is the
caring and sensitive teacher who publishes a child's work, when for
the first time, the child incorporates an aspect of their own
experience into their work.  What should be published must,
therefore, depend on the objectives of the classroom teacher. In
this way, the classroom teacher is always the best judge of what
should be published.
In the writing process, publishing is more than the act of placing
words between two covers. It is the affirmation of a child through
listening to what the child has to say in their writing.  The
classroom teacher is, therefore, encouraged to bring back the
writing of other children published in the journal to be read by the
children in their classrooms.

The broader community with its multiplicity of  cultures and values
frames the personal experience of a child. Languages other than
English and French are encouraged.

In order to subscribe to the childrens-voice send an e-mail message
to:

                [e-mail].

Leave the subject line blank.  In the body of the message place the
following:

Subscribe childrens-voice <first name> <last name>


Example: Subscribe childrens-voice Michael McCarthy

Questions and comments should be addressed to Michael McCarthy.
Leslieville Public School: 416-393-9480 fax     : [phone]
                        E-mail: [e-mail]

Please feel free to post this message to other conferences,
listservers, or bulletin boards.

Thanks,
Michael McCarthy




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

Topic No. 5

Date: Wed, 8 Mar 1995 06:15:15 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Two Questions
Message-ID: <[e-mail]>

Question One: How do you suggest getting teachers interested in
using the Internet? Where do you think they should start out?

Question Two: What aspect of using the Internet do you find kids
like most?

Doug Walker
[e-mail]


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

Topic No. 6

Date: Wed, 8 Mar 1995 06:16:10 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Online Language Tutor
Message-ID: <[e-mail]>

The following message apparently did not make it to the list due to
current technical difficulties, so here it is again:

If you access the WWW with a PC that has a sound card, you will be
interested in trying out the language tutorials at

http://merlion.singnet.com.sg/~melange/melange.html

The tutorials feature Mandarin, Korean, Japanese, Thai, French,
German, Italian, and Spanish.

Doug Walker
[e-mail]


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

Fin du sommaire / End of INCLASS Digest 111
*******************************************

From ???@??? Thu Mar 09 15:03:24 1995
Received: from schoolnet.carleton.ca by rowe.williams.edu with SMTP id AA19942
  (5.65c/IDA-1.4.4); Thu, 9 Mar 1995 14:53:52 -0500
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Date: Thu, 9 Mar 1995 14:51:57 -0500
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 112
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 112

Topics covered in this issue include / Les themes discutes:

  1) What Kids Like Best (fwd)
        by dewalker (Doug Walker)
  2) Disease Groups Wanted-- Reply
        by dewalker (Doug Walker)
  3) Survey Results: Students on the Internet (fwd)
        by dewalker (Doug Walker)
  4) Computers at the Workplace (fwd)
        by dewalker (Doug Walker)
  5) Parents in Charge?
        by dewalker (Doug Walker)
  6) Useful W3 Education Resources
        by dewalker (Doug Walker)

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

Topic No. / Numero de dossier 1

Date: Thu, 9 Mar 1995 05:55:10 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: What Kids Like Best (fwd)
Message-ID: <[e-mail]>

Here's a fascinating answer to yesterday's question.

Doug Walker

[e-mail]
[e-mail]
[e-mail]

Rideau Valley Middle School
Box 100 Kars ON K0A 2E0 Canada
(613)-489-2024 (Voice)
(613)-489-4254 (FAX)

--------- Forwarded Message -------
Subject: what kids like best

I have found my elementary age students love chat places best , but
there is only 1 I know of at chat.wired.com 2428.  You have to
register first (free).  The only prob. is some of the solege kids
there are gettiing out of hand.  But the site is working on that.

Also children enjoy sending digital pix of each other, either
digital photos or scans.

And then there is the usual email things.

My 3rd graders are sharing poetry with schools in Alaska and
Wisconsin.


~~~~~
Lynne Mass
~~~~~
Abington Friends School

[e-mail]







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

Topic No. 2

Date: Thu, 9 Mar 1995 05:57:14 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Disease Groups Wanted-- Reply
Message-ID: <[e-mail]>

Subject: Disease groups wanted - reply

This is in response to Edee Miller who wanted information on
establishing contact with disease groups.  Sorry to send it to the
list, but the e-mail address given with the request does not
function.

INSULIN-DEPENDENT DIABETES

[e-mail] [e-mail]

Type_One, a moderated email list server, with an emphasis on issues
and concerns of Type One, insulin dependent diabetics. The moderator
will attempt to enforce the following guidelines. The moderator will
not be responsible for the accuracy of medical information presented
on the list.  A medical professional should be consulted before
changing one's treatment for an existing condition.

Barbara Breithaupt
[e-mail]


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

Topic No. 3

Date: Thu, 9 Mar 1995 06:07:01 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Survey Results: Students on the Internet (fwd)
Message-ID: <[e-mail]>

In the following message, Eva Luther shares her survey findings on a
matter of considerable concern to educators.

Doug Walker
[e-mail]

--------- Forwarded Message from Eva Luther -------

Here are the results of the questionnaire I posted to Inclass on
Feb. 12/95.  I will type the question and supply the various
replies.

1. How can you ensure that students are not exposed to "hate"
literature or pornographic material?

   Make sure the students know that sysops all along the line read
   whatever they want. Note random sniffer programs that randomly
   display network activity for sysops.  LINQ-customized Internet
   access for education which is closely monitored and screened so
   when the students are on LINQ they're safe from on-line
   predators, phone [phone].  Teach students that these sites
   exist and that access to them is considered "unacceptable use".
   Difficult, better you help them to learn how to deal with it in
   this situation as in any other.  I don't think that you can.
   Possibly you can keep casual users out by only listing groups
   that you want on Newswatcher or similar programs. I don't think
   that the problem is exposure, the problem is student reaction to
   the material.  Students must somehow be taught that such material
   is in fact not worth their time or should be valued somewhat
   lower than others.  We can not ensure that students will not be
   exposed to inappropriate materials whether it's on Internet or at
   the city news stand or the public library. It is our job to
   attempt to equip students with skills of evaluation so that they
   can determine for themselves what is worthwhile and what is
   trash.  Explain to parents and students that the possibility of
   gaining access to this material exists.  Any parents that object
   are accommodated. Assure the rest there will be "some"
   aid/teacher monitoring.  Have someone dedicated to moderate all
   student usuage.  In some cases you can lock out cetain newsgroups
   from your system.  However, you cannot totally 'control' what the
   students are exposed to.  We have to just train our students to
   respond appropriately.  Encourage those that "own" those services
   that they are restricted use. This may be difficult to do but it
   is very hard to monitor what kids are exposed to nowadays.  I
   can't - on the Internet, on the street, in the home, in life.
   What I can do is try very hard to inculcate in my students a
   sense of personal worth and personal integrity which will help
   them decide for themselves to eschew such.  There are some
   programs that allow you to block material from student access.
   Students should only be allowed to access information from
   sources that you have checked out.  We must teach them to
   descriminate and judge based on their own values.  The upside of
   the Internet I feel far outweighs the small part of the net that
   is a bad influence.......I feel a student is far safer and will
   learn more about the world on the Internet than behind the local
   7/11.  The trend is to remove such material from the net.
   Watchfor Hackers Checklist - look for .gif files, .yg files
   (young generation code of for Asian youth gangs), .bot files
   (robot files that harass users), indexes to illegal software, IRC
   MUDS and MOOS -(not a problem themselves, but provide a venue for
   students to loiter and can be a source for hacker
   information),#WAREZ IRC channel (hackers and pirates palace),
   multiple simultaneous logins, correspondence with
   [e-mail] - (University of Finland provides anonymous id
   for posting to controversial services or harassing other users,
   wiretap.spies.com and others -(source of dangerous files such as
   Terrorists Handbook, School Stoppers Guide and Creative Chaos).
   More available from Wilson's gopher: gopher.hwwilson.com Remove
   "controversal newgroups" from the available list. alt.sex.* and
   alt.binaties.pictures.erotica.* newsgrops is a good start. It is
   pretty easy to do this even if your are not a sysadmin. This is
   the main source of pornography. Post warnings up to students that
   any misuse of the system will result in their removal from the
   system.  If you are running your own system, set up a logging
   system that logs any file transfers - make the students aware
   that this is being done. Also do searches in their directories
   for file names with obscene names of any *.gif or *.jpg and check
   them out.  Limit access to gif viewers (password protect them).
   If you find some users on newsgroups that your read regularly to
   be offensive, create a kill file. Be bery wary of your students
   on talk systems like IRC.  If they are going to use IRC make sure
   they are supervised preferrably on a local net.

2.Do you think that students should have unresticted access to the
Internet?

   No -limited access and adolescent minds...Impossible to control.
   If students can't find forbidden fruit on the local machine, they
   will find it on remote machines....students read, understand and
   sign an Ethics agreement Some reassurance, but no guarantee of
   responsible behavior.  Yes/No -classroom management/projects,
   purpose of the account.  University system managers often limit
   students access.  No more than limiting what is available in
   other places.  We are then limiting access to the net to a
   selected few, on a predetermined and organized work.  Yes.  The
   Internet is like any other activity at school: some students will
   need more careful supervision than others.  After two years of
   Internet access, with one dedicated phone line, I can truthfully
   say, thank God every student doesn't have his/her own email
   address!!  Depends on the project. Basically yes.  Yes, the
   Internet is a very good vehicle for learning and not letting
   students have access seems to be an injustice.  Unrestricted yes,
   uninstructed, no.  No.  We currently have three students all
   grade 8 who have accounts...they have full access....  Yes,
   having access to the Internet is like having access to your own
   personal library of up-to date current resources.


3. How do you know that students are corresponding with bona fide
teachers and experts?

   You don't, worrying will only cause grey hair and sleepless
   nights.  Teach responsibility and ethics.  Again, students must
   learn to take things with a "grain of salt". We must teach
   students a healthy skepticism.  The same way that we know
   students are reading articles in magazines or newspapers that are
   written by experts or that they are viewing videos produced by
   experts. Many times we are all too willing to accept information
   because it is in a magazine or on TV.  We must teach our students
   to question the validity and reliability of all materials.  You
   don't.  Again, being intelligent consumers of information is a
   heavy responsibility. (How to train students is just as heavy).
   You don't, you take your chances. Then again, who has really
   determined what constitutes a "bona fide" teacher and expert. I
   have come across many who claim to be either or both yet fall way
   short of expectation.  I don't. I try to teach them ways to
   evaluate and compare resources in every medium and to judge for
   themselves effectively and confidently.  something along the
   lines of 'consider the source!' That is one problem. It is hard
   to tell who students are writing to, unless you are there reading
   over their shoulders.

4. Is there an Acceptable Use Policy written for students?

   Not written.  There are lots. Try downloading from
   <NIC.MERIT.EDU> /nsfnet/acceptable.use.policies where I found a
   number of sample policies.  See the Covis Project Home Page
   (www.covis.nwu.edu) Cannot answer Yes, discussed and signed by
   parent and student as a condition for receiving an account.  Our
   district hasn't written one yet, but one is being discussed.
   Gopher to ericir.syr.edu, select Internet Guides and Directories
   then select Acceptable Use Policies/Agreements.  Gopher to
   riceinfo.rice.edu 1170, select More About Armadillo and other
   gophers, select Acceptable and Unacceptable Use of Net Resources
   (k-12).  Gopher to inspire.ospi.wednet.edu, select K-12
   Acceptable Use Policies: Information and samples.  Gopher to
   nic.merit.edu, select Internet Documents, then select
   acceptable.use.policies.

5. How can you ensure that students are adhering to Acceptable Use
Policy?

   Monitor students accounts even if it is only an implicit threat.
   Make sure the students know that sysops all along the line read
   whatever they want. Note reandom sniffer programs that randomly
   display network activity for sysops.  By being a good role model.
   Vigilance. We have our Internet hookup--only one lonely modem in
   the library where there is usually a technician or teacher
   around.  I'd like to network the modem in the future to make it
   available to all computers which will make monitoring a little
   tougher.  The same way we ensure that students are adhering to
   any other policies; we supervise them.  Aid/teacher monitoring.
   I moderate all student usuage therefore I don't have to worry
   what they are exposed to.  Self monitoring, peeking over
   shoulders, peer advice.  Cannot answer.  Absolutely, I can't.
   However as sysadm I can randomly monitor use; as teacher I
   recognize responses to unacceptable behavior- the giggles,the
   glancing away, etc.; and in the classroom I walk constantly and
   notice what's on screens.  Doesn't apply.  The same way as
   anything else, you look over their shoulders from time to time to
   see what they are doing.  Access to the Internet granted when
   under supervision of a sponsoring educator or parents.  Internet
   access in the school is supposed to be monitored by the teachers.

6. Is there a plan at your school to teach sutdents about acceptable
use before they venture into the Internet?

   We have a student agreement that the students sign and we keep on
   file that spells out exactly what each student's obligation is
   with their e-mail accounts.  The first class lesson covers ethics
   and netiquette.  We hope to do the "contract" thing.  We just go
   over the contract with new users.  Our students sign a four page
   contract.  We do discuss it before they get going but it is best
   to follow up when the events occur.  Internet is very new to our
   University. A new course has just been instituted at our Uni re:
   the Internet. We shall see how it goes.  Yes.  This is being
   worked on.

7. Do you think having a student sign a "contract" or "pledge" would
help ensure acceptable use with the understanding that if it is
violated the student would be suspended from access to the Internet?

   The school uses these documents not to remove our liability for
   students use of this new resource, but to show that we have made
   and effort to inform parents and students of all of the issues we
   see surrounding student use of Internet e-mail.  Any violations
   of network responsibilities will result in a cancellation of
   network privileges.  Signing does not always relate to
   compliance.  What are you going to do if they do not comply?  We
   have used our contract in three instances to withdraw Internet
   access because of violations of the contract.  Our students sign
   a contract stating they will not misuse the I., and their
   language will be suitable for third graders. Our students lose I.
   access for the rest of the school year if they violate their
   contract.  So far, in our community this "contract" with the
   students, parents, and a teacher seem to be working.  Yes!!!!!If
   anything does then happen, you have their signed statment.  It
   could help.  Yes.  Yes. I think it would be a good idea.
   Students need to learn to b responsible for themselves.  They
   will lose access if they fall off the ethics wagon.  Unacceptable
   Uses of the network will result in the suspension or revoking of
   these privileges.

8. Do parents have to be notified that their children will be using
this technology? Should they sign a "pledge" as well?

   Yes, we have a parental information sheet that we require each
   student to have signed by their parent before we activate their
   e-mail.  No, no. How about some parent evenings to show them the
   positive aspects.  We are thinking of sending home a notice to
   parents explaining our policy, but not really getting a
   permission slip.  Our contract is not valid unless signed by
   parent or guardian and sponsoring teachers.  Definitely.  I think
   it is good to notify the parents but I don't know if they need to
   sign a pledge.  Yes, we try to involve parents in their
   children's education.  Yes, I think parents should know.

9. If a child misuses this technology what actions are taken or
should be taken?

   Perhaps this should be a class decision with some peer support.
   Strong councelling and revoking network privileges.  Either limit
   accesss or withdraw completely.  She had two lines of poor taste
   word usage, I e-mailed her teacher and the student lost her
   account....removed his right to use our network for a year. I
   also killed his network mail account.  Loss of Internet
   access.....In our classes much of the work is Internet dependent.
   Loss of access could mean the student must drop the course.
   Cumulative consequences: abuse it, lose it briefly; abuse it
   again, lose it longer and parent contact; abuse it again, lose it
   longer and parent conference; abuse it again, lose it for a long,
   long, long time.  If a child misues this technology they should
   be denied access to it.  To those who abuse - they lose the
   privilege.

10. If your students receive electronic documents how can you be
sure that copyright isn't being violated.

   You cannot.  Strong councelling and revoking network privileges.
   Electronic documents are really no different than printed
   documents Students will either adhere to copyright or they will
   violate it. It is our responsibility to teach copyright and
   discourage plagarism in any format.  You can't.  As to copyright
   violations it is my understanding, if it's on the net it's public
   domain.  Anything on the Internet is usually free access. If your
   receive anything from America Online (ie clipart etc) it is free
   and there is no copyright infringement. If you receive articles
   from the Internet and there is a copyright line, it must be
   cited, to cover my butt, I would cite it anyway.  Absolutely, I
   can't.  Practically as with most other plagarism, its pretty
   obvious - ask a trick question, ask for supporting evidence etc,
   the usual teacher tricks.  Once again it's so difficult to
   monitor.  Should these articles that have copyrights be going
   around on the Internet?

11. How is student access to the Internet being administered at your
school?

   At this time we offer the students full access to the Internet
   through PC's that are fully qualified Internet hosts, in
   locations that are supervised by adults.  Avaliable only during
   class times as part of unit work. As most computers are in
   classrooms it is difficult to spend too long on them and play
   around.  We do not offer access to the net in a general way.  We
   select candidates and projects, and then use the net as a tool to
   achieve our goals......By the way, we are using grade 12 kids
   that are NEVER without teacher supervision.  Administered as a
   library resource.  Open for use by all.  Once students complete
   the contract and place it on file, they access the Internet from
   teacher's stations around the building. Most teachers supervise
   or are nearby when students are using Internet. The cable
   connectors are removed and locked when not in use.  The only
   place students can use the I.  is in the library. One hookup for
   students.  They let me know when they need to search or type in a
   project and I connect them, they do not know my passwords but
   they know the school's ID....Again they know I see what they
   receive and that I have access to go into sent mail, so they keep
   it clean.  If you mean regulated, we observe the best we can. Any
   infractions are handled on a case by case basis.  I am requiring
   my Uni students to explore the Internet and it will be an
   assessment item.  In general, use is for specific and monitored
   course-related activities. A few trusted advanced students have
   independent access.  Two teachers administer the system, one
   administrative and one technical.  So far we have only e-mail
   access.  We currently have 3 students all grade 8 who have
   accounts at the U of C.....I have only let students who have
   shown their trust access to Internet.



Eva Luther
[e-mail]
St. Lewis Labrador A0K 4W0


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

Topic No. 4

Date: Thu, 9 Mar 1995 06:09:12 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Computers at the Workplace (fwd)
Message-ID: <[e-mail]>

--------------------------------------------------------------------
     As more and more of our faculty become enthused about the many
ways that computers can be used in higher education, we find
ourselves limited by the fact that computers are not in the place
where much preparation takes place, namely faculty offices.  We're
looking for some ways to get computers on the desks of
faculty-members that want them.

    Have any of your institutions or employers devised innovative
ways to enable faculty to acquire their own computers at the
workplace?  We have been discussing some type of cost-sharing since
an outright purchase by the institution for each faculty member is
beyond our means, but are seeking models from other institutions.


    Please reply to the list or privately, as you prefer.

                    Patricia Grove
                    College of Mount St. Vincent
                    Riverdale, NY

                    [e-mail]




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

Topic No. 5

Date: Thu, 9 Mar 1995 06:10:21 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Parents in Charge?
Message-ID: <[e-mail]>

Here in the province of Ontario, schools are soon to be governed by
parents. Many educators are not too sure what to think about that.

On the one hand, parents involving themselves in the education
process will bond the schools to their communities. Too long,
perhaps, have schools been distant from the needs of everyday
citizens.

On the other hand, surely it will be necessary to provide some sort
of training so that parents can be brought rapidly up to date about
modern methods and philosophies of education. A 21st century school
governed by parents with 19th century ideas is a grim prospect, to
say the least.

It would be enightening to hear from those of you who are already
experiencing life in parent run schools.

Your observations, and advice would be most appreciated.

Doug Walker
[e-mail]


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

Topic No. 6

Date: Thu, 9 Mar 1995 06:11:58 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Useful W3 Education Resources
Message-ID: <[e-mail]>

Educators are finding, of course, that the World-Wide Web tends to
turn the world into a giant CD ROM.

Here are some exciting and useful W3 resources to plug into:

I*EARN Australia Home Page-- some fascinating projects here.
http://www.peg.apc.org/~iearn

North Carolina department of Public Instruction
lots of lesson plans, and up to date information and ideas on
curriculum matters...
http://www.dpi.state.nc.us

Uncle Bob's Kid's Page-- a fun stop, with links to intriguing places
of interest to the younger set.
http://gagme.wwa.com/~boba/kids.html

Doug Walker
[e-mail]



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

Fin du sommaire / End of INCLASS Digest 112
*******************************************

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Subject: INCLASS digest 113
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X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 113

Topics covered in this issue include / Les themes discutes:

  1) Computers in Faculty Offices (fwd)
        by dewalker (Doug Walker)
  2) Oregon Trail (fwd)
        by dewalker (Doug Walker)
  3) Health Related Info (fwd)
        by dewalker (Doug Walker)
  4) Giving the Internet a Reality (fwd)
        by dewalker (Doug Walker)
  5) Computers in Faculty Offices (fwd)
        by dewalker (Doug Walker)
  6) Copernican-Block Scheduling (fwd)
        by dewalker (Doug Walker)
  7) Info on Net Censorship Wanted (fwd)
        by dewalker (Doug Walker)
  8) Restructuring Public Education List (fwd)
        by dewalker (Doug Walker)
  9) Internet Educational Resources Guide
        by dewalker (Doug Walker)

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

Topic No. / Numero de dossier 1

Date: Fri, 10 Mar 1995 05:57:23 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Computers in Faculty Offices (fwd)
Message-ID: <[e-mail]>

-------- Forwarded Message ----
Sender: GERRY NEUFELD <[e-mail]>
Subject: Re: Computers in Faculty Offices

On: Thu, 9 Mar 1995 Patricia Grove wrote:

>-------------------------------------------------------------------
>     As more and more of our faculty become enthused about the many
>ways that computers can be used in higher education, we find
>ourselves limited by the fact that computers are not in the place
>where much preparation takes place, namely faculty offices.  We're
>looking for some ways to get computers on the desks of
>faculty-members that want them.  > > Have any of your institutions
or employers devised innovative >ways to enable faculty to acquire
their own computers at the >workplace?  We have been discussing some
type of cost-sharing since >an outright purchase by the institution
for each faculty member is >beyond our means, but are seeking models
from other institutions.
>-------------------------------------------------------------------
Reply from Gerry Neufeld:

Many teachers have purchased computers for home or office use that
are the same as those in use in their schools.  Unfortunately, in
most cases the teachers find that these systems are not
tax-deductible because they are not required to purchase one as "a
condition of employment."

It would seem to me that for certain groups of teachers (such as
those teaching computer science, etc.) the solution would be to
propose a clause in the collective agreement specifying that these
teachers are required to purchase a certain class of computer as a
(teachers recover up to 50% of the cost in tax savings). There is no
cost involved to the board and the teachers save money. A win-win
situation.

Hope this idea helps.

Gerry Neufeld
[e-mail]


____________________________________________________________________
Gerald Neufeld,
[e-mail]
Brandon University, Brandon, MB,Canada
R7A 6A9
Office [phone],
Home 727-7375,
FAX [phone]
 ----------------------------------------------------------------
Ask about: Driving the Infohighway: A Guide for VAX/VMS Users
--------------------------------------------------------------------


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

Topic No. 2

Date: Fri, 10 Mar 1995 06:03:04 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Oregon Trail (fwd)
Message-ID: <[e-mail]>

------- Forwarded Message -----
Sender: [e-mail]
Subject: Oregon Trail

The fourth grade classes of Alta Elementary School, Alta, Iowa, are
starting a theme unit on Pioneers.  As we move west on the Oregon
Trail we would appreciate hearing from anyone who lives on the trail
west from Independence,MO.  We are interested in historical
information and current facts of your region.  List community,
state, and organization with your information.  Thanks in advance
for your help on this project.

Lorna Bonnema and Nancy Davenport,
classroom teachers [e-mail]



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

Topic No. 3

Date: Fri, 10 Mar 1995 06:05:25 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Health Related Info (fwd)
Message-ID: <[e-mail]>

--------- Forwarded Item ------
Sender: Bobbi Lemme <[e-mail]>
Subject: health related information

I have found a good resource of information on cancer.  It is not
interactive, but there a great variety.  To access it from the
National Cancer Institute, address your mail message to:

[e-mail]

In the body of your text, type "help" to get a list of the CancerNet
contents.  If you want the list in Spanish, type "spanish".  Once
you get the contents list, it will give you directions on how to
access the information through e-mail.

Bobbi Lemme
Skagit Valley College
2405 E. College Way
Mount Vernon,
WA 98273

[phone]



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

Topic No. 4

Date: Fri, 10 Mar 1995 06:06:54 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Giving the Internet a Reality (fwd)
Message-ID: <[e-mail]>

--------- Forwarded Message -------
Sender: "Joyce Tubbs"  <[e-mail]>
Subject: Giving the Internet a Reality

 My computer classes are gaining internet experience along with
current events and science information by accessing the Endeavour
Astro-2 Space mission.  Cyberspace meets outer space.  Students
learn Endeavour's exact location over Earth, stellar observations by
the Astro telescopes and sky charts, crew and ground control team
photographs and snapshots of the cockpit. Daily reports are
available during the sixteen days of the mission which was launched
on March 2. I combine the internet with the CD-ROM Space Shuttle to
build the lessons.  This seems to give the internet a purpose
greater than just surfing.  You can access this through
<http://astro-2.msfc.nasa.gov>

Does anyone know of other daily report events that would give using
the internet a reality?

JTubbs San Mateo, CA <[e-mail]>



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

Topic No. 5

Date: Fri, 10 Mar 1995 06:09:03 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Computers in Faculty Offices (fwd)
Message-ID: <[e-mail]>

------------- Forwarded Message -------
Sender: GERRY NEUFELD <[e-mail]>
Subject: Re: Computers in Faculty Offices

On: Thu, 9 Mar 1995 Patricia Grove wrote:

>-------------------------------------------------------------------
>     As more and more of our faculty become enthused about the many
>ways that computers can be used in higher education, we find
>ourselves limited by the fact that computers are not in the place
>where much preparation takes place, namely faculty offices.  We're
>looking for some ways to get computers on the desks of
>faculty-members that want them.  > > Have any of your institutions
or employers devised innovative >ways to enable faculty to acquire
their own computers at the >workplace?  We have been discussing some
type of cost-sharing since >an outright purchase by the institution
for each faculty member is >beyond our means, but are seeking models
from other institutions.
>-------------------------------------------------------------------
Reply from Gerry Neufeld:

Many teachers have purchased computers for home or office use that
are the same as those in use in their schools.  Unfortunately, in
most cases the teachers find that these systems are not
tax-deductible because they are not required to purchase one as "a
condition of employment."

It would seem to me that for certain groups of teachers (such as
those teaching computer science, etc.) the solution would be to
propose a clause in the collective agreement specifying that these
teachers are required to purchase a certain class of computer as a
(teachers recover up to 50% of the cost in tax savings). There is no
cost involved to the board and the teachers save money. A win-win
situation.

Hope this idea helps.

Gerry Neufeld
[e-mail]


____________________________________________________________________
Gerald Neufeld,
[e-mail]
Brandon University, Brandon, MB,Canada
R7A 6A9
Office [phone],
Home 727-7375,
FAX [phone]
 ----------------------------------------------------------------
Ask about: Driving the Infohighway: A Guide for VAX/VMS Users
--------------------------------------------------------------------


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

Topic No. 6

Date: Fri, 10 Mar 1995 06:10:04 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Copernican-Block Scheduling (fwd)
Message-ID: <[e-mail]>

------- Forwarded Message --------

Sender: [e-mail] (George Mayo)
Subject: Copernican-Block Scheduling

I would appreciate being able to converse via email with any teacher
and/or administrator at the Intermediate Level who is presently
using the Copernican model, or variations thereof.  While I have
researched the topic via the Net, I would really appreciate an
opportunity to discuss this with a 'live' source.

**Practice Random Kindness and Senseless Acts of Beauty**


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

Topic No. 7

Date: Fri, 10 Mar 1995 06:12:04 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Info on Net Censorship Wanted (fwd)
Message-ID: <[e-mail]>

--------- Forwarded Message ---------
Sender: [e-mail] (Kevin Carver)
Subject: REQUEST for info on "Censorship & the Net"

Hi everyone!

I'm doing a paper on the topic of CENSORSHIP & THE INTERNET ...
which will focus on the classroom. I'm trying to answer questions
like:

1. SHOULD we be censoring what our students have access to online?
2. If so, HOW do we go about doing it?
3. WHAT should be censored and what should not?

etc.

Any suggestions re: online information on this topic would be MUCH
APPRECIATED! (e.g. www sites, ftp sites, ...)

Many thanks in advance for your help!

