Introduction This Teacher's Guide to Using the Internet grew out of the excitement and frustration of two teachers trying to learn how to use the Internet as an educational resource. We were excited by the possibilities, but frustrated by the lack of user-friendly interfaces. We strongly believe that the Internet can be a valuable tool in K-12 education, but that we have a long way to go in making it easy to use (programs such as turbogopher and mosaic are a good start.) We also believe that use of the Internet should be focused on a broad curriculum approach rather than an emphasis on just science or math. When students are exposed to the tool in a variety of classroom settings they will truely become familar with the Internet and expect that it can help them in any setting. Our primary goal in producing this document was to create sample, step-by-step lesson plans (for 7th through 12th grade) that would enable teachers to see how they could use the Internet to accomplish specific curriculum goals. We also wanted to list ideas for additional projects, give hints for successful Internet use, and list what we found to be the most beneficial resources available on the Net. We have discovered that any valuable Internet resource must be dynamic - there can be no closure on the organization and posting of all of the valuable guide, resources, and contacts accessible on Internet. Thus, we realize that this guide can never be finished and plan to continue updating it . Our updates will be available from an FTP site provided by NASA. We hope this guide will encourage you to explore what we believe is a tremendous resource for education: the Internet! ----- CURRICULUM SPECIFIC MATERIALS ----- FOREIGN LANGUAGES Currently there are not a lot of data archives that relate specifically to the study of foreign languages. The CIA World Factbook contains extensive data about all countries in the world (with some interesting comments about governments and who is really in power) and can be accessed through TurboGopher. TurboGopher also contains daily summaries of French newspapers (in French). Probably the most engaging use of Internet and the study of another language would be for the students to make a pen pal in another country through "email." The students could even help each other with assignments by doing research in the country of study. ----- SAMPLE LESSONS Sample Lesson: Read a French Newspaper Objective: The students will gain an insight to French society by investigating the French viewpoint on an international topic. Procedure: Students will use TurboGopher to access several French newspapers and read their descriptions and comments on a current event or topic of international importance. Students will then gather several articles form American newspapers on the same subject. The students will then write an essay comparing the presentation by the two countries (tone words, presentation (or omission) of details/facts, editorial commentary, etc.) and draw a conclusion about what the similarities or differences might reflect about the two cultures. Using TurboGopher: 1) Have students open TurboGopher (under the Apple menu) 2) Double click on the "News" folder 3) Double click on "French Language Press Review" 4) Double click on the most recent day's news 5) Select print from the file menu or choose save text and save the newspaper to your floppy disk to use latter (you may want to copy and paste quotes into your essay). 6) Read the paper and find an article about a topic you have seen covered in American news. 7) After closing the newspaper window (click on box at left of menubar), open other recent papers and scan them to see if they contain articles on your current event or topic of interest; if they do, print and save them. using the same process as above. 8) Leave TurboGopher by closing each of the windows you have opened and selecting quit from the file menu. ----- Sample Lesson: Find Out About a Foreign Country Objective: The students will learn something new about their country of study. Procedure: Students will use TurboGopher to access The CIA World Factbook and read the information about the Geography, People, Government, and Economy of their country of study. Students will then write a short paper describing the information they found most surprising or interesting about the country. (in the case of a language spoken in many countries, such as Spanish, the teacher might assign students to different countries and have them share their findings) Using TurboGopher: 1) Have students open TurboGopher (under the Apple menu) 2) Double click on the "Libraries" folder 3) Double click on "Reference Works" 4) Double click on "CIA World Factbook 1991" 5) Read "factbook intro" and print it out (choose print from file menu) 6) Double click "Search CIA World Factbook" 7) Type in the name of the country you wish information on (use the format described in "factook intro" - ie. "-@-Spain") 8) Select print from the file menu or choose save text and save the document to your floppy disk to use latter (you may want to copy and paste quotes into your essay). ----- Sample Lesson: Find a Pen Pal Who Speaks a Foreign Language Objective: The students will establish a pen pal relationship with someone who speaks the languague they are studying. Procedure: Students will use NewsWatcher to access news groups in which they can post a message looking for a pen pal. The students will then use email to correspond with their pal. Using NewsWatcher 1) Open NewsWatcher (found in the Network Apps folder) 2) If the full list of newsgroups doesn't appear right away, select full list from the window menu 3) scroll down to soc.penpals and double click on it. 4) open any messages that look like they might relate to your search by double clicking on them. 5) Post your request for a pen pal by selecting post message under the news menu. 8) Send your request by click the send button. 6) Close all open windows to get back to the complete list of news groups 7) Scroll to soc.culture.spain (or Mexico, French, or German,etc.) and double click on it. Open any messages that look interesting. 8) Post your request for a pen pal by selecting post message under the news menu. 9) Follow the same procedure with groups such as k12.ed.lang.esp-eng, k12.lang.francais, or k12.lang.deutsch.eng ----- MISCELLANEOUS RESOURCES ----- MISCELLANEOUS RESOURCES Computer Bulletin Boards for Individual Languages One of the best teacher resources are Computer Bulletin Boards for Individual Languages. Individuals post comments about recent educational theory, student projects, etc. They are often very scholarly groups. A teacher might want to subscribe (all messages are sent directly to your email address) or you might want to have a student subscribe and give regular updates to the class. The following information was compiled by Bernard Comrie and Michael Everson (Version 1.1 , 13 May 1993). ******************************************************************************* This file lists bulletin boards devoted primarily to the linguistic study of individual languages and groups of languages (though a couple of others, in particular lists for language learners, have been included as well). It would be great if other correspondents to LINGUIST will be encouraged to maintain corresponding lists for branches of linguistics, particular approaches to linguistics, language teaching, etc. The usual way of subscribing to a list is to send the following message to the listserver (not to the address for enquiries): SUBSCRIBE In the listing below, the name of the list is given in capital letters inside parentheses. When you subscribe, you will receive instructions on how to contribute to the list, and on how to remove your name from the subscription list (usually: SIGNOFF (UNSUBSCRIBE works too). A list of mailing lists available on Internet is available by anonymous ftp from ftp.nisc.sri.com (192.33.33.32) in the file /netinfo/ interest-groups. A directory of scholarly electronic conferences is maintained by Diane K. Kovacs (dkovacs@kentvm.bitnet or @kentvm.kent.edu) and is available by sending the message: get acadlist readme to one of the following addresses: listserv@kentvm.bitnet listserv@kentvm.kent.edu The materials you will receive include instructions for getting more detailed descriptions of particular sets of electronic conferences (e.g. LANGUAGES, LINGUISTICS). Those interested in contacting speakers of languages (not necessarily linguists) should also consider contacting the appropriate soc.culture list (e.g. soc.culture.polish). The order of the lists follows somewhat the Library of Congress Subject headings; no attempt at bibliographical perfection has been attempted. Please send corrections and emendations to this list to: Bernard Comrie (comrie@uscvm) and Michael Everson (everson@irlearn.ucd.ie) ========== Language(s): Sign languages; P117, E98.55, HV2474-HV2476 Sign languages (SLLING-L) Listserver: listserv@yalevm.bitnet listserv@yalevm.cis.yale.edu For questions, contact: Dave.Moskovitz@vuw.ac.nz (Dave Moskovitz) A previous incarnation of this was ASLING-L. Language(s): Celtic, Goidelic; PB1201-PB1847 Irish, Scottish, and Manx Gaelic (GAELIC-L) (not restricted to linguistics; also for learners; contributions in a Gaelic language preferred) Listserver: listserv@irlearn.bitnet listserv@irlearn.ucd.ie listserv%irlearn.ucd.ie@uk.ac.earn-relay For questions, contact: mgunn@irlearn.ucd.ie (Marion Gunn) caoimhin@smo.ac.uk (Caoimhi/n O/ Donnai/le) lss203@cs.napier.ac.uk (Craig Cockburn) Language(s): Celtic, Brittonic; PB2101-PB2849 Welsh (also Breton, Cornish) (WELSH-L) (not restricted to linguistics; also for learners; contributions in a Brittonic language preferred) Listserver: listserv@irlearn.bitnet listserv@irlearn.ucd.ie listserv%irlearn.ucd.ie@uk.ac.earn-relay For questions, contact: everson@irlearn.ucd.ie (Michael Everson) briony@cstr.ed.ac.uk (Briony Williams) Language(s): Greek, Latin; PA201-PA1179, PA2001-PA2995 Classical Greek and Classical Latin (CLASSICS) Listserver: listserv@uwavm.bitnet listserv@uwavm.u.washington.edu For questions, contact: lwright@uwavm.bitnet (Linda Wright) lwright@uwavm.u.washington.edu Language(s): Greek, modern; PA1001-PA1179 Greek (HELLAS) (Modern Greek language and literature) Listserver: listserv@auvm.bitnet listserv@auvm.auvm.edu For questions, contact: sliolis@auvm.bitnet (Spiros Liolis) kostas@bklyn.bitnet (Kostas Piperis) alex@auvm.bitnet (Alexandros Coulombis) Language(s): Greek, modern; PA1001-PA1179 Greek (ELLHNIKA) (Modern Greek linguistics and literature; typesetting of Ancient Greek) Listserver: listserv@dhdurz1.bitnet) For questions, contact: yannis@frcitl81.bitnet (Yannis Haralambous) (NB: 'el eight one') Language(s): Latin, also Modern; PA2801-PA2915 Latin and Neo-Latin (LATIN-L) Listserver: latin-l@psuvm.psu.edu latin-l@psuvm.bitnet For questions, contact: bcj@psuvm.bitnet bcj@psuvm.psu.edu Language(s): Italian; PC1001-PC1977 Italian (LANGIT) Listserver: listserv@iveuncc.bitnet listserv@iveuncc.univer.it For questions, contact: dolxi@iveuncc.bitnet (Roberto Dolci) Language(s): French; PC2001-PC3761 French (CAUSERIE) (any topic, but must be in French) Listserver: listserv@uquebec.bitnet listserv@uquebec.ca For questions, contact: ??? Language(s): French; PC2001-PC3761 French (FROGTALK) ((not restricted to linguistics; also for learners; contributions in French preferred) Listserver: listserv@bitnic.bitnet For questions, contact: frog@bitnic (Stephane Piot) Language(s): Catalan; PC3801-PC3899 Catalan (CATALA) (not just linguistics) Listserver: listserv@ebcesca1.bitnet) listserv@puigmal.cesca.es For questions, contact: catala@ebcesca1.bitnet catala@puigmal.cesca.es (Older list CATALUNYA is apparently no longer operating.) Language(s): Spanish; PC4001-PC4977 Spanish (I-REDES) (Spanish language wide area networks; contributions in Spanish) Listserver: listserv@utfsm.bitnet For questions, contact: hlobos@utfsm.bitnet (Hernan Lobos Mitzio) Language(s): Medieval Catalan, Spanish, Ladino, Galician; PC3801-PC3899, PC4001-PC4977, PC4813, PC5411-PC5414 Medieval Iberian (MEDIBER) (not just linguistics) Listserver: listserv@merle.acns.nwu.edu For questions, contact: j-dagenais@nwu.edu (John Dagenais) Language(s): Germanic; PD1-PD71 approx. Germanic languages, older (to about 1500) (GERLINGL) Listserver: listserv@uiucvmd.bitnet For questions, contact: marchand@ux1.cso.uiuc.edu (Jim Marchand) marchand@uiucmvd.bitnet obenaus@uiucmvd.bitnet (Gerhard Obenaus) obenaus@ux1.cso.uiuc.edu Antonsen@ux1.cso.uiuc.edu (Elmer Antonsen) Language(s): Scandinavian; PD1501-PD5929 Nordic languages (DISC-NORDIC) (not just linguistics) Listserver: disc-nordic-request@mail.unet.umn.edu For questions, contact: shack001@staff.tc.umn.edu (Jole Shackleford) uenjc@terra.oscs.montana.edu (Jerome Coffey) Note also Project Runeberg for archiving Nordic texts; information from: aronsson@lysator.liu.se Language(s): Old English; PE101-PE299 Old English (ANSAX-L) (Old English language discussion) Listserver: listserv@wvnvm.bitnet For questions, contact: u47c2@wvnvm.bitnet (Patrick W. Conner) Language(s): English; PE1001-PE3729 English (WORDS-L) (English language discussion; not just linguistics) Listserver: listserv@uga.bitnet listserv@uga.cc.uga.edu For questions, contact: maynor@Ra.MsState.EDU (Natalie Maynor) Language(s): English--United States; PE2801-PE3102 American dialects (ADS-L) American Dialect Society list Listserver: listserv@uga.bitnet listserv@uga.cc.uga.edu For questions, contact: maynor@msstate (Bernard Chien Perro) maynor@ra.msstate.edu (Natalie Maynor) Language(s): Dutch; PF1-PF979 Dutch (NEDER-L) Listserver: listserv@nic.surfnet.nl For questions, contact: u216013@hnykun11.bitnet (Ben Salemans) Language(s): Slavic PG1-PG9198 Slavic and East European languages (SEELANGS) (languages and literatures) Listserver: listserv@cunyvm.bitnet listserv@cunyvm.cuny.edu For questions, contact: ahrjj@cunyvm.bitnet (Alex Rudd) bigcu@cunyvm.bitnet (Bill Gruber) rtwlc@cunyvm.bitnet (Robert Whittaker) Language(s): Russian PG2001-PG2847 Russian (RUSSIAN) Listserver: listserv@asuacad.bitnet listserv@asuvm.inre.asu.edu For questions, contact: ispajw@asuvm.inre.asu.edu ispajw@asuacad.bitnet Language(s): Russian PG2001-PG2847 Russian (RUSTEX-L) Russian TeX and Cyrillic text processing list Listserver: listserv@ubvm.bitnet For questions, contact: dmv@cunyvms1 (Dimitri Vulis) Language(s): Yiddish; PJ5111-PJ5119 Yiddish (MENDELE) (Yiddish literature and language; not just linguistics) Listserver: listserv@yalevm.ycc.yale.edu listserv@yalevm.bitnet For questions, contact: nmiller@dot.trincoll.edu (Norman (Noyekh) Miller) There is also an older Yiddish list, now inactive: MAIL.YIDDISH. For back issues contact: dave@lsuc.on.ca (David Sherman) Language(s): Arabic PJ6001-PJ7144 Arabic (ARABIC-L) Listserver: mailserv@byu.edu For questions, contact: parkinsond@yvax.byu.edu (Dilworth B. Parkinson) belnapk@yvax.byu.edu (Kirk Belnap) Language(s): Sanskrit, Pali; PK401-PK976, PK1001-PK1095 Sanskrit (INDOLOGY) (Sanskrit and adjacent topics) Listserver: listserv@liverpool.ac.uk For questions, contact: ucgadkw@ucl.ac.uk (Dominik Wujastyk) qq43@liverpool.ac.uk (Chris Wooff) Language(s): Turkish; PL101-PL199 Turkish, Natural Language Processing (BILDIL) Listserver: listserv@trmetu.bitnet For questions, contact: bildil@trmetu.bitnet Language(s): Japanese; PL501-PL700 Japanese (NIHONGO) Listserver: listserv@cunyvm.bitnet listserv@mitvma.bitnet listserv@cunyvm.cuny.edu listserv@mitvma.mit.edu For questions, contact: straz@media-lab.media.mit.edu (Steve Strassmann) jwl@utkvx (??) Language(s): Chinese; PL1001-PL2244 Chinese (CHINESE) Listserver: chinese-request@kenyon.edu For questions, contact: bai@kenyon.edu (Jianhua Bai) Language(s): Chinese; PL1001-PL2244 Chinese (CCNET-L) (devoted to use of Chinese on computers) Listserver: listserv@uga.uga.edu listserv@uga.bitnet For questions, contact: ccnet-l@ uga.uga.edu ccnet-l@uga.bitnet Language(s): Tibeto-Burman, Tai-Kadai, Austroasiatic, Austronesian, Mien-Yao; PL3551-PL4001, PL4111-PL4251, PL4281-PL4587, PL5021-PL6571, PL8801-PL8804 South East Asian Languages and Linguistics (NO NAME YET) Listserver: NONE YET For questions, contact: brian@ipied.tu.ac.th (Brian Migliazza) Language(s): Tamil; PL4751-PL4759 Tamil (TAMIL-L) (Tamil studies; not limited to linguistics) Listserver: listserv@dhdurz1.bitnet For questions, contact: d87@vm.urz.uni-heidelberg.de (Thomas Malten) Language(s): Telugu; PL4771-PL4779 Telugu (TELUGU) (Telugu language and culture; not just linguistics) Listserver: telugu@ndsuvm1.bitnet telugu@vm1.nodak.edu For questions, contact: kvrao@andy.bgsu.edu (K.V. Rao) seetam@ece7.eng.wayne.edu (Seetamraju Udaya Bhaskar Sarma) Language(s): Swahili; PL8701-PL8704 Swahili (SWAHILI-L) (any topic, but must be in Swahili) Listserver: swahili-l@macc.wisc.edu swahili-l@wiscmacc.bitnet For questions, contact: kuntz@macc.wisc.edu kuntz@wiscmacc.bitnet (Patricia S. Kuntz) Language(s): Indian, Australian, etc.; PM1-PM7356, PL7001-PL7101 Aboriginal Peoples, Languages of (NAT-LANG) Listserver: listserv@tamvm1.bitnet listserv@tamvm1.tamu.edu For questions, contact: gst@gnosys.svle.ma.us (Gary S. Trujillo) Language(s): Iroguoian; PM1381-PM1384 Iroquoian (IROQUOIS) Listserver: listserv@vm.utcs.utoronto.ca listserv@utoronto.bitnet For questions, contact: cdyck@epas.utoronto.ca (C. Dyck) Language(s): Andean? PM5716 Andean (ANDEAN NETWORK) (not just linguistics; information incomplete; this list does not seem to be active at present as the list owner is in Bolivia until December 1993.) Listserver: ??? For questions, contact: solomon@ccwf.cc.utexas.edu (Tom Solomon) Language(s): Artificial languages; PM8001-PM9021 Constructed languages (CONLANG) (discussion of Lojban and Loglan, as well as other artificial languages (Esperanto and Klingon have been mentioned)) Listserver: listserv@diku.dk For questions, contact: conlang@diku.dk Language(s): Esperanto; PM8201-PM8298 Esperanto (ESPER-L) Listserver: listserv@trearn.bitnet listserv%trearn.bitnet@cunyvm.cuny.edu For questions, contact: esper-l@trearn.bitnet Language(s): Esperanto; PM8201-PM8298 Esperanto (ESPERANTO) Listserver: esperanto-request@rand.org For questions, contact: esperanto@rand.org (Mike Urban) Language(s): Artificial languages; PM8145 Klingon (not restricted to linguistics; also for learners; contributions in the Klingon language encouraged; this is quite an active list) Listserver: tlhIngan-Hol-request@village.boston.ma.us (apparently this is case-sensitive) For questions, contact: tlhIngan-Hol@village.boston.ma.us (apparently this is case-sensitive) Language(s): Artifical languages; PM8590 (= Loglan) Lojban (LOJBAN) (Discussion of the constructed human language "Lojban--A Realization of Loglan" and for informing the electronic community about logical languages in general.) Listserver: listserv@cuvmb.cc.columbia.edu For questions, contact: lojban-list-request@snark.thyrsus.com Language(s): Tolkien; PR6039 Tolkien, languages in works of J.R.R. (TOLKLANG) (includes Quenya, Qenya, Sindarin, Sindarin, Nandorin, Wood-Elven, Telerin, Eldarissa, Goldogrin, Khuzdul, Adunaid, Rohirric, Wose-speech, Arctic, Black Speech, Westron (Common Speech), as well as Old English, Welsh, Norse, Finnish, etc.) Listserver: tolklang-request@dcs.edinburgh.ac.uk For questions, contact: tolklang@dcs.edinburgh.ac.uk ========== Computer Bulletin Boards for Individual Languages Prepared by Bernard Comrie and Michael Everson Version 1.1 (13 May 1993) ========== Michael Everson School of Architecture, UCD; Richview, Clonskeagh; Dublin 14; E/ire Phone: +353 1 706-2745 Fax: +353 1 283-8908 Home: +353 1 478-2597 _______________________ Message forwarded to EDTECH by: Vickie L. Banks 21602VB@MSU.EDU ----- SOCIAL STUDIES There is a wealth of material available on Internet that would enrich the Social Studies curriculum. Through TurboGopher or Fetch students and teachers can access the National Archives, the National Trade Data Bank, the CIA World FactBook, the Federal Register, as well as information supplied by the UN and NATO. The "soc.culture" newsgroups contain information about almost every culture in the world (Imagine logging on and communicating with some actually in Bosnia). There are also a wide variety of collaborative student projects that are carried out over the Internet (see appendix). ----- SAMPLE LESSONS Sample Lesson: Access Current US State Dept. Travel Advisories Objective: Students will become aware of how US foreign policy impacts the travel of Americans abroad. Procedure: The teacher will introduce the concept of the "ugly American." After a discussion of the history of this term, the teacher will survey the class about which current countries might have a negative view of Americans based on US foreign policy. Ask the students to identify the specific aspects of our foreign policy that other countries might object to. After a discussion, again brainstorm a list of countries and assign students to each. Have the students use the program Fetch to access State Dept. Travel advisories for those countries and report their findings to the class. A sample of the advisory for Bosnia-Herzegovina is attached. (The teacher will probably want to do a walk through of Fetch using an LCD- see appendix) Using Fetch 1) Open Fetch (found under Apple menu) 2) at the "Host" prompt type in stolaf.edu 3) at the "User ID" prompt type in anonymous 4) at the "Password" prompt type in your name 5) at the "Directory" prompt type in pub/travel-advisories 6) Double click on the "advisories" folder to open it 7) Scroll to find the country you are interested in and click on it 8) Click on the Get file button 9) Use the inverted triangle and scroll window to locate your floppy disk. 10) Name and save your travel advisory. 11) Print your advisory. ----- Sample Lesson: Analyzing Historical Documents Objective: Students will compare several primary sources and determine which had the greatest influence on the writing of the Declaration of Independence. Procedure: During the unit of the American Revolution, the teacher will discuss the influences on the writers of the constitution. The teacher will solicit from the students their ideas on where the founding fathers might have got the principles that were embodied in the Declaration. Using TurboGopher the groups of students will analyze relevant documents (the Iroquois Constitution, the Magna Carta, and the Virginia Declaration of Independence) and report on which document their group felt had the greatest impact on our Declaration of Independence. Using TurboGopher: 1) Have students open TurboGopher (under the Apple menu) 2) Double click on the "Libraries" folder 3) Double click on "Electronic Books" 3) Double click on "By Title" 3) Double click on "Historical Documents" 4) Double click on the "Declaration of Independence" 5) Select print from the file menu or choose save text and save the document to your floppy disk to use latter (you may want to copy and paste quotes into your essay for support). 6) Repeat steps 4 and 5 with the Iroquois Constitution, the Magna Carta, and the Virginia Declaration. 7) Leave TurboGopher by closing each of the windows you have opened and selecting quit from the file menu. ----- Sample Lesson: Investigation of a Foreign Country Objective: The students will learn something new about their country of study. Procedure: Students will use TurboGopher to access The CIA World Factbook and read the information about the Geography, People, Government, and Economy of their country of study. Students might be put in groups to investigate countries that related in some significant way (geographically, form of government, etc.). Students will then write a short paper describing the information they found most surprising or interesting about the country and present to the class. Using TurboGopher: 1) Have students open TurboGopher (under the Apple menu) 2) Double click on the "Libraries" folder 3) Double click on "Reference Works" 4) Double click on "CIA World Factbook 1991" 5) Read "factbook intro" and print it out (choose print from file menu) 6) Double click "Search CIA World Factbook" 7) Type in the name of the country you wish information on (use the format described in "factbook intro" - ie. "-@-Cuba") 8) Select print from the file menu or choose save text and save the document to your floppy disk to use latter (you may want to copy and paste quotes into your essay). ----- Sample Lesson: Participate in a discussion on an important issue in American society. Objective: The students will participate in a discussion on an important issue in American society (political, social, economical, etc.) with individuals from around the world. Procedure: Each student (or small group) will use NewsWatcher to access a news group on their chosen culture. The student (group) will read the messages, determine which ideas/issues they find most interesting, and post a well written response/commentary to the newsgroup on that topic. Using NewsWatcher 1) Open NewsWatcher (found in the Network Apps folder) 2) If the full list of newsgroups doesn't appear right away, select full list from the window menu 3) Scroll down to the soc.culture groups and double click on the issue of interest. (soc.culture.african.american, soc.culture.usa, soc.culture.feminism, soc.culture.history, soc.culture.politics, soc.culture.politics.arms, soc.rights.human, etc.). 4) Open any messages that look like they might be interesting by double clicking on them. 5) Print the message you wish to respond to (chose print under file menu) 6) Write out your response in Word (and use spell check!) 7) Return to NewsWatcher and select post message under the news menu. 8) Copy in your message and click the send button. 9) Close all open windows to get back to the complete list of news groups. ----- LESSON EXAMPLES STATE DEPARTMENT TRAVEL INFORMATION - Bosnia & Herzegovina Bosnia & Herzegovina - Travel Warning April 29, 1993 Warning: U. S. citizens are warned not to travel to Bosnia-Herzegovina for any reason, because of the ongoing war. Additional information can be found in the Department of State's Consular Information Sheet on Bosnia-Herzegovina. No. 93-016 This repeats the warning for Bosnia-Herzegovina dated October 7, 1992, with no change. Bosnia & Herzegovina - Consular Information Sheet April 29, 1993 Warning: The Department of State has issued a travel warning for Bosnia-Herzegovina. U.S. citizens are warned not to travel to Bosnia-Herzegovina for any reason, because of the ongoing war. Country Description: Bosnia-Herzegovina is a nation which was formerly one of the Yugoslav republics and is now involved in a civil war. This state of war, resulting in deaths, destruction, food shortages and travel disruptions affecting roads, airports and railways, makes travel to all parts of Bosnia-Herzegovina extremely hazardous. Travel to Eastern Bosnia, and the capital city of Sarajevo is particularly dangerous. Entry Requirements: A passport is required. Permission to enter Bosnia-Herzegovina is currently granted at the border on a case-by-case basis. The loss or theft abroad of a U.S. passport should be reported immediately to the local police and the nearest U.S. embassy or consulate. Medical Facilities: Health facilities are minimal or non-existent; most medicines are unobtainable. Further information on health matters can be obtained from the Centers for Disease Control's international hotline at (404) 332-4559. Crime Information: General lawlessness and deteriorating economic conditions have brought an increase in crime. Adequate police response in the event of an emergency is doubtful. Anti-American sentiments run high in many parts of the country, particularly in Serbian dominated areas. The Department of State's pamphlets "A Safe Trip Abroad" and "Tips for Travelers to Eastern Europe" are available from the Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. They provide useful information on travel to the region and protecting personal security while traveling abroad. Currency Information: It is impossible to use credit cards or to cash traveler's checks. Other Information: Roadblocks manned by local militias are numerous. These militia groups frequently confiscate relief goods and trucks, and may otherwise behave unprofessionally. U.S. citizens are reminded that they are subject to the laws of the country in which they are traveling. The popular religious shrine at Medjugorje is located within Bosnia-Herzegovina's borders. Consular services are not available to U.S. citizens traveling in Bosnia-Herzegovina. Registration: U.S. citizens visiting or remaining in Bosnia-Herzegovina, despite the warning, who register at either the U.S. Embassy in Belgrade or in Zagreb can obtain updated information on travel and security within Bosnia-Herzegovina. Embassy assistance is limited, however, because of conflict in the area, lack of communications and reduced Embassy staffing. Embassy Location: There is no U.S. Embassy in Sarajevo, the capital of Bosnia-Herzegovina. The United States Information Service (USIS) Center formerly located in Sarajevo is closed. The U.S. Embassy in Belgrade, Serbia is located at Kneza Milosa 50, telephone (38-11) 645-655. The U.S. Embassy in Zagreb, Croatia is located at Andrije Hebranga 2, telephone (38-41) 444-800. No. 93-066 This replaces the Consular Information Sheet dated October 7, 1992, to note the unavailability of consular services within Bosnia-Herzegovina and to add information on reporting the loss or theft abroad of a U.S. passport. ----- SAMPLE PROJECTS Sample Projects: Trace an Irish Immigrant One program developed by the Educational Technology Center at Harvard under federal grant was Immigrant. It used actual records of Irish immigration to Boston to create databases that could be accessed by students to become familiar with this period in Massachusetts and U.S. history. I believe students would sort of "adopt" an immigrant recorded as entering the port of Boston. They would then follow that Immigrant as far as possible through census and other records in the database, and as far as possible trace a plausible path for them through other databases generalizing social and employment statistics in various areas as the immigrant settled in Boston, moved to Lowell, etc. The student would then