/Kevin

Kevin G. Carver, Box 1106, Wolfville, NS CANADA  Telephone: (902)
542-7922 [e-mail: [e-mail]]

"It's easier to ask for forgiveness than to ask for permission!" - Anonymous


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

Topic No. 8

Date: Fri, 10 Mar 1995 06:15:57 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Restructuring Public Education List (fwd)
Message-ID: <[e-mail]>

---------- Forwarded Message -----
Sender: [e-mail] (David W. Zuckerman)
Subject: new list

I thought that the members of the list might be interested in the following:
---------- Forwarded Message ------
Date:   Wed, 8 Mar 1995 13:21:10 -1000
Reply-To: [e-mail]
Sender: NEW-LIST - New List Announcements <[e-mail]
From:   Daniel Blaine <[e-mail]
Subject:      NEW: RPE-L - Restructuring Public Education Discussion List

RPE-l on [e-mail] - Restructuring Public Education List
      or [e-mail]

   RPE-L has been set up by the AERA special interest group on
   Restructuring Public Education to link together people with a common
   interest in investigating and supporting school
   restructuring as a means of achieving the goals of public
   education.

        The mission of the Restructuring Public Education Special Interest
Group evolves each year in response to the wishes of the current
membership. One way to phrase the current mission is as follows:

        To encourage the study and advancement of school restructuring,
including the devolution of decision making power through site-based
management, shared decision making, and charter schools; the use of
learner-centered, constructivist teaching practices and authentic
assessment of learning; and the professionalization of teacher education
through professional development schools and educational leadership
programs.

        A common theme of these efforts is the linking together of people
with common values but diverse roles, across hierarchical and
organizational boundaries, in ways which increase the mobilization of human
resources.


   RPE-L is open and unmoderated.

   To subscribe, send the following command in the BODY of mail
   to [e-mail] on BITNET or [e-mail]

      SUB RPE-L yourfirstname yourlastname

   For example:

      SUB RPE-L John Dewey




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

Topic No. 9

Date: Fri, 10 Mar 1995 06:41:34 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Internet Educational Resources Guide
Message-ID: <[e-mail]>

I paid a delightful visit to John Woodbury's
The Internet Educational Resources Guide

http://www.dcs.aber.ac.uk/~jjw0/index_ht.html

One of the goals of this excellent UK site is to help integrate the
internet into the school curriculum, so it lists thoughtfully chosen
resources and sites from a fresh, down to earth perspective.

For example, it features the bi-weekly e-zine Netscope, which is timely
and informative.

Educators will find this site most useful.

Doug Walker
[e-mail]

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

Fin du sommaire / End of INCLASS Digest 113
*******************************************

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                            INCLASS Digest 114

Topics covered in this issue include / Les themes discutes:

  1) World Leaders Hear Youth (fwd)
        by dewalker (Doug Walker)
  2) Re: Computers in Faculty Offices
        by [e-mail] (Dave Nybakken)
  3)
        by [e-mail] (Peter McLaren)
  4) "Virtual Classrooms" self-running presentation available by FTP...
        by [e-mail] (Tim McLain)
  5) technology, learning strategies and internet (fwd)
        by Jerald Michael Kelly <[e-mail]>
  6) WWW NewsLink's new URL
        by dewalker (Doug Walker)

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

Topic No. / Numero de dossier 1

Date: Mon, 13 Mar 1995 09:40:19 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: World Leaders Hear Youth (fwd)
Message-ID: <[e-mail]>

The following message did not appear due to technical difficulties.

Doug Walker
[e-mail]

-------- Forwarded Message -----


Sender: Peter Royle <[e-mail]>
=+=+=+ Message follows +=+=+=

Hello Fellow Schoolnetters and InClassmates:

I received this message today from Ednet,
and am forwarding it to you, in case you may not
yet have received it or seen it.

+=+=+=+=+ Forwarded message follows here +=+=+=+=+


Date: Fri, 3 Mar 1995 08:36:54 -0500
Sender: [e-mail] (Marisa Lucena)
Subject: World leaders hear youth

Date: Wed, 08 Feb 1995 11:40:06 -0800
From: UNICEF Network Administrator
Subject: Please post - World leaders hear youth


From: UNICEF Network Administrator
Subject: Please post - World leaders hear youth

This is an appeal from the United Nations to youth worldwide to
participate in a unique on-line event via the Internet.  Youth
are invited to send their ideas to the world leaders who will be
attending the World Summit for Social Development in Copenhagen,
6-12 March 1995.  PLEASE HELP US BY FORWARDING THIS MESSAGE.

In March 1995, more than 90 world leaders will gather in Denmark
for the World Summit for Social Development. The United Nations
has designed an exhibition at this meeting, equipped with
computers connected to the Internet, where presidents,
prime-ministers, kings and queens can read and respond to the
voices of young people around the world.

At the Summit, leaders will sign an action agreement on three
very important issues:
1) Poverty
2) Unemployment
3) Social Conflict.

The Voices of Youth project will be viewed by thousands
of participants at the Summit and, potentially, by millions of
others on-line over the coming months.

You can make a difference by participating!

HOW TO PARTICIPATE

There are two ways that young people can participate in this
unique event:

1) E-MAIL

By sending an e-mail message, you can contribute your ideas to
the Summit. Think about some of the questions below and the
three issues of the Social Summit. E-mail your ideas to
unicef ([e-mail])  and your message will be included
on a World Wide Web (WWW) site on INTERNET and in the UN exhibit in
Copenhagen.

2) WORLD WIDE WEB

If you have access to the WWW you can visit a multimedia
interactive environment established by the UN at

http://www.iisd.ca/linkages/un/youth.html

The World Wide Web is a project that many people around the
world are using to exchange information in new and exciting
ways over the Internet. To visit the site you should have a
connection to the Internet and WWW browser software like
Netscape, Mosaic, Lynx or Cello.

Through the WWW site, you can send your comments to the world
leaders and also read what other young people are saying, as well
as obtain more in-depth material on the Summit.

SPEAK YOUR MIND!

Be creative and speak from the heart.  What kind of solution to
social problems do you propose?  Here are some questions that you
might consider responding to:

* Why are there more poor people than ever before when for the
first time in history everyone's basic needs could be met?

* Do you know what it is like to grow up homeless or without
access to schooling, health care or safe drinking water?

* What happens if you have to drop out of school to help
support your family?

* Why do differences in skin colour, language, religion or
gender often lead people to mistreat each other?

* How can we better take care of the environment?

* How would you deal with all of these problems?

Individuals are welcome to send in their views, but
messages can also be sent from classes, or youth groups as a
whole. Please keep your message to about 250 words, plus the
following information:

Your name:
Your age (under 25 please):
Your school:
Your e-mail address:
Your gender:
What country are you from:

Messages can be sent until 12 March 1995.

HOW TO READ WHAT YOU AND OTHERS HAVE TO SAY TO WORLD LEADERS

1) WWW

Visit the Linkages World Wide Web site, home of the UN "Voices of
Youth" project:

http://www.iisd.ca/linkages/un/youth.html

2) GOPHER

Postings of young people will also be available at the following
gopher site:

gopher://gopher.igc.apc.org

A SPECIAL THANKS FROM THE UNITED NATIONS
----------------------------------------
Thank  you  for  exercising  your  right to  participate and
helping to build a better future.  If  you  should  have any
questions   about  this  project  or  ways  that   you   can
contribute, send your message to Unicef ([e-mail])
=================================
  Projeto "Cupula do Homem - Vozes da Juventude" -  Dinamarca-95
                                 UNICEF  - ONU - SOFTAR - Grupo PATNET
  [e-mail] - [e-mail]           Brasil
=================================



///////////////////////////
  Marisa Lucena
* [e-mail]
  ON LEAVE FROM:
* [e-mail]
///////////////////////////

+=+=+=+=+=  End of Mesage  +=+=+=+=+=
I hope that it will be of interest to you and your students.

Peter Royle
    Venture  High School,  Montreal,  Quebec
    email:  [e-mail]


          ,?,
         (o o)
------oOO-<_>-OOo------





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

Topic No. 2

Date: Mon, 13 Mar 1995 09:40:59 -0500 (EST)
From: [e-mail] (Dave Nybakken)
To: [e-mail]
Subject: Re: Computers in Faculty Offices
Message-ID: <[e-mail]>

On: Thu, 9 Mar 1995 Patricia Grove wrote:

>-------------------------------------------------------------------
We're
>looking for some ways to get computers on the desks of
>faculty-members that want them.
>-------------------------------------------------------------------
Reply

1.  Provide a staff purchase plan which allows any employee to purchase
through the institution.  It works better if you can provide through a
payroll deduction plan.  But even without this they get the educational
purchase price.
2.  Place a laptop in each classroom (make sure it can be connected to an
external monitor so it can be used by students during instructional time)
this allows teachers a machine which moves with them.
3.  Make sure your policy allows teachers to take machines home.
Hope this helps.


Dave Nybakken, Asst. Superintendent
School District #59 (Peace River So.)
Dawson Creek, B.C., Canada
Telephone   [phone]      Fax       [phone]



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

Topic No. 3

Date: Mon, 13 Mar 1995 09:41:26 -0500 (EST)
From: [e-mail] (Peter McLaren)
To: [e-mail]
Message-ID: <[e-mail]>

        I am an 8th grade science teacher at Archie Cole Junior High School
located in East greenwich, Rhode Island.  Recently, 12 members of our staff
underwent training for a "Students as Mediators" program which we are
planning to implement in our school.  SAM is a student centered program
designed to allow potential violent situations to be handled by students
who act as mediators between the two conflictants.
        During our training one of our staff asked if there was any
quantitative data showing the impact of SAM training in schools.  Conflict
mediation by students first started in 1982 in San Francisco and training
has been ongoing in R.I. since 1988 yet to our amazement there has been no
research (so we have been told) showing any quantitative data.
        If anyone has had experience with the SAM program, or anything
similar, I would really like to hear from you.  East Greenwich is an upper
middle class community with a minority population of less than 1 percent.
Bearing this in mind, I would appreciate it if you could include with your
feedback your own  schools' economic and minority background. Please send
information to my email address and not to the server,  My address is:

                        [e-mail]

Thanks for your help in this matter.

Peter McLaren


____________________________________________________________________________
__
Peter J. McLaren                       |"Imagination is more important than


Science Teacher                        | knowledge, for knowledge is limited."
Archie Cole Junior High School         |                     A. Einstein
East Greenwich, R.I. 02818             |
401-886-3260                           |
(email)[e-mail]           |
______________________________________________________________________________




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

Topic No. 4

Date: Mon, 13 Mar 1995 09:42:40 -0500 (EST)
From: [e-mail] (Tim McLain)
To: [e-mail]
Subject: "Virtual Classrooms" self-running presentation available by FTP...
Message-ID: <[e-mail]>

Hello all...

Need a killer graphical presentation to sell your school, school board, or
administrators on the merits of using the Internet in your school, and what
it's all about?

Need a self-running presentation to teach your staff about what the
Internet is, what navigation tools are available, how to get around, tour
gopher, ftp, and Web sites, talk about funding issues (and where to get $$)
and the future of Internet use in the classroom??

Well, I've just completed a 75-minute self-running demo using the new
version of Astound, a great presentation package, for three upcoming
educational conferences I'll be speaking at.

It'd be excellent to use for any of the purposes above since it covers so
much ground so quickly. (Even includes a 1 minute QuickTime movie to keep
things lively and kick things off right!)

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

You must have at least 4 megs of Ram to run the presentation on a Mac.
Windows users must have Windows 3.1 and 6 or 8 megs of RAM running
QuickTime to make this baby cook. Be sure to have 15 megs of space
availavble on your hard drive.


If you'd like to download the entire presentation (with all the graphics,
etc. intact!) for your Macintosh or Windows machine, here's where to get
it:


Ftp to:  ftp.wentworth.com
Go to the wentworth/Internet-Software/Demos subdirectory
and retrieve  Mac.Edu.Internet.Demo.sea  or  edudemo.zip

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

Uncompress whichever archive you get, and run the presentation!
(The Mac .sea file will automatically uncompress when you double click it.
Use unzip on your IBM to uncompress the .zip file.)

NOTE: Due to the size of the presentation, this is the only way I can
distribute it.
I cannot send you the demo on disk. Sorry! FTP only.

If you have any problems with the files, please email me at the address below.


====================================================
   Timothy McLain                      Wentworth Worldwide Media
   [e-mail]              Phone: [phone]
                           * Writer -- Classroom Connect *
                    URL:  http://www.wentworth.com/cyber/
====================================================




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

Topic No. 5

Date: Mon, 13 Mar 1995 09:43:30 -0500 (EST)
From: Jerald Michael Kelly <[e-mail]>
To: [e-mail]
Subject: technology, learning strategies and internet (fwd)
Message-ID: <[e-mail]>

---------- Forwarded message ----------
From: Jerald Michael Kelly <[e-mail]>
Subject: technology, learning strategies and internet (fwd)

Subject: technology, learning strategies and internet tips and strategies
for teachers who work with students with learning disabilities.

Dear list members:

We are currently in a technology tips and strategies training of
teachers(elementary and secondary) working with students with
learning disabilities in inclusive environments.

Our current assignment is using cooperative learning strategies and
cooperative skills in developing surveys/questions which students with
learning disabilities can use to access/utilize the interenet (our system
here in TEXAS is TENET).
                        SO HOW CAN YOU HELP?

PLEASE consider answering the following questions which will be
shared during the interactive  training on March 28 and March 29.  After
the cooperative teams of teachers have prepared their survey questions
and uses of tenet/internet, we trainers (Dr. Mary Lasater and I) will
access internet and share you input.

In advance, thanks to those who may share,
Michael Kelly, Education Specialist, Special Education
Region IV Education Service Center      Houston, Texas

1)  If your students with learning disabilitie have access to internet (or
could have access to internet) how is it used?
   1)
   2)
   3)

2)What specific educationa; and or social gains do you see
(or experienced) any specifics using Internet pr the Information hIghway
   1)
   2)
   3)
COMMENTS:




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

Topic No. 6

Date: Mon, 13 Mar 1995 09:49:30 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: WWW NewsLink's new URL
Message-ID: <[e-mail]>

WWW NewsLink provides many direct links to US media and is a wonderful
information and resource for teachers and their students.

A note from Eric Meyer of WWW NewsLink informs me that WWW NewsLink has
upgraded to a new server and network connection that is 27 times faster
than before. And it was fast before!

I recently mentioned WWW NewsLink, but please take note of their new URL

http://www.mixcom.com/newslink

Doug Walker

[e-mail]
[e-mail]
[e-mail]

Rideau Valley Middle School
Box 100 Kars ON K0A 2E0 Canada
(613)-489-2024 (Voice)
(613)-489-4254 (FAX)



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

Fin du sommaire / End of INCLASS Digest 114
*******************************************

From ???@??? Wed Mar 15 09:59:20 1995
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  (5.65c/IDA-1.4.4); Tue, 14 Mar 1995 22:24:32 -0500
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Message-Id: <[e-mail]>
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To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 115
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 115

Topics covered in this issue include / Les themes discutes:

  1) MU*s, and the Darkside WWW for educators
        by [e-mail] (Jason Nolan)
  2) *Canadiana Resources*WWW*REVIEW*95/03* (fwd)
        by jcote (Jason Cote)

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

Topic No. / Numero de dossier 1

Date: Tue, 14 Mar 1995 22:17:57 -0500 (EST)
From: [e-mail] (Jason Nolan)
To: [e-mail]
Subject: MU*s, and the Darkside WWW for educators
Message-ID: <[e-mail]>

Some of you stated your interest in my gopher space "Muds, Moos and Mushes:
Hip-waders in the CMC Swamp" and my "Darkside of the Internet" WWW page.
They are both available through my WWW homepage
http://www.oise.on.ca/~jnolan/home.html
The project is graphics heavy, so you may have some trouble with a non-GUI
WWW reader.

Beware, the "Darkside" project is an exploration of the offensive material
available on the net.  It is NOT suitable for student, but is rather
designed for Researchers, Educators, Administrators, Teachers, and Parents.
The intention of the project is to raise awareness of what is out there,
in order to replace fear of the unknown with a well-reasoned caution.  If
you know where the bad stuff is, you'll know when your students are about
to stumble onto it.

The gopher space was discussed here on "inclass" in the fall.  It is geared
toward the use of MU*s in classrooms, so please feel free to direct
students toward it if you think it might be of use.  The gopher can be
accessed directly from the url in order to keep students from perusing the
other material on my WWW homepage.

Please make use of these pages, and let me know what you think.

Regards,

Jason

Jason Nolan
http://www.oise.on.ca/~jnolan/home.html
* Doctoral Student: Ontario Institute for Studies in Education, U of Toronto
* Volunteer Member: Toronto Freenet, Conservation Council of Ontario,
Ontario Society for Environmental Education, Toronto Environmental
Alliance.

Copyright 1995 D. Jason Nolan.  Any portion may be reprinted as
long as the author is notified ([e-mail]) and as long as this
copyright notice stays attached.




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

Topic No. 2

Date: Tue, 14 Mar 1995 22:18:46 -0500 (EST)
From: jcote (Jason Cote)
To: [e-mail]
Subject: *Canadiana Resources*WWW*REVIEW*95/03* (fwd)
Message-ID: <[e-mail]>

Sender: Educational Resources on the Internet <[e-mail]>
Subject:      *Canadiana Resources*WWW*REVIEW*95/03*

Site:      Canadiana Resources Server
Type:      World Wide Web (WWW)
Date:      March 2, 1995
Reviewer:  Tom McCabe <[e-mail]>
Subject:   All Things Canadian
Audience:  Educators, Middle School, High School Students, Canadians

URL: http://www.cs.cmu.edu:8001/afs/cs.cmu.edu/user/clamen/misc/Canadiana


Description:
The Canadiana Resources Server is a site that provides a link to a number
of Canadian Resources that are available through the Internet. General
information ranging from geographical facts, to census information, and
political makeup are available. Detailed sources of information on
components of Canadian society are also available. Daily news
from both regional sources and world sources is accessible through the
Canadiana server. Canadian magazines _Macleans_ and _Saturday Night_ are
also available. Several Business and Technology links provide easy access
to the leading edge of the fast paced world of development and commerce.
Usenet groups with a strong Canadian content are linked through this
server. Canadian culture is also present, with Canadian Art and
Entertainment being key to the makeup of the site. The site is also
available in French, and the two options are easily accessible.


Evaluation:
This site is huge. It would be very easy to develop several course
curriculums around this single site. The information is current and
coherent. The sources available tap the entire country and show, in a
very real sense how the Internet can make a country feel like a
community. A strong plus is that the site is available in both official
languages.
The regions of Canada are strongly represented, with many local businesses
and sites being accessible. The use of a Graphic based software package
allows the viewing of several maps that show political divisions and
historical points of interest. The vocal of _O Canada_ is available in
either official language.
In the classroom the server is very useable. I would want this to be my
point of entry as a classroom teacher. The topics that are available
allow a wide scope of learning and exploration to take place. The
government services that are accessible provide the user with a
description of the service and then the ability to search for needed
information.
On the negative side, the amount of information that is available on this
site could cause some students to become bogged down. When using this
resource in the classroom a teacher would have to provide guidelines so
that students would not be overwhelmed and fail to utilize the source to
its full capacity.
More complete than many other Canadian sites, I would recommend that teachers
check this one out. It not only provides research and information, but also a
sense of what it means to be Canadian.

--
         //          |     Jason Cote
    \\  //           |      [e-mail]
     \\// irtual     |     National Coordinator, Virtual Ventures
      \/ entures     |     Project Manager, Ingenia Communications


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

Fin du sommaire / End of INCLASS Digest 115
*******************************************

From ???@??? Thu Mar 16 08:52:23 1995
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  (5.65c/IDA-1.4.4); Wed, 15 Mar 1995 22:33:16 -0500
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        id WAA25474; Wed, 15 Mar 1995 22:23:49 -0500
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Message-Id: <[e-mail]>
Errors-To: [e-mail]
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To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 116
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 116

Topics covered in this issue include / Les themes discutes:

  1) Re: INCLASS digest comments
        by [e-mail] (Peter K. MacLeod)
  2) Tech Director Job Descriptions
        by Lynn Wilson <[e-mail]>
  3) target: using the internet to teach Spanish.
        by "G. Elder" <[e-mail]>
  4) ED-MEDIA 95 Final Call for Papers
        by "assoc. advancement computers ed." <[e-mail]>
  5) *** Project Ecology Announcement ***
        by "Sheldon K. Smith" <[e-mail]>
  6) To all librarians using the Internet - I have questions for you!
        by [e-mail] (Tim McLain)
  7) Re: Computers in Faculty Offices
        by BRAYDAN ALEXANDER WILSON <[e-mail]>
  8) Re: INCLASS digest 112
        by [e-mail]

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

Topic No. / Numero de dossier 1

Date: Tue, 14 Mar 1995 22:21:48 -0500 (EST)
From: [e-mail] (Peter K. MacLeod)
To: [e-mail]
Subject: Re: INCLASS digest comments
Message-ID: <[e-mail]>

I have a few concerns about your editorial comments on the introduction of
Parent School Councils to schools in Ontario.  I have written a paper on
the role of parents in school governance, with a special look at the
Quebec experience (75 years) if you would like to examine the issue. In
reality, parents seem to have very little impact on school governance and
usually rubber stamp the decisions of the school administration.

--
Peter K. MacLeod                        "Some people are born to teach,
41 Oval Drive                           The rest must settle for less!"
Aylmer, Quebec, Canada
J9H 1T9  email: [e-mail]        Lee Iacoca, Chrysler Corp.


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

Topic No. 2

Date: Tue, 14 Mar 1995 22:22:12 -0500 (EST)
From: Lynn Wilson <[e-mail]>
To: [e-mail]
Subject: Tech Director Job Descriptions
Message-ID: <[e-mail]>

I am a Computer Coordinator/Teacher on a Strategic Planning
Technology Committee. By April, we hope to complete the task of
implementing a recommendation to hire a full-time Technology Director.
The tentative job description includes purchasing and maintaining
all hardware and software, in-servicing teachers, integrating
technology into the curriculum, heading a community advisory board...
everything but teaching students. I fear that this person will get
bogged down in "administrative" tasks, with no time left for working
with teachers to increase their use of technology.

I'm hoping to hear from people who have solved this problem by building
teacher training into the job description of technology-oriented
personnel (the tech director or others) in their school districts.
I remember hearing of a teacher/computer lab supervisor somewhere
who scheduled the use of the lab a year in advance on a project basis.
A month every first hour was spent working with the 7th grade English
teacher to introduce word processing, second hour for two weeks was
using science software to test water hardness,third hour for six weeks
was spent on the National Geographics Kids Network "Too Much Trash"

telecommunications unit, etc. It was a team-teaching, hands-on approach
set up on a voluntary basis by classroom teachers and the lab supervisor.
I know of another computer teacher/coordinator who spends one week in
each elementary building seeing classes daily to work on projects chosen
by the classroom teacher from a list of suggestions offered by the
computer teacher.

If your district is effectively enabling technology "experts" to share
their knowledge with colleagues and students, to increase the integration
of technology into the curriculum,I'd appreciate hearing from you.
If possible, a copy of the job description would be especially
helpful.

Thank you, in advance, for your help.

Lynn Wilson
Computer Coordinator/Teacher
Rossford Exempted Village Schools; Rossford, Ohio
Fax: [phone]
E-Mail:      [e-mail]
--



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

Topic No. 3

Date: Tue, 14 Mar 1995 22:22:47 -0500 (EST)
From: "G. Elder" <[e-mail]>
To: [e-mail]
Subject: target: using the internet to teach Spanish.
Message-ID: <[e-mail]>

I want to use the internet to teach Spanish but do not know how. Has
anyone got any ideas? Please reply directly to me. Thanks.


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

Topic No. 4

Date: Tue, 14 Mar 1995 22:24:55 -0500 (EST)
From: "assoc. advancement computers ed." <[e-mail]>
To: [e-mail]
Subject: ED-MEDIA 95 Final Call for Papers
Message-ID: <[e-mail]>

For further ED-MEDIA 95 online information, connnect to:
      http: //www.iicm.tu-graz.ac.at/Cedmedia
      gopher: //aace.virginia.edu

    +*************************************************************+
    *                                                             *
    *                   E D - M E D I A   9 5                     *
    *                                                             *
    *                    WORLD CONFERENCE ON                      *
    *            EDUCATIONAL MULTIMEDIA AND HYPERMEDIA            *
    *                                                             *
    *      New Streams: - Distance Education                      *
    *                   - Information Tools for the Internet      *
    *                                                             *
    *            June 17-21, 1995  *  Graz, AUSTRIA               *
    *                                                             *
    *     FINAL CALL FOR PROPOSALS:  Deadline: April 10, 1995     *
    *                                                             *
    *          (Short Papers & Posters/Demonstrations)            *
    *                                                             *
    +*************************************************************+

                     WORK-IN-PROGRESS INVITATION
                     ---------------------------

The ED-MEDIA 95 Conference invites proposals for Work-in-Progress
sessions.  These sessions may be in the form of a Short Papers (15 minutes)
or Posters/Demonstrations (60 minutes) and are offered for participants who
were unable to meet the first deadline for ED-MEDIA 95 submissions or were
not ready to present a finished paper or project.

Short Papers (15 minutes)
-------------------------
Short Papers present reports of significant work in research, development,
and applications related to educational multimedia and hypermedia, distance
education, and AI in education.  A basic set of equipment will be provided.
Please indicate needs.

Posters/Demonstrations (1 hour)
-------------------------------
Poster/Demonstration sessions enable researchers and non-commercial
developers to demonstrate and discuss their latest results and development
in progress in order to gain feedback and to establish contact with similar
projects.  These sessions do not involve a formal presentation.

Poster/Demonstration presenters will be required to arrange for their own
systems software and hardware.  Rental information can be provided.
A table, chairs, poster board, and electricity will be furnished by the
conference.

Submission Procedure
--------------------
To be considered for an ED-MEDIA 95 Work-in-Progress session, submit a
1-page outline or abstract of your paper or current project.  This page
should be sent directly to the e-mail (ASCII) or PO Box address below.

              SUBMISSIONS DUE: ** April 10, 1995 **

Your proposal will be reviewed and, if accepted, you will be scheduled for
either a Short Paper presentation or a 60 minute Poster/Demonstration
(please indicate preference) which will be listed in the ED-MEDIA 95
Final Program.  This later deadline does not allow for Work-in-Progress
papers to appear in the conference proceedings; presenters may wish to
provide copies for their audience.

Up-to-Date Online Conference Information
----------------------------------------

The latest online ED-MEDIA 95 conference news including all
Keynote and Invited speaker abstracts and color photos of the
scenic Graz, Austria area are available on the IICM Information
server in Austria under URL:

           http: //www.iicm.tu-graz.ac.at/Cedmedia

General information on ED-MEDIA 95 and AACE conferences/
publications may be obtained from the AACE gopher site:

                 gopher: //aace.virginia.edu

              O /                                 O /
-------------- x  ----------  Cut Here  ---------- x -------------------
              o \                                 o \
                         -------------------
                         INFORMATION REQUEST
                         -------------------

To receive future ED-MEDIA 95 announcements, please complete this form,
detach and send to the address below.

  Name: _________________________________________________________

  Address: ______________________________________________________

  _______________________________________________________________

  City/State/Code: ______________________________________________

  Country: ______________________________________________________

  E-Mail: _______________________________________________________

Please send me:
 __  Conference registration material
 __  ED-MEDIA 95 Proceedings (book + CD) order information
 __  Brochure on AACE & Journal of Educational Multimedia and Hypermedia
 __  Exhibitor/Sponsor information

 __  ED-MEDIA 96 Call for Papers: ** Boston, Mass., USA; June 17-22 **

Return to: ED-MEDIA 95/AACE
           P.O. Box 2966, Charlottesville, VA 22902 USA
           E-mail: [e-mail]; 804-973-3987; Fax: [phone]
==========================================================================


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

Topic No. 5

Date: Tue, 14 Mar 1995 22:25:20 -0500 (EST)
From: "Sheldon K. Smith" <[e-mail]>
To: [e-mail]
Subject: *** Project Ecology Announcement ***
Message-ID: <[e-mail]>

                        Announcing the Third Edition of
                        Project Ecology Art Exchange

The following is information on the third Project Ecology art exchange.

Synopsis:

Project Ecology is the brainchild of Tadao Kawasaki of Ibaraki School,
Ibaraki Japan.  This project is a low-tech, high output project.  The
low-tech aspect of the project entails students drawing their impression
of world ecology. The pictures are exchanged via snail-mail (surface or
air-mail).  The high-tech aspects of the project are the use of the
internet.  The internet is used to coordinate the participants mailing of
pictures, answer questions, exchange information.

In the last project, 30 schools from Washington to Japan, from Australia
to Russia exchanged over 300 images their views of ecology.  In most
countries, ecology is rarely discussed.  This project brings ecology
education and ecology discussion to schools that would not initially
discuss this issue. This project also gives students the opportunity to
participate in an international project that has a high potential for
local publicity without direct access to a computer.

The images in last years exchange were displayed in various museums,
public squares, schools, journals and newspapers.


The following are comments from previous year's participants in Japan:

I think I am proud because now many things are very interesting and
fresh. (Katsuhiro Sakuma  boy)

I'd like to do this project because we have to save the
earth in a moment. (Takeshi Nishimura  boy)

I take great pride in participating this Art exchange
Project. I will do my best for our "Only One Earth".
(Yuka Kamata   Girl)

We had stereotypes about other cultures, but now we can think in more
flexible ways about one another. (Yoichi Gotho Japanese class teacher)

In the 'Project Ecology' art exchange, I believe that we make ourselves
understood even better using pictures and words rather than with words
alone. (Itsuka Hirabayashi   girl)

I hope more students will participate in this Project Ecology' project in
future. (Yuka Kamata   Girl)

No, I don't. The technology is a matter of course. It is important not
only language but also image(Art work). (Yoichi Gotho Japanese class teacher)

If I didn't have this education about ecology and the learning events
like 'Project Ecology', I could not have learned this consideration for
our world. I hope even more technological advancements will come, so our
dreams will be realized. We must use our technology for world peace and
happiness.
(Yuka Kamata   Girl)


According to Robert Fromme, art teacher at Salado M.S., San Antonio,
Texas:
Looking back, I remember that my students were excited and
energetic when this project gave them a chance to do something
very positive for our global future. Typical learning experience
frequently involve repetition, practice, and 'busy work'.  With
'Project Ecology' the children jumped at the chance to use their
skills to do something "real" for global survival.


Requirements:

1.      A 5-12th grade class that has access to art supplies
2.      A computer that has an internet e-mail access.
3.      Funds to cover shipping costs. Expected costs range from
      $20-$100 dollars (US) depending on the number of images you
      and your students decide to ship.


                                        TIMELINE

March 20-April 7:             Taking sign-ups

April 7:                      Deadline for applications of participation.
                              Participants names collated and email
                              to participants.

April 3 (or before) - April 14:  Students create images

April 17 - April 28:          Exchange images via snail mail,

April 28, 1995:                 Project officially ends.


Suggested Ideas for Images:

The efficiency and danger of Nuclear energy.

The advantages and consequences of using fossil fuel (i.e. gas, oil).

The advantages and consequences/results of recycling.

The advantages and consequences/results of using mass/public transportation.

The consequences of cutting the South American rain forests.

The consequences of using spray cans and its effect on the atmosphere.

Taking care of the earth is an international effort.

Using our natural resources efficiently is an international effort.

Soil erosion.

Oil Pollution and its effect on wildlife.

Acid Rain and its effect on wildlife.

Overfishing and its effect on wildlife.

Pesticides and their effects on wildlife.

Images of endangered species


Image and medium and size requirements:

These requirements are not meant to stifle any artistic creativity.  From
past experience, images that are too large at too hard to display and
ship.

Size:  Images should not be any larger than 16 inches by 24 inches

Medium: Any medium is fine, as long as the other schools can display your
students work without too many extraneous requirements.  Past projects
included works done in tempera, watercolor, pencil, and cardboard.

Matting:  Matting for this project is entirely optional and up to the
discretion of the teacher.  Although matting is preferred because it
enhances the student's work, it greatly adds to the cost of shipping
especially if the images are being sent overseas.

Once the images are sent, they will not be returned to the original
school.  The images could be used for years in social studies classes,
science classes, and many are of high enough quality that they can be put
on display for years.

A number of people have asked about exchanging .gif (graphic interchange
format) files for this project.  Exchanging .Gif files with other
participating schools by direct e-mail is fine, but it is not the
emphasis of this project to exchange .gifs because of the required
resources and lack of storage/disk space.  A number of schools do not
have the resources to exchange .gifs.


How to participate:

1.  E-mail the following information to [e-mail]

Contact person's name:

Contact person's e-mail address:

Art Teacher Name if different from contact person:

School Name:

School Mailing Address (include country):

Number of participants:

Grade level(s) of participants:

Number of images that your school can minimally ship via first class or
air mail:

Type of medium used (if known):


If you have any questions, please email them to <[e-mail]> and I
will respond as soon as I can.

Best,

Sheldon Smith

--------------------------------------------------------------------
Sheldon K. Smith - CTP Telementor      Atascadero Junior High School
6501 Lewis Ave. Atascadero, California   93422   USA   805.466.2417
[e-mail]                                 SheldonS4 (AOL)
     ***Using 21st Century Tools to Teach 21st Century Ideals***
--------------------------------------------------------------------





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

Topic No. 6

Date: Tue, 14 Mar 1995 22:25:56 -0500 (EST)
From: [e-mail] (Tim McLain)
To: [e-mail]
Subject: To all librarians using the Internet - I have questions for you!
Message-ID: <[e-mail]>

Hello there! Tim McLain, head writer for the K-12 Classroom Connect magazine.

We just finished meeting here, going over the content for the extra-huge
summer issue of the magazine.

I thought it would be great to do a small, one page piece about how
librarians/tech./media coordinators are using the Internet at their
schools, teaching staff and students how to use it.

If you're a librarian/media specialist using the Internet at school, would
you mind answering these questions for me? The information will be
compounded into a small, one-page piece to help other librarians/media
specialists new to the Internet make decisions about what technology they
need to handle the Net, and find out more about what other librarians/media
specialists are doing with the technology at their schools.


1. What are you lacking in terms of Internet access right now? Do you need
better computers? Better access? Perhaps graphical/Mosaic/NetScape access
as well? What technology level are you at right now, and where would you
like to be?

2. How do you use the Net? Do you do research for teachers online, then
send it on to them? Do you hold training sessions for teachers and students
to get them acquainted with the Internet?

3. What more do you need to know? In other words, do you feel you've been
properly trained to handle this new information resource?

4. How much do your school's or district's teachers rely on you when it
come to the Net? Are you their only link to training/pointers to
information on the Net?

5. What sites to you visit frequently to get information? Where do you
guide students to go online?


Thanks for your input! If you could send me the answers by this Friday,
March 17, I'd really appreciate it.



====================================================
   Timothy McLain                      Wentworth Worldwide Media
   [e-mail]              Phone: [phone]
                           * Writer -- Classroom Connect *
                    URL:  http://www.wentworth.com/cyber/
====================================================




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

Topic No. 7

Date: Tue, 14 Mar 1995 22:26:28 -0500 (EST)
From: BRAYDAN ALEXANDER WILSON <[e-mail]>
To: [e-mail]
Subject: Re: Computers in Faculty Offices
Message-ID: <[e-mail]>

> -------- Forwarded Message ----
> Sender: GERRY NEUFELD <[e-mail]>
> Subject: Re: Computers in Faculty Offices
>
> On: Thu, 9 Mar 1995 Patricia Grove wrote:
>
> >-------------------------------------------------------------------
> >     As more and more of our faculty become enthused about the many
> >ways that computers can be used in higher education, we find
> >ourselves limited by the fact that computers are not in the place
> >where much preparation takes place, namely faculty offices.  We're
> >looking for some ways to get computers on the desks of
> >faculty-members that want them.  > > Have any of your institutions
> or employers devised innovative >ways to enable faculty to acquire
> their own computers at the >workplace?  We have been discussing some
> type of cost-sharing since >an outright purchase by the institution
> for each faculty member is >beyond our means, but are seeking models
> from other institutions.
> >-------------------------------------------------------------------
> Reply from Gerry Neufeld:
>
> Many teachers have purchased computers for home or office use that
> are the same as those in use in their schools.  Unfortunately, in
> most cases the teachers find that these systems are not
> tax-deductible because they are not required to purchase one as "a
> condition of employment."
>
> It would seem to me that for certain groups of teachers (such as
> those teaching computer science, etc.) the solution would be to
> propose a clause in the collective agreement specifying that these
> teachers are required to purchase a certain class of computer as a
> (teachers recover up to 50% of the cost in tax savings). There is no
> cost involved to the board and the teachers save money. A win-win
> situation.

Not sure where I'm supposed to post, but an idea that may be worth
investigating is corporate sponsorship for hardware.  Even if it is not
possible to find a generous business that wants to publicize its brand name in
the schools, I know of one company who is about to upgrade their 32 port Unix
machine and plan to donate their current box to a school when the new one
arrives.

Especially as an internet access point this avenue seems simple and feasible to
me.
----
Braydan Wilson  3rd Year BEd Student  Queensland University of Technology
Queensland, AUSTRALIA


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

Topic No. 8

Date: Tue, 14 Mar 1995 22:36:16 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Re: INCLASS digest 112
Message-ID: <[e-mail]>

Thank you very much  Eva for your timely information. I am going to share
the info with our staff involved in the Baccalaureat en education (
French Teacher B.Ed.) program at the University of Regina who are using E
mail with their students for journal.
This material will be particularly needed when we proceed to the next
step in their training - their introduction to the internet and
eventually in the classroom when they begin their teaching carreers.

Louis Jule


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

Fin du sommaire / End of INCLASS Digest 116
*******************************************

From ???@??? Fri Mar 17 08:53:48 1995
Received: from schoolnet.carleton.ca by rowe.williams.edu with SMTP id AA20653
  (5.65c/IDA-1.4.4); Fri, 17 Mar 1995 08:51:20 -0500
Received: from  by schoolnet.carleton.ca (8.6.9/SMI-4.0)
        id IAA02828; Fri, 17 Mar 1995 08:49:47 -0500
Date: Fri, 17 Mar 1995 08:49:47 -0500
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 117
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 117

Topics covered in this issue include / Les themes discutes:

  1) Art studies & the Internet
        by "PATERSON,DAVID,MR" <[e-mail]>

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

Topic No. / Numero de dossier 1

Date: Fri, 17 Mar 1995 08:47:03 -0500 (EST)
From: "PATERSON,DAVID,MR" <[e-mail]>
To: [e-mail]
Subject: Art studies & the Internet
Message-ID: <[e-mail]>

To any art/techies out there:
I teach art and theatre at F.A.C.E. School in Montreal.
          F.A.C.E. stands for Fine Arts Core Education which
describes the pedagogical philosophy of the programme we offer.
All students - from K - 11 - enjoy art, music and theatre as
part of their regular curriculum each year. We have used Macs
in the visual arts department and elsewhere in the school for
several years.
I would be interested in discovering programmes / sites
where digital / computer technology and networking are used
as the fundamental core of a teaching philosophy,
particularly as they relate to the field of the arts.
These may include (among any other related topics)
- the use of computer imaging to replace / augment
conventional media
- the use of multi-media software applications in the
development of learning packages for students in the Fine
Arts
- the documentary gathering of data, for example, art history
research, exhibition or theatre listings, etc. and how these
listings can be used to enrich access to or awareness of the
creative processes in our society

Thank you

David Paterson
[e-mail]



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

Fin du sommaire / End of INCLASS Digest 117
*******************************************

From ???@??? Mon Mar 20 08:41:14 1995
Received: from schoolnet.carleton.ca by rowe.williams.edu with SMTP id AA22499
  (5.65c/IDA-1.4.4); Sat, 18 Mar 1995 08:56:00 -0500
Received: from  by schoolnet.carleton.ca (8.6.9/SMI-4.0)
        id IAA01954; Sat, 18 Mar 1995 08:53:52 -0500
Date: Sat, 18 Mar 1995 08:53:52 -0500
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 118
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 118

Topics covered in this issue include / Les themes discutes:

  1) TARGET:self and classroon environment factors
        by Tan Miiko <[e-mail]>
  2) Re: college writers
        by "Terry A. Rasmussen" <[e-mail]>
  3) Down Syndrome Teaching using IT
        by "Demian Dixon [phone]" <[e-mail]>
  4) Re: INCLASS digest 111
        by [e-mail] (Mr M Nelson)
  5) Need Help with Class Size Correlation
        by "Sheldon K. Smith" <[e-mail]>
  6) *** Project Ecology Announcement ***
        by "Sheldon K. Smith" <[e-mail]>

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

Topic No. / Numero de dossier 1

Date: Fri, 17 Mar 1995 08:47:32 -0500 (EST)
From: Tan Miiko <[e-mail]>
To: [e-mail]
Subject: TARGET:self and classroon environment factors
Message-ID: <[e-mail]>

Hello

For my master's thesis I'll be proposing that self-factors (academic
self-concept, general self-concept, home self-concept and peer
self-concept) and classroom environment factors (involvement,
affiliation, teacher support, task orientation, competition, order and
organisation, rule clarity, teacher control and innovation) contribute to
underachievement among  very *high-ability students* at the junior high
level.

I will also be examining the possiblity of interaction among the
subscales of these two factors.

I would appreciate hearing from anyone working in this area. Also any
insights, pointers or addresses of places that have this information would
be appreciated. And I would be grateful too if anyone could  help with
suggestion for the design of such a study.

Please respond directly to me at <[e-mail]>

Many thanks!



Miiko Tan
Raffles Institution
Singapore






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

Topic No. 2

Date: Fri, 17 Mar 1995 08:47:56 -0500 (EST)
From: "Terry A. Rasmussen" <[e-mail]>
To: [e-mail]
Subject: Re: college writers
Message-ID: <[e-mail]>

Our college has applied for a grant to fund computer-assisted writing
instruction in the fall.  If the funding is available, I'll be teaching
three sections of Composition I (20 students per class) how to write AND
how to use computers.  At present, I'm considering Norton's Text-Connect
(at least I think that is what the program is called.)  Are there other
word processing and on-line discussion programs others have used that I
should take a look at?

Also, I'd like to hook my writers up through Internet with other college
writing classrooms around the world.  I'm in the process of designing
writing assignments that would call upon students to interview and
discuss selected topics with other writers, either through e-mail or some
other yet-to-be-determined means.
Is anyone interested in this project?  If so, please email me at the
address below.  Thanks.
Terry Rasmussen
[e-mail]
Casper College
Casper, WY  82604
U.S.A.



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

Topic No. 3

Date: Fri, 17 Mar 1995 08:48:22 -0500 (EST)
From: "Demian Dixon [phone]" <[e-mail]>
To: [e-mail]
Subject: Down Syndrome Teaching using IT
Message-ID: <[e-mail]>

Hi, I have a teacher here in New Zealand that is teaching a visually impaired
Down Syndrome child and is interested in any contacts or ideas about computer
usage to help him...

Does anyone know of any listservs or other relevant resources?

Please respond privately, I can post a summary to the list if requested.

Demian Dixon
Learning Enhancement Associates (NZ) Ltd
Wellington
New Zealand
[e-mail]



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

Topic No. 4

Date: Fri, 17 Mar 1995 08:53:49 -0500 (EST)
From: [e-mail] (Mr M Nelson)
To: [e-mail]
Subject: Re: INCLASS digest 111
Message-ID: <[e-mail]>

Answer to question 1: Modern language teachers have a golden opportunity
to put their pupils in touch with foreign lamguage speakers.
Answer to question 2:Kids like an immediate response to their
efforts.Snailmail is painful to them.

On Wed, 8 Mar 1995 [e-mail] wrote:

>                           INCLASS Digest 111
>
> Topics covered in this issue include / Les themes discutes:
>
>   1) WWW by e-mail
>       by dewalker (Doug Walker)
>   2) Good Children's Literature WWW Resource
>       by dewalker (Doug Walker)
>   3) Disease Groups Info Wanted
>       by dewalker (Doug Walker)
>   4) Children's Voice List (fwd)
>       by dewalker (Doug Walker)
>   5) Two Questions
>       by dewalker (Doug Walker)
>   6) Online Language Tutor
>       by dewalker (Doug Walker)
>
> ----------------------------------------------------------------------
>
> Topic No. / Numero de dossier 1
>
> Date: Wed, 8 Mar 1995 06:06:07 -0500 (EST)
> From: dewalker (Doug Walker)
> To: [e-mail]
> Subject: WWW by e-mail
> Message-ID: <[e-mail]>
>
> Those with only e-mail and no access to Lynx will be glad to know
> that they can retrieve WWW documents by e-mail.
>
> Send an e-mail message like the following:
>
> To: [e-mail]
> Subject: (Leave this line blank)
> Message: <URL>
>
>
> That's all there is to it. Note that where I have written <URL> you
> may write any URL (that long address beginning with http://)
>
> To get detailed instructions, substitute WWW for <URL> in the above
> example.
>
> I find that this method is very quick. In fact, I received the
> text of the document I requested  about 2 minutes after I sent
> the request.
>
> Doug Walker
> [e-mail]
>
>
> ------------------------------
>
> Topic No. 2
>
> Date: Wed, 8 Mar 1995 06:07:48 -0500 (EST)
> From: dewalker (Doug Walker)
> To: [e-mail]
> Subject: Good Children's Literature WWW Resource
> Message-ID: <[e-mail]>
>
> Apparently, due to current technical difficulties, the following
> message did not get through to the list:
>
> Check out the excellent and vast children's literature page from the
> University of Calgary. It will prove to be a useful teaching
> resource.
>
> http://www.ucalgary.ca/~dkbrown/index.html
>
> Doug Walker
> [e-mail]
>
>
> ------------------------------
>
> Topic No. 3
>
> Date: Wed, 8 Mar 1995 06:10:29 -0500 (EST)
> From: dewalker (Doug Walker)
> To: [e-mail]
> Subject: Disease Groups Info Wanted
> Message-ID: <[e-mail]>
>
> Can anyone help Edee with the following question?
>
> ------ Forwarded Message ------
>
> To: [e-mail]
> Subject: Question on e-mail addresses
>
> Doug, I wasn't sure which address to use to write you but I have two
> reasons.  First, thanks for all the work you put into finding useful
> material for us to use inschool.  And, a question....do you have an
> idea where I could find e-mailaddresses for our 8th grade science
> class to correspond with groups who deal
> with specific diseases ... such as diabetes or cancer...??  One of my
> teachers
> is just getting into this and wants to have the students ask questions of
> either the "experts" or survivors.
>
> Thanks for your time.
> Edee Miller
> [e-mail]
>
>
>
>
> ------------------------------
>
> Topic No. 4
>
> Date: Wed, 8 Mar 1995 06:13:56 -0500 (EST)
> From: dewalker (Doug Walker)
> To: [e-mail]
> Subject: Children's Voice List (fwd)
> Message-ID: <[e-mail]>
>
> ------- Forwarded Message -----
>
> Subject: The Childrens-Voice
>
> I am pleased to announce the creation of a new schoolnet listserver
> called the childrens-voice. The  singular purpose of the
> childrens-voice is the publishing of children's writing from Junior
> Kindergarten to Grade Eight.
>
> Any classroom teacher may publish a child's writing on the
> listserver at their discretion to be shared with other subscribers.
>
> When  a writer places their own personal experience within the
> elements of their  story, we  hear the voice of the author.  Helping
> a child to bring their personal experience to their writing is a
> prime objective of the writing process.   It is always easy to
> publish a child's writing when the voice is strong.  It is the
> caring and sensitive teacher who publishes a child's work, when for
> the first time, the child incorporates an aspect of their own
> experience into their work.  What should be published must,
> therefore, depend on the objectives of the classroom teacher. In
> this way, the classroom teacher is always the best judge of what
> should be published.
> In the writing process, publishing is more than the act of placing
> words between two covers. It is the affirmation of a child through
> listening to what the child has to say in their writing.  The
> classroom teacher is, therefore, encouraged to bring back the
> writing of other children published in the journal to be read by the
> children in their classrooms.
>
> The broader community with its multiplicity of  cultures and values
> frames the personal experience of a child. Languages other than
> English and French are encouraged.
>
> In order to subscribe to the childrens-voice send an e-mail message
> to:
>
>                 [e-mail].
>
> Leave the subject line blank.  In the body of the message place the
> following:
>
> Subscribe childrens-voice <first name> <last name>
>
>
> Example: Subscribe childrens-voice Michael McCarthy
>
> Questions and comments should be addressed to Michael McCarthy.
> Leslieville Public School: 416-393-9480 fax     : [phone]
>                         E-mail: [e-mail]
>
> Please feel free to post this message to other conferences,
> listservers, or bulletin boards.
>
> Thanks,
> Michael McCarthy
>
>
>
>
> ------------------------------
>
> Topic No. 5
>
> Date: Wed, 8 Mar 1995 06:15:15 -0500 (EST)
> From: dewalker (Doug Walker)
> To: [e-mail]
> Subject: Two Questions
> Message-ID: <[e-mail]>
>
> Question One: How do you suggest getting teachers interested in
> using the Internet? Where do you think they should start out?
>
> Question Two: What aspect of using the Internet do you find kids
> like most?
>
> Doug Walker
> [e-mail]
>
>
> ------------------------------
>
> Topic No. 6
>
> Date: Wed, 8 Mar 1995 06:16:10 -0500 (EST)
> From: dewalker (Doug Walker)
> To: [e-mail]
> Subject: Online Language Tutor
> Message-ID: <[e-mail]>
>
> The following message apparently did not make it to the list due to
> current technical difficulties, so here it is again:
>
> If you access the WWW with a PC that has a sound card, you will be
> interested in trying out the language tutorials at
>
> http://merlion.singnet.com.sg/~melange/melange.html
>
> The tutorials feature Mandarin, Korean, Japanese, Thai, French,
> German, Italian, and Spanish.
>
> Doug Walker
> [e-mail]
>
>
> ------------------------------
>
> Fin du sommaire / End of INCLASS Digest 111
> *******************************************
>


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

Topic No. 5

Date: Fri, 17 Mar 1995 08:54:19 -0500 (EST)
From: "Sheldon K. Smith" <[e-mail]>
To: [e-mail]
Subject: Need Help with Class Size Correlation
Message-ID: <[e-mail]>

Dear Tele-Eductors,

I am looking for information on the correlation between student
achievement and class size.

I have seen research that says class size
does not make any difference except classes under 15 students.  I have
also seen research that says class size does not make any difference
until teaching strategy/style has changed. In each of these cases I have
not been able to find the original source of this research.

If anyone has any insights, pointers, or addresses where I can look for
this information, I would be most appreciative.

Thanks in advance,

Sheldon Smith

--------------------------------------------------------------------
Sheldon K. Smith - CTP Telementor      Atascadero Junior High School
6501 Lewis Ave. Atascadero, California   93422   USA   805.466.2417
[e-mail]                                 SheldonS4 (AOL)
     ***Using 21st Century Tools to Teach 21st Century Ideals***
--------------------------------------------------------------------



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

Topic No. 6

Date: Fri, 17 Mar 1995 08:54:47 -0500 (EST)
From: "Sheldon K. Smith" <[e-mail]>
To: [e-mail]
Subject: *** Project Ecology Announcement ***
Message-ID: <[e-mail]>

                        Announcing the Third Edition of
                        Project Ecology Art Exchange

The following is information on the third Project Ecology art exchange.

Synopsis:

Project Ecology is the brainchild of Tadao Kawasaki of Ibaraki School,
Ibaraki Japan.  This project is a low-tech, high output project.  The
low-tech aspect of the project entails students drawing their impression
of world ecology. The pictures are exchanged via snail-mail (surface or
air-mail).  The high-tech aspects of the project are the use of the
internet.  The internet is used to coordinate the participants mailing of
pictures, answer questions, exchange information.

In the last project, 30 schools from Washington to Japan, from Australia
to Russia exchanged over 300 images their views of ecology.  In most
countries, ecology is rarely discussed.  This project brings ecology
education and ecology discussion to schools that would not initially
discuss this issue. This project also gives students the opportunity to
participate in an international project that has a high potential for
local publicity without direct access to a computer.

The images in last years exchange were displayed in various museums,
public squares, schools, journals and newspapers.


The following are comments from previous year's participants in Japan:

I think I am proud because now many things are very interesting and
fresh. (Katsuhiro Sakuma  boy)

I'd like to do this project because we have to save the
earth in a moment. (Takeshi Nishimura  boy)

I take great pride in participating this Art exchange
Project. I will do my best for our "Only One Earth".
(Yuka Kamata   Girl)

We had stereotypes about other cultures, but now we can think in more
flexible ways about one another. (Yoichi Gotho Japanese class teacher)

In the 'Project Ecology' art exchange, I believe that we make ourselves
understood even better using pictures and words rather than with words
alone. (Itsuka Hirabayashi   girl)

I hope more students will participate in this Project Ecology' project in
future. (Yuka Kamata   Girl)

No, I don't. The technology is a matter of course. It is important not
only language but also image(Art work). (Yoichi Gotho Japanese class teacher)

If I didn't have this education about ecology and the learning events
like 'Project Ecology', I could not have learned this consideration for
our world. I hope even more technological advancements will come, so our
dreams will be realized. We must use our technology for world peace and
happiness.
(Yuka Kamata   Girl)


According to Robert Fromme, art teacher at Salado M.S., San Antonio,
Texas:
Looking back, I remember that my students were excited and
energetic when this project gave them a chance to do something
very positive for our global future. Typical learning experience
frequently involve repetition, practice, and 'busy work'.  With
'Project Ecology' the children jumped at the chance to use their
skills to do something "real" for global survival.


Requirements:

1.      A 5-12th grade class that has access to art supplies
2.      A computer that has an internet e-mail access.
3.      Funds to cover shipping costs. Expected costs range from
      $20-$100 dollars (US) depending on the number of images you
      and your students decide to ship.


                                        TIMELINE

March 20-April 7:             Taking sign-ups

April 7:                      Deadline for applications of participation.
                              Participants names collated and email
                              to participants.

April 3 (or before) - April 14:  Students create images

April 17 - April 28:          Exchange images via snail mail,

April 28, 1995:                 Project officially ends.


Suggested Ideas for Images:

The efficiency and danger of Nuclear energy.

The advantages and consequences of using fossil fuel (i.e. gas, oil).

The advantages and consequences/results of recycling.

The advantages and consequences/results of using mass/public transportation.

The consequences of cutting the South American rain forests.

The consequences of using spray cans and its effect on the atmosphere.

Taking care of the earth is an international effort.

Using our natural resources efficiently is an international effort.

Soil erosion.

Oil Pollution and its effect on wildlife.

Acid Rain and its effect on wildlife.

Overfishing and its effect on wildlife.

Pesticides and their effects on wildlife.

Images of endangered species


Image and medium and size requirements:

These requirements are not meant to stifle any artistic creativity.  From
past experience, images that are too large at too hard to display and
ship.

Size:  Images should not be any larger than 16 inches by 24 inches

Medium: Any medium is fine, as long as the other schools can display your
students work without too many extraneous requirements.  Past projects
included works done in tempera, watercolor, pencil, and cardboard.

Matting:  Matting for this project is entirely optional and up to the
discretion of the teacher.  Although matting is preferred because it
enhances the student's work, it greatly adds to the cost of shipping
especially if the images are being sent overseas.

Once the images are sent, they will not be returned to the original
school.  The images could be used for years in social studies classes,
science classes, and many are of high enough quality that they can be put
on display for years.

A number of people have asked about exchanging .gif (graphic interchange
format) files for this project.  Exchanging .Gif files with other
participating schools by direct e-mail is fine, but it is not the
emphasis of this project to exchange .gifs because of the required
resources and lack of storage/disk space.  A number of schools do not
have the resources to exchange .gifs.


How to participate:

1.  E-mail the following information to [e-mail]

Contact person's name:

Contact person's e-mail address:

Art Teacher Name if different from contact person:

School Name:

School Mailing Address (include country):

Number of participants:

Grade level(s) of participants:

Number of images that your school can minimally ship via first class or
air mail:

Type of medium used (if known):


If you have any questions, please email them to <[e-mail]> and I
will respond as soon as I can.

Best,

Sheldon Smith

--------------------------------------------------------------------
Sheldon K. Smith - CTP Telementor      Atascadero Junior High School
6501 Lewis Ave. Atascadero, California   93422   USA   805.466.2417
[e-mail]                                 SheldonS4 (AOL)
     ***Using 21st Century Tools to Teach 21st Century Ideals***
--------------------------------------------------------------------




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

Fin du sommaire / End of INCLASS Digest 118
*******************************************

From ???@??? Mon Mar 20 12:00:48 1995
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                            INCLASS Digest 119

Topics covered in this issue include / Les themes discutes:

  1) Great Canadian Trivia Contest (fwd)
        by dewalker (Doug Walker)
  2) Help! Teacher and School needs help with Novell/ICLAS
        by "Kevin J. Sinclair" <[e-mail]>
  3) Farmers
        by Ajit Manku <[e-mail]>

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

Topic No. / Numero de dossier 1

Date: Mon, 20 Mar 1995 10:04:59 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Great Canadian Trivia Contest (fwd)
Message-ID: <[e-mail]>

Here is this week's Canadian trivia question. Students learning about Canada
will enjoy tracking down the correct solution.

Doug Walker

[e-mail]
[e-mail]
[e-mail]

Rideau Valley Middle School
Box 100 Kars ON K0A 2E0 Canada
(613)-489-2024 (Voice)
(613)-489-4254 (FAX)

---------- Forwarded Message -------

From: [e-mail] (Stephen Caldwell)
Subject: Great Canadian Trivia Contest

THE GREAT CANADIAN TRIVIA CONTEST:

The History Department of Colonel By Secondary School in Ottawa,
Ontario is sponsoring a Canadian Studies Internet trivia contest.

This contest is designed to appeal to students in Grades 7 - 10
although other grades are more than welcome to participate.

We are getting a lot of requests to send the question out
individually to various schools rather than simply relying on the
various conferences. While this would be great, with over 60
different respondents so far, it is impractical. The time required
to do so, at this stage anyway, would be too great.