write an "autobiographical" essay of what their experience was, their family, their type of work, their marriage, children and eventual settlement. Others were said to be adapting the materials for other immigrant groups. It was prepared for use with the Appleworks program. You might write to ETC at Harvard to get a full description and news of any further development--this was done about 1987 or so. Educational Technology Center Harvard Graduate School of Education 337 Gutman Library Appian Way Cambridge, MA 02138 I'm sure there would be more information about other programs by emailing to Steve Cisler: sac@apple.com for referral. ----- Sample Projects: US Policy Toward Bosnia Brown helps high schools study Bosnia Distributed May 21, 1993 News Bureau Contact For Immediate Release Richard Morin U.S. High School Students Analyze Nation's Policy Choices in Bosnia; Brown's "Choices Project" Shares Foreign Policy Expertise with Schools As President Clinton considers U.S. options in Bosnia, hundreds of thousands of high school students across the country are also at work analyzing choices, drawing on the lessons of history, and trying to choose a course of action that reflects the best of American values. Like Clinton, the students have access to some of the nation's leading foreign policy experts, thanks to the "Choices for the 21st Century Education Project," part of the educational outreach program of the Center for Foreign Policy Development at Brown University. Choices Project Director Susan Graseck and her colleagues have just distributed, without charge, an 11-page mini-unit, The Struggle for Peace in Bosnia: Considering U.S. Options, to high school teachers and administrators across the nation. The unit is meant to serve as the basis for a one- or two-day classroom activity. It features a set of four options for U.S. policy, as well as a brief account of Yugoslavia's turbulent history. Students are called upon to evaluate the strengths and weaknesses of the options and, more importantly, to voice their own ideas about what policy the United States should pursue in the Bosnian conflict. "Bosnia is an issue that has left everyone--right, left and center--off balance. The policy people in Washington don't seem to know what to do. Is it any wonder that the American people don't know either? But we should know," Graseck said. "We are going to have to make decisions about this--decisions we are going to have to live with for a long time. That's why we decided to do this unit: to contribute what we could to this national debate." The presentation of options is an ideal approach for high school, Graseck said, because when students consider different courses of action and reflect on their own emerging values, they can move past their initial beliefs and prejudices to make a considered judgment. To conclude the unit, students may be asked to outline their recommendations for President Clinton in a brief essay that could be sent to the White House, members of Congress, or to a local newspaper. One key to the success of the Choices Project is its ability to get fresh materials into teachers' hands rapidly. Total preparation time for this unit was two weeks. Graseck and her staff interviewed the research staff of Brown's Center for Foreign Policy Development and the Watson Institute for International Studies, as well as scholars at Boston University, Connecticut College and St. Vladimir's Seminary. Foreign policy analysts at Brown and elsewhere provided background information and helped to delineate a range of policy choices. Since 1988, the Choices Project has produced supplemental curricular materials for high school and college classrooms and offered professional development programs for high school teachers. It has developed and distributed mini-units on the Persian Gulf crisis, the end of the Cold War, U.S. policy toward the former Soviet Union, the Arab-Israeli conflict, global environmental problems, and U.S. immigration and trade policies. The program is designed to help students consider current public policy issues in a way that encourages critical thinking, cooperative learning and the development of civic judgment--all essential ingredients for active citizenship. The Choices Education Project underwent an extensive evaluation in 1992 andwas approved by the Program Effectiveness Panel of the U.S. Department of Education in March 1993. Current research indicates that at least 250,000 students and 3,500 teachers annually use Choices materials in the classroom. The Center for Foreign Policy Development was established in 1981 in association with Brown University and with the support and counsel of Thomas J. Watson Jr., former U.S. ambassador to the Soviet Union. Its mandate is to bring together scholars, policy makers, and the public in search for policy choices that can lead to a consensus on U.S. national security and foreign policy. _______________________________________________________________________________ Please send comments and suggestions regarding this document to Mark_Nickel@Brown.Edu. Last updated on 6/4/93. ----- Sample Projects: Geography Game Project Name: GEOGAME Geography Game (c) September 7, 1992 FrEdMail Foundation Tom Clauset of Winston-Salem, North Carolina, developed this project. It was described in the article, "Keys to Successful Networking" in the May, 1990 issue of the Computing Teacher Magazine. Date: School year 1992-1993 Date: This project will be conducted three different times: October 19, 1992 January 11, 1992 April 5, 1992 Purpose: Learn geography terms, learn how to read and interpret maps, increase awareness of geographical and cultural diversity Subjects: Geography, social studies, writing Grade level: Middle-Upper Elementary; open to all grade levels Summary: Your class answers eight questions about your own location, including information about latitude, typical weather, land formations, and so on. We collect responses from all participants, scramble the locations, and return the list of answers and the scrambled sources back to you. You students use maps, atlases, and other reference materials to match the description of each location with the name of the corresponding city. At the conclusion of the project we will post the correct answers. The "winning" class is the first class with the most correct solutions to the game. This has been a perennial favorite project, one which will excite your students and lead you into the exciting world of online communications. Number of participants: 10-20 sites; If more than 20 sites respond we will open another section. Project Coordinator: Nancy Sutherland FrEdMail Foundation PO Box 243, Bonita, CA 91908 619-475-4852 email: geogame@bonita2.cerf.fred.org HOW TO REGISTER: First attached file is the registration form. Complete the form and email it back to the address indicated. CONTENTS: Attached file 1: Registration form Attached file 2: Complete project outline and procedures 32.39.28N, 117.01.45W Al Rogers FrEdMail Foundation PO Box 243, Bonita, CA 91908 619-475-4852 Linking Teachers and Students Around the World (>FrEd: 2 attached Files ..1(>FrEd: file.1 Attached File #1 FrEdMail GeoGame Project --------------------------- (c) September 7, 1992 FrEdMail Foundation REGISTRATION: 1992-1993 ======================== To register please complete and return the following information to: geogame@Bonita2.cerf.fred.org Register for Which Project: October 19, 1992.______ January 11, 1993.______ April 5, 1993.______ Your full name: Your email address: Your school: District: SCHOOL address: School voice phone: Home voice phone: Grade(s) taught: Subject(s) To avoid confusion please refer to GEOGAME whenever you correspond with us so that we can match you up with the proper project. (>>FrEd: End File.1 ..2(>FrEd: file.2 Attached File #2 FrEdMail GeoGame Project ------------------------ (c) September 7, 1992 FrEdMail Foundation GEOGAME TIME LINE ================= This project will be conducted three different times: October 19, 1992 January 11, 1992 April 5, 1992 This time line is a summary; dates are for the October 19 project. Complete details are in the next section October 5: Deadline for registration October 5: Begin researching the answers to the GeoGame questions about your local community. October 15: Have your students compose your answers according to the format described below. October 19: Send your answer file as a message to: geogame@bonita2.cerf.fred.org October 26: We will assemble all responses and mail them to all participants. October 27-30: Download the game files we send. Print them out and distribute them to your students. Discuss with them strategies they might use to match locations with descriptions. November 2-13: Upload your answers which match the locations with your descriptions. November 16: We will mail the results of the game, "winners" will be announced. GENERAL PROCEDURE ================= 1. FILLING OUT THE DESCRIPTION FOR YOUR CITY Start with a whole-class discussion of the game and go over the identifying characteristics of the 8 description items. Discuss latitudes, time zones, land forms, points of interest, tourist attractions, state capitals, and nearby rivers as needed. Divide your class into groups of two or three and give them each a question. Have them do a little research in the library or with local maps to find the answer to their question. Come back together in a whole-class discussion and elicit the answers to each group's question. Have a student in the class act as a 'secretary' to compile the answers. Type up the 8 answers and EMail them to the Project Coordinator by the deadline date. Please help us by using the example below as your template. We will assemble your answer EXACTLY as you send them to us. If your answers are ambiguous or erratically formatted we will NOT be able to include them in the project. ANSWER TEMPLATE --------------------------------------------------------------------- City: Lancaster, Pennsylvania 1. Latitude: 40 degrees 2. Time Zone: Eastern 3. Winter: Cold & snowy!-High today: 40/Low: 20 Dress: Heavy coats, boots, gloves, hat 4. Closest river: Susquehanna River/gently rolling farmland 5. Tourist Attractions: Amish farms 6. Population: 386,600 7. Direction from capital: Southeast 8. Famous For: Home of former president, James Buchanan; location of Franklin & Marshall College --------------------------------------------------------------------- 2. PLAYING THE GAME A week after the deadline, we will email a file containing all of the participating classes and their location descriptions. While you are waiting, gather a few materials for the class so that students can break up into small groups to begin the process of matching locations up with descriptions. (Large United States map showing time zones & latitudes, set of encyclopedias for individual state maps, AAA road maps, Rand McNally Road Atlas, Almanac, etc.) When you receive the GeoGame file from us, duplicate enough copies of the city/state locations to give one to each child in your class. Print out the descriptions, divide your class up into 4 or 5 groups and give each group an equal number of the descriptions. You might want to set aside two or three 20-30 minute "Research Periods" for the groups to try to match up their descriptions with the city/state locations. Or, you may want to set up a reference corner in the library or your classroom where students can go work on the project during their free time. When your students have done the best job they can on the matchups, type the number of the description which matches next to the name of the City/State on the list which we sent you. EMail it us by the deadline date listed in the timeline. 3. WHO WINS THE GAME? After the final deadline, we will email the results. The "winning" classrooms will the earliest ones with which matched the most locations with their correct descriptions. 4. GEOGRAPHY GAME QUESTIONNAIRE 1. What is the latitude of your city? 2. In which time zone are you located? 3. Describe the winter season in your area. Include temperatures, precipitation, and seasonal dress. 4. List any prominent land forms in your area and name the closest river. How far are you from this river? 5. Name the points of interest or tourist attractions in your area. 6. What is the population of your city? 7. In what direction is your city from the state capital? 8. For whom or for what is your city famous? ----- Sample Projects: Agriculture Around the World Agriculture Around the World Picture your students at a grocery store asking themselves the following questions: 1. Is this sugar from Brazil or Louisiana, U.S.A.? 2. Are these bananas from Ecuador or Honduras? 3. Is this Australian beef or beef from the U.S.A. state of Nebraska? 4. Is this Wisconsin, U.S.A. cheese or cheese from New Zealand? 5. Was this rice grown in India, Japan, or Arkansas in the U.S.A.? Throughout the world more people live by farming than by any other occupation, and the people of the world are dependent on the products of farming more than on the products of any other occupation. In spite of this dependency, most people know very little about agriculture and how agriculture is a vital part of their lives. No matter where your school is located there is probably some type of farming being done within a short radius. Many students (and adults) are unaware of why that type of farming is done in that locale, why certain methods are used in that area, why specific crops are grown in certain localities, and what factors affect a successfully grown crop. This project is designed to create an awareness of geographical, climatic, and cultural factors that affecxt from where food comes and to provide students with the opportunity to apply academic skills. This project, designed by Mrs. Oliver's seventh grade social studies classes at North Ridge Middle School in Danville, Illinois, has the following objectives: 1. to create an awareness in the students of their immediate environment 2. to help students realize how their life is connected to the rest of the world 3. to provide data that can be manipulated 4. to use agriculture as a tool to practice geographic skills such as map reading, longitude and latitude, continents, country location, and landforms 5. to use agriculture to practice other curricular skills such as reading and writing, computation, inductive and deductive reasoning, problem solving, measuring, graphing, and use of scientific tools WHAT IS THE PROJECT? Read the attached file from Mrs. Oliver's students ---------------- 40.07.05N, 88.14.48W EDINGTON DONNA K-12 Teacher at all in Danville, 118 Danville, IL We are 7th graders at North Ridge Middle School in Danville, Illinois. We would like students around the world to collaborate on an agricultural project. We want to exchange information about the environment, technology used, methods of farming used, chief crops, etc. Following is a questionnaire that can be answered and forwarded to the network by those classes who participate. Then, those classes that want to use the information can retrieve it. Questionnaire: 1. What is the latitude and longitude of your location? latitude ________________ longitude _____________ 2. What is the climate of your location? Icecap Mountain Subpolar Subarctic Oceanic Continental Wet Subtropical Wet Mediterranean Desert Continental Dry Tropical wet and dry Tropical Wet 3. Can you describe the weather in your location? 4. What is the average annual precipitation for your location? 5. What landform best describes the surface of the earth in your area? Mountains Hills Plateaus Plains Valley Other __________________________________ 6. What is the elevation of your location? 7. What is the major kind of farming done in your area? Grain Vegetables Livestock Fruit Flowers Trees Other ____________________ 8. What are the chief agricultural products raised? 9. Is agriculture in your area mainly subsistence or commercial? 10. Does your country import foods? What kinds: 11. Describe the growing season(s) in your area? 12. What is the main type of soil in your area? 13. Describe the technology used for farming in your locale. 14. Do the farmers in your locale feel they get a fair price for their products? This is for the teacher to use until we (the students) figure out where you are: Your locale is:_________________________________ Suggestions for using the above information? a) make a graph of various responding locales showing precipitation, landforms, growing seasons, types of farming, technology used, chief products, etc. b) locate on a world map each locale that responds and attach the FrEDMail message c) compare landform of area to type of farming done d) compare soil type to type of crops grown Other activities you can do: a) use a rain gauge to register daily precipitation; make a graph b) graph daily maximum/minimum/mean temperature c) calculate growing degree days/cooling degree days d) invite immigrants into class to discuss agriculture in their native land and how it is related to the culture e) measure and graph soil temperature f) select a country and become an expert on its geographic, climatic, and agricultural aspects g) exchange soil samples, seeds, leaves with another class through the U.S. mail h) invite an agronomist to speak about effect of land relief, soil types, and weather on agriculture i) compare soil textures, soil colors, soil permeability, soil compactability j) plan a fieldtrip to a farm k) design a farm with various reliefs and a plan to save the soil from erosion l) take soil samples m) calculate profit and loss for a fictional farm with the help of a farmer or farm manager We look forward to hearing from all interested participants. And, if you have suggestions on how we can expand this project, we would be happy to receive them. Mrs. Mary Jean Oliver's social studies classes North Ridge Middle School 1619 N. Jackson Danville, IL 61832 Phone 217-431-5505 ----- MISCELLANEOUS RESOURCES ----- MISCELLANEOUS RESOURCES List Serv Lists ACRONYM ADDRESS ORGANIZATION NAME AAASHRAN listserv@gwuvm.gwu.edu Human Rights Action Network AAASMSP listserv@gwuvm.gwu.edu Minority Perspectives on Ethics in Science ACTIV-L listserv@mizzou1.missouri.edu Peace, Democracy, Freedom & Justice CANCHID listserv@vm1.yorku.ca Health and International Development CANCHIDD listserv@yorkvm1.bitnet Occasional Digest of CANCHIDCOMDEV comserve@vm.its.rpi.edu comserve@rpitsvm.bitnet Communication and Int'l Development COMEDIA listserv@arizvm1.ccit.arizona.edu Hispanic Classic Theater COUNCIL listserv@sjsuvm1.sjsu.edu Global Council--Beyond Nation-States DEVEL-L listserv@auvm.american.edu Technology Transfer in Int'l Develop DIVERS-L listserv@psuvm.psu.edu Diversity List DIVERSE listserv@ibm.cl.msu.edu listserv@msu.bitnet Diversity In Development DNN-L listserv@auvm.american.edu DevelopNet News ECONOMY listserv@tecmtyvm.mty.itesm.mx Economies of Less Developed Nations ESPORA-L listserv@ukanvm.cc.ukans.edu Spanish/Portuguese History ETHMUS-L listserv@umdd.umd.edu Global Ethnomusicology ETHNOHIS listserv@hearn.nic.surfnet.nl General Ethnology and History GNET gnet-request@dhvx20.csudh.edu Global Networking INET unpublished International Connectivity Table INFO-NETS info-nets-request@think.com Information about networks INTDEV-L listserv@uriacc.uri.edu Int'l Development and Global Education INTERCUL comserve@vm.its.rpi.edu comserve@rpitsvm.bitnet Intercultural Communication INTF by invitation only Int'l Networking Task Force LATINO-L latino-l-request@amherst.edu latino-l-request %amherst.edu@interbit.bitnet Latino Students Discussion MCLR-L listserv@ibm.cl.msu.edu listserv@msu.bitnet Latinos Across the USA MINCON listserv@ukcc.uky.edu Minority Recruitment/Retension in Teacher Ed. MSA-L listserv@psuvm.psu.edu Muslim Student Association MUSLIMS listserv@asuvm.inre.asu.edu listserv@psuvm.psu.edu listserv@asuacad.bitnet Islamic Information & News Net NAT-LANG listserv@tamvm1.tamu.edu listserv@gnosys.svle.ma.us Languages of Indigenous People NAT-EDU listserv@indycms.iupui.edu listserv@gnosys.svle.ma.us Educational Issues of Indigenous People NATCHAT listserv@tamvm1.tamu.edu listserv@gnosys.svle.ma.us Indigenous Peoples Discussion NATIVE-L listserv@tamvm1.tamu.edu listserv@gnosys.svle.ma.us Indigenous Peoples Information NIPRI listserv@gwuvm.gwu.edu National Indian Policy Research Institute PACKET-RADIO packet-radio-request@wsmr-simtel20.army.mil listserv@ucsd.edu listserv%ucsd.edu@interbit.bitnet PacketRadio PCORPS-L listserv@cmuvm.csv.cmich.edu Discussion for Int'l Volunteers PER listserv@plearn.edu.pl Project On Ethnic Relations RURALAM listserv@ibm.cl.msu.edu Rural America Cluster Evaluation RURALDEV listserv@ksuvm.ksu.edu Community/Rural Economic Development SIIN-L listserv@unb.ca listserv@unbvm1.bitnet Small Islands Information Networks list UN listserv@indycms.iupui.edu United Nations UNCJIN-L listserv@uacsc2.albany.edu listserv@albnyvm1.bitnetUN Criminal Justice Information WORLD-L listserv@ubvm.cc.buffalo.edu Non-Eurocentric World History WG9.4 by invitation only Working Group 9.4 XCULT-L listserv@psuvm.psu.edu Int'l Intercultural Newsletter XCULT-X listserv@umrvmb.umr.edu Intercultural Communication Practicum ----- Black/African Oriented Mailing Lists This is a list of Internet/Bitnet mailing lists (see the appendix on List Serv) that deal with or focus on African, African-American, African-Caribbean or African-Latin issues. It was created by Arthur R. McGee" , (with special thanks to Steve Cisler and Greg Dunkel). * The absolute latest versions of this list is always available via anonymous FTP from ftp.netcom.com in directory pub/amcgee. (use the program Fetch to access this) The absolute latest versions of all the Black/African related lists are always available by sending email to or fingering the following account: mcgee@epsilon.eecs.nwu.edu Warning: all of the lists will come back to you as one concatenated file. Remember: the above address is NOT for correspondence. If you want anything other than a list sent back to you, use the email addresses: amcgee@netcom.com. This list is up to date as of MAY 08, 1993. **In the descriptions below, A-A stands for African-American. ACRONYM ADDRESS ORGANIZATION NAME AASNET-L listserv@uhupvm1.uh.edu A-A Student Net ABSLST-L listserv@cmuvm.csv.cmich.edu Assn. of Black Sociologists AFAM-L listserv@mizzou1.missouri.edu A-A Research AFAS-L listserv@kentvm.kent.eduA-A Studies/Librarianship AFREX-L mail-server@afrex.mcws.fidonet.org mail-server% afrex.mcws.fidonet.org@interbit.bitnet African-American Sysop Forum AFRICA-L listserv@vtvm2.cc.vt.edu listserv@brownvm.brown.edu listserv@vm1.lcc.ufmg.br listserv@brufmg.bitnet African Continent Discussion AFRICANA listserv@wmvm1.cc.wm.eduInfo Technology and Africa AFRIQNEWS africans-acl@athena.mit.edu saf@athena.mit.edu African News Service AFROAM-L listserv@harvarda.harvard.edu A-A Life and Culture ALGERIA-NET algeria-net-request@monte.svec.uh.edu algeria-net-request%monte.svec.uh.edu@interbit.bitnet Algeria Network ALGNEWS listserv@gwuvm.gwu.edu Algeria News List AMAZIGH-NET amazigh-net@engcd.bu.eduAmazigh-Net(Berbers) ASA-L listserv@tamvm1.tamu.eduAfrican Students Assn. BLACKLIB listserv%guvm.bitnet@cunyvm.cuny.edu Conf. of Black Librarians BLUES-L listserv@brownvm.brown.edu Blues Music BRD omaingomide@brfapesp.bitnet listserv@fapq.fapesp.br mailserv@fpsp.fapesp.br listserv@brfapq.bitnet mailserv@brfapesp.bitnetBrazilian Mailing List Info BRAS-CON listserv%frors12.bitnet@cunyvm.cuny.edu Brasnet na Europa Continen BRAS-NET listserv%pccvm.bitnet@cunyvm.cuny.edu listserv@vm1.lcc.ufmg.br listserv@brufmg.bitnet listserv%brufpb.bitnet@cunyvm.cuny.edu bras-net-request@cs.ucla.edu bras-net-request@uk.ac.man.cs Brazilian Net(Portuguese) CANALC listserv@vm1.yorku.ca listserv@yorkvm1.bitnet Assn. for Latin American & Caribbean Studies CANALC-D listserv@vm1.yorku.ca listserv@yorkvm1.bitnet Occasional Digest of CANALCCARECON listserv@vm1.yorku.ca listserv@yorkvm1.bitnet Caribbean Economy CARIBBEAN-ECONOMY caribbean-economy-request@oakland.bitnet caribbean-economy-request@vela.acs.oakland.edu Caribbean Basin Economy CREAD listserv@vm1.yorku.ca listserv@yorkvm1.bitnet Latin American and Caribbean Discussion CREAD-D listserv@vm1.yorku.ca listserv@yorkvm1.bitnet Occasional Digest of CREADEGYPT-NET egypt-net-request@das.harvard.edu egypt-net-request@das.harvard.bitnet Egypt Discussion and News KCI-NET kci-net-request@sml1.ecs.umass.edu kci-net-request@umaecs.bitnet bakuli@sml1.ecs.umass.edu Kenyan/East African Info Tech (Note: For Kenyans and East Africans ONLY. Membership Fee: $15/yr) (You need to be introduced by someone who is already on the list) (The $15 fee covers membership in both KCI-NET and KENYA-NET) KCIHON by invitation only Kenyan/East African Info Tech Roundtable KENYA-NET kenya-net-request@ftp.com kenya-net-request%ftp.com@interbit.bitnet gakio@ftp.com Kenya and East Africa NAIJANET naijanet-acl@athena.mit.edu Nigerian Distribution List (Warning: This list is setup to bounce all errors back to) (the sender of a message. Send a message at your own risk) OKYEAME okyeame-acl@athena.mit.edu Ghanaian Distribution List REDALC listserv@frmop11.cnusc.fr Latin American/Caribbean Nets (Spanish) RINAF-L listserv@icnucevm.cnuce.cnr.it Regional Informatics Net for Africa SA-DROUGHT listserv@devcan.ca Southern Africa(Region) Drought SEBSEL listserv@arizvm1.ccit.arizona.edu NCBES Sci/Edu/Bus/Sci Edu List SWAHILI-L kuntz@macc.wisc.edu kuntz@wiscmacc.bitnet Readers/Writers of Kiswahili(Swahili) TSSNEWS listserv@psuvm.psu.edu Tunisian Info Office, Washington D.C. TUNINFO listserv@psuvm.psu.edu Tunisian Info Office, Washington D.C. TUNISNET listserv@psuvm.psu.edu The Tunisia Network USASA-L unpublished United States <-> South Africa Discussion ----- H-Net Guide to History Lists on Internet A NY State proposal to start an Institute to educate a core group of teaching faculty in the techniques of using the Net for teaching, administration and research drew a reply and analysis from Prof. Joseph Ransdell. In that post, he mentioned the department-centered program begun at the Univ. of Illinois, Chicago, by Richard Jensen and others. Briefly, the idea was that a departmentally centered program might be more successful in influenicing faculty to take advantage of the Net by reaching them through colleagues who are already using it productively whom they recognize as peers and respect. They believe this will be less expensive and more likely to succeed than imposition by administrators or faculty development units, or even specially-trained teaching fellows on their own campus, but outside the department. The program at the Univ. of Illinois, Chicago, will take a number of initiatives this Fall in the History Department, but H-Net involves History faculty on many campuses since specialties within the field are organized and often have closer ties internationally than at the campus level, as reflected by worldwide Internet interest groups and email lists. To illustrate and advance this growing awareness, H-Net has prepared the following list of History resources that should be equally useful for students and K12 teachers. These are bitnet resources but also available to those on the Internet.--ps] "H-Net Guide to History Lists on Bitnet, from H-Net: H-Net@uicvm.bitnet July 22, 1993 BITNET address listname@node (where node = name of computer host)theme of list ** = H-Net sponsored list AfAm-L@UMCVMB African-American Research AFAS-L@KENTVM African American Studies and Librarianship AGOR@une.edu.au AGORA = e-journal in classics AHC-L@DGOGWDG1 (European) Association for History & Computing AmerCath@UKCC History of American Catholicism AMERSTDY@miamiu American Studies AmLit-L@MIZZOU1 American Literature [very active] AmWest-H@uscvm American West ANCIEN-L@ULKYVM History of the Ancient Mediterranean AnSax-L@WVNVM Anglo Saxon [very active, technical] Archives@arizvm1.ccit.arizona.edu Archives [very active] ASEH-L@TTUVM1 Am. Soc. of Environmental Historians BALZAC-L@cc.umontreal.ca French culture [send e-note to Balzac-l-request@cc.umontreal.ca ] mailbase@mailbase.ac.uk American-studies Essex-history Historical data archives at ESRC history-methods history-vasco for all British lists, send e-note (no subject) containing the single line: JOIN list Firstname Surname (i.e. JOIN History-econ Richard Jensen) to exit: LEAVE History-methodsJANET%"MAILBASE@UK.AC.MAILBASE"if you are in Britain, mail to BMCR@cc.brynmawr.edu Bryn Mawr Classics Review (ejournal)BMMR@cc.brynmawr.edu Bryn Mawr Medieval Review (ejournal)C18-L@psuvm 18th century history & culture [active]CADUCEUS medical history; email to ibowman@utmbeach CANALC@YORKVM1 Latin America and the Caribbean China@PUCC Chinese Studies Classics@UWAVM Classical Greek and Latin [very active] CLIONET Australian monthly e-newsletter. Reach it through HNSOURCE CTICH Computers in teaching history ewrite: CTICH@glasgow.ac.ukdeutsche-liste@ccu.umanitoba.caGerman lit & culture [send e-note to owner at: colappe@ccu.umanitoba.ca] EARAM-L@KENTVM Society of Early Americanists [low activity] EMEDCH-L@uscvm early medieval China EMHIST-L@uscvm early modern Europe EPP-L@BUACCA Albert Einstein Papers and Discussion ErasmusRenaissance & Reformation Studies send enote to bowen@vm.epas.utoronto.ca [internet address] ESPORA-L@ukanvm Spain/Portugal EthnoHis@HEARN Ethnohistory FICINO@UTORONTOFICINO Renaissance/Reformation FranceHS@UWAVM French history [low activity] GrmnHist@uscvm German history H-Albion@uicvm** British History (Aug 1993) H-AmStdy@uicvm** American Studies H-CivWar@uicvm** US Civil War H-Diplo@uicvm** US diplomatic; foreign affairs H-Durkhm@uicvm** European social thought [Aug 93] H-Ethnic@uicvm** Ethnicity, immigration H-Ideas@uicvm** Intellectual history [fall 1993] H-Labor@uicvm** Labor History [Aug 1993] H-Law@uicvm** US legal & constitutional H-LatAm@uicvm** Latin American H-Rhetor@uicvm** History of Rhetoric (Aug 1993) H-Rural@uicvm** Rural, agricultural history H-South@uicvm** US South H-Teach@uicvm** Teaching History (Aug 1993) H-Urban@uicvm** Urban History H-US-POL@uicvm** US Political History [fall 1993] H-Women@uicvm** Women's History HABSBURG@PURCCVM Austrian History since 1500 HISLAW-L@ULKYVM History of Law (Feudal, Common, Canon) HISTEC-L@ukanvm History of Evangelical Christianity history@psuvm Generic history [active; semi-pop] HISTOWNR@UBVM Editors of History lists! HN-Ask-L@ukanvm Information on History Lists & communications HNSOURCEhistory gopher service at U Kansas (="MALIN") telnet hnsource.cc.ukans.edu a) the menu option RESOURCES: DATA BASES includes direct access to databases, including CARL (periodical literature) and LOCIS (Library of Congress catalog) b) Byrd Historical Data Archives (e-texts) use gopher through HNSOURCE under RESOURCES/America c) GHETA History ftp service at U of Groningen - reach it from HNSOURCE under RESOURCES/ Europe and Asia d) Mississippi State History Data Archive via HNSOURCE under RESOURCES/America HOLOCAUS@uicvm** Holocaust studies, anti-Semitism HOPOS-L@UKCC History of Philosophy of Science [active] HOST History of Science & Tech (ejournal) contact editor at jsmith@epas.utoronto.ca HTech-L@SIVM History of Technology [active] HUMANIST@brownvm Humanists [active, famous] IBYCUS-L@uscvm Ibycus (Ancient Greek) IEAHCnet@uicvm** Early American History & Culture (fall 93) Interscripta@morgan.ucs.mun.ca Medieval seminar topics IOUDAIOS@YORKVM1 First Century Judaism Islam-L@ULKYVM History of Islam L-CHA@UQAM Canadian Historical Association JewStudies@nysernet.org Jewish Studies LASNET@EMX.UTEXAS.EDU Latin American Studies Network MCLR-L@MSU Latino Research MedFem-L@UWAVM Medievalist feminists MEDIEV-L@ukanvm Medieval MedSci-L@brownvm Medieval and Renaissance science MEDTEXTL@uiucvmd Medieval Texts, Philology, Codicology MilHst-L@ukanvm Military History [active; semi-popular] MUSEUM-L@UNMVMA MuseumsNETNEWS (carried on many computer systems) alt.war.revolution.usa American Revolution OMHR Online Modern History Review send e-note to editor at ua832@freenet.victoria.bc.ca ORTRAD-L@MIZZOU1 Oral traditons Poli-Sci@RUTVM1 Political Science Digest PrezHist@kasey.umkc.edu[Internet] US Presidential History PrezHist%kasey.umkc.edu@umkcvax1 [Bitnet] 1789-1992 PSRT-L@MIZZOU1 Pol Science/ constl law book reviews [good] PUBLHIST Public history list To subscribe, send to MAILSERV@HUSC3.HARVARD.EDU SUBSCRIBE PUBLHIST Firstname Surname RENAIS-L@ULKYVM Renaissance Roots-L@NDSUVM1 Genealogy [very active] SEAsia-L@MSU Southeast Asian Studies SEdit-L@UMDD Editors of scholarly editions Shaker@ukcc Shakers SHARP-L@IUBVM History of Authorship, Reading SHOTHC-L@SIVM History of Computing SovHist@dosuni1 SovietHistory T-Assist@UNMVMA Teaching assistants (all departments) Victoria@IUBVM Victorian studies VWar-L@UBVM Vietnam War [history, pop culture very active] WMSt-L@UMDD Women's Studies. [active; little history] World-L@UBVM World History [active, non-eurocentric] WWII-L@UBVM World War II [active] A. How to subscribe to a LIST via Bitnet (use H-URBAN as example). Do NOT send a message directly to the list. Instead send it to the "listserv" that handles the list. (LISTSERV with one "E"). The Listserv program on the mainframe computer at the other end will figure out your e-address from the message header it gets from your computer. The Internet addresses above are the longer more complicated ones; most computer centers treat them the same as Bitnet addresses; if you get an error message check with your local guru. 1. Thus to subscribe to H-URBAN (that is, H-URBAN@uicvm) send a message to its listserv, which will be LISTSERV@uicvm for H-urban@uicvm. (see part B below for how to address it) --no "subject" line --the text of your message should be: SUBSCRIBE H-URBAN Your Name School for example: SUBSCRIBE H-URBAN Leslie Jones, U of Southern Nebraska 2. To unsubscribe: send this message to Listserv@node UNSUBSCRIBE listname Your Name 3. To put messages on hold for a while, send this message to listserv@node: SET listname NOMAIL that is, SET H-URBAN NOMAIL a) To resume messages: SET listname MAIL B. How to post a message for everyone on list (be sure to sign it, & give your own e-address; and keep a copy--most lists do not automatically send you a copy of your own message.) send it to listname@node that is, H-URBAN@uicvm --depending on your mainframe, you may have to use one of several variants: check with your computer center on how to send an email message to a bitnet address one variant: (IBM CMS mainframes) NOTE H-URBAN@uicvm three more variants (VAX VMS systems) in%"H-URBAN@uicvm" jnet%"H-URBAN@uicvm" po%"H-URBAN@uicvm.BITNET" ----- National Trade Book Data Bank PROGRAM INDEX INSTRUCTIONS This system differs from all others in that it is not one, but a collection of over 90 databases (Programs) concerning trade that are produced by the U.S. Government. In order to use it more effectively, you need to know which Program to search. The NTDB Program Index has been created to help you make that decision. The Index uses numbers to identify the various PROGRAMS merely to stay within the space available on the page. Follow these steps in conducting your search: 1. FIND YOUR SUBJECT IN THE "NTDB PROGRAM INDEX" 2. NOTE THE NUMBER TO THE RIGHT 3. FIND THE FULL TITLE OF THE PROGRAM ON "NTDB PROGRAMS" - pp. 2&3 OF THIS INDEX 4. NOTE WHICH DISK (1 OR 2) THE PROGRAM IS ON 5. SELECT DISK 1 OR 2 FROM THE MAIN MENU, THEN THE TITLE ON NTDB'S PROGRAM MENU For divine help, pray to the deity of your choice. Good luck and bonne chance. NTDB PROGRAMS DISK 1 1. . . . . . . . . . . . . . . . . . . . . .A Basic Guide to Exporting 2. . . . . . . . . . . . . Additional Information Sources and Contacts 3. . . . . . . . . . . . . . . . . . . . . . . . . . .Background Notes 4. . . . . . . . . . . .Bureau of Export Administration, Annual Report 5. . . . . . . . . . . . . . . . Bureau of Export Administration Today 6. . . . . . . . . . . . . . . . . . . . . . . . . . .Business America 7. . . . . . . . . . . . . . Computer Markets - Sources of Information 8. . . . . . . .Country Reports on Economic Policy and Trade Practices 9. . . . . . . . . . . .Domestic & International Coal Issues & Markets 10 . . . . . . . . . . . . . . . . . Eastern Europe Looks for Partners 11 . . . . . . . .EC 1992: A Commerce Dept. Analysis of EC Directives 12 . . . . . . . . . . . . . . . . . . . . . . . .Europe NOW: A Report 13 . . . . . . . . . . . . . . . . . . . .Export Licensing Information 14 . . . Export Programs: A Business Directory of U.S. Govt. Resources 15 . . . . . . . . . . . . . . . . . . . . . Export Promotion Calendar 16 . . . . . . . . . . . . . . . . Export-Import Bank Quarterly Report 17 . . . . . . . . . . . . . Exports from Manufacturing Establishments 18 . . . . . . . .Fixed Reproducible Tangible Wealth Estimates, Annual 19 . . . . Foreign Direct Investment in the U.S. : Annual Transactions 20 . .Foreign Direct Investment in the U.S.: Balance of Payments Basis 21 . . . . .Foreign Production, Supply & Distribution of Agricultural 22 . . . . . . . . . . . . . . . . . . . . Foreign Spot Exchange Rates 23 . . . . . . . . . . . . . . . . .Foreign Three-Month Interest Rates 24 . . . . . . . . . . . . GATT Standards Code Activities of NIST 1990 25 . . . . . . . . . . . . . . . . . . Handbook on Economic Statistics 26 . . . . . . . . . .Industrial Outlook for Petroleum and Natural Gas 27 . . . . . . . . . . . . . . . . . . . . International Energy Annual 28 . . . . . . . . . . . . . . . . . . .International Labor Statistics 29 . . . . . . . . . . . . . . . . . . . . International Price Indices 30 . . . . . . . . . . . . . . . . . . . . . . .International Services 31 . . . . . . . . . . . . . . . . . . . . . . . . . Investment Guides 32 . . . . . . . . . . . . . . . Key Officers of Foreign Service Posts 33 . . . . . . . . . . . . . . . . . . . . . . .Lexicon of Trade Terms 34 . . . . . . . . . . . . . . . . . . . . . . Market Research Reports 35 . . . . . . . . . . . . . .Merchandise Trade - Exports by Commodity 36 . . . . . . . . . . . . . . .Merchandise Trade - Exports by Country 37 . . . . . . . . . . . . . .Merchandise Trade - Imports by Commodity 38 . . . . . . . . . . . . . . .Merchandise Trade - Imports by Country 39 . . . . . . . . . National Standards and Metric Information Program 40 . . . . . . . . . National Income & Product Accounts, Annual Series 41 . . . . . . . .National Income & Product Accounts, Quarterly Series 42 . . . . . . . .National Trade Est. Report on Foreign Trade Barriers 43 . . . . . . . . . . . . . . . . North American Free Trade Agreement 44 . . . . . . . . . . North American Free Trade Agreement Information 45 . . . . . . . . . . . . . . . . . . . . . . . . .NTDB BROWSE Manual 46 . . . . . . . . .Operations of U.S. Affiliates of Foreign Companies 47 . .Operations of U.S. Parent Companies and Their Foreign Affiliates 48 . . . . . . . Organizations Conducting Standards Related Activities 49 . . . . . . . . . . . . . . . . . . . . . . .OPIC Program Summaries 50 . . . .Resource Guide to Doing Business in Central & Eastern Europe 51 . . . . . . . . . . . .Small Business and Export Information System 52 . . . . . . . . . . . . . . . . . . . . . . .Software International 53 . . . . . . . . . . . . . . . . . . . . .State of Origin of Exports 54 . . . . . . . . . . . . .Stock Price Indices for the G-10 Countries 55 . . . . . . . . . . Total Mid-year Population & Projections to 2050 56 . . . . . . . . . . . . . . . . . . . . . . . . .Trade & Employment 57 . . . . . . . . . . . . .Trade Between U.S. and Nonmarket Economies 58 . . . . . . . . . . . . . .Trade Projections Report to the Congress 59 . . . . . . . . . . . . . . . Understanding U.S. Foreign Trade Data 60 . . . . . . . . . . . . . . . . . . .U.S. 3-Month CD Interest Rates 61 . . . . . . . . . U.S. Assets Abroad and Foreign Assets in the U.S. 62 . . . . .U.S. Businesses Acq'd & Est'd By Foreign Direct Investment 63 . . . . . . . . . . . . . . . . . . . U.S. Direct Investment Abroad 64 . . . . . . . . U.S. Expenditures for Pollution Abatement & Control 65 . . . . . . . . . . . . . . . . . . . U.S. Foreign Trade Highlights 66 . . . . . . . . . . . . . . . . . . . . . U.S. Foreign Trade Update 67 . . . . . . . . . . . . . . . . . . . . . . U.S. Industrial Outlook 68 . . . . U.S. International Transactions (Balance of Payments Basis) 69 . . . . . . .U.S. Manufactures Trade Performance - Quarterly Report 70 . . . . . . . . .U.S. Merchandise Trade (Balance of Payments Basis) 71 . . . . . . . . . . . Weighted Average Exchange Value of the Dollar 72 . . . . . . . . . . . . . . . . . . . . . . . . . . .World Factbook 73 . . . . . . . . . . . . .BISNIS Bulletin (Newly Independent States) 74 . . . . . . . . . . . . . . . . . U.S. Trade and Development Agency 75 . . . . . .Exporter's Guide to Federal Resources for Small Business 76 . . . . . . . . . . .Opportunity in Mexico: A Small Business Guide 77 . . . . . . . . . . . . . . . . . . . . .SBA News and Loan Programs 78 . . . . . . . U.S. Coal and Coal Technology Export Assistance Guide 79 . . . . . . . . . . . . . . . . . . . . . . . .Foreign Labor Trends 80 . . . . . . . . . . . . . . . . . . . . . . . .State Trade Contacts 81 . . . . . The ISO 9000 Standard Series: Quality and Related Issues 82 . . . . . . . . . . . . . . . . . .International Business Practices 83 . . . . . . . . . . . . . . . Clean Coal Technology Export Programs 84 . . . . . . . Options to increase Exports of U.S. Energy Technology 85 . . . . . . . . . . . U.S. Research Facilities of Foreign Companies 86 . . . . . . . . . . . . . . . . .Export Control Programs (BXA West) 87 . . . . . . . . . . . US&FCS Export Promotion Programs and Services DISK 2 101. . . . . . . . . . . . . . . . . . . . . . . . Export Yellow Pages 102. . . . . . . . . . . . . . . . . . . . . . . Foreign Traders Index 103. .An Exporter's Guide - Export Trading Company Matchmaking Program 104. . . . . . . . . . . . . .Previous Trade Opportunity Program Leads 105. . . . . . . . . . . . . . . . . . . . . . . . .Army Area Handbook ----- The Vatican Library on the Internet ROME REBORN: THE VATICAN LIBRARY & RENAISSANCE CULTURE an Exhibit at the Library of Congress Washington, DC 20540 Available by anonymous FTP from seq1.loc.gov (140.147.3.12) /pub/vatican.exhibit Available also via Gopher Gopher to gopher.princeton.edu Menus: -Explore the Internet -Princeton Experimental Gopher -Vatican Exhibition at the Library of Congress ROME REBORN: THE VATICAN LIBRARY AND RENAISSANCE CULTURE presents some 200 of the Vatican Library's most precious manuscripts, books, and maps--many of which played a key role in the humanist recovery of the classical heritage of Greece and Rome. The exhibition presents the untold story of the Vatican Library as the intellectual driving force behind the emergence of Rome as a political and scholarly superpower during the Renaissance. The exhibit will be on display in the Jefferson Building of the Library of Congress from January 8, 1993 through April 30, 1993. The online exhibit will be available by anonymous FTP indefinitely. A 320 page catalog, "Rome Reborn: The Vatican Library and Renaissance Culture," containing over 200 color illustrations of the exhibit is available in soft-cover from the Library of Congress and in hard-cover from Yale University Press. See the file Catalog.txt in the vatican.exhibit directory for more information about the book "Rome Reborn." Because the exhibit text consists of only brief captions, the image files are of greater importance in this exhibit. Be sure to change to type BINARY (in FTP type the command "binary") before transferring the image files. Text files are in ASCII. To search for a particular name or item, consider importing the text files into your word processor and using its search capabilities to find any references, then downloading the appropriate image files. The Library of Congress is grateful to GTE ImageSpan for digitizing the images from 35mm slides and for providing JPEG compression software. The /viewers sub-directory includes some shareware JPEG viewers and an extraction program. If you know of other or better public domain JPEG viewers that we should load here, please send information on where to obtain them to the system technician, K.D. Ellis, (Internet address kell@seq1.loc.gov). One issue of Tom Lane's JPEG FAQ is loaded in /viewers as well. See the README.viewers files in the /viewers subdirectory for more information about this document and where to get the most recent version. The text and images in the Online Exhibit ROME REBORN: THE VATICAN LIBRARY AND RENAISSANCE CULTURE are for the personal use of students, scholars, and the public. Any commercial use or publication of them is strictly prohibited. Questions or comments about the CONTENT of the exhibit should be sent to vatican@kell.loc.gov while any questions or comments on the SYSTEM should be sent to kell@seq1.loc.gov. EDITOR'S NOTE: These manuscript, book, and map images are beautiful, butalso quite large, some over 1 megabyte in size. That means long downloads over low speed connections, considerable disk space for multiple images, and considerable system memory for processing and printing. - JH United Nations Data and NATO The United Nations Development Program has set up a Gopher server on nywork1.undp.org, port 70. In it we have a growing list of UN related info: -a directory with descriptions of the UN system, and its related agencies. -the UNCED documentation, with a WAIS search on them. -a UNDP Field Office Telecommunications Catalog, with information on the offices in the different countries. -the United Nations Press Releases -a growing list of directories on WAIS searches, currently, the UN, UNDP and World Bank. _______________________________________________________________________________ Malcolm G. Chapman Work: +1 (212) 906-6585 United Nations Development Programme Home: +1 (212) 966-4363 Div. of Management Information Services E-mail: malcolm@undp.org _______________________________________________________________________________ ----- NATO Information In January 1993 NATO HQ started a list called "NATODATA". This list will distribute public data from NATO such as press releases,.speeches, NATO articles, communiques, NATO REVIEW, fellowship Programmes, NATO Fact Sheets, etc. To subscribe send a mail to "LISTSERV@CC1.KULEVUVEN.AC.BE with the message "subscribe NATODATA Firstname Lastname" The National Archives The Center for Electronic Records of the U.S. National Archives and Records Administration has established an FTPable directory. The FTP directory can be accessed by FTPing to FTP.CU.NIH.GOV (128.231.64.7). Log on as an anonymous user; press enter (or enter your user name) at password prompt. The directory in which this information is stored is CNTR_ELEC_RECS (CD CNTR_ELEC_RECS). Use the FTP GET command to retrieve copies of materials. In this directory are four files: a READ.ME file describing the contents of the files in the directory; Title List, a Preliminary and Partial listing of data files in the National Archives (TITLE.LIST.MAY0793), a guide to some of the records in the custody of the Center; a file containing a brief description of the Center (CENTER), and a description of the fee based reference services provided by the Center (SERVICES). To gauge the usefulness of this service, Center staff would be interested in reactions from those who experiment with using any of these files. We are interested in suggestions for improvement, any criticisms, and general comments. I hope this information is useful. If you have any questions, please contact me at the Center for Electronic Records (NSX), ATTN: Reference Staff, National Archives, Washington, DC 20408. The telephone number is (202) 501-5579. I can also be reached via Internet at tif@cu.nih.gov or BITNET at TIF@NIHCU. THEODORE J. HULL Archives Specialist, Archival Services Branch Center for Electronic Records (202) 501-5579 May 1993 Information on Elected Officials President Clinton and VicePresident Gore can be emailed at the White House with the following addresses: President@WhiteHouse.gov VicePresident@WhiteHouse.gov To get a list of all 536 members of Congress: ftp to nifty.andrew.cmu.edu Their addresses and phone numbers are found at the same address (nifty.andrew.cmu.edu) in the following location: /pub/QrD/qrd/info/GOVT/congress-103 The resumes of President Clinton's cabinet can be found at the same address (nifty.andrew.cmu.edu) in the following location: /pub/QrD/qrd/info/GOVT/cabinet ----- Project Hermes U.S. Supreme Court Online Dissemination of Opinions In May, 1990 the United States Supreme Court began a program called "Project Hermes." The objective of this project is to rapidly provide copies of the Court's opinions in electronic form to as wide an audience as possible. What this means for YOU is that you will now be able to receive electronically the full text of the Court's opinions within minutes of their release--FREE. It works like this... When the Court decides to release an opinion or set of opinions, a computer at the Supreme Court Building will open-up 12 telephone lines and simultaneously send copies to its primary distributors. In our case, it will be received by a Case Western Reserve University computer which can be accessed through FTP (ftp.cwru.ecu) or through TurboGopher. You may have also have the Court's opinions sent directly to you if you have access to either a BITNET or Internet computer. There is no charge to receive this service. To receive more information on how to sign-up for the BITNET/ Internet service, or if you would like to know more about accessing these files on an NPTN community computer, please send your name, organization or firm, address, city, state, and zip, to: PROJECT HERMES, CWRU COMMUNITY TELECOMPUTING LAB, 319 WICKENDEN BUILDING, CLEVELAND, OHIO 44106. You can also contact Project Hermes electronically via: Internet: aa584@cleveland.freenet.edu BITNET: aa584%cleveland.freenet.edu@cunyvm Using TurboGopher to Access the Decisions: One of the advantages to using TurboGopher to access the decsions is that you can use a keyword search developed by Cornell Law school to help you find decsions of interest. Otherwise you must know the docket number or case title (ie., Board of Education of Oklahoma City vs Dowell) of the decsion you are interested in order to find it. The first step is to get to the the folder on "Recent Supreme Court Decisions" at the University of Denver: 1) Open TurboGopher (under the Apple menu) 2) Double click on "Other Gopher and Information Servers" 3) Double click on "North America" 4) Double click on "USA" 5) Double click on "Colorado" 6) Double click on "University of Denver" 7) Double click on "Popular FTP Sites At last, there it is: "Recent Supreme Court Decisions" Open this folder and you will see "Search for Recent Supreme Court Decisions." This is the icon to double click if you wish to do a keyword search. You will get a lot of "garbage" ending with "Press return to continue" ... Do so. You will then get a screen that looks like this: RECENT DECISIONS OF THE UNITED STATES SUPREME COURT - - - - - - - All decisions archived at Case Western: arrayed by docket number[4].....key word search[5] - - - - - - - Recent Decisions: current term[6].....last term[7] DECISIONS OF THE CURRENT TERM BY MONTH 1-16, for more, Quit, or Help: Type a "5" and hit return You will then get a screen that looks like this: supreme-court index SUPREME-COURT US Supreme Court decisions in full text, courtesy of Project Hermes. Updated nightly from ftp.cwru.edu. No limits on access time are currently in effect, though this may change with system load. Begin README.FIRST from ftp.cwru.edu: TO ALL USERS AND MEMBERS OF THE MEDIA: Permission is hereby granted to download, reproduce, or re- post any of the Supreme Court opinion files found on this system PROVIDED NO CHANGES OR EDITING ARE MADE TO THE SUBJECT MATERIAL. We would greatly appreciate it if source credit were given to CWRU, EDUCOM, and the National Public Telecomputing Network if these files are used. We would also appreciate being notified if a reproduction, or re-posting on another computer is made. Project Hermes is an EXPERIMENTAL two-year program which the Court will be evaluating. For the project to continue past this period we need to be able to show that the dissemination was effective. You can contact Project Hermes via e.mail on the Cleveland Free- Net at: aa584, via the Internet at: aa584@cleveland.freenet.edu, by writing: PROJECT HERMES, CWRU, 319 WICKENDEN BUILDING, CLEVELAND, OHIO, 66106, or by calling: (216) 368-2733, The files available to you via anonymous ftp are contained in two directories. The original Atex8000 word processor files are in the directory atex. These files are in the original format as distributed by the Supreme Court. An FIND , Back, for more, Quit, or Help: Type in the word "find" and the keyword you wish to search for. For example, typing "find abortion" produced the following: abortion (in supreme-court) ABORTION Index supreme-court contains the following 39 items relevant to 'abortion'. The first figure for each entry is its relative score, the second the number of lines in the item. 1000 2544 91-744.ZO.filt /info/pub/wais/wais-data/supreme-court/ascii/[1] 788 1262 91-744.ZX3.filt /info/pub/wais/wais-data/supreme-court/ascii/[2] 764 858 89-1391.O.filt /info/pub/wais/wais-data/supreme-court/ascii/[3] 606 618 88-1125.CD1.filt /info/pub/wais/wais-data/supreme-court/ascii/[4] 583 1327 88-1125.O.filt /info/pub/wais/wais-data/supreme-court/ascii/[5] 346 773 91-744.ZX4.filt /info/pub/wais/wais-data/supreme-court/ascii/[6] 346 409 91-744.ZS.filt /info/pub/wais/wais-data/supreme-court/ascii/[7] 331 586 88-805.D.filt /info/pub/wais/wais-data/supreme-court/ascii/[8] 315 458 88-805.O.filt /info/pub/wais/wais-data/supreme-court/ascii/[9] 307 671 88-1125.CD3.filt /info/pub/wais/wais-data/supreme-court/ascii/[10] 299 697 91-744.ZX2.filt /info/pub/wais/wais-data/supreme-court/ascii/[11] 283 1022 90-985.ZD.filt /info/pub/wais/wais-data/supreme-court/ascii/[12] Decifering this information is not as difficult as it may seem. It follows standard Wais protocal (Wais is an Internet search tool, if you aren't familiar with it, don' worry) Let's look at the first entry: 1000 2544 91-744.ZO.filt /info/pub/wais/wais-data/supreme-court/ascii/[1] The first number is a "relevancy score". The highest possible score is 1000, which means the keyword you are looking for is found extensively in this source. (if you notice that last article listed has a relevance score of 283, and the articles are listed in desending order of relevance to your keyword. The second number (2544) indicates the number of lines in the file. The third entry (91-744.ZO.filt) is the important one. The first part is the docket number (91-744), the "ZO" indicates that this is the Court's opinion (The extentions are .O for the Opinion, .S for the Syllabus, .C for Concurring opinions, and .D for Dissenting opinions.) All ascii files also have a ".filt" extention. The rest of the entry (/info/pub/wais/wais-data/supreme-court/ascii/) really isn't that important; it is simply the path through nested folders that was taken to access the file at its location (in this case a computer at Case Western Reserve Univ.) At this point all you need to do is write down the docket numbers you wish to search for. (91-744, etc). Close the keyword search window to return to the window where you see a folder called "Recent Supreme Court Decisions." Open this folder and you will see several folders that contain decisions, including one entitled "ASCII". Open this folder and begin the long process of scrolling through the list of decisions until you find the ones you want (look for matching docket number). Double click to open them (if the file is very large you may immediately get a dialog box asking you if you wish to save the document- have a floppy handy. If you press cancel, all of the file may not be displayed on your screen. Once you walk through this a couple of times, you will find it is really pretty easy. A hint: the dissenting opinions are often the best written and most emotional. ----- SCIENCE ----- SAMPLE LESSONS Sample Lesson: Genetics Project Using the Internet Margaret M. Szady {mszady@walrus.mvhs.edu} Objective: To have the students find the information on genetics, genetic engineering, genetic manipulation etc., join in a newsgroup discussion to better understand the relationship of how genetics will change todays world. Procedure: Students are to gather information from several different sources, keep track of exactly where the information came from, and attach these sources to the document that they produce for the class. Record the list of "hits" as well as "misses". Using Turbo Gopher: 1) Have students double click on Turbo Gopher (under the Apple menu) 2) Double click on Other Gopher and Information Servers 3) Double click on Search titles in Gopherspace using veronica 4) Choose a veronica (either UNR or PSI ) 5) Type genetics in the box and click OK 6) When the "hits" show on the screen, explore several of them, 7) You may download a document to your disk using the menus. Using Fetch: You may Fetch a document to your disk using Fetch. You must know exactly where the document is to use Fetch. 1) Double click on Fetch (in the apple menu) 2) Type in the exact address (HOST) of the place storing the document Try hallc1.cebaf.gov in the directory genealogy 3) Tab to the name box and leave it as anonymous 4) Tab down to the address box and type in your e-mail address 5) If you know the directory where the information is type this in, if not Fetch will get you into the public directory (/pub) and you can search for the correct directory in fetch. 6) Click OK 7) Search for your document and then tell fetch to GET(click the box) 8) Fetch will ask you where to put the document. Decide where and click SAVE. Fetch will get the information and store it to your disk. Using NewsWatcher: 1) Double click on NewsWatcher ( in the Network Apps folder) 2) If the full list doesn't show up right away, click on "full list" under the Window menu 3) Scroll down to bionet.molbio.genebank. 4) Double click on this newsgroup 5) Look in on several of these postings 6) Actually answer or post to the group and begin your investigation. 7) Begin an e-mail conversation with at least one member of the group 8) Also look under K12.ed.science , comp.ai.edu, comp.ai.genetic, bionet.molbio.genbank.update, bionet.molbio.gene-linkage Conduct a survey about the new genetic adjustment being made in science today. Receive feedback from people on the Internet, set up the statistics about your findings, and include them in your report. ----- Sample Lesson: Geophysics Project Using the Internet Margaret M. Szady {mszady@walrus.mvhs.edu} Objective: To have the students find the information on geophysics, discuss the many resources, maps, online publications, etc; join in a newsgroup discussion to better understand the relationship of geophysics to the world today. Procedure: Students are to gather information from several different sources, keep track of exactly where the information came from, and attach these sources to the document that they produce for the class. Record the list of "hits" as well as "misses". Using Turbo Gopher: 1) Have students double click on Turbo Gopher (under the Apple menu) 2) Double click on Other Gopher and Information Servers 3) Double click on Search titles in Gopherspace using veronica 4) Choose a veronica (either UNR or PSI ) 5) Type geophysics in the box and click OK 6) When the "hits" show on the screen, explore several of them, 7) You may download a document to your disk using the menus. Using Fetch: You may Fetch a document to your disk using Fetch. You must know exactly where the document is to use Fetch. 1) Double click on Fetch (in the apple menu) 2) Type in the exact address (HOST) of the place storing the document Try csn.org in the directory COGS One file worth reviewing is internet.resources.earth.sci 3) Tab to the name box and leave it as anonymous 4) Tab down to the address box and type in your e-mail address 5) If you know the directory where the information is type this in, if not Fetch will get you into the public directory (/pub) and you can search for the correct directory in fetch. 6) Click OK 7) Search for your document and then tell fetch to GET(click the box) 8) Fetch will ask you where to put the document. Decide where and click SAVE. Fetch will get the information and store it to your disk. Using NewsWatcher: 1) Double click on NewsWatcher ( in the Network Apps folder) 2) If the full list doesn't show up right away, click on "full list" under the Window menu 3) Scroll down to K12.ed. sci 4) Double click on this newsgroup 5) Look in on several of these postings 6) Actually answer or post to the group and begin your investigation. 