INFORMATION:

Each week a new question  will be presented.  Students participating
in the contest will, in all likelihood, have to do some research  to
find the correct answer to our weekly question.

The question will be posted by noon, eastern time, every Monday and
answers must be received by 8:00 a.m. eastern time the following
Saturday week. Answers will be tabulated, and the correct answer,
along with the winners' names, will be posted with the next weekly
question. Students can enter this contest individually or as a
class.

We plan on offering a few nominal prizes so make sure you let us
know where we can reach you.

In addition to your e-mail address,please send us your schools name
and the grade and/or class that you are in, and your postal address.

MARCH 6th's QUESTION:

Name the canal that was built by the British
army, in Upper Canada, between 1826 and 1832, as a defensive measure
against a feared American invasion.


March 6th's ANSWER:

The Rideau Canal was built by the British Army
under the command of Lieutenant Colonel John By (yes that's who my
school is named after).  The Canal was built to connect the Ottawa
River and Lake Ontario in order to bypass the international section
of the St. Lawrence River. In case of resumed hostilities with the
United States (remember the War of 1812) the canal was designed to
prevent the Americans from cutting the supply route from Montreal,
in Lower Canada, to Upper Canada, what is now known as Ontario.Where
the canal joined the Ottawa River a new town arose, originally
called Bytown, now called Ottawa. Many answered the Welland Canal
but that was completed in 1829 and was built, by William Merritt, as
a commercial enterprise to compete, along with the St.Lawrence
Canals, with the Erie Canal in New York State.


WINNERS:

1. Gr.6 - Norwich Public School: Norwich, Ontario

2. Sapphire, Rossalyn, Jennifer, Kristen & Jason - Gr.9 - Pitt
Meadows Secondary School: Pitt Meadows, B.C.

3. Kathryn Archibald - Gr.7 LFI - Kinnaird Middle School: Castlegar,
B.C.

4. Shaun Lougheed, Craig Aarts, Jeff Peters - Mr. Bishop's Gr.7/8
class - St.  Peter Canisius School: Watford, Ontario

5. Paul Chauvin - Luc Landriault's class - Ecole Jeanne-Sauve:
Orleans, Ontario

6. Michelle Katchur - Gr.6, Steven Katchur - Gr.4: Cranbrook, B.C.

7. Paul, Dean, Justin, Keith & Chris - General Vanier School:
Winnipeg, Manitoba

8. Tanya Bursey & Kelly Glover - Jane Collins Academy: Hare Bay,
Newfoundland

9. Memorial Public School: St. Catherines, Ontario

10. Kate Linn, Kyle Cook & Chad Cooke - Lincoln Elementary School:
Spencer, Iowa

11. Mrs. Calcutt's Gr.8c class: James A. Magee Community School:
Hannover, Ontario

12. Gr.7/8 French Immersion class - Immaculate Conception School:
Formosa, Ontario

13. Nam Le - Yorkhill Elementary School: Thornhill, Ontario

14. Kathyrn Henson & Kristen Batchelor - Mrs. Cantalini's Gr.6/7
class - Gregory A. Hogan School: Sarnia, Ontario

THIS WEEK'S QUESTION:

The Academy Awards are coming up next week so here's a question on
them. Two of the first three winners of the Academy Award for Best
Actress were Canadian by birth. Name these two actresses.

SEND IN YOUR ANSWERS:

Remember, don't post your answers to this list.  Otherwise everyone
will see what you're sending in. Instead, send your answers to Steve
Caldwell at the following e-mail address:  [e-mail]

PLEASE REMEMBER TO INCLUDE YOUR SCHOOL AND GRADE.


--------
Stephen Caldwell
[e-mail]

John Reeder
[e-mail]






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

Topic No. 2

Date: Mon, 20 Mar 1995 10:06:37 -0500 (EST)
From: "Kevin J. Sinclair" <[e-mail]>
To: [e-mail]
Subject: Help! Teacher and School needs help with Novell/ICLAS
Message-ID: <[e-mail]>

I am a parent helping out a local school.  They have a Novell network,
and they need a way to manage all their application programs.  Does anyone
have advice for them?  They are using something now called ICLAS but they
have had problems in the past.

If it would not be too much trouble, could you please forward this
message to that person in your school in charge of your network (if
you have one).  We need to know what you use that runs on top of the
Novell network to manage and launch all of the networked applications.

The discussion should go to Mary Schuyler.  She is the one in charge of
the school's network, and she would like to talk to you.  The school is
Heather School in San Carlos CA USA and is a K-5 school.   She is at:

[e-mail].

Thank You!


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

Topic No. 3

Date: Mon, 20 Mar 1995 10:08:07 -0500 (EST)
From: Ajit Manku <[e-mail]>
To: [e-mail]
Subject: Farmers
Message-ID: <[e-mail]>

Hi....
I live in a farming community and the Internet is new in the area. The
majority of the farmers are interestedtto subscribe to Listservs that
their needs. Does anyone know Listservs or any other relevent resources
so that I can pass on to them.
Thank you
Ajit Manku
[e-mail]



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

Fin du sommaire / End of INCLASS Digest 119
*******************************************

From ???@??? Wed Mar 22 08:54:26 1995
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X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 120

Topics covered in this issue include / Les themes discutes:

  1) introduction
        by [e-mail] (Frank Moore)
  2) Re: INCLASS digest 118
        by Bonna Dee Steinle <[e-mail]>
  3) Hypermedia Call for Participation
        by [e-mail] (Sonny Kirkley)
  4) OnLine electronic magazine
        by Malcolm Dean <[e-mail]>
  5) Help! Teacher and School needs help with Novell/ICLAS (correction)
        by "Kevin J. Sinclair" <[e-mail]>
  6) Re: FWD: "Virtual Classrooms" self-running presentation available (fwd)
        by Charles Price <[e-mail]>

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

Topic No. / Numero de dossier 1

Date: Mon, 20 Mar 1995 10:12:13 -0500 (EST)
From: [e-mail] (Frank Moore)
To: [e-mail]
Subject: introduction
Message-ID: <[e-mail]>

Hello!

By way of an introduction I'd like to share the following before making my
first request of this list.  I am currently in my 24th year as a sixth
grade teacher here in Maine.  I am pursuing a Master's Degree in
librarianship which takes up a lot of my "surfing" time.  I have coached
basketball, track, and golf at the local high school, but am currently
using my free time to commit to my personal development.   I really enjoy
the interplay on this list as I am a relative newbie.  In fact, I just
made my first WWW connection a few weeks ago.  Thanks for taking the time
to read this and respond to further writings.

Frank Moore
[e-mail]


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

Topic No. 2

Date: Mon, 20 Mar 1995 10:12:49 -0500 (EST)
From: Bonna Dee Steinle <[e-mail]>
To: [e-mail]
Subject: Re: INCLASS digest 118
Message-ID: <[e-mail]>

We are getting our teachers interested by putting articles on
telecommunications in the teacher's lounge and talking about them during
our lunch time.

As the media specialist, I know what units my teachers are covering
every month, and I surf looking for relevant places for information.
Then I visit with the teacher and work with a group of students on the
Internet.  The students are the push for any technology.


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

Topic No. 3

Date: Mon, 20 Mar 1995 10:13:22 -0500 (EST)
From: [e-mail] (Sonny Kirkley)
To: [e-mail]
Subject: Hypermedia Call for Participation
Message-ID: <[e-mail]>

      ----------------------------------------------
               CALL FOR PARTICIPATION

                   HYPERMEDIA '95
                 October 5-6, 1995
                Bloomington, Indiana

           Submission Deadline May 15, 1995
      ----------------------------------------------


------------OVERVIEW------------
The Seventh Annual Hypermedia Conference is designed to provide conference
attendees with the opportunity to explore emerging hypermedia and
multimedia technologies.  With the use of technologies such as the Internet
and CDROMs, we are able to immerse learners in rich environments that
support active learning.  Special attention will be focused on the Internet
and other technologies that facilitate the development of a world wide
community of learners.

The program will consist of two days.  The first day of the conference will
feature 45 minute presentations, demonstrations of cutting edge
technologies, and classroom applications.  The second day will consist of a
series of half- and full-day workshops in which small groups will
investigate these technologies.


------------Who Should Attend------------
Our program will focus on current and future uses of hypermedia and
multimedia in the school classroom, home, and corporate training.
Conference attendees will range from novices to experts in the use of
technology and technology integration.

Hypermedia '95 is designed to meet the needs of teachers, administrators,
designers, corporate trainers, students, and educational researchers.


------------TOPICS OF INTEREST INCLUDE------------
  * impact of Internet on the learning environment
  * linking learners across the world
  * designing hypermedia learning environments
  * creating products for CDROM
  * using multiple media to enhance learning
  * teachers and learners creating their own hypermedia and
    multimedia products
  * using simulations and games for active learning
  * authoring tools for the classroom


------------SUBMISSION REQUIREMENTS------------
--Cover Sheet
Send three copies of each submission.  Include a cover sheet on each copy
that includes:
   * name, title, affiliation, street address, e-mail address, work
     and summer telephone number, and FAX number of all the authors
   * name of primary contact person
   * category of submission (classroom project, demonstration, research
     paper/presentation, poster, tutorial/workshop)
   * indication if you wish to present as part of the virtual conference
   * title of submission
   * three keywords for the submission

   Note: Do not put the author's name on anything but the cover sheet.

--Submission Format
All submissions should be a 2 - 3 page single-spaced summary of the
proposed topic which includes:
   * objectives
   * perspectives or theoretical framework
   * research methods or techniques used to gather the information
     being presented
   * data source
   * results and/or conclusions or point of view
   * educational or scientific importance of the work


------------Submission Categories------------
--Classroom Project
These sessions will feature discussions of innovations in the classroom.
While primarily a category for classroom teachers, others involved in
school-based projects may submit proposals.  To be considered for this
category the project being discussed must have used  a computer with or
without other audio visual media.
   Additional information needed:
   * Grade level(s) of the project
   * School(s) at which project is based
   * hardware and software used in the project
   * a clear 5-10 minute video of the project in action may supplement
     the description

--Research or Theory Paper/Presentation
A submission for this category may be for a completed project or a project
that is being conducted.  Enough data should be available to give
preliminary findings.  An indication of the stage of the research should be
included.

--Demonstration
These sessions will feature live demonstrations of hypermedia and
multimedia products or uses.  Appropriate demonstrations include (but are
not limited to):
   * applications for authoring
   * existing educational applications
   * prototypes
   * commercial products

No vendors or sales presentations, please, even though you may have been
involved in the development of the system.

--Poster Session
These are one-on-one, interactive sessions in which several presenters will
be provided tables at a common location.  Conference attendees can visit
tables featuring projects of interest to them.

--Tutorial or Workshop (Friday only)
Conference attendees will pay a fee to attend these sessions.  Presenters
will receive a negotiated fee for presentations made during this period.
Topics vary and can include extensions of presentations made during the
regular conference.  Please indicate the amount of time you need (3 or 6
hours) and your equipment needs (ideal and minimum).  Some computer lab
space may be available.

--Virtual Conference
E-mail based discussions of your topic before the conference.  Several of
the accepted presenters will be invited to lead discussions about their
topic.  Participation in the discussions is open to anyone who subscribes
to the Hypermedia Virtual Conference Listserv.


------------EXHIBITORS------------
Exhibit tables are available for vendors for a nominal fee.  In many cases,
products presented in demonstrations may be made available at an exhibit
table.  Please contact us if interested.


------------CALENDAR------------
Submissions Due May 15
Notification of Acceptance      July 15
Virtual Conference Begins       September 1
Pre-Registration Deadline       September 15
Hypermedia '95 Conference       October 5
Hypermedia '95 Workshops        October 6


------------INFORMATION REQUESTS------------
To receive further information or to obtain forms for submissions please
follow one of these
procedures:
   * Visit our World Wide Web server at URL:
                http://cee.indiana.edu/hyper95/hypermedia95.html
   * Send electronic mail including your full name, mailing address,
     and e-mail address to:
                [e-mail]
   * Send a postcard or letter including your full name, mailing
     address, and e-mail address to:
                Hypermedia '95
                Center for Excellence in Education Room 2100
                Indiana University
                Bloomington, IN 47405
   * Call 812.856.8223 or FAX [phone]



* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
*    Sonny Kirkley                                                    *
*    Interactive Systems Designer                                     *
*    Laboratory for Research and Development                          *
*    Center for Excellence in Education                               *
*    School of Education, Indiana University                          *
*    Bloomington, IN 47406   USA                                      *
*                                                                     *
*    Voice Mail: [phone] extension 33035                       *
*    Desk Phone: [phone]                                       *
*           FAX: [phone]                                       *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *




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

Topic No. 4

Date: Tue, 21 Mar 1995 07:46:15 -0500 (EST)
From: Malcolm Dean <[e-mail]>
To: [e-mail]
Subject: OnLine electronic magazine
Message-ID: <[e-mail]>

Dear fellow subscribers
I wonder if anyone would be able to tell me what happened to the
electronic magazine project being run by Mary Tsugawa and the Vineyard
Junior High students.
Because of changes within the structure of my access supplier, I have
been unable to access the Net for almost one month - withdrawal tremor
symptoms were starting to set in !!
Anyway, I tried to send Mary an e-mail to say that we were back - and the
mail bounced back.
If anyone can fill me in on what happened I'd sure appreciate it. Please
reply directly to me. Thanks in advance

Regards Birgit Dean ...  Melbourne, Australia




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

Topic No. 5

Date: Tue, 21 Mar 1995 07:46:46 -0500 (EST)
From: "Kevin J. Sinclair" <[e-mail]>
To: [e-mail]
Subject: Help! Teacher and School needs help with Novell/ICLAS (correction)
Message-ID: <[e-mail]>

I am re-sending this - I had the teachers email address wrong in the
message below, and now it is corrected (it was supposed to be
[e-mail].  Sorry!).

--------------------------------- cut here ---------------------------------

I am a parent helping out a local school.  They have a Novell network,
and they need a way to manage all their application programs.  Does anyone
have advice for them?  They are using something now called ICLAS but they
have had problems in the past.

If it would not be too much trouble, could you please forward this
message to that person in your school in charge of your network (if
you have one).  We need to know what you use that runs on top of the
Novell network to manage and launch all of the networked applications.

The discussion should go to Mary Schuyler.  She is the one in charge of
the school's network, and she would like to talk to you.  The school is
Heather School in San Carlos CA USA and is a K-5 school.   She is at:

[e-mail].

Thank You!



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

Topic No. 6

Date: Tue, 21 Mar 1995 07:47:21 -0500 (EST)
From: Charles Price <[e-mail]>
To: [e-mail]
Subject: Re: FWD: "Virtual Classrooms" self-running presentation available (fwd)
Message-ID: <[e-mail]>

>
>Charles,  Can we get this to look it over and have it available for the
>course developers and for general interest presentations at IS.  Thanks.  wdp
>

Bill,

I saw this latest from Harry Berkle also and plan to download it and have
a look.



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

Fin du sommaire / End of INCLASS Digest 120
*******************************************

From ???@??? Wed Mar 22 12:05:33 1995
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        id KAA25949; Wed, 22 Mar 1995 10:24:25 -0500
Date: Wed, 22 Mar 1995 10:24:25 -0500
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 121
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 121

Topics covered in this issue include / Les themes discutes:

  1) TARGET:  Yukon & NWT teachers
        by Sheri Blaylock <$[e-mail]>
  2) The Internet and Parents
        by [e-mail]
  3) Year3 and year 5 Australian students
        by [e-mail]
  4) re:junior high evaluation
        by Brent Hughes <[e-mail]>
  5) Free Web Space available ::::: Classroom Connect
        by [e-mail] (Tim McLain)

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

Topic No. / Numero de dossier 1

Date: Wed, 22 Mar 1995 09:47:23 -0500 (EST)
From: Sheri Blaylock <$[e-mail]>
To: [e-mail]
Subject: TARGET:  Yukon & NWT teachers
Message-ID: <[e-mail]>

Hi there.  My name is Sheri Blaylock and I'm an education student.
I have only 4 more weeks of student teaching to do and at the end
of May I convocate!!  I'm very interested in teaching in the Yukon
or Northwest Territories, but alas, I'm born and bred in the South
(South-central Manitoba).  What I need is information from teachers
presently teaching in these locations.  Can you help me??

Any information would be most appreciated.

Thank you,
Sheri Blaylock
$[e-mail]

=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

              "Whether it's life or a horse that throws you,
                            get right back on."
                                              -H.J. Brown, Jr.

=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=


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

Topic No. 2

Date: Wed, 22 Mar 1995 09:48:06 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: The Internet and Parents
Message-ID: <[e-mail]>

I need both data and rationale to give to parents for using the Internet in a
middle school.  If any one has current information or a source for
information, it would be appreciated!

Thank you - Rich


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

Topic No. 3

Date: Wed, 22 Mar 1995 09:48:55 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Year3 and year 5 Australian students
Message-ID: <[e-mail]>

Hi my name is Cheryl-Lee I teach year 3 (8year old) and a group of advanced
learning group (age 10 years).

I am interested in starting projects using the Internet with both of these
groups of children.

Our school is bilingual French and English. 50% of their week is spent
learning in French language lessons. The children from the Challenge Group
(advanced learning group) speak and write French quite fluently.  The year
3 children all understand basic french and most are able to read and write
French at their level. Many of our students are from Canada and European
countries.  Their parents are here on postings with the diplomatic service
in Canberra.

The Advanced learning class meets weekly for two sessions and our interests
are side and varied however are usually based in the Science areas.  We are
presently particularly interested in geology, astronomy and prehistory.
Some of the children in this group are also particularly interested in
writing both prose and poetry.

The year 3 children are studying the history, environment and development
of Canberra and are starting to compare this with other countries --
particularly countries that are represented by different cultural groups in
our class.

Cheryl-Lee Bell

Teacher
Telopea Park School
Canberra
Australia
<[e-mail]>





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

Topic No. 4

Date: Wed, 22 Mar 1995 09:55:14 -0500 (EST)
From: Brent Hughes <[e-mail]>
To: [e-mail]
Subject: re:junior high evaluation
Message-ID: <[e-mail]>

Iam not sure if I sent my last message correctly.  If you have not,
please read on.


The Junior High Teachers at my School are current reviewing Junior High
evaluation policy.  Currently students in grades 7-9 are not held back
upon failing a course.

We would like some feedback from other Schools regarding thier policy.
Are students moved on?  ARE failures allowed?  Are students made repeat
failed subjects?  What about core subjects such as math, language and
science?  Are thier any statistics on this that can be shared?  What are
the pros and cons for schools that have experienced both sides of the coin?


The teachers at my School hope to meet next Monday.  Any information
would be greatly appreciated.

Brent Hughes                       Telephone:[phone]
St. Micheal's High School          Fax #:    [phone]
Grand Falls-Windsor, Nf. Ca        [e-mail]
19A Greenwood Ave.



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

Topic No. 5

Date: Wed, 22 Mar 1995 09:56:21 -0500 (EST)
From: [e-mail] (Tim McLain)
To: [e-mail]
Subject: Free Web Space available ::::: Classroom Connect
Message-ID: <[e-mail]>

>From: "Joan Berger, East Hills School, Roslyn, NY" <[e-mail]>
>
>I am interested in setting up a web site for my class and need to locate a
>provider that offers free space.  Does anyone know of such a service for the
>New York area?
>I will post the replies for the membership.
>
>[e-mail]
>Joan Berger


This may be of interest to you Joan, as well as all educators in K-12
looking for space to mount Web pages from their school/students...


*** Free Web space available for your school! ***

Classroom Connect's World Wide Web site has recently added a special place
for K-12 educators to mount Web pages from their school--free of charge!

Our ClassroomWeb is a great place to show off your students and your entire
school on the global Internet. We created this free space because many
teachers have been telling us that their school doesn't have a
Net-connected computer or the money to place Web pages online. Many
students are making Web pages as part of school projects, but have no place
to put them online for the rest of the world to see.

Any school can submit up to two 8 1/2" X 11" Web pages, formatted in HTML,
with up to 2 GIF images per page (50k or less each).

Send your page(s) and graphics by mail to Wentworth Worldwide Media (see
below) or attached to an email message.

Email to:  [e-mail]
Type  School Web Page  in the subject line, and put your school's name,
teacher's name, address, phone number, and email address in the message.

We'll place all of the Web pages we receive in a special directory on our
Web site, accessible via this Internet address.

URL:  http://www.wentworth.com/classweb/

For more information about ClassroomWeb or how to get your Web pages
mounted there, contact Tim McLain at [e-mail].

PLEASE FEEL FREE TO DISTRIBUTE THIS MESSAGE FAR AND WIDE -- We want as big
a response as possible!

Classroom Connect
Wentworth Worldwide Media
1866 Colonial Crest Drive
Lancaster, PA  17605-0488
[phone]








====================================================
   Timothy McLain                      Wentworth Worldwide Media
   [e-mail]              Phone: [phone]
                           * Writer -- Classroom Connect *
                    URL:  http://www.wentworth.com/cyber/
====================================================




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

Fin du sommaire / End of INCLASS Digest 121
*******************************************

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                            INCLASS Digest 122

Topics covered in this issue include / Les themes discutes:

  1) AROUND THE WORLD
        by "MARY ELLEN RAYE; COMPUTER SPECIALIST; OTTAWA-GLANDORF SCHOOLS"
  2) Educational Computing Courses by Distance Education (fwd)
        by dewalker (Doug Walker)
  3) Latin America Resources
        by [e-mail]
  4) Interactive Learning Materials
        by [e-mail]
  5) UPDATE -- Moscow 1995: An International Conference on
        by "Tracy A. Feeney" <[e-mail]>
  6) :::  New educational Web site now online!  :::
        by [e-mail] (Tim McLain)
  7) PDTV
        by [e-mail] (Ellen Heron)

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

Topic No. / Numero de dossier 1

Date: Thu, 23 Mar 1995 10:06:02 -0500 (EST)
From: "MARY ELLEN RAYE; COMPUTER SPECIALIST; OTTAWA-GLANDORF SCHOOLS"
To: [e-mail]
Subject: AROUND THE WORLD
Message-ID: <[e-mail]>

Hi Everyone!

I am a computer teacher at two elementary schools.  I am currently teaching
children how to use the internet.  During the last 20 minutes of our school day
I teach five 7th grade, and five 8th grade students as much as I can about the
internet.  This is all new to me this year so any suggestions anyone has would
be appreciated.

The internet class that I teach at the end of the day is from Glandorf Elementary
School.  This is located in Glandorf, Ohio.  Glandorf is a small town in
Northwest Ohio.  The population of Glandorf is 829.  GLandorf is well known
for its Church and its German Ancestors.

As I said there are 10 students in this class.  We would like to know if you
have any suggestions on how we can use the internet in these 20 minutes (20
minutes sure goes fast).

Our school mascot is a DRAGON.  Our school colors are purple and gold.  Some
of our hobbies are playing sports, listening to music, reading, collecting
sports cards, going outdoors, and being with our friends.

All of us will be going on to high school next year, or the year after.  We
then will go on to college.  We aren't sure where we want to go yet and what
our majors will be, but we do know we want to be successful and have good jobs
.

Hopefully we will make the world a better place.  We are looking for things
our society can improve upon.

Some of the concerns we have are crime and drugs.  We feel that it's unfair
that people have to feel unsafe.  There is too much crime and we feel police
officers should be quick to enforce the laws.  Sometimes people get off too
quickly when they commit crimes.  If the laws were enforced maygbe crime would
decrease.  As we said, we live in a small town.  We believe it is a very safe
place to live (although we take it for granted).  We worry that it will become
unsafe with the cvrime and drug problems that exist throughout the world.  We
know we are lucky that there aren't too many porblems with crime and drugs in
Glandorf, but we want it to stay as "safe" as it seems it has always been.

What we are currently doing is sending this message in hopes of getting
responses from as many people, and places as possible.  We would like you to
E-Mail us and at least let us know where you are from.  If you have some time
we would also like to know a little about you City/State/Country...etc.  We
would also like you to respond to what we have written above.

We really are hoping to get e-mail from Around The World.
If you would post this to any other Listservs or Bulletin Boards it would be
GREATLY APPRECIATED!!!  THANKS.

If you could respond to the following questions that would be great.
Do you have a school newspaper?
Does your school or district have a technology newsletter?
What is you E-mail address?
What is your mailing address?
Do you have a technology curriculum for your school or district?

Please e-mail responses directly to me at: [e-mail]
Mary Ellen Raye
Computer Specialist
Ottawa-Glandorf School District

School Address:
Main Street
Glandorf, Ohio  45848

Home Address:
262 Blackthorn Dr.
Ottawa, Ohio  45875

P.S.  Thanks in advanced.  We are looking forward to hearing from you.  As
we receive responses we will be putting you on our map!



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

Topic No. 2

Date: Thu, 23 Mar 1995 10:10:17 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Educational Computing Courses by Distance Education (fwd)
Message-ID: <[e-mail]>

-------------- Forwarded Message ------------

Date: Wed Mar 22 09:11:46 1995
Sender: [e-mail] (Peter Burpee)
Subject:Educational Computing courses by distance education
---------------------------------------------
Educational Computing courses by distance education (correspondence)

If staff at your school want further training in educational
computing, more than 12 credit courses for DOS/Windows or Macintosh
are available from McGill University (Montreal). These lead to the
30 credit Certificate in Educational Technology recognised by QC,
NB, NS, NF, PEI, NWT.  QECO and OSSTF (ON) recognise 300/400 level
courses.

Applications software (3), graphics software, desktop publishing
(2), Internet resources, software evaluation, programming (3),
HyperCard, Bedford Accounting and more in development.

Also available:  educational media (5), second language teaching (3)
and music education (3).

Over 400 teachers from all parts of Canada completed these
professional development courses in 1994-95. Courses are open to
teachers in other countries.

For detailed information, send a request with your name and mailing
address to [e-mail]

Peter Burpee
Co-ordinator, Distance Education
Faculty of Education
McGill University
3700 McTavish Street
Montreal, PQ, Canada H3A 1Y2

Tel: [phone]
E-mail: [e-mail]



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

Topic No. 3

Date: Thu, 23 Mar 1995 10:11:04 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Latin America Resources
Message-ID: <[e-mail]>

        ------------------------------------------------
                DATABASE OF MATERIALS RELATING TO
            LATIN AMERICA, CARIBBEAN AND US SOUTHWEST
             BEING DEVELOPED FOR SECONDARY-LEVEL USE
        ------------------------------------------------

        The Latin America Data Base is gathering information on Latin
American curriculum materials for grades 6-12 to be included in a
computer database called "Resources for Teaching about the Americas
network" (RETAnet).  This information will be available for free to
Internet users worldwide.

        We are searching for materials that will help secondary teachers
when forming lesson plans or teaching about the Americas.  We are also
interested in secondary curricula that deals with Latin America.  To have
your organization's resources included in the database, please fill out
the form below.  We appreciate you filling out one form for each
resource.  To ease the creation of the data base, please follow the
form as closely as possible.  Please don't send us your materials;
however, if there are P.R. brochures of them, feel free to send them.
We are only creating  an annotated list:  educators will contact you
directly to request your materials.

        The Latin America Data Base is part of the Latin American
Institute at the University of New Mexico.  LADB boasts a nine-year track
record as a leader in the field of electronic publishing and database
production.  LADB generates timely, comprehensive information on Latin
America through its three electronic publications, "Chronicle of Latin
American Economic Affairs," "NotiSur - Latin American Political Affairs,"
and "SourceMex - Economic News and Analysis on Mexico."  These
publications and the developing RETAnet database are available via Internet.

        Thank you for sharing your information.  We hope that the RETAnet
database will help make your materials more accessible to educators.  If
you have any questions please call Lisa Falk or Andy Olson at
505-277-8541 or 277-6839 or email at [e-mail]


-----------------------------------------------------------------
        RETAnet Resource Database Resource Information Form
-----------------------------------------------------------------

Resource Title:
Resource Type:
Subject Description:
Region:
Materials Included:
Recommended Grade:
Author:
Date of Publication:
Availability:
Fee:
Organization:
Contact:
Address:
Phone:
Fax:
Email:

Brief Description:



Return by mail or Email to:
Lisa Falk - Latin America Data Base - Latin American Institute -
University of New Mexico - 801 Yale NE Albuquerque NM 87131-1016
Telephone: [phone] or 505-277-6839     Fax: [phone]
Email: [e-mail]





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

Topic No. 4

Date: Thu, 23 Mar 1995 10:11:31 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Interactive Learning Materials
Message-ID: <[e-mail]>

Hi there!
     I am eager to find out whether there are interactive learning
programs available on CD-ROMs on subjects such as math, English,
geography, etc., especially developed for impaired children.
     My fifteen year daughter is a student in the PI program at a
middle school in Florida.  She is at 8th grade but her cognitive
skills are of a mainstream student at 4th grade or so.  She is
doing pretty well at the school and now learning to use a computer
successfully.
     We are from Sri Lanka.  I finished my doctoral studies in
intercultural/development communication and now plan to go back.
As there won't be special educational programs for impaired
children available in schools in Sri Lanka, my daughter is very
likely to be confined to home once we go back.  Under the
circumstances, I think it could be very useful to take some
computer assisted interactive teaching materials designed for
impaired kids so that she could continue the learning process at
some level while being at home.  If there are no such special
programs for impaired children, perhaps we could select materials
designed for the mainstream kids but appropriate to the skill level
of my daughter.
     I would very much appreciate if anyone out there could send me
a list of such materials, preferably those having a proven excellence,
available either on disks or on CDs which could be purchased.  I am also
anxious to know whether some form of such material (a kind of educational/
instructional share-ware) could be retrieved from any particular site on
the internet.