7) Begin an e-mail conversation with at least one member of the group 8) Also look under K12.ed.science , comp.ai.edu, Conduct a survey about the new genetic adjustment being made in science today. Receive feedback from people on the Internet, set up the statistics about your findings, and include them in your report. ----- Sample Lesson: Robotics Project Using the Internet Margaret M. Szady {mszady@walrus.mvhs.edu} Objective: To have the students find the information on robotics, how to build a robot, collect and catagog some information on robotic projects which have already been completed by other students, talk to others about their problems and successes with robots, etc Procedure: Students are to gather information from several different sources, keep track of exactly where the information came from, and attach these sources to the document that they produce for the class. Record the list of "hits" as well as "misses". Using Turbo Gopher: 1) Have students double click on Turbo Gopher (under the Apple menu) 2) Double click on Other Gopher and Information Servers 3) Double click on Search titles in Gopherspace using veronica 4) Choose a veronica (either UNR or PSI ) 5) Type robotics in the box and click OK 6) When the "hits" show on the screen, explore several of them, Build robots FAQ(frequently asked questions) on robots robot design results of LEGO design robots 7) You may download a document to your disk using the menus. Using Fetch: You may Fetch a document to your disk using Fetch. You must know exactly where the document is to use Fetch. 1) Double click on Fetch (in the apple menu) 2) Type in the exact address of the place storing the document 3) Tab to the name box and leave it as anonymous 4) Tab down to the address box and type in your e-mail address 5) If you know the directory where the information is type this in, if not Fetch will get you into the public directory (/pub) and you can search for the correct directory in fetch. 6) Click OK 7) Search for your document and then tell fetch to GET(click the box) 8) Fetch will ask you where to put the document. Decide where and click SAVE. Fetch will get the information and store it to your disk. Using NewsWatcher: 1) Double click on NewsWatcher ( in the Network Apps folder) 2) If the full list doesn't show up right away, click on "full list" under the Window menu 3) Scroll down to comp.robotics. 4) Double click on this newsgroup 5) Look in on several of these postings 6) Actually answer or post to the group and begin your investigation. 7) Begin an e-mail conversation with at least one member of the group 8) Also look under K12.ed.science , comp.ai.edu, K12.chat.teacher, K12.chat.senior ----- SAMPLE PROJECTS Sample Project: MicroMuse at MIT MicroMuse is a Multi-User Simulation Environment based at MIT's Artificial Intelligence Lab. The system features explorations, adventures, and puzzles with an engaging mix of social, cultural, and educational content. For example, the MicroMuse Science Center offers an Exploratorium and Mathematica Exhibit complete with interactive exhibits drawn from experience with Science Museums around the country. A highlight of the Mathematica Exhibit is 'Professor Griffin's Logic Quest', based on Raymond Smullyan's classical puzzles about knights and knaves. The Narnia Adventure embeds challenging puzzles within a familiar children's classic. The Mission to Mars includes an elaborate tour of the red planet with accurate descriptions rivaling those found in National Geographic. Elsewhere, one can find a sailing cruise to the Virgin Islands which recreates the real-life adventure of the player who created it. Recently, an 8-year old student designed and built an Oz adventure based on movie version of that classic children's story, and a 9-year old contributor created a working model of Yellowstone National Park, complete with erupting geysers and a wandering moose. For younger players, text-based virtual realities foster literacy skills: reading, writing, and composition, and technical skills such as keyboarding and spelling. For adolescent players, social interaction skills, interpersonal skills, and personality development emerge as primary activities. College students who are not computer science majors enjoy the opportunity to gain some computer literacy and try their hand at creating their own contributions to the cyberspace worlds, usually with the helpful guidance of friendly players with more experience. The more ingenious and inventive players design and build elaborate and powerful artifacts such as electronic newspapers, voice-mail recorders, and self-activated transit systems. The MicroMuse Project seeks to expand its membership and thereby further explore the educational potential of network-based virtual realities, especially with respect to building computer literacy, cognitive skills and scientific awareness through consciously crafted content geared toward informal science education. Biographies: Barry Kort Barry Kort is a founding Director of MicroMuse, the first Multi-User Simulation Environment (MUSE) site fully dedicated to educational purposes. Dr. Kort received a BSEE with High Distinction from the University of Nebraska, and joined AT&T Bell Laboratories as a Member of Technical Staff in the Network Planning Division. Under Bell's Graduate Study Program, he earned his Masters and Ph. D. in Electrical Engineering at Stanford University. While at Bell Labs, he developed the Echo Control Plan and Transmission Quality Assurance Plan for AT&T Long Lines. In 1984, he received Bell's Distinguished Technical Staff Award for sustained contributions to Network Planning. He then joined the Network Technology Group at MITRE as a Lead Engineer to work on the communications infrastructure for the NASA Space Station. As a Consulting Scientist at BBN Labs in Cambridge, MA, Dr. Kort is currently developing systems and concepts for network-mediated education and for informal science education, including the use of computer animations and virtual communities. He also volunteers at the Museum of Science and the Computer Museum. On MicroMuse, Dr. Kort has adopted the persona of 'Moulton', the proprietor of the MicroMuse Science Center, where he can be found collaborating with young people and adults who share his interest in puzzles, creative problem solving, invention, and informal science education. Muse References: Barry W. Kort, "Computer Networks and Informal Science Education," T.I.E. (Telecommunications in Education) News, ISTE (International Society for Technology in Education) Special Interest Group for Telecom, Vol. 2, No. 2, Spring 1991. David Albert, "Cyberion City II -- Inside and Outside: The Physics, Geography, and Astronomy of Tin Can Cities," explanatory document prepared for participants in MicroMuse, available by anonymous FTP from michael.ai.mit.edu, August, 1991. MicroMuse Executive Council, "The MicroMuse Charter," available by anonymous FTP from michael.ai.mit.edu, revised January, 1992. Janice Gates, "MicroMuse at MIT," MicroMemo to KidsNet, distributed on the InterNet's KidsNet Mailing List, Fall 1991. Peter Kaine Tevonian, "Beginner's Guide to Multiple-User Games," white paper distributed on the UseNet NewsGroups, 1991. Pavel Curtis, "Mudding: Social Phenomena in Text-Based Virtual Realities," Xerox PARC Report, January 1992. Elizabeth M. Reid, "Electropolis: Communication and Community on Internet Relay Chat," Honours Thesis, University of Melbourne Department of History, 1991. Howard Rheingold, "Virtual Communities," Whole Earth Review, Winter 1988. Denis Newman, et al, "Toward Universal Access to Math and Science Resources: Phase 1 of a National School Testbed Network," Proposal submitted to the NSF Applications of Advanced Technology Program, February, 1992. Pat Burns and Dave Zachmann, "K-12 Connections to the Internet," draft white paper, 1992. Sheldon Annis, "Telephone and Computer Conferencing in Geography Instruction at Boston University," to appear in Professional Geographer. How to Connects to MicroMuse: If you would like to explore MicroMuse, you may connect as follows from your local host computer: telnet michael.ai.mit.edu [18.43.0.177] login: guest [no password required] connect guest [Connect to MicroMuse] news [general news command] help [online help command] look [look at your surroundings] say Hello. [speak aloud to others] go out [go through exit 'out'] /quit [exit MicroMuse] You will then be shuttled to the Cyberion City Transport Receiving Station, where you will be given further information to assist you in your exploration. Please feel free to contact any Official, Administrator, or Director who may be logged on, for any help you may need. There is a message call box located in the arrival area, plus you may "page" a message by typing: page =. Type: WHO (all caps) to see which Officials are currently online. ----- Sample Project: Waters of the World Introduction, Background, and Purpose: "Waters of the World" is a project of the South Carolina Math and Science Network. The purpose of the project is to introduce elementary, middle, and high school students to scientific collaboration and research using telecommunications. The project allows students to participate at their level with schools around the world in gathering and sharing data about their school.their local bodies of water, and related information. To encourage participation by both novice and experienced telecommunicators, the data to be shared can be easily gathered by all interested participants. For simplicity, "Waters of the World" as written includes the basic essentials for participation in the project along with a few additional suggested classroom activities. Participating teachers are encouraged to build personal interdisciplinary lesson plans around the project activities which will incorporate the performance based objectives of the prescribed curriculum at each participant's school. While objectives are not stated, project activities require the use of skills taught in all academic subject areas--math, science, social studies, and language arts. Teachers are also encouraged to add additional activities as seem appropriate. Please share your experiences and your additional suggestions with others through telecommunications. ****NOTE TO PARTICIPATING TEACHERS**** The key to the success of this project for students is participation. While it is preferable for everyone to do all activities at the time requested, it is far more important to have a large number of participating students. For this reason, we welcome those who may not be able to complete every activity and those who must submit information after the specified date. We also welcome late registrants. If you need help or have questions, please send a message to Dr. Snelsire. A member of the "Network" will help you. Please send all responses to Dr. Snelsire (NTBSNLS -- for CUFAN users; NTBSNLS@clust1.clemson.edu -- for internet users). He will distribute the responses to all participants and archive them in the CUFAN VAX NOTES conference entitled WOW. Those who cannot access the conferences, may request archived information from Dr. Snelsire. Thank you for your participation in WOW. We look forward to sharing and learning with you and your students. ************************************************************************************************************** MIDDLE AND HIGH SCHOOL PROJECT ************************************************************************************************************** The five activities and the dates for sharing them with others are the following: 1) Activity 1 -- Introduce Yourself Monday, October 12 2) Ongoing Activirt rain data Monday, October 26 3) Activity 2 -- Class survey Thursday, October 29 4) Activity 3 -- Investigate Water Sample Thursday, November 5 5) Activity 4 -- Transportation Thursday, November 12 6) Activity 5 -- Journey of a raindrop Thursday, November 19 7) Ongoing Activity - Final rain data report Monday, December 7 When sending data to Dr. Snelsire, please include a riddle, puzzle, word problem, etc...based on the information you have gathered. You may want to make his a special incentive for your students to design. After the last week of reporting, each of your four riddles, puzzles, etc...will be reviewed for inclusion in a special listing for participants. You may choose to use this listing for the culmination of the project or for evaluation. Answers will be provided during the final week of the project (ending December 7) ******************************************************************************** Activity 1 -- Introduce yourself October 12 Please introduce yourself to the other participants by sending the following information to Dr. Snelsire (NTBSNLS -- for CUFAN users; NTBSNLS@clust1.clemson.edu -- for internet users). 1. Who are you? school, grade, subject, school enrollment, etc. 2. Give the longitude, latitude, elevation and approximate population for your city. 3. Give the climate at your location. Please include the average rainfall, average winter and summer temperatures, etc. 4. List the major bodies of water within a 25 mile radius of your school--rivers, lakes, ocean, etc. 5. Give the general type of land form--piedmont, mountains, plains, plateau, etc. for your area. 6. Give the soil type for your area. Ex. sandy, clay, etc. *The Geographic Name Server (#5 Internet Resource on CUFAN) is a good source for this information. #Extra activity for Activity 1 "Dr. Bob" will eliminate school, city, and state names before distributing the introductory information. After receiving the introductions, use reference materials to guess the locations of the other participating schools. Send your answers to Dr. Snelsire. After giving everyone a chance to guess the location of each school, he will post the correct locations. Introductory information will be archived in the conference entitled "WOW.' ******************************************************************************* Ongoing Activity -- Recording and reporting local rainfall Begin October 19 Make or purchase rain gauges for use at school and in several students' homes. Check the gauges at the end of each school day (For home gauges, check upon arrival at home.) and record the 24 hr. rainfall. Begin recording on October 19. Record the weekend rainfall at approximately 8 a.m. on Monday; then, begin the new week's readings. Each Monday beginning on October 26 and ending December 7, send the measurements of rain at the school location for each day to Dr. Snelsire. Please include your school name and label each measurement with its day. Rain information will be archived in the topic RAINFALL in the conference WOW. #Suggested extra classroom activities about rainfall Compare the data collected by various students with that collected at the school, the National Weather Service report, and with historical data for the date. Create charts and graphs to compare the data for your area with that of other participants. One chart could be maintained throughout the project, adding information as it is posted each week. During rainy weather, track the rainfall for areas upstream of your local river system. Predict the rise and fall of river and lake levels. Compare your predictions with the actual rise. ******************************************************************************** Activity 2 -- Survey class about visits to bodies of water - October 29 Discuss the various types of bodies of water -- ocean, lake, pond, free-flowing river, swamp, creek, etc. Identify the major bodies of water in your state (province). Survey the class to discover how many students have visited each type. Calculate the percentage visiting each. Send survey results and the names of the major bodies of water in your state to Dr. Snelsire by October 29. This information will be archived in topic SURVEY in conference WOW. ******************************************************************************** Activity 3 -- Sample local bodies of water ----- November 5 Have students bring samples from various local bodies of water. Have them measure the temperature of the water from which the sample is taken. For at least one sample, discuss the water source and analyze the sample as necessary to discover the following information: a. How is the body of water used for recreation? b. What wildlife live in or near the body of water? c. What is the ph of the sample? d. What is the oxygen content of the sample? e. Examine the microorganisms present in one drop of the sample. f. What contaminates are in the sample? g. What was the temperature of the water? h. What industries, if any, are located along the water source? What products do the industries produce? Send the results of the analysis to Dr. Snelsire by November 5. The data will be archived in the topic WATER SAMPLES in conference WOW. #Suggested classroom activity Have groups of students analyze different samples, write lab reports, and share the results with other class members. ************************************************************************************************************** Activity 4 -- Transportation on and across waterways ---- November 12 Discuss the major waterway passages in the state from the upcountry to the low country. Discuss transportation on the waterways in your area and the types of structures that cross the waterways. (covered bridges, suspension bridges, etc.) Investigate the history of water transportation in your area (ferries, etc.). Send any interesting facts that you discover to Dr. Snelsire by November 12. This information will be archived in the topic Transportation in conference WOW. #Suggested classroom activities Create scale model(s) of the river systems in your state. Invent boats and/or bridges. Have a boat race and/or test the strength of the bridges. Send the results including the inventor(s) and the method and materials used in construction to Dr. Snelsire. These results will also be archived in topic Transportation. ******************************************************************************** Activity 5 -- Describe the journey of a raindrop ---- November 19 Choose a lake or river near you and trace it upstream to its source. Ask each student to pretend that he or she is a raindrop which falls near the source. Have the raindrop describe his or her journey to the sea. Choose the best three entries and send them to Dr. Snelsire by November 19. The stories will be archived in the RAINDROP topic in WOW. ----- Sample Project: The World School Introducation For Adventure Learning The World School is an international community of schools linked by an electronic communications network--the worldwide INTERNET. Every school begins its "adventure" at home with studies about local environmental concerns. Then by telecommunmications, each school joins a circle of schools engaged in similar local projects. They share information, ideas, resolutions, plans for action, and even multimedia simulations. Taking advantage of vanguard technologies, the World School for Adventure Learning provides an environmental education program that promotes interaction between students and the entire world--a program that inspires curiosity, environmental stewardship, and true adventure in the classroom. Finally, World School adventures--like the International Arctic Project--help students stretch what they've learned locally to regions considered to be indicators of global environmental health. Mission: It is the mission of the World School for Adventure Learning to engage students, grades 4-12 worldwide, in an adventurous study of the global environment, so that they become hopeful stewards of the earth. Goals: The World School and the Consortium for Adventure Learning are creating and will sustain an ever-growing: * Global telecommunications network of schools for on-going, interactive environmental studies. * Environmental education program based on adventure learning connected to inspiring, real-time events. Principles of Design: All World School programs, like the premier International Arctic Project (see below) , share three principles of design. Each program is: * Adventurous. Students are active in real-life, real-time exploration. * Global. Students communicate with each other, explorers, and scholars worldwide in comparative studies of global environmental systems. * Interdisciplinary. Students are engaged in an environmental education that is holistic. We, at the World School, are looking forward to working with you. Groups of circles are already sharing studies on waterway eco- systems, wildlife migration and habitat, land reclamation, trans- boundary pollution, and environmental ethics. At this time our listserv is for members. We would like to invite you to join and participate at any level you feel comfortable. The first level of involvement gives you access to all four of the following on-line discussion topics, or listserves. 1. 1993 Training Expedition 2. Wildlife Stidy Project 3. IAP News Wire Service (International Arctic Project) 4. Inter-teacher Communications In addition, you may choose to participate actively in one or more of our 18 study projects. A detailed list of these projects will be sent to you upon receipt of your application. If you think it is to late to get fully involved with the World School and the International Arctic Project this spring, please consider being a "read only" participant or join us in the fall of 1993 or the spring of 1994. Imagine students collecting data from remote sites and exchanging ideas with fellow students, explorers, and scholars worldwide. Then imagine students "talking" to explorers engaged in real adventures at the North Pole, on a remote island in the Pacific Ocean, or on a mountaintop in Antarctica. Now all that is possible--and much more! How to Join the World School for Adventure Learning: A yearly subscription fee of $85(US), any personal computer and modem, access to INTERNET, and a lot of enthusiasm will qualify schools for World School programs. World School enrollment will be limited in 1993 and 1994. By 1995, in time for the International Arctic Project cross-Arctic trek, the World SchoolUs telecommunications lines will be open to all adventurous schools. To apply for membership in the World School, write to David Duffee or Jane Giacobassi, UST World School CHC 131 2115 Summit Ave. St. Paul, MN 55105 USA (612) 962-5640 If you prefer, send an INTERNET e-mail message of interest to: j9giacobassi@stthomas.edu ----- Sample Project: The International Arctic Project for World School The World School and the Consortium for Adventure Learning are now focusing on the 1995 International Arctic Project--a multi-national expedition, led by explorer Will Steger, across the Arctic Ocean by dog sled and canoe. The Arctic is an especially suitable laboratory for the World School's premier adventure and for the students' first stretch to global learning. One of the most pristine regions of the planet, the Arctic is beginning to show alarming signs of contamination from world industry. The Arctic wildlife is a compelling interpreter of environmental health. The art, music, and traditional knowledge of the peoples of the North teach environmental wisdom. The expedition plays an integral part in the local study projects. In addition to the excitement of Arctic exploration, the explorers provide students with comparative observations and data that is transmitted, on a daily basis, to all participating schools. A host of Arctic scholars and scientists also join the electronic community to guide students in their adventurous studies at home. Students will follow training expeditions each year prior to the 1995 Arctic crossing. At the same time, the World School will be developing new adventures in other regions of the world. THE CONSORTIUM FOR ADVENTURE LEARNING * University of St. Thomas World School for Adventure Learning * Indiana University Center for Excellence in Education * Expeditions Unlimited, Inc. * MECC * Hamline University Center for Global Environmental Education ----- Sample Project: World School Project Summaries ******************************************************************************** University of St. Thomas World School Spring 1993 Study Project Summaries The following are summaries of projects that are being carried out during the 1993 spring semester, but may carry over into the following year. Any school interested, may join, contribute or find out the results of the research when you are a member of World School. ******************************************************************************** Recreational Land Use Harry Williams, University School of Nashville, Middle Grades Nashville, Tennessee, USA Rising urban populations with more leisure time are putting increasing pressures on a diminishing amount of public land designated for recreational use. These same public lands are also often set aside as wildlife preserves. In this project, we attempt to identify parks and sanctuaries at the community level which are undergoing these strains. After documenting the situation, students are encouraged to take sanctioned action to protect target areas and to monitor the consequences of their action over time. We are attempting to answer the following questions: How do we balance recreation and conservation in public spaces? How do we ensure the survival of fragile eco-systems while allowing responsible access? How do we reconcile the possible conflict between environmental protection and private property rights? How do we handle pressures for economic exploitation or military usage of public lands? Although we invite schools worldwide to join in the discussions of these and other questions, we encourage new partners who have chosen to steward and protect some portion of nearby public lands. The Arctic Peoples: Cultural Clashes in the Northern Hemisphere Inge Lise Hammer, Frederiksvaerk Gymnasium, High School Frederiksvaerk, DENMARK We will look into the aboriginal peoples' history from ancient times until today, into the conditions, natural and cultural, that have influenced and still influence the lives of the Arctic peoples. We will focus on the significance of the clash between aboriginal peoples and the European immigrants. Through this focus, our pupils will develop an increased understanding of the culture and life conditions of aboriginal peoples, with emphasis on the Inuit culture. Our desire is to enter into a dialogue between young people of the Arctic and young people of the worldQa dialogue about culture, environmental beliefs, and life conditions of our different peoples. Our overall goal is to promote the mutual understanding, tolerance, and respect that early European voyagers did not always seek. Poison from Above Marv Mikesh, John Adams Junior High, Middle Grades Rochester, Minnesota, USA Acid rain is an environmental problem that does not respect state or national boundaries. Through individual actions, each of us contributes to the problem; therefore, each of us must do our part to contribute to the solution. This project will focus on the causes, effects, transportation, and global consequences of acid rain. We hope to help learners to manipulate data about the effects of acid rain, draw conclusions, and make predictions about the future of our forests, lakes, and our own lives. By investigating the factors that contribute to the production of acid rain, students will develop an awareness of the ecological fragility of life. Particularly, for example, schools worldwide will contribute to a student-generated data base that will track storms and the pH of resulting precipitation. During the spring expedition, we and the expedition team members will host an electronic, international environmental conference on acid rain. The Arctic Yearbook 1993 Ulrich Jordon, Erich-Kaestner-Gesamtschule, High School Hamburg, GERMANY The Arctic Yearbook is an international environmental study of students of English as a foreign language (EFL). In the course of the year 1993, language students (fifth year EFL) and teachers of the Erich-Kaestner school will complete a bilingual publication covering the efforts of the participating schools for the IAP and the Spring 1993 Expedition. This publication will have two fundamental segments: 1) Hamburg in the Arctic, the Arctic in Hamburg will concentrate on the interdependence of the city of Hamburg and the Arctic regions, and on projects of our own school; 2) Spring Expedition 1993 and the IAP Schools will cover the spring expedition in 1993 and document the activities of other schools and the communications among students within the network of the IAP. Although our German students will be studying English, the process we propose can be replicated for a variety of languages, language studies, and native language and second language publications, all shared electronically. The Imiq Project Wendy Brewster, Samuel Hearne Secondary School, High School Inuvik, Northwest Territories, CANADA Melany Nussbaumer, Riverside Middle School, Middle Grades Saluda, South Carolina, USA The Imiq Study Project will allow students to investigate the interdependencies of organisms in the river eco-systems and to make connections between their stewardship of a local river environment and global waterway systems. Students in Inuvik, working with the Canadian Geological Survey will investigate the Mackenzie River, the second largest river in the northern hemisphere, while in Saluda, students will explore and steward a portion of the Savannah River. Our two schools will host cooperation among schools worldwide that want to or are already conducting similar studies on local river environments. We intend the Imiq Project to create anawareness among students about the fragility of mother earth through a variety of investigations dealing with the air, weather, water, and soil of river eco- systems. Barton Circles and Cycles Maria (M.J.) Savaiano, Barton Open School, Intermediate Grades Minneapolis, Minnesota, USA Subtitle: Lunar CyclesQHistorical and Present Day Science and Arts Contributions from the Communities of Indigenous Peoples of the Americas We propose a unique, multicultural, and interdisciplinary study project to link classrooms around the world in research about the environmental sensibilities and traditions of First Nation cultures. We will learn about the natural world in the storied explanations of the Inuit, Dene, and Yupic cultures of the Arctic regions, the First Nation peoples of the United States, the Mayan of Central America, and the Haoni peoples of South America. We will learn how circles and cycles in nature influence the art and language of indigenous peoples. Generally, we hope to understand beliefs and values about the natural environment shared among native peoples in the Americas. As an alternative to research-type papers, all of us who participate in this project will create a calendar of the twelve moonsQthe Old Moon, the Hunger Moon, the Thunder Moon, the Planting Moon, and the othersQand for each day of the calendar we will print some fact or event or some piece of wisdom that pertains to the circles and cycles of the dayUs moon. Arctic Expedition Simulation Leif Frederiksen, Frederiksvaerk Gymnasium, High School Frederiksvaerk, DENMARK My students and yours will share the adventure of Arctic exploration while integrating global environmental learning and problem solving. An expedition monitor will present participating students with some of the problems (i.e., practical, cultural, environmental, psychological) that the expedition team members face immediately before and during the expedition. Locally and electronically, following each problem event, students will conduct the necessary research, agree on solutions, and send their answers to the expedition monitor. How, for instance, should the explorers select a night camp to avoid falling into an opening lead or getting caught by mounting and massive pressure ridges as the Arctic ice shifts in its currents? Why is it that the Arctic coastline is eroding at an unprecedented pace? How will the phenomena of global warming and ozone depletion (both of which bear upon the rapid coastline erosion) affect the expedition? Over the network, students will receive and discuss all participants' responses and solutions. At appointed times, the expedition team members and the expedition monitor will report how they actually solved or responded to each problem. Water Fit to Drink Justin Mutrux, Raymondville School, Middle Grades Raymondville, Missouri, USA Rivers have always been one of the great connectors of civilizations. As rivers are natural places for man to build civilizations, they are a natural center for a global study unit. A river's health is a prime indicator of the general environmental health of its region. Students will engage in an active, adventurous, comprehensive study of the physical, biological, cultural, and geographical characteristics of a local river or stream. They will discover the problems of and pressures on the rivers that have resulted from human activities, they will research factors affecting water quality, and they will recognize the cultural heritage associated with the river. Students will also develop a local service project focused on environmental improvement. This project will begin by asking the questions: Is the water fit to drink? Would I swim in it? Would I bathe in it? Would I eat fish caught in it? Then students will explore the answers to: Why? Why not? What I can do about it? And finally, students will take action! Danse avec les Ours (Dances with Bears) Michel Poymiro, Le College de Rene Cassin, High School Vielmur, FRANCE Through this title, you can guess the link with Kevin Costner's film. When he arrived at Fort Sedgewick, Dunbar's first job consisted of cleaning the banks of the river and environmental action! We want to encourage the children to become the actors in a learning event about bears locally and internationally, especially in the Arctic. We will research where and in what varieties bears are found around the world. We will study their habitats and ways of life. We will find bears in novels, narratives, legends, tales, and proverbs; in painting, drawing, sculpture, engraving, and advertising. In Vielmur, students will compose research papers based partly on a trip, a hike with bivouac to areas where bears have lived or might be living or might someday live. Students will study the good balances of the habitat they find and devise plans for bear-area protection. In the Arctic, using satellite and computer communications, we and you will follow the spring migration of female polar bears and their cubs. You and we together will dance with bears. You Can Shape the Future: An Environmental Summit Merry Mattson, Minnehaha Academy, High School Minneapolis, Minnesota, USA This formal research project about environmental issues introduces students to four components of scientific study in research, field study, writing, and presentation. This project represents a multidisciplinary coordination of instruction in biology, English, and technology. Each student will select an issue of concentration and will then conduct research and stewardship-type field study. Each studentUs research and writing will be presented at an Environmental Summit Conference held at the school and linked to you, in the global community, through telecommunications. This conference will feature special speakers and coordinated, worldwide student presentations. Also, each student who participates will be asked to make a quilt square that graphically represents the environmental issue he or she presents. During the conference, all of the squares will be put together to make an Earth Summit wall hanging for eventual display in schools and community education centers around the world. Water The Sacred Circle of Life Juliana James, Frost Lake Magnet School of Technology, Intermediate & Middle Grades St. Paul, Minnesota, USA We will implement an in-depth, cross-cultural study of native and modern cultures and the impact of cultural lifestyles on mother earth. We invite you to join our fourth, fifth, and sixth grade students in an ongoing study project of water, cultures, and the earth. Our project involves the study of the natural cycle of water in our environment and in our bodies. We will learn how our lifestyles at school and at home affect the quality of water around us and within us. We will study Native American Dakota and Ojibwe's beliefs about water. We will also write and produce a Global News You Can Use television show. The content of this broadcast will include a panel interview with special guests and our students, who will represent ideas, beliefs, and research you and we share throughout the project via telecommunications. Aurora Borealis Joergen Oestergaard Hansen and Henriette Prag, Frederiksvaerk Gymnasium, High School Frederiksvaerk, DENMARK Using the example of Aurora Borealis, students learn to integrate the disciplines and concepts of environmental education. At the same time, they will increase their global, multicultural awareness through international cooperation across curricula in different countries. They will approach their study of Aurora Borealis in three ways: 1) investigating the cultural-historical development of man's perception and understanding of the Aurora Borealis phenomenon; 2) measuring and recording the magnetic field of the earth to predict the occurrence of Aurora Borealis; and 3) watching and recording solar spot activities. Jan Wee, Library Media Director Internet: WSALEM@UWLAX.EDU West Salem Middle School Bitnet: WSALEM@UWLAX.BITNET 450 North Mark Street Phone: (608) 786-2090 (sch) West Salem, WI 54669 Phone: (608) 786-2767 (home) ----- MISCELLANEOUS RESOURCES ----- Miscellaneous Resource: CancerNET +----------------------------------------------+ | NATIONAL INSTITUTE | | C A N C E R | | INTERNATIONAL INFORMATION | | C E N T E R | +----------------------------------------------+ | cancernet@icicb.nci.nih.gov | +-------------------------------+ CancerNet is a quick and easy way to obtain, through electronic mail, cancer information statements from the National Cancer Institute's Physician Data Query (PDQ) system in English or Spanish. CancerNet also lets you request information about PDQ, PDQ distributors, and other products and services from the NCI, including a list of patient publications available from the Office of Cancer Communications. You can access CancerNet through a number of different networks including BITNET and Internet. There is no charge for the service unless your local computer center charges for use of e-mail. The CancerNet Contents List (included here) changes at the beginning of each month as new statements and other information is included. This list was last updated on February 1, 1993. If you have any problems accessing CancerNet, you may call 1-301-496-7403 or send a message to minht@icicb.nci.nih.gov on the Internet. Instructions 1. Address your mail message to: cancernet@icicb.nci.nih.gov 2. Leave the subject line of the message blank (hit CR). 3. In the body of the message: a. If you need the CancerNet contents list, enter "help" to receive the most current list (substitute the word "spanish" if you want the contents list in Spanish). For example: To: cancernet@icicb.nci.nih.gov Subject: < Leave this blank > help To: cancernet@icicb.nci.nih.gov Subject: < Leave this blank > spanish b. If you have the CancerNet contents list and would like to request a particular statement or piece of information,enter the code from the Contents List for the desired information. If you want more than one piece of information, enter the code for each piece of information desired on a separate line within the message. WARNING: Individual statements may exceed 30K and the entire contents requires 5 MEG of storage. Please check your storage capacity prior to submitting multiple requests. For example,to receive a PDQ state-of-the-art statement on breast cancer: To: cancernet@icicb.nci.nih.gov Subject: < Leave this blank > cn-100013 To receive the same statement in Spanish: To: cancernet@icicb.nci.nih.gov Subject: < Leave this blank > cs-100013 For example, to receive PDQ patient information statements on colon cancer and gastric cancer): To: cancernet@icicb.nci.nih.gov Subject: < Leave this blank > cn-200008 cn-200025 4. End your message. If you requested multiple items within a single request, each item will be returned to you in a separate message. It usually takes about 10 minutes for you to receive your information. The information in CancerNet is updated monthly, and many statements change from one month to the next. If you would like to be notified via electronic mail when CancerNet is updated each month, send a message to CancerNet with the word "subscribe" or "subs" in the body of the message. CancerNet will then send you a message each month telling you which statements have been updated. [To cancel this service, send a message to CancerNet with the word "unsubscribe" or "unsubs" in the body of the message.] See the file "monthly PDQ statement changes" (cn-305001) for a detailed list of changes made to the PDQ Diagnoses with the last update. CancerNet Contents List PDQ Diagnosis List, which includes: PDQ State-of-the-Art Treatment Statements (For Physicians) PDQ Patient Information Statements PDQ Supportive Care Statements PDQ Cancer Screening Guidelines News and General Information PDQ Diagnosis List The following list gives all the PDQ statements available on CancerNet. For most diseases, two statements are available for each diagnosis: one for physicians and another for patients. If you would like the same statement in Spanish, substitute the prefix "cs-" in front of the number (e.g., cs-100022 to receive the statement on anal cancer in Spanish). All of the physician and patient statements are available in Spanish, as are selected news items. The supportive care and cancer screening guidelines are not yet available in Spanish. News items that are available in Spanish have an # next to the statement title. Although both the English and Spanish statements are updated at the same time each month, the Spanish statements do not reflect the changes made in the English statements until the following month (to allow time for translation). DIAGNOSIS. . . . . . . . . . . . . . . . . . PHYSICIANS . . PATIENTS Adrenocortical Carcinoma . . . . . . . . . . .cn-101198 . . cn-201198 AIDS-Related Lymphoma. . . . . . . . . . . . .cn-103779 . . cn-203779 Anal Cancer. . . . . . . . . . . . . . . . . .cn-100022 . . cn-200022 Bile Duct Cancer - see Extrahepatic Bile Duct Cancer Bladder Cancer . . . . . . . . . . . . . . . .cn-101206 . . cn-201206 Brain Cancer Adult . . . . . . . . . . . . . . . . . .cn-101143 . . cn-201143 Childhood . . . . . . . . . . . . . . . .cn-100047 . . cn-200047 Breast Cancer . . . . . . . . . . . . . . . . cn-100013 . . cn-200013 Carcinoid Tumor - see Gastrointestinal Carcinoid Tumor Carcinoma of Unknown Primary . . . . . . . .. cn-103331 . . . .N/A Cervical Cancer. . . . . . . . . . . . . . .. cn-100103 . . cn-200103 Choriocarcinoma - See Gestational Trophoblastic Tumor Colon Cancer . . . . . . . . . . . . . . . .. cn-100008 . . cn-200008 Endometrial Cancer . . . . . . . . . . . . . .cn-101176 . . cn-201176 Esophageal Cancer. . . . . . . . . . . . . . .cn-100089 . . cn-200089 Extrahepatic Bile Duct Cancer. . . . . . . . .cn-101191 . . cn-201191 Ewing's Sarcoma. . . . . . . . . . . . . . . .cn-100021 . . cn-200021 Eye Intraocular Melanoma. . . . . . . . . . .cn-101279 . . cn-201279 Retinoblastoma. . . . . . . . . . . . . .cn-100993 . . cn-200993 Gallbladder Cancer . . . . . . . . . . . . . .cn-101186 . . cn-201186 Gastric Cancer . . . . . . . . . . . . . . . .cn-100025 . . cn-200025 Gastrointestinal Carcinoid Tumor . . . . . . .cn-101064 . . cn-201064 Germ Cell Tumors Extragonadal Germ Cell Tumors. . . . . . cn-103773 . . N/A Ovarian Germ Cell Tumor . . . . . . . . .cn-103125 . . cn-203125 Testicular Cancer . . . . . . . . . . . .cn-101121 . . cn-201121 Gestational Trophoblastic Tumor. . . . . . . .cn-101163 . . cn-201163 Head and Neck Cancer Hypopharyngeal Cancer . . . . . . . . . .cn-101500 . . cn-201500 Laryngeal Cancer. . . . . . . . . . . . .cn-101519 . . cn-201519 Lip and Oral Cavity Cancer. . . . . . . .cn-102840 . . cn-202840 Metastatic Squam. Neck CA w/Occult Prim .cn-101454 . . cn-201454 Nasopharyngeal Cancer . . . . . . . . .cn-101402 . . cn-201402 Oropharyngeal Cancer. . . . . . . . . .cn-101521 . . cn-201521 Paranasal Sinus and Nasal Cavity Caner .cn-102892 . . cn-202892 Salivary Gland Cancer . . . . . . . . .cn-101455 . . cn-201455 Hodgkin's Disease Adult . . . . . . . . . . . . . . . . .cn-100003 . . cn-200003 Childhood . . . . . . . . . . . . . . .cn-103043 . . cn-203043 Hydatidiform Mole - See Gestational Trophoblastic Tumor Hypopharyngeal Cancer. . . . . . . . . . . . .cn-101500 . . cn-201500 Intraocular Melanoma . . . . . . . . . . . .cn-101279 . . cn-201279 Islet Cell Cancer. . . . . . . . . . . . . .cn-100790 . . cn-200790 Kaposi's Sarcoma . . . . . . . . . . . . . . .cn-101271 . . cn-201271 Laryngeal Cancer . . . . . . . . . . . . . . .cn-101519 . . cn-201519 Leukemia Adult Acute Lymphocytic . . . . . . . . .cn-101024 . . cn-201024 Adult Acute Myeloid . . . . . . . . . . .cn-101029 . . cn-201029 Childhood Acute Lymphocytic . . . . . . .cn-100026 . . cn-200026 Childhood Acute Myeloid . . . . . . . . .cn-101081 . . cn-201081 Chronic Lymphocytic . . . . . . . . . . .cn-101003 . . cn-201003 Chronic Myelogenous . . . . . . . . . . .cn-101031 . . cn-201031 Hairy Cell. . . . . . . . . . . . . . . .cn-101651 . . cn-201651 Lip and Oral Cavity Cancer . . . . . . . . . .cn-102840 . . cn-202840 Liver Cancer Adult . . . . . . . . . . . . . . . . . .cn-101195 . . cn-201195 Childhood . . . . . . . . . . . . . . . .cn-100963 . . cn-200963 Lung Cancer Nonsmall Cell . . . . . . . . . . . . . .cn-100039 . . cn-200039 Small Cell. . . . . . . . . . . . . . . .cn-100040 . . cn-200040 Lymphoma Adult Hodgkin's . . . . . . . . . . . . .cn-100003 . . cn-200003 Adult Non-Hodgkin's . . . . . . . . . . .cn-100066 . . cn-200066 AIDS-Related Lymphoma . . . . . . . . . .cn-103779 . . cn-203779 Childhood Hodgkin's . . . . . . . . . . .cn-103043 . . cn-203043 Childhood Non-Hodgkin's . . . . . . . . .cn-100915 . . cn-200915 Cutaneous T-cell. . . . . . . . . . . . .cn-100098 . . cn-200098 Macroglobulinemia - See Plasma Cell Neoplasm Melanoma (cutaneous) . . . . . . . . . . . . .cn-101302 . . cn-201302 Melanoma (intraocular) . . . . . . . . . . .cn-101279 . . cn-201279 Mesothelioma . . . . . . . . . . . . . . . . .cn-101071 . . cn-201071 Metastatic Cancer Bone metastases . . . . . . . . . . . . .cn-103857 . . N/A* Brain metastases. . . . . . . . . . . . .cn-103854 . . N/A* Leptomeningeal metastases . . . . . . . .cn-103859 . . N/A* Liver metastases. . . . . . . . . . . . .cn-103856 . . N/A* Lung metastases . . . . . . . . . . . . .cn-103855 . . N/A* Malignant ascites . . . . . . . . . . . .cn-103862 . . N/A* Malignant pericardial effusion. . . . . .cn-103860 . . N/A* Malignant pleural effusion. . . . . . . .cn-103861 . . N/A* Metastatic Squamous Neck CA w/Occult Primary .cn-101454 . . cn-201454 Multiple Myeloma - See Plasma Cell Neoplasm Mycosis Fungoides - See Lymphoma, Cutaneous T-cell Myelodysplastic Syndromes. . . . . . . . . . .cn-102495 . . cn-202495 Myeloproliferative Disorders . . . . . . . . .cn-101983 . . cn-201983 Nasopharyngeal Cancer . . . . . . . . . . . .cn-101402 . . cn-201402 Neck Cancer, Metastatic Squam w/Occult Prim . cn-101454 . . cn-201454 Neuroblastoma. . . . . . . . . . . . . . . . .cn-100530 . . cn-200530 Neuroepithelioma (Peripheral). . . . . . . . .cn-102891 . . N/A Oropharyngeal Cancer . . . . . . . . . . . .cn-101521 . . cn-201521 Osteosarcoma . . . . . . . . . . . . . . . . .cn-100049 . . cn-200049 Ovarian Cancer Epithelial. . . . . . . . . . . . . . . .cn-100950 . . cn-200950 Germ Cell . . . . . . . . . . . . . . . .cn-103125 . . cn-203125 Low Malignant Potential . . . . . . . . .cn-104155 . . N/A Pancreatic Cancer (exocrine) . . . . . . . . .cn-100046 . . cn-200046 Pancreatic Cancer (endocrine) - see Islet Cell Cancer Paranasal Sinus and Nasal Cavity Caner . . . .cn-102892 . . cn-202892 Parathyroid Cancer . . . . . . . . . . . . . .cn-100541 . . cn-200541 Penile Cancer. . . . . . . . . . . . . . . . .cn-101082 . . cn-201082 Peripheral Neuroepithelioma. . . . . . . . . .cn-102891 . . N/A Pheochromocytoma . . . . . . . . . . . . . . .cn-102494 . . cn-202494 Pituitary Tumors . . . . . . . . . . . . . . .cn-101273 . . cn-201273 Plasma Cell Neoplasm . . . . . . . . . . . . .cn-100281 . . cn-200281 Polycythemia Vera - See Myeloproliferative Disorders Prostate Cancer. . . . . . . . . . . . . . . .cn-101229 . . cn-201229 Rectal Cancer. . . . . . . . . . . . . . . . .cn-100076 . . cn-200076 Renal Cell Cancer. . . . . . . . . . . . . . .cn-101070 . . cn-201070 Renal Pelvis - See Transitional Cell Cancer Retinoblastoma . . . . . . . . . . . . . . . .cn-100993 . . cn-200993 Salivary Gland Cancer. . . . . . . . . . . . .cn-101455 . . cn-201455 Sarcoma Adult Soft Tissue . . . . . . . . . . . .cn-100921 . . cn-200921 Childhood Rhabdomyosarcoma. . . . . . . .cn-100759 . . cn-200759 Childhood Soft Tissue (Non-Rhabdo) . . . cn-103085 . . cn-203085 Kaposi's. . . . . . . . . . . . . . . . .cn-101271 . . cn-201271 Osteosarcoma. . . . . . . . . . . . . . .cn-100049 . . cn-200049 Peripheral Neuroepithelioma . . . . . . .cn-102891 . . N/A Sezary Syndrome - see Lymphoma, Cutaneous T-cell Skin Melanoma. . . . . . . . . . . . . . . . .cn-101302 . . cn-201302 Skin Cancer (Non-Melanoma). . . . . . . .cn-101228 . . cn-201228 Small Intestine Cancer . . . . . . . . . . . .cn-101175 . . cn-201175 Stomach cancer - see Gastric cancer Testicular Cancer. . . . . . . . . . . . . . .cn-101121 . . cn-201121 Thymoma. . . . . . . . . . . . . . . . . . . .cn-101248 . . cn-201248 Thyroid Cancer . . . . . . . . . . . . . . . .cn-101252 . . cn-201252 Transitional Cell Cancer of the Renal Pelvis and Ureter . . . . . . . . . . cn-103364 . . cn-203364 Unknown Primary - See Carcinoma of Unknown Primary Ureter - See Transitional Cell Cancer Urethral Cancer. . . . . . . . . . . . . . . .cn-101623 . . cn-201623 Uterine Cancer Endometrial Cancer. . . . . . . . . . . .cn-101176 . . cn-201176 Uterine Sarcoma . . . . . . . . . . . . .cn-103371 . . cn-203371 Vaginal Cancer . . . . . . . . . . . . . . . .cn-101055 . . cn-201055 Vulvar Cancer. . . . . . . . . . . . . . . . .cn-101038 . . cn-201038 Wilms' Tumor . . . . . . . . . . . . . . . . .cn-100719 . . cn-200719 SUPPORTIVE CARE Constipation, Impaction, and Bowel Obstruction .cn-303510 Fatigue. . . . . . . . . . . . . . . . . . . . .cn-304461 Fever, Chills, and Sweats. . . . . . . . . . . .cn-302327 Hypercalcemia . . . . . . . . . . . . . . . . .cn-304462 Lymphedema . . . . . . . . . . . . . . . . . . .cn-300442 Nausea and Vomiting. . . . . . . . . . . . . . .cn-304466 Nutrition. . . . . . . . . . . . . . . . . . . .cn-304467 Oral Complications Secondary to Cancer Therapy .cn-302904 Pain . . . . . . . . . . . . . . . . . . . . . .cn-304470 Pruritus . . . . . . . . . . . . . . . . . . . .cn-300609 Radiation Enteritis. . . . . . . . . . . . . . .cn-304093 Skin Integrity Changes 2o to Cutaneous Mets . . cn-304277 Sleep Disorders. . . . . . . . . . . . . . . . .cn-304282 Superior Vena Cava Syndrome. . . . . . . . . . .cn-304708 CANCER SCREENING GUIDELINES Cancer Screening Overview. . . . . . . . . . . .cn-303092 Screening for Breast Cancer. . . . . . . . . . .cn-304723 Screening for Cervical Cancer. . . . . . . . . .cn-304728 Screening for Colorectal Cancer. . . . . . . . .cn-304726 Screening for Gastric Cancer . . . . . . . . . .cn-304880 Screening for Oral Cancer. . . . . . . . . . . .cn-304725 Screening for Prostate Cancer. . . . . . . . . .cn-304727 Screening for Skin Cancer. . . . . . . . . . . .cn-304724 Screening for Testicular Cancer. . . . . . . . .cn-304729 OTHER PDQ INFORMATION Design of Clinical Trials. . . . . . . . . . . .cn-303900 . . .cn-393900 Monthly PDQ Statement Changes. . . . . . . . . .cn-305001 N/A = Not currently available News and General Information BREAST CANCER PREVENTION TRIAL (BCPT) INFORMATION Q and A on the Breast Cancer Prevention Trial. . . . . . . .cn-400019 Referral Information for the BCPT (complete list). . . . . .cn-400020 BCPT Referral (partial list) - Alabama to Georgia . . . . .cn-400021 BCPT Referral (partial list) - Hawaii to Michigan . . . . .cn-400022 BCPT Referral (partial list) - Minn. to North Carolina. . .cn-400023 BCPT Referral (partial list) - North Dakota to Texas. . . .cn-400024 BCPT Referral (partial list) - Utah to Wisc. plus Canada. .cn-400025 PDQ Summary of Breast Cancer Prevention Trial. . . . . . . .cn-400026 PDQ DATABASE INFORMATION Information About PDQ# . . . . . . . . . . . . . . . . . . .cn-400001 Changes to PDQ Interface and Content . . . . . . . . . . . .cn-400032 Availability of NCI Databases: General Information#. . . . . . . . . . . . . . . . . . .cn-400005 PDQ Distributors# . . . . . . . . . . . . . . . . . . . .cn-400003 CANCERLIT Distributors# . . . . . . . . . . . . . . . . .cn-400006 CancerFax in English and Spanish# . . . . . . . . . . . .cn-400031 PDQ Voluntary Protocol Submission Information: General Information . . . . . . . . . . . . . . . . . . .cn-400010 Institutional Protocol Submission Checklist . . . .. . . 400011* Pharmaceutical Company Protocol Submission Checklist. . . 400012* PDQ Literature Citations . . . . . . . . . . . . . . . . . .cn-400013 PDQ Editorial Boards . . . . . . . . . . . . . . . . . . . .cn-400016 OTHER NCI INFORMATION Taxol Approval Caps Years of Effort. . . . . . . . . . . . .cn-400027 Availability of Taxol . . . . . . . . . . . . . . . . . . .cn-400029 Treatment Referral Center for Breast Cancer. . . . . . . . .cn-400028 Group C Protocol Information . . . . . . . . . . . . . . . .cn-400014 NCI High Priority Clinical Trials. . . . . . . . . . . . . .cn-400007 Abstract of NIH Consensus Development Conf. on Melanoma. . .cn-400030 Patient Education Materials Available from the NCI#. . . . .cn-400002 Publications for Health Professionals Available from NCI . .cn-400017 NCI-Designated Cancer Centers. . . . . . . . . . . . . . . .cn-400008 NCI Community Clinical Oncology Program. . . . . . . . . . .cn-400015 Organizations Offering Services to People with Cancer. . . .cn-400018 NCI PUBLICATION ORDERING INFORMATION Journal of the NCI (subscription). . . . . . . . . . . . . . . .500001* CANCERGRAMS (subscription) . . . . . . . . . . . . . . . . . . .500002* Oncology Overviews (single issue). . . . . . . . . . . . . . . .500003* Journal of the NCI Monographs: Oral Complications of Cancer Therapies: Diagnosis, Prevention, and Treatment (1990) . . . .500004* Journal of the NCI Monographs: Consensus Development Conference on the Treatment of Early-Stage Breast Cancer. . . . . . . . .500017* Journal of the NCI Monographs: ICCCR International Conference on Cancer Prevention: Facts, Maybes & Rumors. . . . . . . . .500005* Journal of the NCI Monographs: Biology of and Novel Therapeutic Approaches for Epithelial Cancers of the Aerodigestive Tract. . . . . . . . . . . . . . . . . . . . . .500006* #NOTE: Files marked with a # are also available in Spanish. *NOTE: Files that are marked with an ASTERISK (*) can only be obtained through CancerFax. ----- Miscellaneous Resource: Various Information Many of these resources were obtained from the book The Whole Internet by Krol To retrieve any of these documents, see our tutorial on fetch or gopher. Big Sky Telegraph in Montana there are various lesson plans to download. Access: telnet bigsky.bigsky.dillon.mt.us; login: bbs OR NASA telnet spacelink.msfc.nans.gov ; login: anonymous ****************************************************************** CancerNet cancer info. Access: mail cancernet@icicb.nci.nih.gov; body-of-letter: help or spanish; gopher gopher.nih.gov ****************************************************************** CD resources for physics teachers e-mail to informall@phys.ksu.edu This includes material for teachers, databases, and a users manual. Ask for the information you would like and give your e-mail address. It will be forwarded to you by e-mail. ****************************************************************** Chemistry online course/manual ftp OAVAX.CSUCHICO,EDU login:anonymous in the Public.Chemistry directory OR gopher to goober.mbhs.edu ****************************************************************** Earthquake Info. recent quake info (location, time, magnitude, etc.) Access: finger quake@geophys.washington.edu; 128.95.16.50 telnet geophys.washington.edu (Login/password: quake) ****************************************************************** ERIC Digest Archive -short reports inteesting to educators. See our tutorial on ERIC and AskERIC. Access WAIS ERIC-archive.src ****************************************************************** FAQ (frequently asked questions) on the Internet - a document about the internet can be obtained by ftp.nisc.sri.com; login: anonymous; password: guest; then type cd internet-drafts ; then get draft-ins-faq-00.txt. ****************************************************************** FAQ (Frequently asked questions) about SPACE ftp ames.arc.masa.gov; login: anonymous; password(if needed): e-mail address cd pub/SPACE/FAQ ****************************************************************** Genealogocal Information - information of all types can be found here. Access: ftp hallc1.cebaf.gov; login : anonymous; cd genealopy History of Science Server - an attempt to collect and catalog the writings and papers of respected scientists in a single place. Access: ftp fatman.hs.jhu.edu; login : anonymous ****************************************************************** Molecular Biology FTP sites and server list - the list and what information can be found at each site. Databases and both small and large sites are included. Access: ftp ucselx.sdsu.edu; login : anonymous; cd/pub/doc/netinfo/molecular-biology.resources. ****************************************************************** NewsGroups K12.ed.sci; sci.astro; sci.space; sci.chem; sci.engr.chem; sci.physics; sci.space; sci.med.aids; sci.environment; ****************************************************************** Newton BBS for those teaching/studying sci., CS, math Access: telnet newton.dep.anl.gov or telnet 130.202.92.50 (Login: cocotext) ****************************************************************** Shuttle and Satellite Images The following FTP sites make available photographs and other images from the space missions. Access: ftp sseop.jsc.nasa.gov; login : anonymous; password( if needed) : e-mail address OR ftp ames.arc.nasa.gov; login:anonymous; password (if needed): e-mail address cd(change directory) /pub/GIF OR pub/SPACE/GIF ****************************************************************** NASA Spacelink is a list of happenings at NASA; space launches, progress in a Space Shuttle mission etc. Some classroom materials and information on space technology is available including shuttle launches and satellite updates. Access: telnet spacelink.msfc.nasa.gov; login : newuser; password: newuser ****************************************************************** SpaceMet - a bulletin board for exchanging information about space exploration from the view of scientific educators. There are great science data bases. Access: telnet spacemet.phast.umass.edu; login: guest; ****************************************************************** Space Telescope Science Institute information about the Hubble space telescope FAQ etc. Access: ftp stsci.edu; login: anonymous ****************************************************************** Weather Maps surface analysis and current infrared maps GIFs. (cd wx). Access ftp vmd.cso.uiuc.edu login: anonymous cd wx OR ftp unidata.ucar.edu; login : anonymous; cd images ****************************************************************** Weather Service City/State forecasts, ski conditions, earthquake reports, etc. Access: telnet downwind.sprl.umich.edu 3000 or 141.212.196.177 ****************************************************************** EARN a valuable tutorial and information guide to the internet . This document (it is very big!!) is available from with an e-mail sent to LISTSERV@EARNCC,BITNET with the command GET NETTOOLS MEMO in the body of the mailThis will get you the plain text form of the document. ****************************************************************** Resource Directory for Educators this is a great but very long guide for all educators. There are 4 parts . Access: FTP tcet.unt.edu; login; anonymous ; in the subdirectory pub/telecomputing-info/IRD. These files are the result of 24 teachers from Nebrasks and 22 teachers from Texas. ----- Miscellaneous Resource: Newton Access: telnet newton.dep.anl.gov Login as cocotext This is a BBS set up and run by Argonne National Laboratory's (ANL) Division of Educational Programs(DEP). Argonne is a Department ofEnergy (DOE) multi-purpose research laboratory located in Illinois, Chicagoland area. The system operator (sysop) is Christopher Baker. The purpose of this BBS is to promote the networking of teachers and and students and the exchange ideas. This BBS will not tolerate abuse of these exchanges. This is a useful tool, please think twice before doing something that might jeopardize it for others. List of Discussions (15 total) # Discussion Description 1 ACT Argonne Community of Teachers 2 ArgonneInfo Information On Argonne National Laboratory * 3 AskAScientAns Ask A Scientist - Answers Section 4 AskAScientArc Ask A Scientist - Archive of Old Quest.and Ans. * 5 AskAScientInf Ask A Scientist - Information on How To... 6 AskAScientQue Ask A Scientist - Question Drop Boxes * 7 Hobbies Discussion of popular hobbies 8 ILIProject Illinois Leadership Institute - NTEP II 9 NetMailList Misc. Internet Mailing List Services (Read Only) 10 NewExplorers The New Explorers with Bill Kurtis 11 Sysop-System Feedback TO & Comments FROM the Sysop 12 TeachersI Teacher Resources & Opportunities 13 TeachersII Teacher Talk on Science, Math, and Engineering 14 Telecom Discussion on Telecommunications (Networks,BBS..) * 15 WhoAmI Introduce Yourself To The Newton Family I typed in #3 and was given the following choices: 29 Notes in Discussion Topic 'AskAScientAns:Mathematics' # Resps Date Title 54 ( 2) 5/20/93 Curl, Div and Grad 55 ( 2) 6/ 3/93 negative multiplied by negative = positive; WHY? 56 ( 2) 6/ 3/93 Spirals... 