     If you think this information is useful to the other
participants of the schoolnet, you may send it to the list address.
Otherwise, please send to my personal e-mail address.  Thank you.

Sunil Hewa
[e-mail]


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

Topic No. 5

Date: Thu, 23 Mar 1995 10:12:31 -0500 (EST)
From: "Tracy A. Feeney" <[e-mail]>
To: [e-mail]
Subject: UPDATE -- Moscow 1995: An International Conference on
Message-ID: <[e-mail]>

Dear Colleague,

Attached you will find updated schedule and speaker information for
Moscow 1995.  We hope that you will indicate your interest by completing
the registration form, and returning it with payment for applicable fees.  The
organizers invite those who would like to be considered as presenters or
moderators to indicate this on the registration form, as well.

We look forward to your reply -- please contact me if you have any
questions.

Tracy Feeney
System and Project Coordinator, AAC&U



P.S.  Apologies of those of you who are receiving this transmission a
second time due to conversion problems at our site.

------------------- MOSCOW95.NEW follows --------------------
MOSCOW 1995: AN INTERNATIONAL CONFERENCE ON DISTANCE EDUCATION

MOSCOW 1995 reflects an extraordinary convergence of
developments.  Among them:  the search by colleges, universities
and schools for new, off-campus educational markets and ways to
enrich and internationalize their programs; the evolution and
widening use of effective, low-cost educational technologies that
bring distance learning within the reach of virtually any
institution or organization; the emergence of new educational
markets, as institutions around the world and notably in the
countries of the former Soviet Union seek partnerships in
providing quality education and training through distance
learning; and the availability of major funding to assist in the
development of distance learning internationally.  Because of the
importance of the opportunities these developments create, a
diverse set of organizations has joined together to plan this
conference.

DESIGNED FOR

     All those in colleges and universities, foundations,
     government agencies, corporations and schools interested in
     exploring the prospects for distance learning, and
     especially for conducting  programs internationally.  Early
     registrations are from many different countries.
     Substantial  numbers of participants will be from the United
     States, the countries of Europe, Russia and the New
     Independent States.

ORGANIZED BY

     The Association of American Colleges and Universities
     (AAC&U)
     The Association of Russian Institutions of Higher Education
     (ARIHE)
     The United State Distance Learning Association (USDLA)
     American Universities in Russia, Ukraine and the New
     Independent States (AURUNIS)
     The Russian Association for Distance Learning (RADL)
     The International Alliance for Higher Education (IAHE)
     The Corporation for Public Broadcasting (CPB)
     University Research Corporation (URC)
     The National Foreign Language Center of Johns Hopkins
     University (NFLC)
     United States Agency for International Development (USAID)
     U.S. Army Continuing Education System (ACES)

SUPPORTED BY (PARTIAL LISTING)

     AT&T
     Educational Services International
     Mentor Networks Inc.
     ROSNET, USA
     Russia House



CONFIRMED OR INVITED SPEAKERS INCLUDE:

United States Senator Bill Bradley (D-NJ)

The Honorable Thomas Pickering, Ambassador, American Embassy,
Moscow

The Honorable Joseph Duffey, Director, United States Information
Agency

The Honorable Thomas Dine, Assistant Administrator for Eastern
Europe and the New Independent States, United States Agency for
International Development

George Soros, Philanthropist

Keith Harry, Director, International Center for Distance
Learning, Open University, United Kingdom

Claire Gaudiani, President, Connecticut College

David Maxwell, Director, National Foreign Language Center, The
Johns Hopkins University

Georges Van der Perre, Professor, Katholieke Universiteit Leuven
and President, EuroPACE 2000

Fred Starr, President, Aspen Institute of Humanistic Studies

Gottfried Leibbrant, Chair, UNESCO, the Netherlands

Richard Brecht, Professor of Germanic and Slavic Languages and
Literatures, University of Maryland-College Park

Michael Moore, Director, American Center for the Study of
Distance Education

Rosemary diCarlo, Soros Foundation

Brian Kenworthy, Professor, University of South Australia and co-
director, UNESCO Provision of Distance Education Project in Post-
Russian Mongolia

Patrick Portway, Executive Director, United States Distance
Learning Association

Paula P. Brownlee, President, Association of American Colleges
and Universities

Ronald Godwin, President, Educational Services International

Victor Savinykh, Chair, Association of Russian Institution of
Higher Education

Glenn Kessler, Chair Emeritus, United States Distance Learning
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Association

Linda Scatton, Assistant Provost for Graduate Studies, State
University of New York

Gennady Osipov, President, Russian Association for Distance
Learning and member, Russian Academy of Sciences

Also featured on the program are many other speakers on
theoretical and practical issues in distance education and
distance learning programs in and among countries around the
world.  Special presentations will be made by corporate service
providers, including AT&T and Apple Computer, as well.


     "We look forward here in Russia to welcoming colleagues from
     around the world to MOSCOW 1995 and exploring cooperation in
     many forms."

     - Victor Savinykh
     Former Cosmonaut
     Rector, Moscow Institute of Engineering in Geodesy,
     Aerial Photography and Cartography
     Chair, Association of Russian Institutions of Higher
     Education


     "Distance education is helping meet critical global
     needs.  MOSCOW 1995 will play an important part
     in promoting its wider and more effective use."

     - U.S. Senator Bill Bradley



                                  PURPOSE

This five-day conference will explore the many opportunities for
and challenges of establishing distance learning internationally.

The program is broadly conceived, addressing political, economic,
educational and technological dimensions of the topic, among
others.  The conference will help interested participants
establish  appropriate ties, discover resources, and make their
own programs, services and/or interests better known.  Useful for
the beginner no less than the expert, MOSCOW 1995 will provide a
comprehensive orientation to the fast-developing world of
educational technology and distance learning, to the
opportunities it presents any institution or organization wishing
to provide or receive education or training, and to the planning
and implementation steps necessary to ensure success and quality.

A special focus will be on opportunities for those interested in
engaging in distance learning with Russia and the New Independent
States.


                   SUMMARY CONFERENCE AGENDA (TENTATIVE)

Saturday,
JULY 8         Arrival

Sunday,
JULY 9         Excursions in and around Moscow
               Plenary:  Background briefing on political,
               economic and social situation in Russia and the
               New Independent States
               Opening reception

Monday,
JULY 10        Greetings and orientation
               Plenaries:
               What are the modes of distance education?
               The current and emerging technologies?
               What distance education programs are being
               conducted internationally?
               In collaboration with Russia and the NIS?
               AT&T Live satellite link:  Distance education in
               the service of global needs a conversation with
               U.S. Senator Bill Bradley and colleagues

Tuesday,
JULY 11        Major concurrent sessions:  Effective teaching and
               learning via distance education
               What works and what does not with respect to
               pedagogies, learning styles, cultural assumptions
                    Instructional design
                    Faculty and curriculum development
                    Assessment                     and others

               Major concurrent sessions:  Distance education in
               different spheres models and prospects
                    Higher education
                    Corporate training
                    Defense and conversion
                    Elementary and secondary
                    Government                     and others
               Concurrent workshops:  These practical sessions
               will provide orientation to and training in such
               areas as:
                    Applying instructional models in distance
                    learning
                    Selecting appropriate technologies
                    Understanding the use of satellites
                    Researching needs and markets
                    Finding program providers      and others
               Major concurrent sessions:
               Policies on the development of distance education:
               The United States, Europe, Russia, the New
               Independent States and other countries and regions
               The evolving infrastructure for distance education
               in Russia and  the New Independent States
               Case studies in distance education
               Evening event (to be announced)

Wednesday,
JULY 12        Plenary:  Private and public funding for distance
               education
               Multiple concurrent sessions reporting on current
               and proposed distance education initiatives
               Special time reserved for touring vendor exhibits
               (also open during rest of conference) and exhibits
               of materials describing participants'
               institutions, organizations and programs
               AT&T Live Satellite Link:  Demonstration of a
               virtual classroom
               Closing event:  Banquet at the Kremlin

Thursday,
JULY 13        Departure










=============================================================
MOSCOW 1995     MOSCOW 1995      MOSCOW 1995      MOSCOW 1995
=============================================================


                                    Exhibits

Conference participants wishing to share information or materials
on their institutions' or organizations' programs, services or
interests will have the opportunity to do so at no charge during
a period reserved especially for exhibits.  Potential exhibitors
should indicate their interest by checking the box at the bottom
of the registration form.  The products and services of a number
of commercial vendors will also be on display throughout the
conference.

                       Cultural and Companions' Program

Cultural and sightseeing activities planned for conference
participants and companions include a Sunday morning trip to
Ismailovo, an open-air market in Moscow; a Sunday afternoon visit
to Red Square and other famous Moscow sites; attendance at a
circus, ballet or opera performance; and a final banquet at the
Kremlin.  In addition, there will be a special excursion program
for companions that will include a shopping trip to the Arbat and
visits to several museums and art galleries.

                              Conference Travel

The lowest airfares (APEC fares) offered by most airlines with
service to Moscow require a minimum stay of seven days.
Conference organizers have arranged through Margo Travel in New
York for a waiver of this requirement for all conference
participants and companions who make their travel arrangements
through Margo Travel.  To take advantage of this special
arrangement, please contact Masha Evelson at [phone] and
be sure to mention that you are attending "Moscow 1995."


                Pre- and Post-Conference Travel Opportunities

For conference participants and companions wishing to visit St.
Petersburg and/or Kiev, either before or after "Moscow 1995,"
Masha Evelson at Margo Travel in New York is offering assistance
planning trip itineraries and making travel and accommodations
arrangements.  In addition to arranging train and airline
transportation within Russia and Ukraine, hotel transfers, hotel
accommodations (including breakfast), and sightseeing excursions,
she can also coordinate travel plans for European stopovers on
the way to or from the conference.  Please contact her at (800)
767-0201 for further information.

Conference participants arriving in Moscow before July 8 or
wishing to stay after the conference concludes, can be
accommodated at the Presidential Academy for State Services, the
conference site, at a single occupancy rate of $150 per day and a
double occupancy rate of $200 per day.  These fees include
breakfast.  Please contact Russia House at [phone] for
reservations.


            Conference Refund Information and Cancellation Policy

A registrant will be entitled to a refund of a portion of his or
her registration fee, companion fee and on-site fee only upon
receipt of a written request from the registrant.  50% will be
refunded from April 15 through May 31, 1995.  There will be no
refunds of fees after May 31, 1995.

In the unlikely event that, for any reason, the organizers of
Moscow 1995 find it necessary to cancel the conference, all
appropriate fees will be returned in full to conference
registrants and companions.



=============================================================
MOSCOW 1995     MOSCOW 1995      MOSCOW 1995      MOSCOW 1995
=============================================================

                              REGISTRATION FORM

Registrant's Name:  _________________________________________

Title:  _____________________________________________________

Institution/Organization:  __________________________________

Address:  ___________________________________________________

_____________________________________________________________

_____________________________________________________________
Telephone: (office)  _______________  (home)  _______________
Fax: _______________    E-mail:  ____________________________

I plan to bring a companion.

Companion's Name:  __________________________________________


                                      FEES

Registration Fee--due April 14, 1995                   $600

On-site Fee--due May 1, 1995                         $1,250

Non-registered Companion's Fee--due May 1, 1995        $750

On-site and companions' fees include the costs of lodging, food,
ground transportation in Moscow, conference facilities, cultural
activities, and interpretation services (Russian and English).
The companion's fee is based on double occupancy.

To reserve your place at the conference, please return this form
along with your $600 registration fee by April 14, 1995 to:
                  Moscow 1995
                  1800 Connecticut Avenue NW
                  Washington, DC 20009
                  202/667-4244 (fax)

Checks in U.S. currency should be made payable to Moscow 1995.
Payments via electronic fund transfer should be wired to:
                  Riggs National Bank of Washington, DC
                  P.O. Box 96758
                  Washington, DC  20090
                  ABA 054000030
for deposit to the account of Moscow 1995, account number
17106776.

We are also able to accept credit card payment.  If you wish to
pay by credit card, please use the form below.

_______  Visa    _______  MasterCard    _______  American Express

  Card Number _______________________________

  Expiration Date ___________________________

  Signature _________________________________

  Total amount to be charged  $______________


_______  I am interested in exhibiting materials.



Program enquiries:                     Logistics enquiries:

Association of American Colleges       AURUNIS
 and Universities                      1800 Connecticut Avenue NW
1818 R Street NW                       Washington DC  20009
Washington DC  20009                   202/986-6010 phone
202/387-3760 phone                     202/667-4244 fax
202/265-9532 fax                       [e-mail]
[e-mail]



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

Topic No. 6

Date: Thu, 23 Mar 1995 10:12:57 -0500 (EST)
From: [e-mail] (Tim McLain)
To: [e-mail]
Subject: :::  New educational Web site now online!  :::
Message-ID: <[e-mail]>

Classroom Connect has fully revised and updated their Web site.

It's now twice as big, with more than a hundred new links to educational
information located throughout the Internet.

Our new Web address is:   http://www.wentworth.com/classroom/

Enjoy!


====================================================
   Timothy McLain                      Wentworth Worldwide Media
   [e-mail]              Phone: [phone]
                           * Writer -- Classroom Connect *
                    URL:  http://www.wentworth.com/cyber/
====================================================




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

Topic No. 7

Date: Thu, 23 Mar 1995 10:13:30 -0500 (EST)
From: [e-mail] (Ellen Heron)
To: [e-mail]
Subject: PDTV
Message-ID: <[e-mail]>

This spring TVOntario is pleased to announce a new initiative in teacher
training:  PDTV, teacher professional development television.

Making Connections:  Planning, Instruction, Assessment is a FREE professional
development opportunity for FSL teachers.  A series of six videoconferences
will be satellite delivered on Tuesdays, from April 4 - May 9, 4:00-4:45pm
EDT on Anik E1/KU-band OR 6:30-7:15pm on Anik E2/KU-band.

Making Connections:  Plannning, Instruction, Assessment is a continuous
series of six live videoconferences.  Each program builds on the strategies
imparted in the previous programs.  The more people who take advantage of the
opportuntiites to interact with the host, teachers, experts, and fellow
participants, the more rewarding the experience will be for all.

This series of videoconferences will:
* offer participants opportunities to reflect on current practice in teaching
French as a second language and share their personal experiences with
colleagues
* assist educators in linking learning outcomes, instruction, assessment, and
evaluation
* demonstrate best teaching practices through videotaped classroom activities
* increase teachers' familiarity and comfort with new computer technology

This series is ideal for:
* FSL teachers of grades 7,8,9
* faculties of education
* curriculum coordinators
* staff development consultants
* principals and instructional leaders

Each program will:
* discuss relevant cross-curriculum applications
* examine instructional and assessment strategies demonstrated by practising
FSL teachers
* analyze the model teachers' strategies
* encourage participants to test strategies in their classrooms and report in
the next program

April 4
L'Autoroute electronique?  J'embarque!
Strategies to help students design an opinion poll to be sent via a computer
network.

April 11
La Bouffe. Quel probleme!
Strategies to integrate problem-solving and math skills into the FSL
classroom.

April 18
C'est quoi une machine?
Strategies to help students make the link between the classroom and their
personal lives.

April 25
Terre des hommes
Use of role playing to illustrate some of the facts of global inequity -
population densities, distribution of wealth and food.

May 2
Mes donnees?  Je sais les gerer!
Strategies to help students collect, interpret, and display data.

May 9
Une perspective globale
Strategies for implementing an integrated approach to teaching and learning,
including an innovative approach to direct instruction.

Don't just watch.  Participate!
* Phone! Fax! Online!
* Register today!    Contact TVOntario Program Sales, 416-484-2882 (phone) or
416-484-2896 (fax).
* When you register you will receive a Participant's Package, a Site
Facilitators's Guide and the Downlink Frequencies.

To join an extended online dialogue with other participants.  Subscribe to
our ListServe.  To subscribe, send an e-mail message to:
[e-mail]
Leave the subject line blank.  In the body of the message, type:
subscribe tvo-PDTV-t5 your name
Use your own name at the end of this line.





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

Fin du sommaire / End of INCLASS Digest 122
*******************************************

From ???@??? Fri Mar 24 11:29:38 1995
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        id KAA14120; Fri, 24 Mar 1995 10:21:47 -0500
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Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 123
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 123

Topics covered in this issue include / Les themes discutes:

  1) InfoSeek
        by dewalker (Doug Walker)
  2) EIN
        by dewalker (Doug Walker)
  3) SIFT
        by dewalker (Doug Walker)

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

Topic No. / Numero de dossier 1

Date: Thu, 23 Mar 1995 11:05:47 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: InfoSeek
Message-ID: <[e-mail]>

MINI REVIEW: InfoSeek

InfoSeek is a useful tool for quickly searching and retrieving articles
from numerous publications and vast Internet resources. Many
educators will find it an invaluable help.

As there is still a considerable gap between present Internet resources
for the researcher of average means, and the still very expensive to use
commercial information databases, InfoSeek may just be the next best thing.

It is not free, but it is not at all expensive (about $10 US per month
for 100 articles). It is thorough and fast. It covers quite a wide range
of subject areas. Educators can get hold of up to date, relevant articles
when they need them.

I have been quite pleased in the short while I've been trying it out.

http://www.infoseek.com:80/Home

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

Topic No. 2

Date: Thu, 23 Mar 1995 11:24:22 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: EIN
Message-ID: <[e-mail]>

MINI REVIEW: E.I.N.

Having been in teaching a long time, and having had to make do much of
the time with old, even obsolete, materials unable to quench students'
thirst for relevant, up to date information, I am always on the look out
for teaching tools that will help meet the needs of today's students.

Well, if you teach students about the Environment, one such tool is
provided by  Environmental Information Network's publications for school
libraries.

EIN is a commercial service, but inexpensive considering the quality and
range of the information made available.

         Environmental Information Networks
         119 South Fairfax Street, Alexandria, Virginia  22314
         Phone: [phone]  Fax: [phone]
         Internet:  <[e-mail]>


Environmental Information Networks (EIN) puts out affordable monthly
environmental news digests, in concise, summarized printed form, produced
from scanning over 600 magazines, periodicals, specialized journals, and
press releases.

Having received these for a number of months now, I am
most pleased with their classroom usefulness and potential as
student research tools.

To me, the information contained in EIN's monthly printed digests
seems more up to date than much of what is presently appearing in
schools on CD ROM. Each of the numerous articles in an EIN digest
will find many relevant applications in your classroom lessons and
student research projects and presentations.

EIN issues separate digests for four topics: Global Warming, Ozone
Depletion, Clean Air, and Alternative Energy. All are excellent.

A school library subscription includes a site license for teachers
within the school to photocopy and distribute articles for
themselves and their students from the monthly digests.

Doug Walker

[e-mail]
[e-mail]
[e-mail]

Rideau Valley Middle School
Box 100 Kars ON K0A 2E0 Canada
(613)-489-2024 (Voice)
(613)-489-4254 (FAX)



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

Topic No. 3

Date: Thu, 23 Mar 1995 11:36:10 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: SIFT
Message-ID: <[e-mail]>

Mini-Review: Stanford Netnews Filtering Service

Well, Internet searchers often find themselves in a dilemma-- too many
newsgroups, too many messages. Finding the gold in newsgroups (and
there's a lot of it) is very much like panning for gold.

Newsgroup prospectors will love the Stanford Netnews Filtering Service,
accessible both by e-mail and the World-Wide Web.

In a nutshell, you supply the filtering service with a search string
specifying exactly the type of information you are interested in and when
you want to receive it (eg every 5 days). You get short excerpts of the
items within the selected period that meet your selection criteria. You
then send for the complete text of the articles you want to receive in full.

By e-mail:

To: [e-mail]
Subject: Leave blank
Message: subscribe online information services

Very detailed help information is available upon request.

Via the WWW, have a look at

http://sift.stanford.edu/

Doug Walker

[e-mail]
[e-mail]
[e-mail]

Rideau Valley Middle School
Box 100 Kars ON K0A 2E0 Canada
(613)-489-2024 (Voice)
(613)-489-4254 (FAX)



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

Fin du sommaire / End of INCLASS Digest 123
*******************************************

From ???@??? Mon Mar 27 08:46:41 1995
Received: from schoolnet.carleton.ca by rowe.williams.edu with SMTP id AA19805
  (5.65c/IDA-1.4.4); Sun, 26 Mar 1995 18:33:33 -0500
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        id SAA10774; Sun, 26 Mar 1995 18:31:32 -0500
Date: Sun, 26 Mar 1995 18:31:32 -0500
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 124
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 124

Topics covered in this issue include / Les themes discutes:

  1) New Member
        by [e-mail] (Brian L Robinson)

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

Topic No. / Numero de dossier 1

Date: Sun, 26 Mar 1995 18:26:18 -0500 (EST)
From: [e-mail] (Brian L Robinson)
To: [e-mail]
Subject: New Member
Message-ID: <[e-mail]>

Dear Inclass Subscriber

I have just joined the Internet, and look forward to reading and sharing
education- and computer-related information with fellow educattors around
the world.

One of the things I am most immediately interested in is talking to
teachers who have students in their schools who are using the Internet to
communicate with students in Japanese schools.  If you are able to give me
some contact addresses so that students in my school can become part of
this electronic communications network, I would be glad to hear from you.

I am also interested in speaking with teachers or club officials who
operate school, inter-school, club, or inter-club swimming or athletics
meets.  I have written a Microsoft Excel application which I have used for
number of years now to do that for my school (see previous message).  If
you would like a demonstration version of the software (PC-compatible or
Macintosh) please contact me by email or write sending A$10 for a disk.

--

--
Brian L Robinson

Brisbane        - Australia's Most Livable City
Queensland      - The Sunshine State, where it's
                  beautiful one day, perfect the next ...!
Australia       - Down Under
--




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

Fin du sommaire / End of INCLASS Digest 124
*******************************************

From ???@??? Tue Mar 28 08:46:44 1995
Received: from schoolnet.carleton.ca by rowe.williams.edu with SMTP id AA15399
  (5.65c/IDA-1.4.4); Mon, 27 Mar 1995 18:50:41 -0500
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        id SAA22825; Mon, 27 Mar 1995 18:43:44 -0500
Date: Mon, 27 Mar 1995 18:43:44 -0500
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 125
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 125

Topics covered in this issue include / Les themes discutes:

  1) Survey
        by [e-mail]
  2) VIVNET  Australia
        by Malcolm Dean <[e-mail]>
  3) CCC and the Internet
        by [e-mail]
  4) FWD>Pineapple Project
        by "Heidi Nyland" <[e-mail]>
  5) pen pals
        by [e-mail] (Vasalundsgymnasiets bibliotek)
  6) Fwd: ::: Free Web space for all schools now available ::: (fwd)
        by "Kevin J. Sinclair" <[e-mail]>
  7) Re: INCLASS digest 122
        by BRAYDAN ALEXANDER WILSON <[e-mail]>
  8) Multi -age class
        by [e-mail] (Tania Blak)
  9) Interdisciplinary Unit On Kites
        by [e-mail] (David Brewer)
 10) Re: INCLASS digest 122
        by Sharon Roop <[e-mail]>
 11) Attendance vs Credit
        by Henry Hill <[e-mail]>
 12) Swimming & Athletics Carnival Software
        by [e-mail] (Brian L Robinson)
 13) Robin Hood Project
        by [e-mail]

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

Topic No. / Numero de dossier 1

Date: Sun, 26 Mar 1995 18:29:05 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Survey
Message-ID: <[e-mail]>

     I am a seventh grade student working on a project on the use of
computers.  What do you function the value of computers will be in the
classroom in the near future?



Thank you,
Nick Olivo



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

Topic No. 2

Date: Sun, 26 Mar 1995 18:29:44 -0500 (EST)
From: Malcolm Dean <[e-mail]>
To: [e-mail]
Subject: VIVNET  Australia
Message-ID: <[e-mail]>

Hi everyone,

I recall seeing a request in one of last year's digests for information
on Australia. I do not have that digest with me at present and thought
that my recent findings may be of interest to a number of people.

VICNET is a new and developing resource providing a wealth of
information about Victoria and Australia. (Victoria is one of the six
states of Australia. Australia has 6 states and 2 territories).

VICNET can be accessed at:    http://www.vicnet.net.au

Hope this is of use.

Cheers    ...   Birgit Dean   ...   Melbourne, Australia



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

Topic No. 3

Date: Sun, 26 Mar 1995 18:30:15 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: CCC and the Internet
Message-ID: <[e-mail]>

My name is Greg Newport and I am a doctoral student at the University of
Kansas.  I am interested in anyone who is using the CCC Integrated Learning
System in grades K-6.  My district is Lee's Summit, MO.  I would like to do
some research on the use of CCC and possibly the combination of it and the
internet.  Possibly comparing interests, attitudes and gains of students that
have access to one or both on a regular basis.  Please respond if you can
help.


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

Topic No. 4

Date: Sun, 26 Mar 1995 18:30:45 -0500 (EST)
From: "Heidi Nyland" <[e-mail]>
To: [e-mail]
Subject: FWD>Pineapple Project
Message-ID: <[e-mail]>

Mail*Link(r) SMTP               FWD>Pineapple Project


THE PINEAPPLE PROJECT RESUMES!

In a couple of weeks the Pineapple Project will be starting up again. (See
"Deadlines" below for more specific date information.) If you are
interested in the project please respond to this message by March 31st.
(Feel free to forward this message to other teachers and colleagues that
you think would be interested in the project.) These are NOT the final
assignments, but are very close. (We still need to determine the email
address that "Results" should be posted to and we intend to expand the
"online information resources" list.) If we can answer any questions
(curricular or technical) about the project just ask. If you would like to
"talk" to someone about the project call 212-678-4000 and ask for either
Jennifer Hogan, Shawn Mishler, David VanEsselstyn, or Toby Sanders. We look
forward to hearing from you.

____________________________________________________

What is the Pineapple Project?
The Pineapple Project combines Internet technology with interdisciplinary
curriculum materials in a project aimed at 5th and 6th grade classes
located in different parts of the country. The project asks these classes
to contribute information about produce which grows (or used to grow) in
their areas. Through directed mathematics and science activities, students
calculate the cost (in resources) of shipping produce from one area of the
country to another. Hopefully, through these activities, students will
acquire a better understanding of their local agriculture as well as a
familiarity with America's agricultural infrastructure and the costs
involved in transporting food. Finally, students examine ways in which
indigenous people fed themselves without the aid of today's transportation
systems and investigate the overall healthiness of a only local food diet.

The project is divided into 5 parts, each with an allotted two week time
period. Teachers are encouraged to adapt and edit each part so that it
works best with their students and curricula. If you feel a section is too
complicated for your students, or if you already use a related content area
that these questions ignore we encourage you to edit our framework so it
works best for your classroom. If you do make such changes or edits we
would love to hear from you because we envision this as a yearly activity
and we will use your feedback to improve (or expand) the project.

Media Requirements:
Participating in the project requires that students use the Internet for
all communication and sharing of information. Many of the learning
activities provided ask classes to gather information and then make it
available for other classes. The Institute for Learning Technology (ILT) at
Teachers College will serve as a "hub" for this information, monitoring the
project's progress. In addition to the Internet, we will ask students to
consult reference material such as encyclopedias and maps, as well as
people resources such as their parents, teachers and local agricultural
experts.

Using email offers students the added excitement and responsibility of
"publishing" their results to other students. Because the project involves
focused tasks, we feel this type of exchange moves beyond electronic
"pen-palling." We hope the students will begin to understand how
technologies such as the Internet can be exciting and fun, as well as
reinforce the inherent benefits of traditional approaches.

DEADLINES:
Part I - April 14th (e.g. the results to part I must be emailed on or
before April 14th)
Part II - April 28th
Part III - May 12th
Part IV - May 26th
Part V (optional) - June 9th

Student Skill Requirements:
Basic Plant Knowledge
Directions (north, south, east, west kind)
Energy
Estimation
Mapping
Multiplication
Research (involving atlases, encyclopedias, globes, almanacs, and on-line
references)
Unit conversion
Word Problems

Vocabulary:
Agriculture
Calorie
Cargo
Efficient
Energy
Fuel
Indigenous
Time Zone
Ton
Waterway

Online Information Resources (optional)
USDA Gopher     gopher://esusda.gov/
Agriculture statistics gopher   gopher://usda.mannlib.cornell.edu/

____________________________________________________

PART I - WHAT WE GROW

MISSION:        Find out what plants grow in your community (or used to grow in
your community if there is no longer a lot of farming.) Choose one of these
plants. Find out as much information as you can about this product and
answer the questions below.