58 ( 2) 6/10/93 Plus/Minus 59 ( 1) 6/15/93 fractals 60 ( 3) 6/17/93 2 = 1!!! 61 ( 1) 6/21/93 Math 62 ( 4) 6/22/93 perfect numbers 63 ( 2) 6/23/93 FRACTAL 64 ( 3) 6/23/93 Size of infinities 65 ( 1) 6/25/93 graphing calculators 66 ( 5) 6/26/93 Fermat's Third Theorem Proof 67 ( 1) 7/ 7/93 Geometery 68 ( 1) 7/ 8/93 What is RPN 69 ( 0) 7/10/93 SOURCE DOC BY WILES (FLT) 70 ( 2) 7/11/93 2's Complement subtration 71 ( 1) 7/12/93 I need computer program related to Fourier-Transf This is the answer area for the Ask A Scientist Topics. This topic holds questions that were recently posted (or dropped off) to the Ask A Scientist - Question Topic. After a review for quality, wording, and no-homework type questions, those that pass these qualifying factors are moved to this area. Here, scientist have the chance to answer the questions, while all other users can read the questions and answers. Time in this discussion is limited. After the question has appeared in this section for a month or so, the questions that make a second round of review are moved to the Ask A Scientist - Archive Topic. Here they will stay. TeachingTopics 1. AskAScientist - Info 2. AskAScientist - Answers 3. AskAScientist - Questions 4. AskAScientist - Archive 5. Teachers - Menu I 6. Teachers - Menu II 7. System Info & Comments 8. Argonne Program Info. 9. Introduce Yourself 10. Telnet NASA 11. Telnet Weather Info _________________________ 15 Topics in Discussion 'TeachersII' # Topic Description 1 ABOUT Information About the Teachers-II Topic 2 AppliedTech Applied Technology or Industrial Education 3 ClassProjects Class to Class Projects - Requests, Ideas, etc.. 4 Curriculum Teacher Talk on Curriculum Reform 5 ESH Teacher Talk on Eviron, Safety, &Health in Class 6 Funding Teacher Talk on Funding / Support Problems 7 ScienceFair Talk on Science Fairs - Topics, Rules, Judges.. 8 TalkBiology Teacher Talk on Teaching Biology 9 TalkChemistry Teacher Talk on Teaching Chemistry 10 TalkCompSci Teacher Talk on Teaching Computer Science 11 TalkEarthSci Teacher Talk on Teaching Earth Science 12 TalkGenSci Teacher Talk on Teaching General or Jr.High Sci. 13 TalkMath Teacher Talk on Teaching Mathematics 14 TalkPhysics Teacher Talk on Teaching Physics 15 TalkZZ Teacher Talk on Teaching Other Sciences ----- Miscellaneous Resource: AskERIC Introduction Introduction: AskERIC as a pilot project has been supporting K12 educators in Texas, North Dakota and New York by answering education and Internet related questions via e-mail. The service has since expanded to included several more education networks and services such as our gopher based Electronic Library. Please see the end of this document for a further description of AskERIC. The U.S. Department of Education has now given AskERIC the mission and resources to extend the pilot project to a national scale. AskERIC has: 1) 48 working hour response time via e-mail for education related questions. A staff of Information Network Specialists answer the questions of K12 educators using the full resources of ERIC, The ERIC Database, the Internet and other Library resources. 2) Access to the AskERIC Electronic Library. This is a user-based "one-stop shopping" system that allows users to get to frequent asked questions and answers; ERIC searches on hot education topics; over 600 lesson plans and curriculum guides (including CNN Classroom guides, Newton's Apple course guides); and easy access to K12 education related Internet resources. 3) Availability of Internet consulting and AskERIC briefings. AskERIC Information Network Specialists have developed expertise in both utilizing Internet and ERIC in solving education related problems, and in connecting to Internet resources. AskERIC will work with Network partners to fully connect their systems with the databases and resources of AskERIC. The AskERIC Service for K-12 Educators: * ERIC is... ...the Educational Resources Information Center (ERIC), a federally-funded national information system that provides access to an extensive body of education-related resources. The ERIC Clearinghouse on Information Resources (ERIC/IR), sponsor of the AskERIC Project, is one of 16 ERIC Clearinghouses nationwide whichprovide a variety of services, products, and resources at all education levels. * AskERIC is... ...a pilot Internet development & research project funded by the U.S. Department of Education as part of the ERIC program and SMARTLINE initiative. AskERIC is also part of a series of Internet projects at Syracuse University seeking to explore Internet usefulness and accessibility. The specific purpose of AskERIC is to develop and study Internet-based education information services, systems, and resources that best meet the needs of K-12 end users. AskERIC provides an Internet-based question-answering service for teachers, library media specialists, and administrators. Anyone involved with K-12 education can send an e-mail message to AskERIC. Drawing on the extensive resources of the ERIC system,AskERIC staff will respond with an answer within 48 working hours. If you have questions about K-12 education, learning, teaching, information technology, educational administration-- AskERIC. Send your questions about education to:askeric@ericir.syr.edu. Some hot topics this month include: year round schools, authentic asessment, multigraded classes, and environmental issues. AskERIC also offers the "AskERIC Free Library" -- a Gopher/FTP site of selected full-text education resources and database citations. Current directories and databases in this site include: 1. About_AskERIC_Gopher. 2. AskERIC_News/ 3. Digests_HelpSheets/ 4. ERIC_FullTexts(Keyword Searchable)/ 5. ERIC_Monographs. 6. InfoGuides/ 7. LessonPlans/ 8. Listservs/ 9. MiniSearches/ 10. No_Cost_Resources. 11. Oliver (Multimedia Consortium -- experimental)/ 12. Other Gopher Sites/ 13. Q&A/ 14. incoming/ Highlights from the AskERIC Free Library: *Lesson Plans (SEE INDEX OF LESSON PLANS AT END) We currently have over 600 lesson plans in our LessonPlans/ directory. You will find the following directories of lessons: 1. Search AskERIC-Lesson-Plans.src 2. Astronomy/ 3. LanguageArts/ 4. Math/ 5. Miscellaneous/ 6. Newtons Apple/ 7. Science/ 8. SocialStudies/ By selecting: '1. Search AskERIC-Lesson_Plans.src', all these directories can be searched (at one time) by key words of your choice. Many of these lessons were developed by teachers for teachers. We also have this year's lessons to accompany the Newtons Apple television program. Listserv Archives: In the Listservs/ directory (8) , we are archiving lesson plans of interest to K-12 educators. You will find the following listservs archives: 1. EDPOLYAN-List/ - discussions on educational policies 2. EDTECH/ - discussions on educational technology 3. K12ADMIN-List/ - discussions on K-12 administration 4. KIDSPHERE-List/ - discussions on K-12 educational practice 5. LM_NET/ - discussions on library media specialist information Listserv archives are updated four times daily, to keep you up-to-date with the discussions. If you are interested in subscribing to any of these discussion groups, please contact us at: askeric@ericir.syr.edu To Gopher to the AskERIC site: If you have Gopher: Gopher to ericir.syr.edu (port #70) or 1. Access the National Gopher System through: gopher.micro.umn.edu 2. To use TurboGopher AskERIC is in the following directory: Double click on Other Gopher and Information Servers/ Double click on North America/ Double click on USA/ Double click on General/ Double click on AskERIC - (Educational Resources Information Center) If you don't have Gopher, telnet to a Gopher client on the Internet: 1. Telnet to hafnhaf.micro.umn.edu 2. Login as directed (usual login is: 'gopher') 3. Access the National Gopher System 4. AskERIC is in the following directory: Other Gopher and Information Servers/ North America/ USA/ General/ AskERIC - (Educational Resources Information Center) To FTP to the AskERIC site: 1. Log into your local host, and invoke the FTP program. Then use # 2 - 4 below OR To use FETCH: 1) Pull down Fetch from the apple mene 2. Write ericir.syr.edu as the remote host computer name. 3. The username is: anonymous 4. The password is your email username ( mszady@walrus.mvhs.edu) 5) click OK Interested in materials on school restructuring, multiculturalism, learning styles, or cooperative learning? How about distance learning or sex education in the age of AIDS? The ERIC Document Reproduction Service has prepared 10 free bibliographies highlighting documents available on these and other timely education topics. The documents can be read in full on microfiche or in paper copy. To order your free bibliographies, call 1-800-443-3742. You might also try their e-mail address of: edrs@gwuvm.gwu.edu Miscellaneous Resource: AskERIC English and Language Arts Mini-Lessons Gopher or Fetch to ericir.wyr.edu /pub/LessonPlans/LanguageArts Language Arts Intermediate (6-8): CEClang.02 Creative writing activity using shopping mall personalities (7-9) CEClang.04 Basic Grammar; review with fun using "Jabberwocky" (7-12) CEClang.06 Writing poems with photographs (6-12) CEClang.09 Vocabulary - unfolding meaning (6-7) CEClang.12 Creative Writing; 'Becoming a Logophil (4-8) CEClang.17 Activities for descriptive character analysis (K-12) CEClang.25 Reading; learning propaganda techniques . through advertisements (5-12) CEClang.26 Euphemisms (7-9) CEClang.27 Activity to stimulate thought and verbal . participation of students (4-12) CEClang.30 Learning nursery rhymes through many activities (4-7) CEClang.33 Learning vocabulary words with core curriculum (5-7) CEClang.35 Writing, Poetry: Knowing Ourselves and . Others Through Poetry (6-12) CEClang.43 Vocabulary, The Dictionary Game, "Balderdash" (4-12) CEClang.47 Expository Writing, "The Personal Touch" (6-12) CEClang.51 Story Starters, introduction to story telling (all grades) CEClang.52 'What? You want me to read AND enjoy it?' . activity to encourage reading (6-8) CEClang.54 'Horrid Homonyms' - confusing word . pairs/homonyms (6-8) CEClang.57 Mass Media - Magazine ads and You, the Teenager (6-12) CEClang.62 'What You See Isn't Always What You Get!', . reading comprehension activity (5-8) Language Arts High School (9-12): CEClang.10 Creative writing - writing for fun (9-12) CEClang.21 Increase listening skill activity (9-12) CEClang.23 Literature Review; using knowledge, . interpretation & judgement questions (10-12) CEClang.36 Writing, Creating a 'Class Directory' (9-12) CEClang.49 MacBeth" made easy (6-12) CEClang.56 'Junk Mail Explosion' - activity to . increase student awareness of persuasion tactics (7-10) ----- Miscellaneous Resource: AskERIC Miscellaneous Subjects Mini-Lessons +gopher or fetch to ericir.syr.edu; /pub/LessonPlans Miscellaneous Intermediate (6-8): CECmisc.02 '...and the Answer Is.'; quick activity to . stimulate thinking (4-12) CECmisc.08 'Trivial Pursuit' used to review material (3-12) CECmisc.11 Fold traditions (6-12) CECmisc.14 Video tape students in cooperative . learning task using straws and pins (4-9) CECmisc.15 Teacher/student questioning techniques (K-12) CECmisc.18 Art with language arts; experimenting with . monochromatic painting (5-12) CECmisc.19 Using the newspaper as a resource (4-12) CECmisc.24 Using 'Logo" (7-9) CECmisc.25 Football Review; material review activity; (6-12) CECmisc.33 Conflict Management techniques (4-12) CECmisc.34 People, Places & Events; A material review activity (6-12) CECmisc.35 Increasing student motivation through creativity (7-12) CECmisc.38 Computers; Activity in following and giving directions, a must be for computer programming (7-12) CECmisc.53 'Test of Applied Creativity, Logic, and Reasoning' (5-6) CECmisc.54 Archaeological 'Dig'", increase deductive reasoning skills (6-8) CECmisc.55 'Home Visitations', excellent way to make . school special for students (K-12) CECmisc.57 Assorted creative thinking activities (4-12) Miscellaneous High School (9-12): CECmisc.01 Psychology - Classical Conditioning Experiment (11-12) CECmisc.03 Introduction to Business (9-12) CECmisc.06 Debate exercise (9-12) CECmisc.10 Guidance on peer pressure refusal (9-12) CECmisc.21 Money auction to improve class attendance (9-12) CECmisc.26 Parenting - discipline and guidance (9-12) CECmisc.36 Functional Relationships / Dynamics of Relationships (9-12) CECmisc.56 'What to do between AP Exams and Semester Finals', (10-12) ----- Miscellaneous Resource: AskERIC Social Studies Mini-Lessons gopher or fetch to ericir.syr.edu; /pub/LessonPlans Social Studies Intermediate (6-8): CECsst.07 mini-lesson on history for at-risk kids (7-12) CECsst.08 mini-lesson on personal impact on gov't (4-12) CECsst.11 mini-lesson on writing the Constitution (8-12) CECsst.26 mini lesson-student rights/search and siezure (7-12) CECsst.27 mini lesson-history of local communities 6-12 CECsst.29 mini lesson on how a bill becomes a law (7-8) CECsst.31 mini lesson-opinions on political issues (8-12) CECsst.32 mini lesson-tracing immigrant ancestors (5,8,11) CECsst.34 mini lesson on forming a government (gr 7-12) CECsst.45 mini lesson on oral history for Hist/Eng (8-10) CECsst.46 mini lesson-interviewing last 5 presidents (8) CECsst.47 mini lesson-gathering data on an issue (8-12) CECsst.50 mini lesson-1st day classroon organiz. (6-12) CECsst.55 mini lesson on family ties with history (7-12) CECsst.57 Using coins to discover cultures (6) CECsst.62 Current events - quick check of geographic themes (4-12) CECsst.66 Experience racial discrimination (K-12) CECsst.68 Creating concepts on developed and under-devel countries (5-12) CECsst.71 Using a shoebox for archaeology (4-8) CECsst.72 Analyzing artifacts in archaeology "Archeological Dig" (5-7) CECsst.73 Studying 'Division of Labor' via balloon manufacturing (4-12) CECsst.75 Current Event Jeopardy (4-12) CECsst.77 Chapter review using magazine pictures (2-8) CECsst.83 Cultural Awareness Activity (4-9) CECsst.87 Government, How an Idea becomes a Law (6-9) CECsst.88 Government, Government vocabulary by Webbing (6-12) CECsst.89 Government, Constitutional Convention; role playing w/ 26 amendments (8) CECsst.90 Government, Voting simulation (4-12) CECsst.93 Government, Applying the 'Bill of Rights' to our daily lives (7-9) CECsst.94 Government, Fourth Amendment; role playing (4-12) CECsst.97 Government, Constitution Human Bingo (8) CECsst.99 Government, Cooperative learning for local government (3-12) CECsst.100 Government, Inviting candidates to class (5-12) CECsst.101 Government, Magazines and Newspapers toillustrate U.S. Constitution (4-12) CECsst.114 Geography, Make a travel schedule and travel brochure (5-12) CECsst.117 Geography, Map location skills (4-12) CECsst.118 Geography, Finding your location in the world and outer space (4-8) CECsst.122 Geography, Cartograms: Geographic locations with statistical information (4-12) CECsst.124 Geography, Electronic map making to locate countries, oceans, etc. (7-12) CECsst.126 Geography, Study of Alaska (9-12) CECsst.128 Geography, Selecting pictures for five themes of geography (5-8) CECsst.130 Geography, Your state and climate (6-12) CECsst.131 Geography, World trade using "Your Closet" (7-9) CECsst.141 U.S. History; Looking at historical events from different perspectives (5-12) CECsst.148 Government; Creating classroom constitutions (5-12) CECsst.149 Economics; Consumer borrowing and saving; the use ofcredit(7-12) CECsst.151 History; Timeline and concept of B.C. numeration (5-8) CECsst.152 U.S. History; Graphic organizer to stimulate thinking skills (8-12) CECsst.158 Geography; Using current events to research countries (7-12) CECsst.160 History; Learning the thirteen original states in order (7-8) CECsst.161 History; Distinguishing between Fact and Opinion (7-12) CECsst.168 Geography; Current events using map locating skills (6-8) CECsst.172 Government; Defining constitution and Branches of Government (8-9) CECsst.175 Cultural tolerance and acceptance activity. (7-12) CECsst.176 Developing Decision Making Skills using "The Oregon Trail" (5-8) CECsst.177 Interviewing Historical Figures (5-8) CECsst.178 Understanding people of different cultures through cultural differences (4-8) CECsst.179 Promote A City" Poster; great activity to learn about your state (5-7) CECsst.181 Comparing Democracy and Republic (6-8) CECsst.182 American History; U.S. Constitution "We The People" (5-8) CECsst.183 Nevada Trilogy; activity to 'experience' the westward movement (7-9) CECsst.185 Geography, Using current events to study geography and economics (6-12) Social Studies High School (9-12): CECsst.01 mini-lesson on search & seizure laws.(HS) CECsst.02 mini-lesson on Civil War & Emancipation. (HS) CECsst.04 mini-lesson on role of government (HS). CECsst.05 mini-lesson on Americans living abroad (HS) CECsst.09 mini-lesson on voting/political movements/social change.(HS) CECsst.12 mini-lesson on arrest and legal system (HS) CECsst.13 mini-lesson on micro-econ/personal budget (HS) CECsst.15 mini-lesson on economics & government (HS) CECsst.18 mini-lesson on society and aging (HS) CECsst.19 mini-lesson on Oregon cities & towns (HS) CECsst.28 mini lesson on women's sufferage (9-12) CECsst.30 mini lesson on Middle East geography (HS) CECsst.33 mini lesson on evaluating crimes (HS). CECsst.35 mini lesson-making a newscast about family (HS) CECsst.38 mini lesson on civil rights in wartime (HS) CECsst.40 mini lesson-teaching religious tolerance (HS) CECsst.42 mini lesson on presidential campaigns (11-12) CECsst.44 mini lesson on playing the stock market (9-12) CECsst.51 mini lesson on home-made political parties (9-12) CECsst.52 mini lesson on US Const./checks-balances (10-12) CECsst.54 mini lesson on porn and the 1st amendment (12) CECsst.69 Civil Rights; Does our society accept minorities? (9-12) CECsst.70 Genealogical research activity (11) CECsst.76 Future plans, goal making, a class reunion (9-12) CECsst.80 Intolerence and inequality using literature; 'Three Little Pigs' and 'Cinderella' (7-12) CECsst.84 Government, Group works with meaningful government dialogue (12) CECsst.85 Government, Freedom of Speech; role playing activity (10-12) CECsst.86 Government, Foreign Policy simulation (10-12) CECsst.92 Government, Becoming an Informed Citizen (7-12) CECsst.95 Government, Report: "Washington Politics; Iron Triangles"(11-12) CECsst.96 Government, Becoming an expert in binding agreements (11-12) CECsst.98 Government, Relating laws to local newspaper (9-12) CECsst.102 Government, Developing 'Checks and Balances' (10-12) CECsst.103 Government, Student Congress in class (9-12) CECsst.104 Government, Attitudinal survey on Justice (7-12) CECsst.105 Government, Conduct poll of student election (9-12) CECsst.106 Government, Class discussion on controversial topics (8-12) CECsst.107 Government, Mock Trial information (11-12) CECsst.108 Government, Develop skill to resolve issues in government(11-12) CECsst.109 Government, Evaluating 'Jack and the Beanstalk' via our present legal system (6-12) CECsst.110 Government, 17 Supreme Court Decision on1st Amendment Right (11) CECsst.111 Government, Become an entrepreneur; establish a business(10-12) CECsst.112 Government, Federal bureaucracy, how it works (9-12) CECsst.119 Geography, Plotting a hurricane using longitude and latitude (9-12) CECsst.127 Geography, Class cooperation to build puzzle of U.S. (9) CECsst.132 Geography, International Trade: read clothing labels (9) CECsst.135 Economics, Making an opinion poll (9-12) CECsst.136 Economics, Basic banking principles using "Recollections of Pine Gulch" (10-12) CECsst.137 American Revolution Simulation (8-9) CECsst.139 American History; Sectionalism in early U.S. (10-11) CECsst.140 Essay ides for Civil War study, resources listed (11-12) CECsst.142 World History; identification, mapping & personification of countries involved in WWII (10-12) CECsst.143 U.S. History; How man negotiates his natural freedoms (11-12) CECsst.144 American History; a practical experiment in colonization (8-12) CECsst.145 U.S. History; writing journals using the Oregon Trail (8-12) CECsst.146 Government; Organizing class for political debates, a means of informing voters (9-12) CECsst.147 Government; discovering value of rules through 'Paper Clip' game (11-12) CECsst.153 Government; Defining government by using cooperative groups(9-12) CECsst.154 Government; Researching State and Supreme Court decisions(11-12) CECsst.155 U.S. History; Freedom of the Press using videotape "All the President's Men" (10-12) CECsst.156 Economics; learning about the stock market (11-12) CECsst.157 History & Geography; Inca Expansion (10-12) CECsst.159 U.S. History; How the Supreme Court affects our freedoms (9) CECsst.162 Government; activity involving the Declaration of Independence vs. the Communist Manifesto (9-12) CECsst.163 Government; Writing legal arguments for law in the future(11-12) CECsst.164 Law; Juvenile Justice, Simulation on Shoplifting (7-12) CECsst.166 Culture as it relates to foreign language (9-12) CECsst.169 Government; activity to learn about colonial government (10-12) CECsst.170 Government; Town Meeting simulation (9-12) CECsst.171 Government; Student body voter registration activity (11-12) CECsst.173 Government; analyze "Public Trust /Private Interests" via video (12) CECsst.174 World History; Using chess game to understand class system(7-12) CECsst.186 'One Person's Garbage, Another Person's...?', waste recycling alternatives (5-12). ----- MATH ----- SAMPLE LESSONS ----- Sample Lesson: Tangrams Author: FAY ZENIGAMI; LEEWARD DISTRICT OFFICE, WAIPAHU, HI Grade Level/Subject: Geometry / Grades 4-12; Math A/B Overview: Often when students are introduced to tangrams, they are asked to put the pieces together to form a square. This is often a difficult and frustrating task because they have no background as to how the pieces fit together. Purpose: To provide students with some insight as to how the tangram pieces fit together, and to stimulate their interest in forming shapes and exploring patterns using the tangram pieces. OBJECTIVE(s): Students will: 1. construct the tangram pieces from a square paper by following directions to fold and cut. 2. make observations on the pieces formed and compare how they are related to each other. 3. explore patterns and shapes with the tangram pieces. Resources/Materials: Square sheet of paper (students can fold from 8.5" x 11" plain paper) Plastic sets tangram pieces Overhead tangram set for demonstration Activities and Procedures: 1. Students will fold and cut a square piece of paper by following these directions. Students should discuss and record observations in small groups after each step. a. Fold the square sheet in half along a diagonal, unfold and cut along the crease. What observations can you make about the two pieces you have? How can you "prove" that your observations are correct? b. Take one of the halves, fold it in half and cut along the crease. Make more observations and be able to support your statements. c. Take the remaining half and lightly crease to find the midpoint of the longest side. Fold so that the vertex of the right angle touches that midpoint and cut along the crease. Continue with observations. Congruent and similar triangles may be discussed, as well as trapezoid. d. Take the trapezoid, fold it in half and cut. What shapes are formed? Students may not realize that these shapes are trapezoids as well. What relationships do the pieces cut have? Can you determine the measure of any of the angles? e. Fold the acute base angle of one of the trapezoids to the adjacent right base angle and cut on the crease. What shapes are formed? How are these pieces related to the other pieces? f. Fold the right base angle of the other trapezoid to the opposite obtuse angle. Cut on the crease. You now should have the seven tangram pieces. Are there any more observations you can make? Have the students mix up the pieces and try to put the pieces together to form the square which was the shape of the paper they originally started with. Students may be given plastic tangram pieces to do the remaining activities. 2. Have students order the pieces from smallest to largest and explain what criteria they used for their arrangement. Students should be able to verify their arrangement. Focus on the arrangement of pieces based on area. Use the small triangle as the basic unit of area. What are the areas of each of the pieces in triangular units? 3. Create squares using different numbers of tangram pieces and find the area of the squares in triangular units. For example, to form a square with one tangram piece, students should identify the square piece which is 2 triangular units in area. To form a square with two tangram pieces, students should use the two small triangles (2 triangular units in area) or the two large triangles (8 triangular units in area). Students should continue to try to form squares with 3 pieces, 4 pieces, 5 pieces, 6 pieces and all 7 pieces. Are there multiple solutions for any? Are there no solutions for any? Do you notice any patterns? Tying it all together: 1. Have students turn in list(s) of observations from tangram folding. If the length of a side of the original square is 2, what are the lengths of the sides of each of the tangram pieces cut? 2. Have students make conjectures based on their findings from the making squares activity. Students may observe that the areas of the squares appear to be powers of 2 and that they are unable to make a 6-piece square. When all combinations of 6-pieces are considered, the possible areas are not powers of 2. ----- SAMPLE PROJECTS ----- Sample Project: Fractals Project Using the Internet Margaret M. Szady {mszady@walrus.mvhs.edu} Objective: To have the students find the information on fractals , Mandelbrot (the father of fractal geometry), etc., join in a newsgroup discussion to better understand the relationship of how fractals will change todays world. Procedure: Students are to gather information from several different sources, keep track of exactly where the information came from, and attach these sources to the document that they produce for the class. Record the list of "hits" as well as "misses". Using Turbo Gopher: 1) Have students double click on Turbo Gopher (under the Apple menu) 2) Double click on Other Gopher and Information Servers 3) Double click on Search titles in Gopherspace using veronica 4) Choose a veronica (either UNR or PSI ) 5) Type Mandelbrot in the box and click OK 6) When the "hits" show on the screen, explore several of them, 7) You may download a document to your disk using the menus. Using Fetch: You may Fetch a document to your disk using Fetch. You must know exactly where the document is to use Fetch. 1) Double click on Fetch (in the apple menu) 2) Type in the exact address of the place storing the document. Some places to try: e-math.ams.com OR wuarchive.wustl.edu in the directory etc/math 3) Tab to the name box and leave it as anonymous 4) Tab down to the address box and type in your e-mail address 5) If you know the directory where the information is type this in, if not Fetch will get you into the public directory (/pub) and you can search for the correct directory in fetch. 6) Click OK 7) Search for your document and then tell fetch to GET(click the box) 8) Fetch will ask you where to put the document. Decide where and click SAVE. Fetch will get the information and store it to your disk. Using NewsWatcher: 1) Double click on NewsWatcher ( in the Network Apps folder) 2) If the full list doesn't show up right away, click on "full list" under the Window menu 3) Scroll down to sci.fractals 4) Double click on this newsgroup 5) Look in on several of these postings 6) Actually answer or post to the group and begin your investigation. 