Class Name:
City, State:

1.      What is your plant?

2.      Are the seeds small or large?

3.      How much does one seed weigh? (in ounces)

4.      When does it grow? (What time of year do you plant it.)

5.      How long does it take to grow?

6.      What does it need to grow? (per week)

7.      How long does it take for the plant to mature from a seed to a
full-grown plant?

8.      Is the full-grown plant small or large?

9.      How much does one full-grown plant weigh? (in ounces)

10.     How many people would a full-grown plant feed (for dessert, say)?

11.     How many calories does one serving of your plant have?

12.     How many calories does one full-grown plant have?

13.     Find five examples of foods that are made from your plant.

RESULTS:        Compile this information into a "Food Summary" and email it in.

If you discover any other information while doing this research that you
think the other classes would be interested in, please email it in!

____________________________________________________


PART II - WHERE OTHER CLASSES ARE LOCATED

MISSION:        a. To learn more about where the other classes participating in
the Pineapple Project are from. Use research tools such as atlases, globes,
encyclopedias, and almanacs to answer the questions below.

        b. To learn what a calorie is and how many calories some of your favorite
foods have.


Class Name:
City, State:


A. Geography and Traveling

1.      Where are the other classes located?

2.      What time zones are they each in?

3.      How many miles away are they from you?

4.      If you went to visit, how long do you think it would take you to get
there by train? car? plane?

5.      From your school, what direction would you have to travel to get to the
other schools?

6.      What would be the best mode of transportation to get to each of the
other schools: car, train, boat, or plane?


B. Calories and Energy

7.      What is a calorie?

8.      How many calories do each of the following foods have: an apple, a bowl
of cereal, a small salad, a peanut-butter and jelly sandwich, a hamburger,
and a candy bar.

9.      What is your favorite food? How many calories does it have?

10.     What is the relationship between a calorie that we would eat and a
calorie of energy that powers a vehicle?


RESULTS:        Use your answers to determine how far away each class is from your
school, and how you came up with that figure. Post your estimates using
email.  Also email your answers to question 9.


If you discover any other information while doing this research that you
think the other classes would be interested in, please email it in!

____________________________________________________

PART III - WHAT IT TAKES TO MOVE FOOD

MISSION:        To determine how much energy is takes to move food across the
country. Use the transportation estimates provided to answer the questions
below.

Transportation estimates:

* Railroads use 168,840 calories for every ton of cargo they carry a mile
* Waterways use 171,360 calories for every ton of cargo they carry a mile
* Trucks use 705,600 calories for every ton of cargo they carry a mile
* Airplanes use 10,836,000 calories for every ton of cargo they carry a
mile

Class Name:
City, State:


1.      How many full-grown plants of your food would make a ton?

2.      Use the distances that you estimated in Part II to determine the amount
of energy needed to move a ton of your food to each of the other
participating classes.

3.      What types of fuel do each of the transportation methods above use?

4.      Where do the fuels in question 3 come from? (what are they made out of,
and where in the world are they likely to be found)

5.      What are the benefits of each type of transportation?

6.      What are the disadvantages of each type of transportation?

7.      What is the most efficient way to transport your food to the other
classes?

8.      What is the least efficient way to transport your food product to the
other classes?

9.      Does your food spoil? How might food spoiling affect your answer for
question 7?


RESULTS:        Email your answers to question 7.


If you discover any other information while doing this research that you
think the other classes would be interested in, please email it in!

____________________________________________________

PART IV - HOW THINGS HAVE CHANGED

MISSION:        To find out how farming has changed in your city over the years.
Including what type of people used to live there and who lives in your city
now, what used to be grown in your city and what is grown there now.


Class Name:
City, State:

1.      What people are indigenous to your city?

2.      Where did those people live? How far is this from your school?

3.      What were the main agricultural products of these people?

4.      Are these products still grown in your city? If not, when did people in
your city stop growing that product?

5.      Where in the world is your product grown today?

6.      If that product were (is) still grown locally today, how much would
(does) it cost to grow one plant? (in calories)

7.      If that product is not (were not) grown locally, how much does (would)
it cost to grow and transport the plant to your city? (in calories)

8.      Compare your answers to question 6 and question 7. If they are not
similar, explain what things make the answers so different.


RESULTS:        Compare and contrast local and far away farming. Email a list of
advantages and disadvantages for each type of farming and an explanation
for why people eat products that are no longer grown in their area.


If you discover any other information while doing this research that you
think the other classes would be interested in, please email it in!

____________________________________________________

PART V - THE MOST EFFICIENT WAY FOR YOU TO EAT HEALTHY (OPTIONAL)

Assuming your students are familiar with the different food groups and what
makes a healthy diet. Have them determine the most efficient way to eat
healthy by determining what foods are grown/manufactured locally and trying
to design a balanced diet using only these products. Could they exist
eating only locally grown foods? (You may have to change how "locally" is
being used to include a larger area such as a state, or a region.)

RESULTS:        Email your efficient diet and whether or not such a diet would be
healthy.
-----------------------------------
delivered by the ILTnet gateway


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Message-Id: <[e-mail]>
To: [e-mail]
Organization: Institute for Learning Technologies
Date: Tue, 21 Mar 1995 13:37:51 EST
Subject: your name has come up a bunch recently





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

Topic No. 5

Date: Sun, 26 Mar 1995 18:31:37 -0500 (EST)
From: [e-mail] (Vasalundsgymnasiets bibliotek)
To: [e-mail]
Subject: pen pals
Message-ID: <[e-mail]>

hello! we are some students from solna in sweden. we are going in college
"vasalund". it is situated just near stockholm. we would like to know about
life and hobbies, how young people live in your european country. we are all
between 16 and 18 years old. it would be fun to hear from you.  best wishes
from us, europe 95, [e-mail]



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

Topic No. 6

Date: Sun, 26 Mar 1995 18:32:05 -0500 (EST)
From: "Kevin J. Sinclair" <[e-mail]>
To: [e-mail]
Subject: Fwd: ::: Free Web space for all schools now available ::: (fwd)
Message-ID: <[e-mail]>

Classroom Connect magazine's World Wide Web site has recently added a
special place for K-12 educators to mount Web pages from their school--free
of charge!

Our ClassroomWeb is a great place to show off your students and your entire
school on the global Internet. We created this free space because many
teachers have been telling us that their school doesn't have a
From ???@??? Tue Mar 28 08:46:44 1995
Received: from schoolnet.carleton.ca by rowe.williams.edu with SMTP id AA15399
  (5.65c/IDA-1.4.4); Mon, 27 Mar 1995 18:50:41 -0500
Received: from  by schoolnet.carleton.ca (8.6.9/SMI-4.0)
        id SAA22825; Mon, 27 Mar 1995 18:43:44 -0500
Date: Mon, 27 Mar 1995 18:43:44 -0500
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 125
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

Net-connected computer or the money to place Web pages online. Many
students are making Web pages as part of school projects, but have no place
to put them online for the rest of the world to see.

Any school can submit up to two 8 1/2" X 11" Web pages, formatted in HTML,
with up to 2 GIF images per page (50k or less each).

Send your page(s) and graphics by mail to Wentworth Worldwide Media (see
below) or attached to an email message.

Email to:  [e-mail]
Type  School Web Page  in the subject line, and put your school's name,
teacher's name, address, phone number, and email address in the message.

We'll place all of the Web pages we receive in a special directory on our
Web site, accessible via this Internet address.

URL:  http://www.wentworth.com/classweb/

For more information about ClassroomWeb or how to get your Web pages
mounted there, contact Tim McLain at [e-mail].

PLEASE FEEL FREE TO DISTRIBUTE THIS MESSAGE FAR AND WIDE -- We want as big
a response as possible!

Classroom Connect
Wentworth Worldwide Media
1866 Colonial Crest Drive
Lancaster, PA  17605-0488
[phone]


====================================================
   Timothy McLain                      Wentworth Worldwide Media
   [e-mail]              Phone: [phone]
                           * Writer -- Classroom Connect *
                    URL:  http://www.wentworth.com/cyber/
====================================================



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

Topic No. 7

Date: Sun, 26 Mar 1995 18:32:31 -0500 (EST)
From: BRAYDAN ALEXANDER WILSON <[e-mail]>
To: [e-mail]
Subject: Re: INCLASS digest 122
Message-ID: <[e-mail]>

I am looking for i-net resources on Film and Media Studies which may be useful
for teaching secondary school students.  Particularly interesting sites would
include production houses, broadcast and cable stations and newspaper/magazine
organizations.

If you know any interesting sites please email me at
[e-mail]

----
Braydan Wilson  3rd Year BEd Student  Queensland University of Technology
Queensland, AUSTRALIA


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

Topic No. 8

Date: Sun, 26 Mar 1995 18:33:18 -0500 (EST)
From: [e-mail] (Tania Blak)
To: [e-mail]
Subject: Multi -age class
Message-ID: <[e-mail]>

Dear future colleagues and friends,

I am a primary school teacher involved in a multi-age class.  The children
range in age from 8 to 12 years old.  The children work in family groupings
for 20% of their week.  The rest of the week they are in composite
groupings.  My home group is a 3/4 composite.  This approach to learning is
a recent change within our school and we are trialling this approach with
just the one group.

Our school is an open plan school with an enrolment of approximately 280
children.  We are situated in a disadvantaged area and as such, have some
very special requirements and situations.

I am very keen  to get  children involved in the Internet and am looking
for a group of children to correspond with.

I am looking forward to hearing from someone, anyone in the world, the
universe.  Didn't they say there could be life on Mars?


Tania Blak


Tania Blak,
Year 1 Teacher,
Charnwood Primary School
Bettington Circuit,
CHARNWOOD, ACT, 2615, AUSTRALIA

E-Mail: [e-mail]
Voice: [phone]
Fax    [phone]




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

Topic No. 9

Date: Sun, 26 Mar 1995 18:33:51 -0500 (EST)
From: [e-mail] (David Brewer)
To: [e-mail]
Subject: Interdisciplinary Unit On Kites
Message-ID: <[e-mail]>

Dear Colleagues,

I have been lurking around this list for several months and have seen many
request for help.  Now it is my turn to ask for assistance.

I am in the process of developing an interdisciplinary unit on Kites for
our grade 6 team. I am looking for resources that would be suitable for the
grade six level.  I am interested in having the students find information
on the WWW or use Gopher.  If you have anything that would be of assistance
I would appreciate your help.  Thanks

==============================================================================
David Brewer Computer Resource Teacher           Snail Mail
Home:   604-367-6369                             David Brewer
Fax:    [phone] Call First                  Box 525 Fruitvale,
emial:  [e-mail]                 B.C., Canada
School: 604-367-9218                             V0G 1L0
============================================================================
==




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

Topic No. 10

Date: Sun, 26 Mar 1995 18:34:36 -0500 (EST)
From: Sharon Roop <[e-mail]>
To: [e-mail]
Subject: Re: INCLASS digest 122
Message-ID: <[e-mail]>

Dear Ottawa-Glandorf Students,
I just read your note and wanted to respond for a couple of reasons.
The first is very personal.  I am originally from North-west Ohio.  I feel
a strong connection to people from that area.  The second is that I would
love to help in any way.  I am a novice in the computer world, but I am
willing to try anything.  Presently I am on spring break from
Worthington, Ohio.  We are a district of approximately 11,000 students.
We Have 2 high schools, and 4 middle schools.  We have 13 elementary
schools.  I teach kindergarten in one of the elementary schools.

Do we have a school newspaper?  Not yet.  It is one of the things we have
decided to do through our school planning team.  There is district
technology news.  I don't know what you are after, so you will need to
contact me to let me know what you want from us.  Perhaps I can put you
in touch with our district technology person.  Her name is Kim Hanlin.  I
don't have her address handy, but if you let me know what you want, I'll
look her up.  Additionally, my husband teaches in Gahanna.  They are
quite knowledgeable about technology.  Randy Allen is the person to
contact.  Let me know if you want his address.

By the way, I used to live near LaFayette.  We were certainly neighbors.
My husband graduated from Shawnee.  Small World!

Write and let me know if I can help.

Sincerely,
Sharona.

Sharon Roop
Kindergarten
Slate Hill Elementary
Worthington, Ohio




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

Topic No. 11

Date: Sun, 26 Mar 1995 18:35:14 -0500 (EST)
From: Henry Hill <[e-mail]>
To: [e-mail]
Subject: Attendance vs Credit
Message-ID: <[e-mail]>

Inclass Readers, We have a problem.  An A/B student had to go with her
parents to their home foreign country.  The two week visit turned into a
visa nightmare lasting fourteen weeks.  Now she is back and wants to make
up the work for credit.  She missed the last five weeks of the first
semester and the first nine weeks of the second semester.  We are
concerned about legal issues and precedents.  Some classes are impossible
to make up.  She could catch up in other classes.
        Please send me any ideas or places to go on the net.
        [e-mail]



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

Topic No. 12

Date: Sun, 26 Mar 1995 18:36:05 -0500 (EST)
From: [e-mail] (Brian L Robinson)
To: [e-mail]
Subject: Swimming & Athletics Carnival Software
Message-ID: <[e-mail]>

Carnival Version 4.1 by Brian L. Robinson
March 1995


About Carnival

*       A programmed Microsoft  Excel=81 application for Swimming and
Athletics Carnivals
*       For school, inter-school or club use
*       All functions are button- and macro-driven for ease of use
*       Many printouts produced automatically in a Final Printout macro
provide a detailed analysis of all events to officials


This is a demonstration version of the software in which some of the
features are disabled after running it the first time.


Hardware & Software Requirements

Carnival requires that you have Microsoft Excel=81 already installed on your
hard disk.  Version 5.0 or later is preferable.  Because of the memory
requirements in carnivals with large numbers of competitors, it is
advisable to allocate 4.5mb of RAM to Excel=81 for its use.  See the
Macintosh or PC user's guide for information on how to allocate more memory
to an application.

Carnival requires approximately 1.5mb - 3mb of hard disk space and 6mb of
RAM (System 7) depending upon the number of contestants in the carnival.
It  runs best on a relatively fast computer, and a math co-processor is a
distinct advantage since the software requires large amounts of processing.
A 50mHz 486 PC-compatible, an accelerated Macintosh LC, a Macintosh LC475,
or a faster machine is recommended.

A slower machine with less RAM may be suitable for small carnivals with
fewer than 200 contestants.


Main Features of Carnival

Carnival provides a user-friendly interface to the power of Excel=81 so that
relatively inexperienced users of the spreadsheet can operate a complete
carnival points scoring and record-keeping package and obtain the required
printed information within minutes of completing the last entries.

Some of its main features include:

*       imports contestant data from a text file

*       a concise on-line Help feature, built into the software

*       use of the same spreadsheet for school, inter-school, inter-club
swimming or athletics events

*       contestant and records data may be typed directly into the
spreadsheet, or pasted from another application such as a database or a
text file

*       provision for up to 1000 contestants

*       provision for up to 10 houses, schools, or clubs

*       up to 12 types of events in up to 10 different age categories - 120
individual events

*       relays and medleys which only attract house/school/club points may
be recorded separately and in addition to the 120 individual events

*       allows for two different sets of points values, and for additional
points to be awarded for record-breakers

*       record times/distances, along with details of the record-holder,
are written into a Records Table

*       up to 100 records may be stored for each carnival

*       prints lists of competitors in the preparation macro

*       automatically colour-codes the house/school/club, age and sex of
each competitor for easy at-a-glance checking during data entry

*       automatically sets appropriate text formatting and background
patterns for each column of the spreadsheet

*       additional attendance and participation points can be awarded to
each house/school/club for pre-carnival and carnival events

*       house/school/club total numbers can be entered to enable per capita
calculation of attendance and participation points

*       the date for which ages are to be determined is stored in the
spreadsheet so that ages can be calculated from the date of birth for each
contestant

*       contestant data and the Records Tables can be edited from the
control interface

*       all entries are made using a button-operated macro which performs
several checks against incorrect data

*       alerts bring incorrect data to the operator's attention with
audible and visual warnings

*       contestants too old for an event are automatically disqualified and
the operator alerted so that other results can be adjusted where necessary

*       contestants upgrading to an older event have their results recorded
so that house/school/club points are awarded but those events do not
contribute to age championship totals

*       the number of times each contestant upgrades is recorded so that
officials have an accurate record of the number of events in which each
contestant has participated

*       times or distances are requested for all contestants gaining first,
second, or third places so that the Records Tables can be updated
automatically when new records are established

*       the entry macro ensures that the data is placed in the correct
cells, and records the correct number of points automatically

*       progressive house/school/club points can be printed at any time -
results are saved automatically each time this macro is activated

*       age champions are determined in an automatic macro and printed
within minutes of the final entries being recorded

*       the name of the school or club is automatically printed on each
printout for permanent identification

*       printouts available include Participant Names, Progressive Points,
=46inal Points, Age Champions, Records Table, House/School/Club Participants=
,
House/School/Club Summary, Star Performers, and more

*       the above printouts can be printed individually, or by use of the
=46inal Printout macro, which prints all of these printouts in sequence at
the end of the carnival

*       all macros are easily selected from either buttons on the main
program control interface or from dialog boxes within the program

Explanation for all the major features listed above is found in the
following chapters.  Samples of all the printouts listed above are
contained in Appendix A of the full manual supplied with registered copies
of the software.


To Order Your Fully Operational Copy of Carnival

Use the Print Order Form button on the Program Control Interface of the
demo version to print an order form, then send it with your purchase price
($149.95) in Australian Dollars to:

B. L. Robinson
Linashlee Software
1 Sirius Street
WISHART  Qld  4122
Australia

Phone [phone]


----------------------------------------------------------
Brian L Robinson

Brisbane        - Australia's Most Livable City
Queensland      - The Sunshine State, where it's
                  beautiful one day, perfect the next ...!
Australia       - Down Under
----------------------------------------------------------




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

Topic No. 13

Date: Sun, 26 Mar 1995 18:36:38 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Robin Hood Project
Message-ID: <[e-mail]>

Project Proposal



(This is a cooperative project from CPAW - Computer Pals Across the World,

Chatback and ESP - European Schools Project)



Title: Robin Hood - and other Heroes and Myths

Project Proposers: John Meadows and Heike Rautenhaus

Organisers: John Meadows (UK) and Ulrich Goebel (Germany)

E-mail: [e-mail] and 01:dld001

Dates: April-June 1995 (or shorter if you wish)

Language: English

Ages: 9-16



Both Internet and BT/Campus systems will be used in this project.



Introduction:



Robin Hood was supposed to have lived in England in the middle ages, but the

stories about him have changed gradually through the years. For example, in

the earliest stories, there was no Maid Marian! Although modern stories tell

that Robin Hood and his band lived in Sherwood Forest, near Nottingham, there

are older stories which suggest that he lived near York (but not New York!).

But whatever the "truth" behind this legend, it has lasted a long time and has

been the subject of many books, films and TV programmes.



Some questions - please answer as many questions as you wish.



1. How did you FIRST hear about Robin Hood?

2. Which other ways have you find out about Robin Hood?

3. What is so GOOD about Robin Hood, in other words, what qualities did he

have that that made him heroic?

4. What did he do?

5. If he did those things in your town/city/country now, what would most

people think?

6. Do you really believe Robin Hood existed? Why?

7. Would you try to behave like him if you had the chance? How might this

happen?

8. Robin Hood was involved in acts of violence. Do you think violence is ever

justified?

9. Do you have any more ideas or questions about Robin Hood?



10. Please send in similar reports and questions about other heroes or

heroines you wish to describe.



Your reports could be from individual students or from groups, but you should

be ready to reply and discuss the answers with those who take part.

You could ask people about a particular person in modern or old times - you

could ask about which heroic figures people have seen in films recently - you

could describe a heroic figure and see if others agree with you about that

man, woman or child. I hope you have an interesting time in your own classrooms

talking, reading and writing about this project - by the way, one of MY big

heroes of modern times is Nelson Mandela - a brave man with strong principles

who also could forgive those who "done him wrong".

John Meadows




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

Fin du sommaire / End of INCLASS Digest 125
*******************************************

From ???@??? Wed Mar 29 08:51:35 1995
Received: from schoolnet.carleton.ca by rowe.williams.edu with SMTP id AA11693
  (5.65c/IDA-1.4.4); Tue, 28 Mar 1995 20:01:38 -0500
Received: from  by schoolnet.carleton.ca (8.6.9/SMI-4.0)
        id TAA00586; Tue, 28 Mar 1995 19:59:47 -0500
Date: Tue, 28 Mar 1995 19:59:47 -0500
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 126
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 126

Topics covered in this issue include / Les themes discutes:

  1) Re: INCLASS digest 124
        by Martin Waldron <[e-mail]>

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

Topic No. / Numero de dossier 1

Date: Tue, 28 Mar 1995 19:45:35 -0500 (EST)
From: Martin Waldron <[e-mail]>
To: [e-mail]
Subject: Re: INCLASS digest 124
Message-ID: <[e-mail]>

I am conducting a class project in the Tuskegee syphilis experiment,
which was perpetrated on 399 black men over a period of 40 years.
I am having difficulty finding materials for my Grades 10-12 students.
SIRS Researcher produced a few newspaper articles ... LA Times, Hartford
Courant & US News & World Report ... is there anyone out there in Inclass
cyberspace who can help me & my students with our  problem?

Thank You!


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

Fin du sommaire / End of INCLASS Digest 126
*******************************************

From ???@??? Mon Apr 03 08:53:22 1995
Received: from schoolnet.carleton.ca by rowe.williams.edu with SMTP id AA10917
  (5.65c/IDA-1.4.4); Wed, 29 Mar 1995 19:52:52 -0500
Received: from  by schoolnet.carleton.ca (8.6.9/SMI-4.0)
        id TAA01058; Wed, 29 Mar 1995 19:50:18 -0500
Date: Wed, 29 Mar 1995 19:50:18 -0500
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 127
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 127

Topics covered in this issue include / Les themes discutes:

  1) Great Canadian Trivia Contest
        by dewalker (Doug Walker)
  2) French pen pals
        by "Eva M. Luther" <[e-mail]>
  3) Commodities quotes
        by Bonnie J Malcolm <[e-mail]>
  4) Re: #1(2) INCLASS digest 125
        by [e-mail]
  5)
        by Wendy Higgins <[e-mail]>
  6) Persistent Teams
        by [e-mail]
  7) Where is a BB for Farm house for rent ????
        by [e-mail] (Nick Reitter)
  8) math stories
        by [e-mail] (Mark LeBlanc)
  9) Re: INCLASS digest 126
        by [e-mail] (Elliott Mitchell)

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

Topic No. / Numero de dossier 1

Date: Tue, 28 Mar 1995 19:49:51 -0500 (EST)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Great Canadian Trivia Contest
Message-ID: <[e-mail]>

 Here is this week's puzzler for all you Canadian trivia fans.

Doug Walker
[e-mail]
---------- Forwarded Message -----------
Sender: [e-mail] (Stephen Caldwell)
Subject: Great Canadian Trivia Contest

THE GREAT CANADIAN TRIVIA CONTEST:

The History Department of Colonel By Secondary School in Ottawa,
Ontario is sponsoring a Canadian Studies Internet trivia contest.

This contest is designed to appeal to students in Grades 7 - 10
although other grades are more than welcome to participate.

Business was a little slow the past two weeks, probably because Ontario had
their March Break during this period.

For Ontario participants, another source of the weekly question can now be
found on the soc_science_across conference of The Village.

INFORMATION:

Each week a new question  will be presented.
Students participating in the contest will, in all likelihood, have
to do some research  to find the correct answer to our weekly question.

The question will be posted by noon, eastern time, every Monday
and answers must be received by 8:00 a.m. eastern time the following
Saturday week. Answers will be tabulated, and the correct answer, along
with
the winners' names, will be posted with the next weekly question.
Students can
enter this contest individually or as a class.

We plan on offering a few nominal prizes so make sure you let us know
where we
can reach you.

In addition to your e-mail address,please send us your school's name and the
grade and/or class that you are in, and your postal address.

MARCH 13th's QUESTION: On March 8 Elvis Stojko won the Men's World Figure
Skating Championship. This is the 7th time in the last 10 years that
Canadians
have won this Championship. Besides Elvis Stoyko name the other Canadian men
who have won the World Men's Figure Skating Championship in the last 10
years.

MARCH 13th's ANSWER: Besides Elvis Stojko, Brian Orser and Kurt Browning have
won the Men's World Figure Skating Championship seven times in the last ten
years.
Brian Orser - 1987
Kurt Browning - 1989,1990,1991,1993
Elvis Stojko - 1994, 1995


WINNERS:

Late answer for the February 20th question to which the answer was the Rideau
Canal.

1. Wajahat Hussain - 7K - Eastwood Public School: Windsor, Ontario

MARCH 13th's WINNERS

1. Karen Buchmann - Gr.5/6 - Swastika Public School: Kirkland Lake,
Ontario

2. Tanta Bursey, Kelly Lambert & Angela Keats - Jane Collins Academy: Hare
Bay, Newfoundland

3. Ryan Davies - Gr.9 - General Byng School: Winnipeg, Manitoba

4. Patricia Wilken & Ana Berbes - Gr.6 - Meadowbrook School: Lachine, Quebec

5. Elysa Manas & Laura Havercroft - Yorkhill Elementary School: Thornhill,
Ontario

6. Jeff Spivock, Matt Emery & Alex Tempier - Gr. 10/11 - Royal West Academy:
Montreal, Quebec

7. Wajahat Hussain - 7K - Eastwood Public School: Windsor, Ontario

8. Meredith Bondy - 7T - Eastwood Public School: Windsor, Ontario


THIS WEEK'S QUESTION: What is the largest native Canadian tree?

SEND IN YOUR ANSWERS:

Remember, don't post your answers to this list.  Otherwise everyone will
see what you're sending in. Instead, send your answers to Steve Caldwell at
the following e-mail address:  [e-mail]

PLEASE REMEMBER TO INCLUDE YOUR SCHOOL AND GRADE.


--------
Stephen Caldwell
[e-mail]

John Reeder
[e-mail]





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

Topic No. 2

Date: Tue, 28 Mar 1995 19:51:02 -0500 (EST)
From: "Eva M. Luther" <[e-mail]>
To: [e-mail]
Subject: French pen pals
Message-ID: <[e-mail]>

Could you please post this message for pen pals for a teacher who does
not
subscribe to this list, please make your responses to
[e-mail]
They would like to have pen pals who are French so they can polish
their
abilities.

             Nous cherchons corespondant(e)s

Je m'appelle Jennifer Holley.J'ai 12 ans. Ma bonne fete est le 6 octobre.
J'ai un frere il s'appelle Hayward. J'ai un soeur, elle s'appelle Cara.
J'ai une mere et un pere. Je vais a l'ecole St.Lewis Academy. J'aime
jouer les sports: ballon panier, ballon vollant, le soccer, le baseball.
J'aime nager et j'ai une collection des timbres.
J'aime lire! Je prefere les mysteres, et les adventures. J'habite a
St.Lewis, Labrador. J'aime promenade sur la motoneige avec mes aimes.

Je m'appelle Jennifer Saunders. J'ai 11 ans. Ma bonne fete est le 13 janvier.
J'ai un frere, il s'appelle Tyler. Je vais a l'ecole St. Lewis Academy.
J'aime
nager et lire. J'habite a St. Lewis, Labrador, aussi, j'ai une collection
des
timbres, des rocs, des bandes dessinees, et des coquilles.

Je m'appelle Rachel Luther. J'habite a St. Lewis, Labrador. J'ai 12 ans. Ma
Bonne Fete est le 26 Avril. Je m'interet a L'ordinateur, nager, lire, et
jouer au Ballon-Panier. Aussi, J'ai une collection des timbres.


Eva Luther           [e-mail]
St. Lewis
Labrador
A0K 4W0



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

Topic No. 3

Date: Tue, 28 Mar 1995 20:06:15 -0500 (EST)
From: Bonnie J Malcolm <[e-mail]>
To: [e-mail]
Subject: Commodities quotes
Message-ID: <[e-mail]>

My Applied Economics students are participating in the Chicago's Board of
Trade Commodity Challenge.  I am new to the Internet and am trying to
find a source for free daily quotes of the commodities.

Please send any information to [e-mail]



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

Topic No. 4

Date: Tue, 28 Mar 1995 20:06:41 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Re: #1(2) INCLASS digest 125
Message-ID: <[e-mail]>

I am a writer and teacher and would like to know how students, ages 8 and up
use the Internet for homework assignments.  Specifically,

1.  what data bases or boards do you access for information?
2.  how do you know where to find information?
3.  what does your school do to help you learn to search for information
electronically?
4.  what tips do you have for other youngsters?
5.  why do you look for information on the Net rather than in your regular
library?
6.  how long have you been using the Net?
7.  how does school learning have to change to incorporate technology?


If you prefer to respond to me personally, my e-mail address is:
[e-mail]

Please sign your first name, age, grade, city, and country.

Thanks!

Grace Smith, Ph.D.



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

Topic No. 5

Date: Tue, 28 Mar 1995 20:20:37 -0500 (EST)
From: Wendy Higgins <[e-mail]>
To: [e-mail]
Message-ID: <[e-mail]>

Hello,
I am new to the world of the internet and have very much
Enjoyed having access to the inclass digest.
As I was reading my latest mail, my computer froze.
I lost all the information that I had saved from
that digest. (It was the one with the Pineapple Project,
Penpals, something from Australia)
Is there any way that I could re-receive the
version of the digest? I was interested in responding
to several of the project requests.

Wendy Higgins


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

Topic No. 6

Date: Tue, 28 Mar 1995 20:26:45 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Persistent Teams
Message-ID: <[e-mail]>

I am interested in any information you might have concerning the concept of
persistent teams in the middle schools. i.e. the pairing of students and
teachers for muliple years.

Please respond directly to me.  Thank you!


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

Topic No. 7

Date: Tue, 28 Mar 1995 20:27:17 -0500 (EST)
From: [e-mail] (Nick Reitter)
To: [e-mail]
Subject: Where is a BB for Farm house for rent ????
Message-ID: <[e-mail]>

Hello All:

        I am trying to find a BB or Listserver that would be appropriate
for me to let people know that we have a Farm House for rent. The farm house
is located in the rural mountains of northern Penna. Ideal for use by someone
that would be able to work from home.
        Any ideas ?
Thanks,

Nick Reitter



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

Topic No. 8

Date: Tue, 28 Mar 1995 20:30:12 -0500 (EST)
From: [e-mail] (Mark LeBlanc)
To: [e-mail]
Subject: math stories
Message-ID: <[e-mail]>

Hi Everyone:

My undergraduate computer science students and I are writing software
to help children write math stories, including the ability to share
them globally via the World-Wide-Web.

QUESTION:  Does anyone know of other sites which use the internet
                to share children's word problems?

Thanks in advance,
Mark LeBlanc
Wheaton College
Norton, MA 02766

[e-mail]
[phone]



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

Topic No. 9

Date: Tue, 28 Mar 1995 20:31:29 -0500 (EST)
From: [e-mail] (Elliott Mitchell)
To: [e-mail]
Subject: Re: INCLASS digest 126
Message-ID: <[e-mail]>

>From: Martin Waldron <[e-mail]>
>
>I am conducting a class project in the Tuskegee syphilis experiment,
>which was perpetrated on 399 black men over a period of 40 years.
>I am having difficulty finding materials for my Grades 10-12 students.
>SIRS Researcher produced a few newspaper articles ... LA Times, Hartford
>Courant & US News & World Report ... is there anyone out there in Inclass
>cyberspace who can help me & my students with our  problem?

You might try checking with the Institutional Review Board (or sometimes
it's called the Committee for Protection of Human Subjects) at your nearest
University.  The story I've heard, more than once, is that revelation of
the Tuskegee experiment was really a watershed event for protection of
human subjects, and led to the institution of IRBs in many locations, with
the express purpose of preventing any such thing from happening again.


Elliott

--
<>< < < < < < < < < < < < < < < < < < < < < < < < < < < < < < < <
| Elliott Mitchell   Vanderbilt University   Nashville, Tenn.
|
| I had my bases covered but the game turned out to be football...




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

Fin du sommaire / End of INCLASS Digest 127
*******************************************

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Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
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X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 128

Topics covered in this issue include / Les themes discutes:

  1) Please send messages
        by Lisa Carder <[e-mail]>
  2) Re: INCLASS digest 126
        by [e-mail] (Junaid)
  3) Research Assistance Sought!
        by [e-mail] (Jason Nolan)
  4) keypals
        by Leann Pomaville Weinberg <[e-mail]>

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

Topic No. / Numero de dossier 1

Date: Thu, 30 Mar 1995 10:35:45 -0500 (EST)
From: Lisa Carder <[e-mail]>
To: [e-mail]
Subject: Please send messages
Message-ID: <[e-mail]>

We would like to hear from people all over the world.  We are a small
K-12 school located in Petersburg, Nebraska.  Petersburg has a population
of 380.  It is a farming community.  There are 13 students in our
classroom.  There are six 3rd graders and seven 4th graders.  We have
been studying different types of communities in Social Studies.  We would
like to know about your community.  Please write to us and tell us about
where you live.

Please send mail to:  [e-mail]

Stacey Bedlan, 3rd and 4th grade teacher
Petersburg Public School
Petersburg, NE 68652




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

Topic No. 2

Date: Thu, 30 Mar 1995 10:36:39 -0500 (EST)
From: [e-mail] (Junaid)
To: [e-mail]
Subject: Re: INCLASS digest 126
Message-ID: <[e-mail]>

>      I am doing research on "Girls  and computers", if any one has good
>sources(books, articles) to start, which can explain the trends in last 10
>year(1984-94)in  USA.   Thanks.  Najmi Junaid
                     INCLASS Digest 126
>
>Topics covered in this issue include / Les themes discutes:
>
>  1) Re: INCLASS digest 124
>        by Martin Waldron <[e-mail]>
>
>----------------------------------------------------------------------
>
>Topic No. / Numero de dossier 1
>
>Date: Tue, 28 Mar 1995 19:45:35 -0500 (EST)
>From: Martin Waldron <[e-mail]>
>To: [e-mail]
>Subject: Re: INCLASS digest 124
>Message-ID: <[e-mail]>
>
>I am conducting a class project in the Tuskegee syphilis experiment,
>which was perpetrated on 399 black men over a period of 40 years.
>I am having difficulty finding materials for my Grades 10-12 students.
>SIRS Researcher produced a few newspaper articles ... LA Times, Hartford
>Courant & US News & World Report ... is there anyone out there in Inclass
>cyberspace who can help me & my students with our  problem?
>
>Thank You!
>
>
>------------------------------
>
>Fin du sommaire / End of INCLASS Digest 126
>*******************************************
Najmi Junaid                                            Office: [phone]
Center for Information Media                    Fax: [phone]
720, Fourth Ave South                              E-mail:
[e-mail]
St. Cloud, MN 56301



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

Topic No. 3

Date: Thu, 30 Mar 1995 10:46:53 -0500 (EST)
From: [e-mail] (Jason Nolan)
To: [e-mail]
Subject: Research Assistance Sought!
Message-ID: <[e-mail]>

Hi, I'm posting this for a friend who is a prof. at OISE.

He is looking for a few teachers of grades 4-6 who may wish
to take their students to OSC (Ontario Science Centre), Toronto.
He's interested in Net savvy teachers who are willing to analyze
aspects of the exhibitions to see what can be done in schools after visits.

Let me know if you're interested, perhaps include a bit of relevant info
about yourself, and I'll forward names and info to my friend.

TIA,

Jason


Jason Nolan
http://www.oise.on.ca/~jnolan/home.html
* Doctoral Student: Ontario Institute for Studies in Education, U of Toronto
* Volunteer Member: Toronto Freenet, Conservation Council of Ontario,
Ontario Society for Environmental Education.

Copyright 1995 D. Jason Nolan.  Any portion may be reprinted as
long as the author is notified ([e-mail]) and as long as this
copyright notice stays attached.




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

Topic No. 4

Date: Thu, 30 Mar 1995 10:47:24 -0500 (EST)
From: Leann Pomaville Weinberg <[e-mail]>
To: [e-mail]
Subject: keypals
Message-ID: <[e-mail]>

My class of high school students, ages 16-19, in Union Grove, Wisconsin, are
searching for keypals from other countries.  They wish to write to
teenagers, via Email, to learn about the life and culture of their country.
If you know of teenagers interested in an Email exchange, please contact:
Leann Weinberg
Email to: [e-mail]


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

Fin du sommaire / End of INCLASS Digest 128
*******************************************

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  (5.65c/IDA-1.4.4); Fri, 31 Mar 1995 19:56:50 -0500
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        id TAA05797; Fri, 31 Mar 1995 19:54:20 -0500
Date: Fri, 31 Mar 1995 19:54:20 -0500
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 129
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 129

Topics covered in this issue include / Les themes discutes:

  1) Pen Pal Request
        by [e-mail]
  2) Newcomer
        by [e-mail] (Sonja Crain)
  3) Student Needs Help
        by Jay Small <[e-mail]>
  4) survey
        by "Susan Peterson"  <[e-mail]>
  5) Re: INCLASS digest 128
        by Martin Waldron <[e-mail]>
  6) North West Territories
        by Michael Newton <[e-mail]>
  7) Humor Around the World
        by [e-mail]
  8) Turkish Delight, Anyone?
        by [e-mail] (GARY A. PIGHETTI)
  9) Where is CNN Classroom Guide?
        by [e-mail]
 10) Saskatoon Wants Correspondents
        by Ron Berntson <[e-mail]>

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

Topic No. / Numero de dossier 1

Date: Fri, 31 Mar 1995 19:02:13 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Pen Pal Request
Message-ID: <[e-mail]>

The following is a request from a teacher in Albuquerque, New Mexico.
Thank you, in advance, for your help....      Bob

------>>  Forwarded Request:

We are in need of African, Canadian and Australian pen pals.

I would appreciate a lead to get 3rd, 4th, and 5th grade groups set up to
culminate with our international day celebration in May.  Thanks for the
help.

Dianna Valdez

[e-mail]




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

Topic No. 2

Date: Fri, 31 Mar 1995 19:02:44 -0500 (EST)
From: [e-mail] (Sonja Crain)
To: [e-mail]
Subject: Newcomer
Message-ID: <[e-mail]>

Hello, everyone.  I am a newcomer to this sort of computerized conversation
so please forgive me if I make any mistakes in procedure (please let me
know if I do so).

I would like to join in or start a discussion with people who are
interested and knowledgable on deafness isues and/or teaching about
deafness and ASL.  Does such a discussion already exist?  Any help would be
much appreciated.

Sonja Crain

************************
Sonja Crain
Instructor of Ed & Psych
Simpson College
************************




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

Topic No. 3

Date: Fri, 31 Mar 1995 19:03:12 -0500 (EST)
From: Jay Small <[e-mail]>
To: [e-mail]
Subject: Student Needs Help
Message-ID: <[e-mail]>

I am a student at Western Carolina University in Cullowhee, North Carolina.
I am looking for ideas on how an elementary classroom could use the
internet to explore science.  I have found many resources just browsing
through the world wibe web, but would like to hear more.  Any help will
greatly appreciated. Please send any suggestions to
[e-mail]
Thank you,
Jay Small



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

Topic No. 4

Date: Fri, 31 Mar 1995 19:03:36 -0500 (EST)
From: "Susan Peterson"  <[e-mail]>
To: [e-mail]
Subject: survey
Message-ID: <[e-mail]>

From:  Dr. Susan Peterson
    University of Central Arkansas
        Conway, AR  72035

I am interested in finding out information about adolescent/teenage
attitudes towards vegetarianism.  If teachers would please assist me
by surveying thier students who are age 12-17, I would greatly
appreciate it.

      - Deadline:  April 10 -

Please respond with number of students who describe themselves in the
following categories:

Introduce Survey:  "I have been asked for your participation in a
survey on your attitudes about vegetarianism.  (If
clarification is needed, simply state that individuals can be
vegetarians to varying degrees - from simply not eating red meat to
not utilizing any meat products.)  Think about which of the following
statements best describes you:"

1.  I never considered being a vegetarian.
2.  I've thought about it a little, but never tried it.
3.  I have seriously practiced some form of vegetarianism.
    (now or in the past)
4.  Of those in category #3, what percent is male?  female?

Please e-mail results directly to me -
Subj: V-Survey
[e-mail]

Number of students in each category:

1.  ______

2.  ______

3.  ______

4.  In category #3   _____   =  % male       _____  = % female

If you care to send student comments which may be appropriate to
this topic, please do so.

Thanks for your help and participation!







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

Topic No. 5

Date: Fri, 31 Mar 1995 19:04:02 -0500 (EST)
From: Martin Waldron <[e-mail]>
To: [e-mail]
Subject: Re: INCLASS digest 128
Message-ID: <[e-mail]>

I wish to record my gratitude for the varied and helpful responses I
received in my quest for Tuskegee Experiment research sources.
I am the Restructuring Coordinator for Fremont High in Oakland, (recent
finalist in the California State Boys' Basketball Final.)  One of our
seven houses/academies, the Health science House, is developing an
interdisciplinary unit.  Science teacher Steve Miller and his students
are quarrying the scientific and ethical aspects.  English teacher Patricia
Nimtz and students are writing up the history and social aspects.  The
two team are combining to produce a trial-drama summary, which will be
videoed.
Our emphases are interdisciplinary curriculum and cooperative learning,
with an appropriate leaven of technology ... such as this e-mail/i-net
research.
Most interestingly, we have two hour long videos for purposes of
comparison ... Bad Blood by Jones & The Deadly Deception from NOVA.  We
are greatly encouraged by the detailed and positive responses we have
received.  Such collaboration is necessary if educators are to persuade
those who hold purse strings that cyberspace is worth exploring.
Thank you all very much.


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

Topic No. 6

Date: Fri, 31 Mar 1995 19:04:27 -0500 (EST)
From: Michael Newton <[e-mail]>
To: [e-mail]
Subject: North West Territories
Message-ID: <[e-mail]>

I have teacher friend who not quite adept enough to post to this list yet
who is looking for schools on the net in the North West Territories. In
particular Cambridge Bay.

Michael Newton                  [e-mail]
Grenfell College
Corner Brook
NF, Canada, A2H 6P9



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

Topic No. 7

Date: Fri, 31 Mar 1995 19:04:53 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Humor Around the World
Message-ID: <[e-mail]>

I am a teacher of gifted and talented students, collaborating with a 5th
grade teacher on a Humor Unit.  We would like to hear from kids around the
world about what they think is funny.  Our idea is that humor varies from one
culture to another.  Can you help us find out if this is true?  Please ask
your students - world-wide - to send us jokes that they think are funny.
 We'd be delighted to return the favor to you.
Thank you for your help.

Please respond to:  [e-mail]


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

Topic No. 8

Date: Fri, 31 Mar 1995 19:07:34 -0500 (EST)
From: [e-mail] (GARY A. PIGHETTI)
To: [e-mail]
Subject: Turkish Delight, Anyone?
Message-ID: <[e-mail]>

Fellow In-Classers:
  Something came up in class the other day that I couldn't answer. While
Reading *The Lion, Witch & the Wardrobe,* kids asked about *Turkish Delight.*
As I'm unfamiliar with this, I thought it might be something more familiar to
Anglophiles. Do any of you know whether this is the name of an actual
confection or is it made up by C.S. Lewis?
TIA,
Gary Pighetti
North Yarmouth Memorial School
North Yarmouth, Maine USA

ME-Link
The Maine Center for Educational Services
Auburn, Maine 04212-0620


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

Topic No. 9

Date: Fri, 31 Mar 1995 19:08:02 -0500 (EST)
From: [e-mail]
To: [e-mail]
Subject: Where is CNN Classroom Guide?
Message-ID: <[e-mail]>

Hi,
Could someone telle me, where I can subscribe the
   CNN CLASSROOM GUIDE - mailing list?
Thank you for your help.
Regards,
Walter Mueller

[e-mail]
FAX: [phone]


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

Topic No. 10

Date: Fri, 31 Mar 1995 19:08:25 -0500 (EST)
From: Ron Berntson <[e-mail]>
To: [e-mail]
Subject: Saskatoon Wants Correspondents
Message-ID: <[e-mail]>

Our Information Processing (Grades 10 to 12) classes are
going to be doing a unit on computer communications.
There are a dozen students in this class and I would like
to find each student a correspondant who can exchange
email for a short period of time. Nutana is a small, inner
city, high school in Saskatoon, Saskatchewan. If you are
interested, please email [e-mail].

Thanks
Ron Berntson



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

Fin du sommaire / End of INCLASS Digest 129
*******************************************

From ???@??? Mon Apr 03 08:55:38 1995
Received: from schoolnet.carleton.ca by rowe.williams.edu with SMTP id AA07272
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Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 130
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 130

Topics covered in this issue include / Les themes discutes:

  1) Newspapers in Education Web (fwd)
        by dewalker (Doug Walker)
  2)
        by [e-mail]

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

Topic No. / Numero de dossier 1

Date: Sun, 2 Apr 1995 22:48:48 -0400 (EDT)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Newspapers in Education Web (fwd)
Message-ID: <[e-mail]>

------ Forwarded Message -------
++++++++++++++++++++++++++++++++++++++++++++++
Sender: [e-mail]
April 3, 1995
Subject: Web site to feature Newspapers in Education Lesson Plans

URL: http://www.cris.com/~felixg/OE/OEWELCOME.html

The Online Educator Web site has introduced a new regular feature
designed to help teachers prepare multiple media lessons.

Children will need many skills to succeed in the Knowledge Age, and
one   of the most important will be the ability to use many sources
of information.  Newspapers, magazines, television and the Internet
all contain valuable and often unique ideas and data. A skillful
learner must be trained to use them all and understand how they are
different.

Each week, along with its new posting of hot-list lesson ideas, The
Online Educator Web will include a specific lesson designed to
combine multiple media sources in a classroom project. A more
extensive Newspapers in Education project will also be highlighted
in The Online Educator's monthly printed and e-mail editions, which
are designed to complement the Web site.

Here's a sample lesson:

***Comparative media and the O.J. Simpson trial***

Many of us have had the experience of being part of an event that is
later reported in the news. We read a story in a newspaper or watch
a television news report and say to ourselves: "That's not what
happened."

Even trained professional journalists can come away from a news
event with different versions of the "truth." We all make selections
about what we notice, what we recall and what we recount to others.
Good journalists generally make the most objective assessments and
actively try to present a balanced account of what happened.

Still, variations take place in what reporters and editors call the
"angle" or the "play" of a story.

To illustrate that point, why not use the O.J. Simpson trial as an
example. Divide the students in your classroom (this exercise is
appropriate for students in grades six and above) into four groups:
the online group, the local newspaper group, the national newspaper
group and the television group.

Have each of the "media" groups monitor a single day of trial
coverage in their respective areas. They should summarize what
happened and be prepared to present the basic facts to their fellow
students. Who testified? What was most important about that day's
testimony?

A few days later, have the online group go to Time Inc.'s World Wide
Web site
(http://pathfinder.com/pathfinder/features/OJ/nbc/trans/latest.html)
and obtain a transcript of trial testimony for the same day. It
generally takes several days before testimony is posted. On a recent
Sunday, for example, the previous Wednesday's was the latest
transcript available.

Ask the online group to prepare a summary based on reading what
actually happened. Have all the groups present their versions of
courtroom events. Then engage your students in a discussion about
the differences they found.

Discussion questions:

-- Which version of events is correct?  -- What factors led to the
creation of differing versions?  -- Which source of information do
they believe is most reliable?  Someone who was there, a newspaper
or television? Why?

As a follow-up, invite a reporter or editor from your local
newspaper to discuss this issue with your students.

Once your students complete this process, they will have a much
better understanding of how to assess news and information, and
they'll never read a newspaper or watch television news in quite the
same way.

++++++++++++++++++++++++++++++++++++++++++++++++++

The Online Educator (Making the Internet a useful, accessible
classroom tool) Available in printed form, via e-mail and on the
World Wide Web For subscription and other information inquire to:
[e-mail]

++++++++++++++++++++++++++++++++++++++++++++++++++






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

Topic No. 2

Date: Sun, 2 Apr 1995 22:49:21 -0400 (EDT)
From: [e-mail]
To: [e-mail]
Message-ID: <[e-mail]>

Can we have alist of addresses please?
Martin Leigh, UK teacher who spent a year
at Confed 1991-92


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

Fin du sommaire / End of INCLASS Digest 130
*******************************************

From ???@??? Tue Apr 04 08:52:23 1995
Received: from schoolnet.carleton.ca by rowe.williams.edu with SMTP id AA19471
  (5.65c/IDA-1.4.4); Mon, 3 Apr 1995 23:00:51 -0400
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        id WAA17576; Mon, 3 Apr 1995 22:56:22 -0400
Date: Mon, 3 Apr 1995 22:56:22 -0400
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 131
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 131

Topics covered in this issue include / Les themes discutes:

  1) chess
        by [e-mail]
  2) Re: INCLASS digest 129
        by [e-mail]
  3) Ideas and addresses for using the WWW in k-12 classroom
        by [e-mail] (Richard Stafford)
  4) CNN Classroom Guide
        by Leann Pomaville Weinberg <[e-mail]>
  5) Turkish Delight
        by Claire B Wandersee  <[e-mail]>
  6) Re: INCLASS digest 129
        by Lisa Avedonl <[e-mail]>
  7) Call for Collaboration for the Other Story Project
        by Alnaaz Kassam <[e-mail]>
  8) Geology & Fables on the Internet
        by [e-mail] (Nick Reitter)
  9) Re: Deafness
        by [e-mail]
 10) Renaissance Project and Your Local History
        by [e-mail] (Siri Hartsfield)
 11) Computer Software (fwd)
        by dewalker (Doug Walker)

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

Topic No. / Numero de dossier 1

Date: Sun, 2 Apr 1995 22:49:47 -0400 (EDT)
From: [e-mail]
To: [e-mail]
Subject: chess
Message-ID: <[e-mail]>

I am interested in either joining a chess group, or playing chess with
someone overseas. Can anyone direct me to a club, etc., that could help
me get started?

I am an elementary teacher in Albuquerque, N.M., quite a chess buff,
and am interested also in having my students, grade level 5,
 involved in this chess.

richard bauling
[e-mail]


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

Topic No. 2

Date: Sun, 2 Apr 1995 22:50:09 -0400 (EDT)
From: [e-mail]
To: [e-mail]
Subject: Re: INCLASS digest 129
Message-ID: <[e-mail]>

Regarding Turkish delight:  It is a confection (which I do not find terribly
appealing) which comes originally from Turkey and consists of jelly-like
cubes of fruit flavored candy in a white nougaty powdered sugar base.

Karen Van Howe
Auburn High School
Rockford, Illinois



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

Topic No. 3

Date: Sun, 2 Apr 1995 22:50:35 -0400 (EDT)
From: [e-mail] (Richard Stafford)
To: [e-mail]
Subject: Ideas and addresses for using the WWW in k-12 classroom
Message-ID: <[e-mail]>

Jay Small et al, greetings,

You wrote:
>I am a student at Western Carolina University
>in Cullowhee, North Carolina.
>I am looking for ideas on how an elementary
>classroom could use the Internet to explore
>science.  I have found many resources just browsing
>through the world wide web, etc., Jay Small

FYI, I am compiling and categorizing World Wide Web
addresses for a yellow pages directory that will be
published in August of this year. I often run across
resources that amaze me. Kidnet (not yet listed in
the World Wide Web directory, although Inclass runs a
non-Web address for it regularly) is an important resource.

One of the best World Wide Web sites I have seen is
http://p_sci_ed.mtsu.edu/ Amazing Science at the Roxy.
(See below for description and its root directory.)

The World Wide Web Yellow Pages directory I am developing
for Digital Data Express, Inc., San Jose, is barely one
third the size it will be, but it already contains hundreds of
addresses that could interest you. For more about that
directory, point your browser to http://www.internet-is.com/dde/

(My job is editorial, and I know little about distribution,
but I hope you will be able to find this directory in libraries before
Christmas.)

Addresses that may interest you include: http://www.mtsu.edu/
Middle Tennessee State University, Murfreesboro, TN, US
This server points to (more advanced) sciences programs,
including http:physics.mtsu.edu/ and http://chemistry.mtsu.edu/
It also provides access to http://p_sci_ed.mtsu.edu/  Amazing
Science at the Roxy, a site that offers entertaining
physical science activities for K-12 students, and
contains movies, sounds, and text of chemistry, physics,
and astronomy experiments. The server is maintained by
Dr. Jim Hood, department of chemistry and physics, who also
can be reached at [e-mail]

Also  http://sln.fi.edu Franklin Institute Virtual Science
Museum, Franklin Institute, Philadelphia, PA, US The
"Virtual Science Museum" offers visitors a host of resources
for science education as well as general information about
the museum and its programs. Be sure to visit "virtual
exhibits" about Ben Franklin and The Heart. These multimedia
presentations support learning through inquiry-based exploration.

NASA Outreach Program http://k12mac.larc.nasa.gov/hpcck12home.html
This home page for the High Performance Computing and
Communications K-12 Program at the NASA Langley Research Center
is part of an educational outreach program involving
five high schools in the tidewater area of Virginia.
It is a pilot program to investigate and develop curriculum
integration of the computational sciences in the K-12
educational area. (As you know, there are many NASA sites
of interest to K-12 teachers and pupils.)

Because of the way Hillside students use the Internet, you also
might check Hillside Elementary School   http://hillside.coled.umn.edu
Hillside Elementary School, Cottage Grove, Minnesota  This server is
part of a joint project of the http://www.tc.umn.edu   University of
Minnesota College of Education and Hillside Elementary School to
integrate the use of the Internet into the curriculum of
elementary-level education.  The objective is to have students
participate in shaping their own part of the Information Superhighway.

I wish I could share with you all the sites I have encountered
and am encountering in the process of developing this directory,
but I am afraid that even the kindly Doug Walker may not have
unlimited patience and space.

Good wishes and good luck,
               Richard Stafford
               [e-mail]
               or [e-mail]





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

Topic No. 4

Date: Sun, 2 Apr 1995 22:50:59 -0400 (EDT)
From: Leann Pomaville Weinberg <[e-mail]>
To: [e-mail]
Subject: CNN Classroom Guide
Message-ID: <[e-mail]>

The CNN Classroom Guide can be accessed through gopher woonext.dsrd.ornl.gov


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

Topic No. 5

Date: Sun, 2 Apr 1995 22:51:24 -0400 (EDT)
From: Claire B Wandersee  <[e-mail]>
To: [e-mail]
Subject: Turkish Delight
Message-ID: <[e-mail]>

Yes, this is a real confection.  My class made it last year after reading
C.S. Lewis.  It is basically jello with confectioners' sugar on it.  I
have the recipe in school which I can send you if you are interested.
Smiles  :-)  :-0  :-}  :-D
Claire B. Wandersee


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

Topic No. 6

Date: Sun, 2 Apr 1995 22:51:48 -0400 (EDT)
From: Lisa Avedonl <[e-mail]>
To: [e-mail]
Subject: Re: INCLASS digest 129
Message-ID: <[e-mail]>

To answer the question about Turkish Delight - it is indeed a type of
candy product consisting of nougat with, I think although it's a long time
since I've had it, bits of nut and glazed fruit in it. It's available in
Canada. It's packaged like other candy bars and is about 2" x 3/8"x5".

 Lisa Avedon




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

Topic No. 7

Date: Sun, 2 Apr 1995 22:54:06 -0400 (EDT)
From: Alnaaz Kassam <[e-mail]>
To: [e-mail]
Subject: Call for Collaboration for the Other Story Project
Message-ID: <[e-mail]>

The Other Story is a research project designed to study cultures of the
world from their own perspective.   The project links schools across Canada to
students, teachers and other people from the culture being studied.

The Spring session of the Other Story Conference is called First Nations
People: The Untold Story.

In this conference students from across Canada will study a historical
event first from a First Nations perspective and then from the
perspective of their own textbooks, encyclopedias and other resources.
Students will respond to the issue of how and why these histories
differ.   Students will have the opportunity to discuss
the issues of the conference with the authors of the First Nations
perspective and with students of indigenous background.

Non-Canadian classrooms are welcome to participate in the conference.

The conference commences in mid-April. Interested teachers should e-mail
me at:

[e-mail]


Alnaaz Kassam (Dr.)
Senior Research Officer
Ontario Institute for Studies in Education
Toronto
Tel: [phone] ext 2607





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

Topic No. 8

Date: Sun, 2 Apr 1995 22:54:28 -0400 (EDT)
From: [e-mail] (Nick Reitter)
To: [e-mail]
Subject: Geology & Fables on the Internet
Message-ID: <[e-mail]>

Hello All:
        I recently received the April issue of "Internet World". Some interest-
ing items:
        The US Geological Survey has a Ask-A-Geologist service. They are said
to respond to a question in a few days. The mail is routed to the Geologist
of the day. the E-Mail address is "[e-mail]".
        Fary Talse, Fables, etc can be read or down loaded from the FTP site
at "info.umd.edu" then cd to "/inforM/Educational_Resources/ReadingRoom/
Fiction/FairyTales".
        Also, here is a Telnet site for just anything and everything on the Net,"launchpad.unc.edu".
        Happy "surfing on the Net".
(Sorry for spelling of Tales. I can not go back and change it. I am working
from home, via a modem to school. Oh, my ! and Fairy) Oh well!!!
Nick


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

Topic No. 9

Date: Sun, 2 Apr 1995 22:54:59 -0400 (EDT)
From: [e-mail]
To: [e-mail]
Subject: Re: Deafness
Message-ID: <[e-mail]>

For Sonja Crain:

I've stumbled over two resources for deaf issues, hope they help

DEAF EDUCATION RESOURCES
 gopher://shiva.educ.kent.edu/ (see "Quick Link to KSU deaf-ed resources")

DEAF WORLD
 http://www.computel.com/deafworld/


I haven't had occasion to visit either site, so can't advise further

Tony
     =+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=
     F.A. Strodtbeck      North High School     [e-mail]
     626 W. 53rd Street     Davenport, IA             52806
     =+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=

'[1;35;40m-=> Delphi Internet Jet v2.002 - (C) PBE


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

Topic No. 10

Date: Sun, 2 Apr 1995 22:55:22 -0400 (EDT)
From: [e-mail] (Siri Hartsfield)
To: [e-mail]
Subject: Renaissance Project and Your Local History
Message-ID: <[e-mail]>

Greetings from Springfield, Illinois

Please send us a reply for our Renaissance Faire in April. We are looking
for information about the time period from 750 AD to 1850 AD. In
particular, students would like to know about something that happened
during that time period and is a part of your local history.