7) Begin an e-mail conversation with at least one member of the group 8) Also look under K12.ed.math , comp.ai.edu, Conduct a survey about the new genetic adjustment being made in science today. Receive feedback from people on the Internet, set up the statistics about your findings, and include them in your report. ----- MISCELLANEOUS RESOURCES ----- Miscellaneous Resource: Various Information The following are Math related topics and their Internet addresses. American Mathematical Society: You can obtain math publications, bulletins and other information from the mathematical society in the following way: Double click on Turbo gopher Double click on Other gopher and information servers Double click on Search titles in gopherspace using veronica Search for math One of the "hits" will be American Mathematical Society Double click on it Double click on Math publications Double click on American Society publications Double click on Bulletin of AMA society Read some of the bulletins You can, of course, take many detours from the above and brouse through the many documents of information . Are you hooked yet?? e-MATH is an Internet node that provides mathematicians with an expanding list of services that can be accessed electronically . e-MATH is intentedd as an electronic clearing house for timely professional and research information in the mathematical sciences. Some of the current services are the AMS membershep (American Mathematical Society), employment opportunities, publication ordering, author lists, meeting notices, and a directory of journals and newsletters. You can telnet e-math.ams.com; login e-math ; password e-math. For more information you can E-mail: support@e-math.ams.com NewsGroups: Some interesting newsgroups for math teachers and students are: K12.ed.math; sci.math; sci.math.num-analysis; sci.math.stat; sci.math.research; HP Calculator BBS: This is a bulletin board system by HP to support their calculator customers. Programs, hints and question/answer facilities are available. Access is : telnet hpcvbbs.cv.hp.com; login new Software aids for teaching mathematics: This is a collection of software to aid in the teaching of mathematics. It includes newsletters, reprints and other mathematical information. Most of the information is for the IBM. Access: ftp wearchive.wustl.edu ; login anonymous; cd(change directory )/ etc/math Cleveland Freenet telnet freenet-in-a.cwru.edu; Most freenets are organized around the city or town that supports it. You may access it through the Internet, though , and brouse through the public services. Empire Internet Schoolhouse provides a selection of K-12 resources, projects and discussion groups from every courner of the Internet community. MathMagic Telecommuncications Proposal is located here, which tries to improve the students mathematical awareness. Competitions are held over the Internet. Access: telnet nysernet.org; login : empire; password : e-mail address Also an anonymous FTP subdirectory names 00MATHMAGIC has been placed in laguna.eppc.edu. The files are filled with old and current two week challenges for all grades. Mathematica FTP site: The e-mail address and the ftp site address are the same: mathsource@wri.com. login : anonymous ; The file pub/README has everything you need to get started. Theorist FTP site: This is new on the Net. lenz.engr.utk.edu Users can exchange information about the innovative ways they are using Theorist. You can also post questions from all levels of use. Theorist on LISTSERV@UTKVM1.BITNET is the Theorist Math Forum. Archives of Theorist mail items are kept in monthly files. You can obtain this list by sending the command :INDEX THEORIST in the body of an e-mail to LISTSERV@UTKVM1.UTK.EDU on the Internet. To subscribe to this list send the command SUB THEORIST Pre-Calculus discussion group: This is a list of pre-calculus teachers who share ideas. To join, send a subscription to LISTSERV@IPFWVM.BITNET with the words SUBSCRIBE . The list is public and covers such topics as math anxiety, study skills, problem solving, critical thinking, graphing calculators etc. Math , Comp-Science: Montgomery Blair high school has extablished a gopher server to serve teachers in these areas. It is in infancy now. Access by gopher goober..mbhs.edu EARN a valuable tutorial and information guide to the internet . This document (it is very big!!) is available from LISTSERV@EARNCC,BITNET send the command GET NETTOOLS MEMO in the body of the mail. for the plain text type of the document. FAQ (frequently asked questions) on the Internet: A document about the internet can be obtained by ftp.nisc.sri.com; login: anonymous; password: guest; then type cd internet-drafts ; then get draft-ins-faq-00.txt. Resource Directory for Educators: This is a great long guide for all educators. There are 4 parts . Access: FTP tcet.unt.edu; login; anonymous ; in the subdirectory pub/telecomputing-info/IRD. These files are the result of 24 teachers from Nebrasks and 22 teachers from Texas. Miscellaneous Resource: Empire Internet Schoolhouse for Math Access: telnet nysernet.org login: empire NYSERNet provides the Empire Internet Schoolhouse as an extension of its Bridging the Gap program. Bridging the Gap promotes collaboration and partnership in the educational community to meet the needs of students and educators at every level. Empire Internet Schoolhouse provides a selection of K-12 resources, projects and discussion groups from every corner of the Internet community. As new users of the Internet, teachers and students face a steep learning curve to becoming Internet navigators. Empire Internet Schoolhouse, through a simple gopher menu, addresses this "gap"in new user experience by The EMPIRE INTERNET SCHOOLHOUSE provides resources for new K-12 users. The ASSEMBLY HALL is for discussion groups and posting of current projects. The CAREER AND GUIDANCE CENTER provides access to New York State College admissions systems and a Q&A system to consider college and work transitions faced by high school students. The LIBRARY & INTERNET REFERENCE TOOLS contains reference services and Internet information. The ACADEMIC WINGS provide subject-oriented information tools, resources and projects. The SCHOOL REFORM & TECHNOLOGY PLANNING CENTER provides the information on school reform and technology planning. The EMAIL facility allows SCHOOLHOUSE users to communicate reactions and suggestions to NYSERNet. Finally, FIELDTRIPS TO OTHER SCHOOL SYSTEMS allow users to travel by "telnet" to other Internet school and educational systems. We hope you enjoy your visit! Please send requests for additions to EMPIRE INTERNET SCHOOLHOUSE or postings of upcoming curricular projects to Marion French at mfrench@nysernet.org OR use the Email option within gopher menu below. Special thanks to the IBM Corporation, the NYS Science & Technology Foundation and the National Science Foundation for their support of this and other Bridging the Gap programs. MathMagic Telecommunications Proposal laguna.epcc.edu Purpose: 1) To increase student awareness of methods to approaching problem solving activities (metacognition.) 2) To have students establish commonalities of the math cognitive process by sharing with others the steps involved in verbalizing and solving word problems. (Student grouping is described below.) 3) To introduce/familiarize students with the process of writing their ideas/solutions using a word processor. 4) To introduce/familiarize students with telecommunications, the use of modems, computers, and Electronic Bulletin Boards (BBS). 5) To encourage competitiveness in a positive,controlled environment. 6) To encourage interdepartmental cooperation (Language Arts, Math, and Computer Literacy.) Procedure: 1) Students at each participating site will attempt to answer problems in a collaborative manner. 2) Participating classes will work in cooperative groups at each school, and with partner groups cooperating at other sites. These partners may be temporary and changed regularly. The same applies to the composition of each group. 3) The logic/problem solving procedures and the dialogue to solve them are the foci of the project. Friendly, encouraging communications will be set up in a "penpal/group-to-group" format. Monitoring by teachers is part of the process. 4) Problems are randomly selected and posted at EPCC MathMagic at the beginning of each cycle (generally Mondays). Student groups can begin downloading the problems as early as they can access MathMagic from their site's equipment. In some instances, the coordinator/bbs-carrier will do the downloading and posting to the local access area before students can address the challenges. 5) Partner groups must *share* their work, *capturing* text exchanges regularly and keeping a record of it. Sporadically, teams will be requested to submit the "records" of these exchanges, so each site is encouraged to keep "floppy records". 6) Final solutions, with a full explanation of the thought process will be uploaded by one of the groups in each team. *Best Answers* will be selected based on clarity of explanations, and correctness of the responses."Winners" will be recognized in MathMagic, but active community support and recognition is the responsibility of each sponsor. District publications, local news- papers, PTA and School publications are ideal carriers of MathMagic recognitions and are good incentives for other schools to get involved in the project. Please forward copies of any such news/recognitions to MathMagic via the Postal Service. Students participating in the project will see their analytical skills andlanguage dexterity sharpened. This use of telecommunications is anappropriate introduction to a world that has no limits, and will familiarize them with resources needed to compete successfully and succeed in the twenty-first century. INTERNET users need to ftp (anonymous protocol) the files from laguna.epcc.edu (/00mathmagic), fill out the forms and also must have an account number. The way you can become an active participant in this exciting attempt to involve students in the metacognitive process of open-ended word problem-solving, is by providing a means by which students in your area can participate in the two-week projects. An anonymous FTP subdirectory named 00MATHMAGIC has been placed in laguna.epcc.edu (192.94.29.3). The files within include not only the project's literature, but also files with julian dates that have old and current two-week-challenges (all grades included). Before the end of each cycle,the answers must b e batched and forwarded to mathmagic@laguna.epcc.edu or posted by you using your MathMagic account capabilities. Only sites that have registered will be considered proper submissions- This means you need to make sure student information forms have been submitted, one per site. If there are any other questions, please contact: Alan Hodson Carol Hooper Guillen Middle School Indian Ridge Middle School 900 S. Cotton 11201 Pebble Hills El Paso, TX 79901 El Paso, TX 79936 ahodson@tenet.edu cshooper@tenet.edu alanh@laguna.epcc.edu
2. Astronomy/ 3. LanguageArts/ 4. Math/ 5. Miscellaneous/ 6. Newtons Apple/ 7. Science/ 8. SocialStudies/ By selecting: '1. Search AskERIC-Lesson_Plans.src', all these directories can be searched (at one time) by key words of your choice. Many of these lessons were developed by teachers for teachers. We also have this year's lessons to accompany the Newtons Apple television program. Listserv Archives: In the Listservs/ directory (8) , we are archiving lesson plans of interest to K-12 educators. You will find the following listservs archives: 1. EDPOLYAN-List/ - discussions on educational policies 2. EDTECH/ - discussions on educational technology 3. K12ADMIN-List/ - discussions on K-12 administration 4. KIDSPHERE-List/ - discussions on K-12 educational practice 5. LM_NET/ - discussions on library media specialist information Listserv archives are updated four times daily, to keep you up-to-date with the discussions. If you are interested in subscribing to any of these discussion groups, please contact us at: askeric@ericir.syr.edu To Gopher to the AskERIC site: If you have Gopher: Gopher to ericir.syr.edu (port #70) or 1. Access the National Gopher System through: gopher.micro.umn.edu 2. To use TurboGopher AskERIC is in the following directory: Double click on Other Gopher and Information Servers/ Double click on North America/ Double click on USA/ Double click on General/ Double click on AskERIC - (Educational Resources Information Center) If you don't have Gopher, telnet to a Gopher client on the Internet: 1. Telnet to hafnhaf.micro.umn.edu 2. Login as directed (usual login is: 'gopher') 3. Access the National Gopher System 4. AskERIC is in the following directory: Other Gopher and Information Servers/ North America/ USA/ General/ AskERIC - (Educational Resources Information Center) To FTP to the AskERIC site: 1. Log into your local host, and invoke the FTP program. Then use # 2 - 4 below OR To use FETCH: 1) Pull down Fetch from the apple mene 2. Write ericir.syr.edu as the remote host computer name. 3. The username is: anonymous 4. The password is your email username ( mszady@walrus.mvhs.edu) 5) click OK Interested in materials on school restructuring, multiculturalism, learning styles, or cooperative learning? How about distance learning or sex education in the age of AIDS? The ERIC Document Reproduction Service has prepared 10 free bibliographies highlighting documents available on these and other timely education topics. The documents can be read in full on microfiche or in paper copy. To order your free bibliographies, call 1-800-443-3742. You might also try their e-mail address of: edrs@gwuvm.gwu.edu ----- Miscellaneous Resource: AskERIC Math Lesson Plans Gopher or Fetch to ericir.wyr.edu; pub/LessonPlans/Math Math Intermediate (6-8): CECmath.11 Class graph using metrics (4-8) CECmath.15 Probability using game 'rock, scissors, paper' (5-12) CECmath.23 Geometry; Discovery of Pi (5-7) CECmath.31 Factoring Large Numbers (7) CECmath.34 Problem Solving, 'Puzzles & Problems- Friends or Foe?' (6-8) CECmath.35 Easy Addition, for those who have trouble 'carrying' (7-8) CECmath.36 Cube Coloring Problem, working with exponents (5-12) CECmath.37 Problem Solving, 'Real World' experience building 'Free Standing Structure' (4-8) CECmath.38 Metric Conversion Method (6-8) CECmath.41 Roman Numerals, a short history of the secret code' (5-8) Math High School (9-12): CECmath.12 Geometry - tangrams (4-12) CECmath.22 Problem solving via Sherlock Holmes and puzzles (7-12) CECmath.28 Activity to discover optimum angle toachieve the greatest distance, using water (9-12) CECmath.29 Problem solving; analytical and thinking skills activity CECmath.42 Understanding Significant Figures (9-12) ----- Miscellaneous Resource: AskERIC Science Mini-Lessons gopher or fetch to ericir.syr.edu; /pub/LessonPlans Science Intermediate (6-8): CECsci.30 A unit on Earth, Sun, Moon and Stars (5) CECsci.31 Hands on activity on photosynthesis (6-8) CECsci.34 Scenario: Spaceship earth as systems (5-7) CECsci.39 Introduce aerodynamics by bubble-ology (4-9) CECsci.40 Salmon Homing Instincts: Hands-on activity (4-8) CECsci.54 Owl pellets used to teach the food chain (4-12) CECsci.55 Food labels to study nutritional value (4-12) CECsci.60 Decision making activity on earth & space (7-12) CECsci.65 Life in the future, good descriptions (4-12) CECsci.66 Cloud formation activity (5-12) CECsci.71 Fruits and Vegetables; Reproduction (6-8) CECsci.74 Transpiration experiment (5-8) CECsci.75 Sunrise/Sunset, collecting data (4-12) CECsci.77 Drugs: Role play child of alcoholic (7-12) CECsci.79 Environmental unit on Solid Waste (6) CECsci.82 Making 3-D plant and animal cells (6-10) CECsci.83 Genetics - taster or non-taster (4-12) CECsci.96 Polystyrene containers to test heat (3-12) CECsci.97 Force, order, equilibrium. Air...What Gives? (3-12) CECsci.98 Building a psychrometer (6-9) CECsci.101 Drug Prevention; group work/communication skills (6-9) CECsci.103 Physics or Chemistry, investigating force, . distance and time (8) CECsci.109 Tasty Solution; solvent activity with candy (7-9) CECsci.110 Biology; Desert plant and animal adaptation (4-12) CECsci.111 Hot Air Balloon; making and experimenting . with flight (4-12) CECsci.115 The Ringer, a successful flying machine (3-12) CECsci.117 Importance of trees in the rural area; . Planting a Snowfence (5-12) CECsci.120 Recycling using junk mail (3-12) CECsci.126 Solid Waste Management: "Let's Talk Trash" (5-6) CECsci.133 Creating a Visual Model of the Planet . Earth; crust, core and usable land surface (3-9) CECsci.138 'How Cells Duplicate, Why and Where . Something Can Go Wrong', study of DNA (7) CECsci.140 'Jello Cells', excellent hands-on . activity to study cells membranes & walls (6-9) CECsci.142 'In-House Core Sample' activity (8) CECsci.143 'Potato Chip Classification', activity . to introduce a dichotomous key (5-8) CECsci.152 'Flight Platform', study of forces . acting upon a plane (6-8) CECsci.157 'Excavating Your Recycling Bin as a Fossil Record' (6-12) CECsci.167 'Recycling Paper', hands-on activity to . actually recycle paper (4-9) CECsci.169 'Magic Mirror Box', on-going activity to . encourage observation and curiosis (4-12) CECsci.170 'Downhill Discoveries', hands-on . activity discovering potential and kinetic energy (5-8) CECsci.173 'Stories in the Sky', constellation study (5-7) CECsci.175 Student 'Role-Plays' to illustrate . different science processes (5-8) CECsci.176 Using 'Imagery' to Introduce the Endocrine System (5-8) CECsci.180 'Bacteria', growing and studying bacteria (6-8) CECsci.181 'pH', activity to show how 'pH' affects our lives (6-8) CECsci.182 'Protozoans', hands-on activity studying . one-celled protozoans (6-8) CECsci.183 'Chemical Changes', activities to . illustrate different types of chemical changes (6-8) CECsci.184 'Weather Forecasting', hands-on activity (6-8) CECsci.188 'Measuring Calories', hands-on activity . to 'measure' calories (5-8) CECsci.193 'Roller Coasters in the Classroom', . activity working with potential and kinetic energy (4-8) CECsci.194 'Laws of Reflection', student developed (7-9) CECsci.197 'Strands Walk', an ecological observation (5-7) Science High School (9-12): CECsci.37 Chemistry "magic": resources for demonstration (9-12) CECsci.59 Saliva as an active enzyme (10) CECsci.88 Parallax experiment with candles (10-12) CECsci.89 A human pendulum lab activity (7-12) CECsci.90 Magnetic fields activity (8-12) CECsci.91 Astronomy: a star party (9-12) CECsci.92 Visual model of solutions and concentrates (9-12) CECsci.93 Physics: Science Show (9-12) CECsci.94 Chemistry activities using molecules (9-12) CECsci.102 Physics, introducing universal gas laws (11-12) CECsci.124 Learning about 'Probes', Exploration & Application (8-12) CECsci.125 Studying 'Newton's Laws', Exploration & Application (9-12) CECsci.128 Activity to discover how science is used . in 'Business & Industry' (11-12) CECsci.129 Activity to discover how to 'Measure the Earth' (9-12) CECsci.130 Physics; investigating how "The Drinking Bird" works. (9-12) CECsci.147 'Mirror Image Exploration', study of reflected light (9-12) CECsci.148 'I'm "Inclined" to See Exploration', . studying sphere motion (9-12) CECsci.149 'Measuring the Diameter of the Sun' (9-12) CECsci.150 'LIFELINE - Bioethics and Humans' (11-12) CECsci.172 'Ice Cream In A Bag', changes in matter (8-9) CECsci.189 'To Diaper or Not To', environmental impact of diapers (7-12) CECsci.198 'Something Fishy', creating the ocean of the future (5-12) CECsci.199 'PV = nRT = BANG !', Chemistry & Physics (11-12) ----- GENERAL RESOURCES ----- REFERENCES ----- Reference: Internet Vocabulary TERM DESCRIPTION application Software that performs a particular useful function for you. ("Do you have an electronic mail application installed on your computer?") Archie search "files" database browse through many Internet sites telnet archie.mcgill.ca user: archie no password needed type "help" to get started OR e-mail archie@archie.mcgill.ca type "help" in the subject or in body of message. To get documentation on archie ftp archie.mcgill.ca cd archie/doc. or cd archie/clients baud When transmitting data, the number of times the medium's "state" changes per second. For example: a 2400 baud modem changes the signal it sends on the phone line 2400 times per second. Since each change in state can correspond to multiple bits of data, the actual bit rate of data transfer may exceed the baud rate. Also, see bits per second. client A software application (q.v.) that works on your behalf to extract some service from a server somewhere on the network. Think of your telephone as a client and the telephone company as a server to get the idea. DARPA US Dept of Defense Advanced Research Projects Agency dedicated line (See "leased line.") dial-up To connect to a computer by calling it up on the telephone. Often, "dial-up" only refers to the kind of connection you make when using a terminal emulator and a regular modem. For the technoids: switched character-oriented asynchronous communication. Ethernet hardware and data link levels. Freenet An organization to provide free Internet access to people in a certain area, usually through public libraries. (See attached list) FTP login: anonymous password: user id {generic ID = guest } gateway A computer system that transfers data between normally incompatible applications or networks. It reformats the data so that it is acceptable for the new network (or application) before passing it on. A gateway may connect two dissimilar networks, like DECnet and the Internet; or it might allow two incompatible applications to communicate over the same network like mail systems with different message formats). The term is often used interchangeably with "router" (q.v.), but this usage is incorrect. GB Giga byte 10^9 (one billion) characters. Gb Giga bit 10^9 bits of information (data transfer rate 1 Gb/sec) IP The Internet Protocol; the most important of the protocols on which the Internet is based. It allows a packet to traverse multiple networks on the way to its final destination. KB Kilobyte 10^3 (one thousand characters) Kb Kilobit 10^3 bits of information (data transfer rate 1 Kb/sec) Knowbot An experimental information-retrieval tool; a "robotic librarian." There isn't much to say about them yet, but they're something to watch for. LAN Local Area Network Leased line A permanently-connected private telephone line between two locations. Leased lines are typically used to connect a moderate-sized local network to an Internet service provider. modem A piece of equipment that connects a computer to a data transmission line (typically a telephone line of some sort). Normal people use modems that transfer data at speeds ranging from 1200 bits per second (bps) to 19.2 Kbps. There are also modems providing higher speeds and supporting other media. These are used for special purposes-for example, to connect a large local network to its network provider over a leased line. NIC Network information center NOC Network operations center NREN The National Research and Education Network; a U.S. effort to combine networks operated by different federal agencies into a single high-speed network. While this transition will be of significant technical and historical importance, it should have no effect on the typical Internet user. NSFNET The National Science Foundation Network; the NSFNET is not the Internet. It's just one of the networks that make up the Internet. packet A bundle of data. On the Internet, data is broken up into small chunks, called "packets"; each packet traverses the network independently. Packet sizes can vary from roughly 40 to 32000 bytes, depending on network hardware and media, but packets are normally less than 1500 bytes long. port (a) A number that identifies a particular Internet application. When your computer sends a packet to another computer, that packet contains information about what protocol it's using (e.g., TCP or UDP), and what application it's trying to communicate with. The "port number" identifies the application. (b) One of a computer's physical input/output channels (i.e., a plug on the back). Unfortunately, these two meanings are completely unrelated. The first is more common when you're talking about the Internet (as in "telnet to port 1000"); the second is more common when you're talking about hardware ("connect your modem to the serial port on the back of your computer.") posting An individual article sent to a USENET (q.v.) news group; or the act of sending an article to a USENET news group. protocal format of rules computers must follow to exchange messages. protocol how bits are placed on a wire to the fommat of an electronic mail message. Standard protocols allow computers from different manufacturers to communicate; the computers can use completely different software, providing that the programs running on both ends agree on what the data means. A protocol is just a definition for how computers will act when talking to each other. RFC request for comments router A system that transfers data between two networks that use the same protocols. The networks may differ in physical characteristics (e.g., a router may transfer data between an Ethernet and a leased telephone line). router special purpose dedicated computer that attaches 2 or more networks and routes packets from one network to another. server (a) Software that allows a computer to offer a service to another computer. Other computers contact the server program by means of matching client (q.v.) software. (b) The computer on which the server software runs. service providerAn organization that provides connections to a part of the Internet. If you want to connect your company's network, or even your personal computer, to the Internet, you have to talk to a "service provider." T1 digital carrier facility used to transmit (DS1) digital signals at 1.544 megabits/sec T3 same except it transmits DS3 signals at 44.746 megabits/sec. TCP The Transmission Control Protocol. One of the protocols on which the Internet is based. For the technoids, TCP is a connection-oriented reliable protocol. TELNET (a) A "temminal emulation" protocol that allows you to log in to other computer systems on the Internet. (b) An application program that allows you to log in to another computer system using the TELNET protocol. telnet remote login on Internet . It establishes a connection from one host to another. UNIX A popular operating system that was very important in the development of the Internet. Contrary to rumor, though, you do NOT have to use UNIX to use the Internet. There are various flavors of UNIX. Two common ones are BSD and System V. USENET to "bulletin boards" on other networks. USENET actually predates the Internet, but these days, the Intemet is used to transfer much of the USENET's traffic. The USENET is an informal, rather anarchic, group of systems that exchange "news." News is essentially similar Usenet ftp.uu.net News " directory for software distribution. Subscribe to news.announce.newusers {helps new users on the internet} White Pages Lists of Internet users that are accessible through the Internet. There are several different kinds of white-pages servers and services. * some of this material is taken from The Whole Internet, by Ed Krol, O'Reily & Associates (an excellent resource) ----- Reference: Connecting to Libraries Directly The list of Internet-accessible libraries (often called the St. George directory because it is is maintained by Art St. George and Ron Larsen) is much too long to include here. However, you can get it over the net via anonymous ftp. The directory is available locally at sunsite.unc.edu in pub/docs, and the filename is library.guide. The guide is also at nic.cerf.net in the directory cerfnet/cerfnet_info/library_catalog. The file name for the listing is internet-catalogs and has a date suffix. FTP the most recent date. Another very helpful directory, maintained at the University of North Texas, lists not only the libraries but also the Internet address, login and logoff instructions, system vendor, and information on how to use the database. The North Texas directory lists the libraries in alphabetic order according to institution. You can get it via anonymous ftp from sunsite.unc.edu. The file is in the directory pub/docs and the file name is LIBRARIES.TXT. There's also a news group that announces new libraries on the net and discusses other related topics. The group is called comp.internet.library (news groups are described in another document). CARL - The Colorado Alliance of Research Libraries The Colorado Alliance of Research Libraries (CARL) is a network of libraries (not just one library) whose resources are made available as a group. In addition to having card catalogues on the network, they also make numerous databases available. Facts on File and Choice Book Reviews are two interesting resources offered by CARL. To reach CARL, telnet to pac.carl.org. If you want more information on CARL, you can send e-mail to help@carl.org. By selecting services you move from one library site to another (a good thing to remember is that usually //exit will return you "home" - to the site you began with, which in this case is Denver). On the Mac: Double click on TurboGopher Double click on Libraries Double click on Newspapers, Magazines, and Newsletters Souble click on Library Journals Explore any of the above documents. You may retrieve these documents/information by using the menu bars or by using fetch. (Both of these are explained in other handouts.) ----- Reference: Library Project Using the Internet Margaret M. Szady {mszady@walrus.mvhs.edu} Objective: To have the students find the information on library catalogs, research resources including indexes of periodicals and recent research on a particular subject. Procedure: Students are to gather information from several different sources, keep track of exactly where the information came from, and attach these sources to the document that they produce for the class. Record the list of "hits" as well as "misses". Using Turbo Gopher: 1) Have students double click on Turbo Gopher (under the Apple menu) 2) Double click on Other Gopher and Information Servers 3) Double click on Search titles in Gopherspace using veronica 4) Choose a veronica (either UNR or PSI ) 5) Type in the box and click OK 6) When the "hits" show on the screen, explore several of them, 7) You may download a document to your disk using the menus. Using Fetch: You may Fetch a document to your disk using Fetch. You must know exactly where the document is to use Fetch. 