PLEASE include the following information:
1.  Your location - city, state, country, continent
2.  A brief descrption of a person, place, event, or artifact from your
area that was a part of this time period.
3.  Some information about your school.

Students will be charting your replies and posting your answers on a large
display board at Lincoln School.

Thank you for helping with this very special project.
Mrs. Donna Holinga
Social Studies Teacher

send replies to [e-mail]

[e-mail]
---
Siri Hartsfield
Springfield Public Schools
300 S. 11th Street
Springfield, IL 62703
[phone]




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

Topic No. 11

Date: Sun, 2 Apr 1995 23:14:08 -0400 (EDT)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Computer Software (fwd)
Message-ID: <[e-mail]>


---------- Forwarded message ----------
Date: Thu, 23 Mar 1995 10:56:37 -0500 (EST)
Sender: Robert Gaiero <[e-mail]>
Subject: Computer Software

My name is Robert Gaiero and I am head of modern languages at the
St.  Catharines Collegiate, in St. Catharines, Ontario, Canada. I
have been a teacher of French and Spanish (as second languages) for
the past 27 years. When computers were introduced into our schools,
I became interested in using the computer as an assistant to the
teacher and in improving individualized learning. The initial
problem was the question raised by math and business teachers who
felt computers and computer labs were their domaine. This  problem
was overcome by sheer determination. It took a lot of convincing and
requests for budgeting but for the past few years we have had three
computers in each of our language classrooms and our classes have
access to a computer lab on a weekly basis. We had launched computer
assisted language learning, but there was only one problem to
overcome: SOFTWARE.  I realized early on when we were using
Commodore Pet's, then Commodore 64's that there was no suitable
software for learning languages. This was still the case when we
moved on in the late 80's to IBM's. So since that time I have been
developing software which is EASY for teachers with little or no
knowledge of computers to use. This was important because my own
teachers and my colleagues at other high schools were not computer
literate and felt very intimidated by the thought of computers in
the classroom. The software was intended for my students. It is
topic oriented, designed to complement a particular text or
methodology. It can be used to remedial or enrichment. What was to
evolve over a period of about 10 years is a series of tutorials
 which I was to call: FRENCH, BIT BY BIT (c). My original intention
becoming a producer of software for language teaching and learning.
The result has been FRENCH, BIT BY BIT 1, 2 AND 3. Each is a
collection of 30 tutorials, including explanations with help pages
and exercises done in a fill-in blank format. FRENCH, BIT BY BIT 1
is suitable for beginners and contains topics such as etre, avoir,
avoir expressions, numbers, acheter-jeter type verbs, etc. FRENCH,
BIT BY BIT 2 is intermediate and 3 is for a more advanced level such
as Ontario grade 11 and OAC.  It contains topics such as uses of the
subjunctive, passive voice, if clauses, future with quand, etc.
There are 90 topics based on grammar and structures in the complete
FRENCH, BIT BY BIT. At any time a student can access a help page by
pressing the TAB KEY.

The need for students to expand their vocabulary was met with what
is now known as FRENCH VOCABULARIES, BIT BY BIT. In this collection
of 45 topics. The student selects "at the airport" or "sickness and
health" or "at the zoo". He next selects the level of difficulty --
there are 3. The first level presents the basic expressions in that
theme. He chooses from TUTORIAL, in which expressions are shown in
both languages simultaneously or FRENCH to ENGLISH where he can
practise recognition or  ENGLISH to FRENCH where he can demonstrate
to himself mastery of vocabulary.  A dictionary is instantly at the
disposal of the student when he presses the TAB KEY.  Since my
students have always demonstrated difficulty in dealing with the
past tenses in French, I developed over a period of time a series
which is now FRENCH, BIT BY BIT: LE PASSE. This collection of 19
tutorials facilitate practising the passe compose, the imparfait,
formation of past participles, etc.

Our students are also on an individualized reading program whereby
they choose from selected titles when ready take quizzes on the
computers in the classroom. For example, my grade 11 French class
chooses from 6 titles and each student is required to do 3. A reader
is divided into 7 parts with a multiple choice quiz at the end of
each part. When a student has read that portion and is ready to take
a quiz, he simply goes to the computer enters his name and takes the
quiz. The students are reading from 6 different titles (selecting
from personal taste). They read at their own speed (within time
guidelines) at home and in class.

What makes this very manageable for the teacher is the LOG FEATURE
which I incoporated into all the software. The results of work done
on the computer is stores automatically in a file whenever a student
quits. The results can be viewed on the screen or printed out by the
teacher. The LOG requires a password so it is protected from
tampering.  How do I use this feature? In the reading program above,
for example, at the end of the week I print out the results of the
quizzes. On a sheet of paper, I have the name, the date, the time
and the results including percentage. This is the same for all the
FRENCH, BIT BY BIT programs.

All that I have described above has been repeated for my students of
Spanish and the result has been: SPANISH, BIT BY BIT 1, 2 AND 3
SPANISH VOCABULARIES, BIT BY BIT SPANISH, BIT BY BIT: EL PASADO

Also available: GERMAN, BIT BY BIT 1 which has just been placed on
the recommended list by the British Columbia Ministry of Education.

I have found that students enjoy the change of pace from the regular
language classroom. They also need the opportunity to work
individually on a computer which shows them the importance of being
accurate and is a the same time non-judgemental. Students work at
their own pace and can move from one topic to the next or back to
ones they need to review. Students look forward to computer lab
time. Just try and deny them their day on the computers! Plus, they
work so hard when it's just them and the computers. In addition,
students are learning keyboarding and are overcoming any hangups
they have about the computer.  They are learning wordprocessing
because we also have them write using the computer. From the
learners' perspective computer assisted language learning is all
positives! From the teacher's point of view, the teacher has been
freed to some extend, to become a resource person and to lead
conversation and generally be more creative.

        The computer software is available from

        TUTOR ENTERPRISES 15 ZIRALDO ROAD ST. CATHARINES, ONTARIO
        CANADA L2N 6S7 FAX [phone]


        The software is available by school site licence, board site
licence and by licence for individual stand alone computers.
Requests for demos should be sent on official stationary.



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

Fin du sommaire / End of INCLASS Digest 131
*******************************************

From ???@??? Wed Apr 05 10:59:07 1995
Received: from schoolnet.carleton.ca by rowe.williams.edu with SMTP id AA05795
  (5.65c/IDA-1.4.4); Wed, 5 Apr 1995 00:13:48 -0400
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        id AAA05204; Wed, 5 Apr 1995 00:05:10 -0400
Date: Wed, 5 Apr 1995 00:05:10 -0400
Message-Id: <[e-mail]>
Errors-To: [e-mail]
Reply-To: [e-mail]
Originator: [e-mail]
Sender: [e-mail]
Precedence: list
From: [e-mail]
To: Multiple recipients of list <[e-mail]>
Subject: INCLASS digest 132
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
X-Comment: SchoolNet Teacher's & Help List

                            INCLASS Digest 132

Topics covered in this issue include / Les themes discutes:

  1) [Call for Project Participation] The Mali Interdisciplinary Project
        by "Florrie O'Loughlin" <[e-mail]>
  2) 10-12 penpal request
        by [e-mail]
  3) School discipline policies
        by [e-mail]
  4) More on Deaf Ed
        by [e-mail]
  5) LOOKING FOR FIRST GRADE KEYPALS
        by [e-mail]
  6) Re: INCLASS digest 129
        by Auke van Holst <[e-mail]>
  7) Great Canadian Trivia Contest (fwd)
        by dewalker (Doug Walker)

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

Topic No. / Numero de dossier 1

Date: Tue, 4 Apr 1995 10:29:44 -0400 (EDT)
From: "Florrie O'Loughlin" <[e-mail]>
To: [e-mail]
Subject: [Call for Project Participation] The Mali Interdisciplinary Project
Message-ID: <[e-mail]>

      How Can Teachers and Students use Telecommuncations in Education?

                        Call for Participation

The Mali Interdisciplinary Project
by Florrie O'Loughlin
Internet:  [e-mail]

The Mali Interdisciplinary Project (MIP) will take place between
April 10, 1995 - April 14, 1995 and April 24, 1995  - May 15, 1995.
The goals of MIP follow:  students will enjoy writing, reading, and
working together.  Moreover, students will increase
their social skills, understand African culture, and be critical consumers
of information.

The objectives of MIP follow:  Students will describe the Mali culture in
written and/or oral format, draw and color a drawing of Mali, and
locate Mali on the map.  In addition, students will provide directions
for how to get to Mali, provide constructive criticism to other students
at a different location by reviewing their submission, and adapt MIP.
Finally, students will work cooperatively in a group toward their MIP,
complete MIP questions, ask other students questions, and provide references
and/or bibliographies.

For registration information, send e-mail to:  [e-mail]

[Deadline for registration is April 7, 1995]

Florrie O'Loughlin has provided Internet training to DuSable High School staff
members and assisted DuSable High School teachers to assist students in
learning. For registration information, send e-mail to:
[e-mail]

DuSable High School is located at 4934 Wabash Avenue, Chicago, IL 60615.
The phone number at DuSable High School is 312-535-1100.





---------------------------------------------------------
Kind Regards,
Florrie O'Loughlin

o o
 -
\_/

----------------------------------------------------------
Internet: [e-mail]
----------------------------------------------------------





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

Topic No. 2

Date: Tue, 4 Apr 1995 10:35:31 -0400 (EDT)
From: [e-mail]
To: [e-mail]
Subject: 10-12 penpal request
Message-ID: <[e-mail]>

I teach 2 Software Tools classes to 10th - 12th graders in Memphis, TN.
The school is Middle College H.S. located on the Shelby State C.C. downtown
campus.  This is a small city school of 300 established for students who
want to take advantage of the college classes when still in h.s. and/or who
are over-age and do not want to return to their home school.
I have about 10 - 15 students who are interested in exchanging e-mail until
the end of school (June 5).
We are on spring break April 10 - 14 so please reply asap to
[e-mail].
Thank-you.  Leigh Fraser


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

Topic No. 3

Date: Tue, 4 Apr 1995 10:37:25 -0400 (EDT)
From: [e-mail]
To: [e-mail]
Subject: School discipline policies
Message-ID: <[e-mail]>

I am an Assistant Principal at a K-8 school in eastern Tennessee with an
enrollment of about 625 students.  We are looking to revamp our discipline
policies in our school.  I would appreciate it if anyone could send me a copy
of their policies, either through e-mail or a hard copy.

Thanks,

K. June A. Slagle
White Pine School
3060 Roy Messer Highway
White Pine, TN  37890

e-mail    [e-mail]


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

Topic No. 4

Date: Tue, 4 Apr 1995 10:38:03 -0400 (EDT)
From: [e-mail]
To: [e-mail]
Subject: More on Deaf Ed
Message-ID: <[e-mail]>

forwarded from NEWLIST:
deaf-magazine via [e-mail]

   I would like to tell you all that I set up a weekly Deaf Magazine.

   To sign up mail to [e-mail] leaving the
   subject blank and including the following command in the body:

      SUBSCRIBE DEAF-MAGAZINE firstname lastname

   Eg.  subscribe deaf-magazine Jane Jones

   Owner:  Mr. Nathan R. Prugh  [e-mail]
           Tech. Support Engineer, GetNet, Inc.


   ---------------------------------------------------------------------
   DISCLAIMER: NEW-LIST announcements are edited from information
   provided by the original submitter.  We do NOT verify the technical
   accuracy nor any claims made in the announcements nor do we
   necessarily agree with them.  We do not warranty or guarantee any
   services which might be announced - use at your own risk.  For more
   information send e-mail to [e-mail] with the command
   GET NEW-LIST README  in the body.  mg


'[1;35;40m-=> Delphi Internet Jet v2.002 - (C) PBE


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

Topic No. 5

Date: Tue, 4 Apr 1995 10:38:56 -0400 (EDT)
From: [e-mail]
To: [e-mail]
Subject: LOOKING FOR FIRST GRADE KEYPALS
Message-ID: <[e-mail]>

Dear First Grade Classes,

        We are looking for first graders interested in becoming keypals
with five of our students on a regular basis.  Our students names are:
Elissa Stevens, Colin Huseman, Tyler Schultze, Liza Lichtenberg, and
Russell Hinkeldey.  Please respond to Mrs. Weiland, first grade teacher.
Address is:  IN%"[e-mail]"



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

Topic No. 6

Date: Tue, 4 Apr 1995 10:40:16 -0400 (EDT)
From: Auke van Holst <[e-mail]>
To: [e-mail]
Subject: Re: INCLASS digest 129
Message-ID: <[e-mail]>

You might try a low tech approach.  Your students can find the answer in
Webster's New Collegiate Dictionary between Turkish coffee and Turkish
tobacco.  I suspect that Turkish delight is better for them than the other
two substances.

On Fri, 31 Mar 1995 [e-mail] wrote:

>                           INCLASS Digest 129
>
> Topics covered in this issue include / Les themes discutes:
>
>   1) Pen Pal Request
>       by [e-mail]
>   2) Newcomer
>       by [e-mail] (Sonja Crain)
>   3) Student Needs Help
>       by Jay Small <[e-mail]>
>   4) survey
>       by "Susan Peterson"  <[e-mail]>
>   5) Re: INCLASS digest 128
>       by Martin Waldron <[e-mail]>
>   6) North West Territories
>       by Michael Newton <[e-mail]>
>   7) Humor Around the World
>       by [e-mail]
>   8) Turkish Delight, Anyone?
>       by [e-mail] (GARY A. PIGHETTI)
>   9) Where is CNN Classroom Guide?
>       by [e-mail]
>  10) Saskatoon Wants Correspondents
>       by Ron Berntson <[e-mail]>
>
> ----------------------------------------------------------------------
>
> Topic No. / Numero de dossier 1
>
> Date: Fri, 31 Mar 1995 19:02:13 -0500 (EST)
> From: [e-mail]
> To: [e-mail]
> Subject: Pen Pal Request
> Message-ID: <[e-mail]>
>
> The following is a request from a teacher in Albuquerque, New Mexico.
> Thank you, in advance, for your help....      Bob
>
> ------>>  Forwarded Request:
>
> We are in need of African, Canadian and Australian pen pals.
>
> I would appreciate a lead to get 3rd, 4th, and 5th grade groups set up to
> culminate with our international day celebration in May.  Thanks for the
> help.
>
> Dianna Valdez
>
> [e-mail]
>
>
>
>
> ------------------------------
>
> Topic No. 2
>
> Date: Fri, 31 Mar 1995 19:02:44 -0500 (EST)
> From: [e-mail] (Sonja Crain)
> To: [e-mail]
> Subject: Newcomer
> Message-ID: <[e-mail]>
>
> Hello, everyone.  I am a newcomer to this sort of computerized conversation
> so please forgive me if I make any mistakes in procedure (please let me
> know if I do so).
>
> I would like to join in or start a discussion with people who are
> interested and knowledgable on deafness isues and/or teaching about
> deafness and ASL.  Does such a discussion already exist?  Any help would be
> much appreciated.
>
> Sonja Crain
>
> ************************
> Sonja Crain
> Instructor of Ed & Psych
> Simpson College
> ************************
>
>
>
>
> ------------------------------
>
> Topic No. 3
>
> Date: Fri, 31 Mar 1995 19:03:12 -0500 (EST)
> From: Jay Small <[e-mail]>
> To: [e-mail]
> Subject: Student Needs Help
> Message-ID: <[e-mail]>
>
> I am a student at Western Carolina University in Cullowhee, North Carolina.
> I am looking for ideas on how an elementary classroom could use the
> internet to explore science.  I have found many resources just browsing
> through the world wibe web, but would like to hear more.  Any help will
> greatly appreciated. Please send any suggestions to
> [e-mail]
> Thank you,
> Jay Small
>
>
>
> ------------------------------
>
> Topic No. 4
>
> Date: Fri, 31 Mar 1995 19:03:36 -0500 (EST)
> From: "Susan Peterson"  <[e-mail]>
> To: [e-mail]
> Subject: survey
> Message-ID: <[e-mail]>
>
> From:  Dr. Susan Peterson
>     University of Central Arkansas
>         Conway, AR  72035
>
> I am interested in finding out information about adolescent/teenage
> attitudes towards vegetarianism.  If teachers would please assist me
> by surveying thier students who are age 12-17, I would greatly
> appreciate it.
>
>       - Deadline:  April 10 -
>
> Please respond with number of students who describe themselves in the
> following categories:
>
> Introduce Survey:  "I have been asked for your participation in a
> survey on your attitudes about vegetarianism.  (If
> clarification is needed, simply state that individuals can be
> vegetarians to varying degrees - from simply not eating red meat to
> not utilizing any meat products.)  Think about which of the following
> statements best describes you:"
>
> 1.  I never considered being a vegetarian.
> 2.  I've thought about it a little, but never tried it.
> 3.  I have seriously practiced some form of vegetarianism.
>     (now or in the past)
> 4.  Of those in category #3, what percent is male?  female?
>
> Please e-mail results directly to me -
> Subj: V-Survey
> [e-mail]
>
> Number of students in each category:
>
> 1.  ______
>
> 2.  ______
>
> 3.  ______
>
> 4.  In category #3   _____   =  % male       _____  = % female
>
> If you care to send student comments which may be appropriate to
> this topic, please do so.
>
> Thanks for your help and participation!
>
>
>
>
>
>
>
> ------------------------------
>
> Topic No. 5
>
> Date: Fri, 31 Mar 1995 19:04:02 -0500 (EST)
> From: Martin Waldron <[e-mail]>
> To: [e-mail]
> Subject: Re: INCLASS digest 128
> Message-ID: <[e-mail]>
>
> I wish to record my gratitude for the varied and helpful responses I
> received in my quest for Tuskegee Experiment research sources.
> I am the Restructuring Coordinator for Fremont High in Oakland, (recent
> finalist in the California State Boys' Basketball Final.)  One of our
> seven houses/academies, the Health science House, is developing an
> interdisciplinary unit.  Science teacher Steve Miller and his students
> are quarrying the scientific and ethical aspects.  English teacher Patricia
> Nimtz and students are writing up the history and social aspects.  The
> two team are combining to produce a trial-drama summary, which will be
> videoed.
> Our emphases are interdisciplinary curriculum and cooperative learning,
> with an appropriate leaven of technology ... such as this e-mail/i-net
> research.
> Most interestingly, we have two hour long videos for purposes of
> comparison ... Bad Blood by Jones & The Deadly Deception from NOVA.  We
> are greatly encouraged by the detailed and positive responses we have
> received.  Such collaboration is necessary if educators are to persuade
> those who hold purse strings that cyberspace is worth exploring.
> Thank you all very much.
>
>
> ------------------------------
>
> Topic No. 6
>
> Date: Fri, 31 Mar 1995 19:04:27 -0500 (EST)
> From: Michael Newton <[e-mail]>
> To: [e-mail]
> Subject: North West Territories
> Message-ID: <[e-mail]>
>
> I have teacher friend who not quite adept enough to post to this list yet
> who is looking for schools on the net in the North West Territories. In
> particular Cambridge Bay.
>
> Michael Newton                        [e-mail]
> Grenfell College
> Corner Brook
> NF, Canada, A2H 6P9
>
>
>
> ------------------------------
>
> Topic No. 7
>
> Date: Fri, 31 Mar 1995 19:04:53 -0500 (EST)
> From: [e-mail]
> To: [e-mail]
> Subject: Humor Around the World
> Message-ID: <[e-mail]>
>
> I am a teacher of gifted and talented students, collaborating with a 5th
> grade teacher on a Humor Unit.  We would like to hear from kids around the
> world about what they think is funny.  Our idea is that humor varies from one
> culture to another.  Can you help us find out if this is true?  Please ask
> your students - world-wide - to send us jokes that they think are funny.
>  We'd be delighted to return the favor to you.
> Thank you for your help.
>
> Please respond to:  [e-mail]
>
>
> ------------------------------
>
> Topic No. 8
>
> Date: Fri, 31 Mar 1995 19:07:34 -0500 (EST)
> From: [e-mail] (GARY A. PIGHETTI)
> To: [e-mail]
> Subject: Turkish Delight, Anyone?
> Message-ID: <[e-mail]>
>
> Fellow In-Classers:
>   Something came up in class the other day that I couldn't answer. While
> Reading *The Lion, Witch & the Wardrobe,* kids asked about *Turkish Delight.*
> As I'm unfamiliar with this, I thought it might be something more familiar to
> Anglophiles. Do any of you know whether this is the name of an actual
> confection or is it made up by C.S. Lewis?
> TIA,
> Gary Pighetti
> North Yarmouth Memorial School
> North Yarmouth, Maine USA
>
> ME-Link
> The Maine Center for Educational Services
> Auburn, Maine 04212-0620
>
>
> ------------------------------
>
> Topic No. 9
>
> Date: Fri, 31 Mar 1995 19:08:02 -0500 (EST)
> From: [e-mail]
> To: [e-mail]
> Subject: Where is CNN Classroom Guide?
> Message-ID: <[e-mail]>
>
> Hi,
> Could someone telle me, where I can subscribe the
>    CNN CLASSROOM GUIDE - mailing list?
> Thank you for your help.
> Regards,
> Walter Mueller
>
> [e-mail]
> FAX: [phone]
>
>
> ------------------------------
>
> Topic No. 10
>
> Date: Fri, 31 Mar 1995 19:08:25 -0500 (EST)
> From: Ron Berntson <[e-mail]>
> To: [e-mail]
> Subject: Saskatoon Wants Correspondents
> Message-ID: <[e-mail]>
>
> Our Information Processing (Grades 10 to 12) classes are
> going to be doing a unit on computer communications.
> There are a dozen students in this class and I would like
> to find each student a correspondant who can exchange
> email for a short period of time. Nutana is a small, inner
> city, high school in Saskatoon, Saskatchewan. If you are
> interested, please email [e-mail].
>
> Thanks
> Ron Berntson
>
>
>
> ------------------------------
>
> Fin du sommaire / End of INCLASS Digest 129
> *******************************************
>


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

Topic No. 7

Date: Tue, 4 Apr 1995 10:42:35 -0400 (EDT)
From: dewalker (Doug Walker)
To: [e-mail]
Subject: Great Canadian Trivia Contest (fwd)
Message-ID: <[e-mail]>

Forwarded message:
>From [e-mail] Mon Apr  3 06:19 EDT 1995
Date: Mon, 3 Apr 1995 06:20:33 -0400
Message-Id: <[e-mail]>
From: [e-mail] (Doug Walker)
To: [e-mail]
Subject: Great Canadian Trivia Contest
Cc: [e-mail]
Reply-To: [e-mail]
Content-Type: text
Content-Length: 4861

Hi everyone! Here's this week's skill-testing trivia question.

Doug Walker

[e-mail]
[e-mail]
[e-mail]

Rideau Valley Middle School
Box 100 Kars ON K0A 2E0 Canada
(613)-489-2024 (Voice)
(613)-489-4254 (FAX)

------------- Forwarded Message --------------
Sender: [e-mail] (Stephen Caldwell)
Subject: Great Canadian Trivia Contest

THE GREAT CANADIAN TRIVIA CONTEST:

The History Department of Colonel By Secondary School in Ottawa,
Ontario is sponsoring a Canadian Studies Internet trivia contest.

This contest is designed to appeal to students in Grades 7 - 10
although other grades are more than welcome to participate.

We are getting a lot of requests to send the question out individually to
various schools rather than simply relying on the various conferences. While
this would be great, with over 60 different respondents so far, it is
impractical. The time required to do so, at this stage anyway, would be too
great.

INFORMATION:

Each week a new question  will be presented.
Students participating in the contest will, in all likelihood, have
to do some research  to find the correct answer to our weekly question.

The question will be posted by noon, eastern time, every Monday
and answers must be received by 8:00 a.m. eastern time the following
Saturday week. Answers will be tabulated, and the correct answer, along
with
the winners' names, will be posted with the next weekly question. Students can
enter this contest individually or as a class.

We plan on offering a few nominal prizes so make sure you let us know
where we
can reach you.

In addition to your e-mail address,please send us your school's name and the
grade and/or class that you are in, and your postal address.

MARCH 20th's QUESTION: The Academy Awards are coming up next week so
here's a
question on them. Two of the first three winners of the Academy Award for Best
Actress were Canadian by birth. Name these two actresses.

March 20th's ANSWER:  Mary Pickford and Norma Shearer.
This question is ever so slightly misleading.My initial research was based on
the book "Entertaining Canadians" which mistakenly stated that Shearer's Award
came in 1936. In actual fact, according to "History of the Oscars" Canadian
born actresses won three of the first four Academy Awards that were
awarded to
the Best Actress.The first Academy Award (1927-28) for best actress went to
American Janet Gaynor. The second, (1928-29) was awarded to "America's
sweetheart" Toronto-born, Mary Pickford, for her role in "Coquette". The
third, (1929-30) was awarded to Montreal-born, Norma Shearer, for her role in
"The Divorcee". The fourth (1930-31) was won by Marie Dressler, from Cobourg
Ontario, for the movie "Min and Bill". The question, however, only asked for
the first two.


WINNERS:

MARCH 13: (Late answer - Browning & Orser)

1. Mrs. Cantalini's Gr.6/7 class - Gregory A. Hogan School: Sarnia, Ontario

MARCH 20:

1.Grade 9 class: Gagetown, New Brunswick

2. Gr.6 class - Norwich Public School: Norwich, Ontario

3. Kathryn Johnson - Gr.5 - Lincoln Elementary School: Spencer, Iowa

4. Mrs. Cantalini's Gr.6/7 class - Gregory A. Hogan School: Sarnia, Ontario

5. Sharon Lunney, Jim Blue, Ian Scott & John Cassano - Maple Leaf Public
School: Newmarket, Ontario

6. Ryan Davies - Gr.9 - General Byng School: Winnipeg, Manitoba

7. Ryan Grossman - Yorkhill Elementary School: Thornhill, Ontario

8. Isabel Charron - Luc Landriault's class - Ecole Jeanne Sauve: Orleans,
Ontario

THIS WEEK'S QUESTION: The following is a list of well known movie and
television personalities best, although not exclusively, known for their
comedy roles. All are Canadians except one, which ONE is NOT a Canadian?

Michael J. Fox ("Back to the Future")
Mike Myers  ("Wayne's World")
Jim Carey  ("Mask","Dumb and Dumber")
Dan Ackroyd  ("Blues Brothers","Coneheads")
Bill Murray  ("Groundhog Day", "Scrooged")
Rick Moranis  ("Honey I Shrunk the Kids")
Keanu Reeves  ("Bill and Ted's Excellent Adventure","Speed")
Leslie Nielsen  ("Naked Gun" series)


SEND IN YOUR ANSWERS:

Remember, don't post your answers to this list.  Otherwise everyone will
see what you're sending in. Instead, send your answers to Steve Caldwell at
the following e-mail address:  [e-mail]

PLEASE REMEMBER TO INCLUDE YOUR SCHOOL AND GRADE.


--------
Stephen Caldwell
[e-mail]

John Reeder
[e-mail]




--

*******************************************************************************
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  on custom services please email us at "[e-mail]"

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

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*******************************************

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                            INCLASS Digest 133

Topics covered in this issue include / Les themes discutes:

  1) Re: Turkish Delight
        by [e-mail]

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

Topic No. / Numero de dossier 1

Date: Fri, 7 Apr 1995 06:04:20 -0400 (EDT)
From: [e-mail]
To: [e-mail]
Subject: Re: Turkish Delight
Message-ID: <[e-mail]>

I just wanted to share what I discovered about Turkish Delight the first
time that I ever read "The Lion, the Witch and the Wardrobe".  Although
someone had told me that it was the same as Turkish Taffy, I later found
a chocolate in a mixed box of Cadbury's chocolates that was called
Turkish Delight.  When I was in Australia, I found packaged chocolate
treats called the same, so I brought back a whole class set!  Now I can
find them at a British shop near by here in Southern California.
Karen Krupnick

<[e-mail]> --------------- 34.01.22N, 117.41.09W
Karen Krupnick
K-12 Teacher at Newman,  Chino                        Chino, California




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Fin du sommaire / End of INCLASS Digest 133
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