1) Double click on Fetch (in the apple menu) 2) Type in the exact address (HOST) of the place storing the document try ariel.unm.edu in the directory library review internet.library OR dra.com /Libraries/Library of Congress Records OR ftp.unt.edu in directory library OR csuvax1.csu.murcoch.edu.au in the directory library 3) Tab to the name box and leave it as anonymous 4) Tab down to the address box and type in your e-mail address 5) If you know the directory where the information is type this in, if not Fetch will get you into the public directory (/pub) and you can search for the correct directory in fetch. 6) Click OK 7) Search for your document and then tell fetch to GET(click the box) 8) Fetch will ask you where to put the document. Decide where and click SAVE. Fetch will get the information and store it to your disk. Using NewsWatcher: 1) Double click on NewsWatcher ( in the Network Apps folder) 2) If the full list doesn't show up right away, click on "full list" under the Window menu 3) Scroll down to soc.libraries.talk. 4) Double click on this newsgroup 5) Look in on several of these postings 6) Actually answer or post to the group and begin your investigation. 7) Begin an e-mail conversation with at least one member of the group WAIS is another good resource for libraries. online-libraries-st-george.src (online catalogs) ANU-Pacific-Manuscripts.src(catalog of the microfilms collection) bit.listserv.pacs-l.src( indexed version of the popular mailing list for libraries) ----- SERVICES ----- CORE ----- Service: CORE (California Online Resources for Education) One of the best services available to educators in California is CORE, sponsored by the California Technology Project. Teachers (and supervised students) can get an account for free that enables them to use email, contact newsgroups, and participate in computer conferences aimed at educators. All that is required is a modem connection to your computer. Dial up access is usually to your local campus of a Cal State University, so there is normally not even a phone charge. CORE is coming out with a new interface called the GUIDE that will be available for $45 a year (see attached description), however the "old" interface will remain available for free (even for new accounts). We have included a guide to the use of this standard interface that was put together by Carl Silva of Mitty High School in San Jose (casilva@eis.calstate.edu). You can get information about getting an account by telneting to eis.calstate.edu or by phoning 1-800-272-8743. Overview Of Core Communications Services The CTP Communications Services include two types of electronic communication software--computer conferencing and electronic mail. As a registered user of the California Technology Project's California Online Resources for Education (CORE) information service, you have access to both. The brief descriptions below will provide you with information about these two services. Eventually, the computer conferencing and email manuals will be available on-line as files which may be downloaded. Computer Conferencing Computer conferencing software provides an opportunity for a group of people to discuss an issue in an electronic forum. The CoSy software used for the CORE computer conferencing service may be used either by making selections from menus which guide the user through each activity, or from the "command" level in which the user who has familiarity with the CoSy software commands may bypass the menus entirely. Generally speaking, the menus make it easier for the novice to use the conferencing service while the command level allows the more experienced user to navigate around the system more quickly. Typically, a conference is established by a "moderator" with a specific purpose in mind. Each conference consists of one or more related "topics." A conference may be "closed", i.e. only accessible by the individuals selected by the moderator, or "open", i.e. accessible to any CORE user who wishes to participate. Participants in a conference read messages posted by other participants and may either choose to comment to a previous message or may begin a new discussion within a topic by adding a new message. For example, a university professor might create a conference in which s/he posts items for his or her students to read and write reactions to: Conference title: World.Politics Topics: 1.Welcome Introductory information 2.Third.World.Dev A discussion of third world economics 3.Election A discussion of upcoming elections Or, in another case, an environmental educator working at a county office of education might establish a conference open to any CORE user to discuss environmental education in K-12 schools: Conference title: Environ.Ed Topics: 1.Welcome Introduces the purpose of the conference 2.Issues Posts issues for general comment 3.Materials Invites participants to post effective curriculum materials they use with their students Electronic Mail (email) Electronic mail on CORE is similar to U.S. mail. Email is a much more private form of communication than conferencing in which every participant reads every message in the conference. Typically, one individual drafts a letter to another individual and sends it to him or her. Unlike U.S. Mail, however, the individual you wish to send mail to must have a CORE account which is their address on the system. A "directory" of CORE users is available on-line to help you identify individuals to whom you wish to send mail. The CORE email service may be used either from menus or from the command level for the same reasons as noted above for computer conferencing. Menus make it simpler to use the service for novices and the command level is quicker for the more experienced user. Within the email service it is possible to carbon copy a message sent to one individual to others. It is also possible to set up group mail in which a message created for a group of people may be sent to all of their electronic mailboxes by simply using a single, predesignated group name. ----- Service: CORE CORE News Release on the GUIDE New Internet interface eases educator access to global communications SEAL BEACH, California The GUIDE, a new low-cost software application developed by the California Technology Project, provides educators with a user-friendly interface to the Internet, a worldwide information highway that offers access to thousands of resources. The GUIDE (Graphical User Interface Designed for Education) is a point-and-click application that simplifies teacher access to a wide array of curriculum materials and encourages communication with other teachers through electronic mail and conferencing/bulletin boards. Students can use The GUIDE to engage in electronic conversations and to reach on-line databases and current news. Available in both Windows and Macintosh versions, The GUIDE uses the same toolbar, menus and interface components for e-mail, bulletin board and conferencing functions. Because The GUIDE requires no memorization of complicated instructions or commands, it is easy to learn for students and teachers. All of the required drivers and software are included, along with a simple installation/configuration tool to minimize the problems often associated with establishing network connectivity. "The California Technology Project was established to create a unifying force between K-12 educators and the university community in California," explained Keith Vogt, executive director. "With the introduction of The GUIDE, we are providing a new level of service to educators in California that we are pleased to make available to educators nationwide." The GUIDE consists of a single application program that provides access to POP/SMTP electronic mail, NNTP-based NetNews services and a wide range of connections mediated by Gopher, such as Telnet, file transfer protocol, TN3270, CSO directories and WAIS-indexed searching. Given the present scarcity of direct Internet connections in the K-12 arena, The GUIDE is optimized for dial-up usage through SLIP. The SLIP software is an integral component of the package rather than an add-on as with other Internet tools. The program also supports direct connections to the Internet using such common systems as Ethernet and LocalTalk where available. Cost for The GUIDE is $40 annually plus $5 for tax, shipping and handling. It will be available for shipping in August, 1993. Hardware requirements for the Macintosh version include a 68000 processor or better with a minimum of 4 Mb memory and System 7.0 or later For the Windows version, The GUIDE requires a 386 processor or better with a minimum of 4 Mb memory and Windows 3.1 or later. Both versions require a hard disk with a minimum of 5 Mb free space, either a 9600 BPS V.32 or better modem for dial-up access or an Internet connection for direct network access. The California Technology Project offers full network dial-up and central support services to servers are based on a Unix platform, running standard TCP/IP software. A software-only version of The GUIDE server is available for Sun computers, and a complete 486-based software/hardware package will be available for purchase separately. Established in 1989, the California Technology Project is a cooperative venture of the California State University system and the California Department of Education. Assisting with the development of The GUIDE were Microsoft Consulting Services, the University of Minnesota and Adobe Systems Inc. For more information, or to place an order for a copy of The GUIDE, write to the California Technology Project at P.O. Box 3842, Dept. PRG, Seal Beach, California, 90740-7842, or call (310) 985-9631. E-mail messages can be left at kvogt@eis.calstate.edu. Keith D. Vogt (kvogt@eis.calstate.edu) Director California Technology Project P.O.Box 3842, Seal Beach, CA 90740 310 985 9631 (Calif. 800 272 8743) ----- Service: CORE CORE Guide A. CORE SERVICES [a] Overview of Services [b] CTP Bulletin Boards [c] Computer Conferencing [d] Databases [e] Electronic Mail (PINE full screen) [f] Outside Services [g] CNN Guides [h] EIS Bulletin Boards [i] FTP Services [j] Directory of Users [k] Upload/Download [l] EIS Mail 2.1 (line mode) [p] Previous Menu [m] Main Menu [q] Quit this CORE Session and Log-Out B. CTP BULLETIN BOARDS [a] California Dept. of Education [l] ModelTechnology Schools [b] California Legislature [n] OrderingStatePublicaions [c] C-LERN / SB - 65 [o] ASTUTE/CECC Organitions [d] CTP Consortia [r] TheRsrngNet,SB1274 & ESS [e] Distance Learning [s] SB1882 Consortia [f] ED TECH Committee/Commission [t] SourcesofSware/VideoInfo [g] Federal Dept. of Education [u] Telecomm Services [h] Grant Opportunities [v] Bill Of Rights [i] California Curriculum Projects [w] S/LE Partnership [j] Instructional TV Agencies [x] CAHis/Soc Sci. Project [k] Legislation [y] Regional/DistrictBBS's [z] Computer Using Educators (CUE) [p] Previous Menu [m] Main Menu [q] Quit this CORE Session and Log-Out C. WELCOME TO THE EIS CONFERENCING SYSTEM This system uses "tass" which is a visual threaded Usenet reader. It has three news reading levels: the news group selection page, the group index page, and the article viewer. Use the "h" (help) command to view a list of the commands at a particular level. On startup, "tass" will show a list of the news groups found (previously subscribed) in the users home directory. Move the arrow by either using the terminal arrow keys or "j" or "k". Control-D will page down, control-U will page up. Enter a news group by pressing RETURN. The TAB key may be used to advance to the next news group with unread articles and enter it. Sample Listing by Group Tass 3.2 Thu Jun 3, 1993 8:17am Group Selection 1 core.help.newusers 6 2 core.lounge 16 3 core.internet.directories 4 core.internet.discussion 18 5 core.kids2kids.1-welcome 6 core.kids2kids.2-calendars 7 core.kids2kids.3-tech-support 8 core.kids2kids.4-no-place-like-home 9 core.kids2kids.5-great-pumpkin 10 core.kids2kids.6-tell-it-like-it-was 11 core.kids2kids.7-superior-toy-inc 12 core.kids2kids.8-save-the-earth 13 core.kids2kids.9-round-robin 14 core.kids2kids.10-k-2-k-plus 15 core.kids2kids.11-the-lounge 16 news.announce.newusers If you typed in one of the above numbers, you will be lead to the files that exist within the file. You can know read the files and see what there is. You can even respond to what you may read. 169 Lifetime of CORE accounts 1 kly@eis.calstate.edu (Ka + 170 Tass paging 2 sjensen@eis.calstate.edu + 171 First lines missing? bmoon@eis.calstate.edu ( + 172 help with munch jpinzav@eis.calstate.edu + 173 help scientific terms 1 cyep@eis.calstate.edu (C + 174 E-Mail auto response chharpe@eis.calstate.edu + 175 File transfer tip 2 jluk@eis.calstate.edu (J + 176 UUencoding sralsto@eis.calstate.edu + 177 Why Are Our Names CutOff? 2 jherndo@eis.calstate.edu + 178 SIGnature placement on replies!j herndo@eis.calstate.edu + 179 Supra v.32 Modem String??? 1 shsmit@eis.calstate.edu + 180 (Q)Supra v.32bis & Mac SE w 1 shsmit@eis.calstate.edu + Group Selection Commands ^D Page down ^R Reset .newsrc ^U Page up ^K Delete group ^Y Undelete group Read current group View next unread group c Mark group as all read g Choose a new group by name j Down a line k Up a line q Quit s Subscribe to current group u Unsubscribe to current group y Yank in groups that are not in the .newsrc $ Reread group list from .newsrc /? Group search forward (?=backward) Article Commands Skip to next base article Advance to next page or unread article aA Author search forward (A=backward) b Back a page fF Post a followup (F=include text) H Show article headers i Return to index page kK Mark article (K=thread) as read & advance to next unread m Mail this article to someone nN Skip to the next (N=unread) article) pP Go to the previous (P=unread) article q Quit rR Reply through mail (R=include text) to author sS Save article (S=thread) to file t Return to group selection page z Mark article as unread ^R Redisplay first page of article %, ^X Toggle rot-13 decoding for this article - Show last article | Pipe article into command D. UNIX System V Release 3.2.3 AT&T 3B2 swrl36 Copyright (c) 1984, 1986, 1987, 1988, 1989, 1990 AT&T All Rights Reserved Login last used: Thu Jun 3 07:46:05 1993 HJ DATABASES [a] Database Overview [b] Staff Development Consultants [c] Survey of Educational Technology [d] California Technology in the Curriculum [e] California Professional Development Consortia [p] Previous Menu E. PINE ? Help Q Quit F Folders O Other PINE 3.05 MAIN MENU Folder:inbox 0 Messages ? HELP Get help using Pine C COMPOSE Compose and send a message I MAIL INDEX Read mail in current folder F FOLDERS Open a different mail folder A ADDRESSES Update your address book O OTHER Use other functions Q QUIT Exit the Pine mail program Note: In Pine 3.0 we are encouraging folks to use the MAIL INDEX to read mail instead of VIEW MAIL, so it is no longer on the main menu. Once in the mail index, it is available as usual as the "V" command. Typical Message Box _________________________________________________________ ? Help Q Quit F Folders O Other PINE 3.05 COMPOSE MESSAGE Folder:inbox 0 Messages To : Cc : Attchmnt: Subject : ----- Message Text ----- ^G Get Help ^C Cancel ^R Rich Hdr ^K Del Line ^O Postpone ^X Send ^D Del Char ^J Attach ^U UnDel Lin ^T To AddrBk _________________________________________________________ A Little Help in Pine Contents 1. The Carbon Copy field in general 2. Commands for editing the Cc: field 3. Address formats 1. The Carbon Copy field in general The Cc: field is just like the To: field, except it is used for addressees that you wish to send a carbon copy to. That is, the message is not directly addressed to these recipients, but you wanted them to see the message. The only difference the recipients see is that their name is in the Cc: field, rather than the To: field. As in the To: field you may type a full name and address, just the local address, the nickname of someone in your address book, or a local mail alias defined by your system administrator. When you move the cursor out of the Cc: field, the nicknames will be expanded to the addresses in your address book, and the local names will be expanded to include the actual user name. The To: field may be several lines long, and have many addresses in it separated by commas. You can move around the Cc: field and/or the header with the arrow keys. Examples: Full address spiff@cs.washington.edu local address spiff address book nickname spf (expands to spiff@cs.washington.edu) local alias ndc-tech (a mailing list maintained by the system administrator) 2. Commands for editing. Arrow keys Move the cursor around. Back Space key Erase character and move back one character. ^D Del Char Delete character under the cursor. ^G Help Display this help screen. ^X Send Finish composing this message and send it off to the addressees. ^C Cancel Stop sending this message. Anything you have composed is lost. You have a chance to confirm cancellation. ^R Rich Hdr Expand the header to show the Bcc: (Blind Carbon Copy) and Fcc: (File Carbon Copy) fields, so they can be edited. Giving this command again hides these fields again but does not remove the information. ^J Attchmnts Use this command to attach a file to a message. First you will be prompted for the file name, and then a description of the file you just attached. Once the file is attached it will be displayed in the "Attchmnts:" line in the message header with its size. The contents of the file won't actually show in your message. The advantage of attaching a file this way over including it with the ^R command is that you can attach any kind of file, including files that are not text files. If the file is a GIF image file, the recipient of the message may even be able to display it right in his mail program! Once a file is attached and shown in the "Attchmnts:" part in the header you can remove it by deleting the line, or you can change the file name or description by editing them. ^Y Prev Page Go back one page in the message text. ^V Next Page Go forward one page in the message text. ^K Del Line Delete the entire line the cursor is currently on. The last batch of line that were deleted one after another is saved so they can be undeleted elsewhere. ^U Undel Line Undelete the last line or series of lines you deleted. To delete a series of lines and move them to another part of your message addresses be sure to delete them all at once. Using the Del Line and Undel Line commands is a convenient way to rearrange the order of addresses in the Cc: field, or move addresses between the To:, Cc: and Bcc: fields. ^O Postpone Temporarily stop working on the current message so you may read other messages, or compose another message. You can then resume working on the postponed message by going back in to compose. You will be asked if you want to continue the postponed message. Only one message can be postponed at a time. When you are ready to resume entering your message, choose Compose. At that point you will be prompted with the question "Continue work in progress?". Choose yes and your existing message will appear. Choose no, and you will be given a blank screen to compose a new message. You may resume composing the previously postponed message later. ^T To AddrBk Go into the address book so you can browse through your addresses. Put the cursor on the entry you want to send mail to and give the command to select the address ("M" Addr Msg). You will return to the Cc: field,and the address will be filled in. You may go into the address. 3. Address formats There are a number of different formats for e-mail addresses, depending on the kind of network the recipient is on. The Internet style is preferred and hopefully the world is moving toward it. Also, it is often necessary to combine address formats to get mail to some sites. The standard format for the Internet address is: User Name or User Name The number of segments on the right of the "@" sign can vary depending on how the address is structured for the particular host. Therefore, the above examples are not absolute. If you are sending to someone on the same system as you are, you can leave the "@" and all the information to its right offthe address and Pine will fill it in automatically. Sometimes you can also abbreviate the right part of the address if you are at the same site. So if your address is "You " and you're sending mail to "Them " then the address "Them " is often sufficient. You may also leave off the user name and the angle brackets and use just the plain address. Examples: Dan Green The Flying Legume dizzy@deegee.com Joe Jackson Another common Internet format is: dang@cac.washington.edu (Dan Green) This is an older, unofficial format that will hopefully fall into disuse. Pine understands both formats, but generates the official Internet style addresses. When sending messages across gateways to other networks, the address gets When sending messages across gateways to other networks, the address gets more complicated because they often have an Internet part and a part for the other network. One example of this is: joe%uwavm@gate.upitt.edu First the message goes to the gate.upitt.com and then that computer figures out an "@" and resend it. If the site you're trying to send mail to is connected via UUCP, a format used is: host1!host2!host3!user where "host1," and "host2," are the names of computers between you and the computer, "host3," that "user" to whom you want to send mail to has his account on. Some UUCP sites use the Internet form. BITNET sites use a format that is similar to the Internet: host@site If you are sending mail from an Internet site to a BITNET site, a local gateway may have been setup so you can send mail to: host@site.bitnet This will automatically forward the mail through to BITNET rather than you having to explicitly route it through a gateway. A Pine Primer Contents: 1. Whom to Call for More Help 2. Main Menu Commands Frequently Asked Questions: 3. Printing on PCs and Macs 4. Stuck in Read-only mode. 5. If ^C Doesn't Work on a Mac 6. Block deletes and paste in the composer 7. Signature files. 8. What is MIME? 9. Alternate editor for composing messages 10. Dialing in with Pine 11. Giving Commands in Pine 12. Notes on Pine Screens 13. History and Origin of Pine 14. Pine 3.0 update 15. Pine contributors. 16. Copyright notice 1. Main Menu Commands ? Get Help Displays this information. Help is available from all mailscreens. Help will provide information for the particular screen you are on when you enter Help. C Compose Compose a message and send it. You will be prompted for the address, etc., and you may use your address book toselect the recipient. You can send mail to an individual address or to a group of addresses. Carbon copies and blind carbon copies of your mail can also be sent. I Mail Index Display a one-line summary of each message in the current folder, including the sender and the subject of the message. This is the command to use to begin reading your mail. From the Index you will be able to view and act on individual messages. F Folders Open, add, delete, and rename mail folders. All messages are kept in folders. By default you have three folders: inbox Holds all incoming mail. sent-mail Holds a copy of each message you send saved-messages Holds all messages you choose to save A Address Maintain your address book. You can add, delete, and change entries in your address book. This is your personal address book where you can include convenient nicknames that refer to more complex electronic addresses or groups of addresses. O Other Other miscellaneous commands to change your password, lock the keyboard, check the space used by your mail folders, and configure your printer. In addition, there is a "Pine News" section which provides a change history and plans for the future. Q Quit Quit Pine. When you do this, all messages marked for deletion in the current mailbox will be deleted. 3. Printing on PCs and Macs Printing directly to printers attached to PCs is known to work with the following communication software: UW-modified NCSA Telnet, WinQVT, WRQ Reflections, Kermit and Procomm. All but the latest version of UW-modified NCSA telnet require "capfile = PRN" in the config.tel file. Direct printing does not work with current versions of Novell LWP, DEC Pathworks and PC-NFS. On the Mac, direct printing is known to work with UW-modified NCSA telnet (version 2.3.2WA), Microphone II v4.0, MacKermit, and VersaTerm (both regular and Pro). 4. Stuck in Read-only mode Pine only allows one person to access a mail folder at a time. When the mail folder is opened a second time it is "read-only" and you can't change anything. Usually this happens when you log in a second time from a different terminal and try to use Pine while it's still running on the first terminal. Sometimes a session will get interrupted because, for example, the modem was hung up, or the PC was rebooted, and Pine continues to run while holding the mail file open. Normally Pine will exit when this happens, but sometimes it gets stuck. The guaranteed way to get out of this situation is to give the command "ps". It will show you the processes you have on the system, and one of the processes Then give the command "kill xxxx" where "xxxx" is the process ID. Then you should be able to go back into Pine normally. Pine will not lose any of your mail when you kill the process this way. 5. If ^C Doesn't Work on a Mac There's a problem with the default configuration of the Macintosh version of NCSA telnet which prevents Control-Cs from reaching Pine. Under the "session menu", select "setup keys". There's you'll see an entry for ^C. You should make sure it's blank. If it's not, ^C won't work in Pine. This will fix it just for the current session. To make it permanent you have to edit the configuration file. You should add a line: localkeys=[0,19,17] (but use curly braces instead of []) somewhere after the line that contains "name=default". Also, on VersaTerm Pro a similar problem occurs where ^C causes a break to be sent on the modem or serial line. The message composer in Pine doesn't have a command to delete or move a block of text in one operation. However, if a group of lines is deleted successively using ^K (Delete Line), one after another with no other commands in between, they can be pasted back into the text (at the current cursor postion) using ^U, the "UnDelLin" command. This is a convenient way to move large blocks of text around in the composer. Pine encourages a format different from the usual for replies which include the original text. The idea is to add the new text *before* the original included text so that the readers of the message see the new text they are interested in right away without having to read through the original text they have seen before. This is why the signature is included before the original text. Similar is true for forwarding messages. Unfortunately placing the signature before the text is cumbersome when the reply is to be interspersed within the original text. Setting the "old-style-reply" to variable in the .pinerc to "yes" will cause Pine to put the signature (and cursor) at the end of the message as is more conventional. By default, Pine will use a file in your home directory called ".signature" however, in order to permit a different signature for mail than that used in Bulletin Board applications, you may set the "signature-file" variable to the name of a file containing your email signature. 8. What is MIME? MIME stands for "Multipurpose Internet Mail Extensions" and it is a specification for including binary data in Internet mail messages, which until now have generally been limited to ascii text. MIME-capable mailers, such as Pine 3.0, allow word processing documents, spreadsheets, programs, images, audio, and other binary data to be attached to a message. MIME allows for alternative representations of the same data. For example, there can be an attachment in text form followed by one containing bitmap page images of the same information. MIME-capable mail software is not yet widely deployed, but MIME support is growing rapidly. If you need to send binary data to colleagues at institutions not yet supporting MIME, encourage them to talk to their system administrators about installing MIME tools. MIME software, compatible with many different mail programs, is freely available (as is our own Pine mailer.) 9. Alternate editor for composing messages There are two ways Pine can be configured so it is possible to use an alternate editor for composing messages. You may set the "editor" variable in your .pinerc, then when you enter the text in the composer "^_" will show in the menu as the command to invoke the editor on the text of the message. If you are running Pine in "old-growth" mode (by setting feature-level=old-growth in your .pinerc), you can give the "^_" command while in the composer, even though it's not shown on the menu, and you will be prompted for the name of the editor to invoke. At present you cannot edit the header/envelope with the alternate editor. 10. Using Pine On Dialup Lines With A Modem Pine can usually reconize when it is being used over a low speed dialup line via a modem. In this case it will show the current message in the index with a "->" instead of showing it all in reverse video. This results in faster operation. The screen painting in the message composer is also done slightly differently at low speed. If you attempt to upload files from your PC or Mac directly into the Pine composer you may find it doesn't work very well. This is because Pine was designed for humans to type messages into, including features like line wrapping and notification of new mail, which confuse the process of uploading files. The best way to accomplish this is to up load the file outside of Pine using kermit of xmodem and then include the file with the ^R command. 11. Giving Commands in Pine COMMANDS: The bottom two lines of the screen are always used to list the commands you can give. You press the keys that are highlighted to give the command. The commands for getting help and going back to the main menu are always present (except when viewing help as you are now). CONTROL KEY: When composing mail and in a few other places in Pine you have to use Control keys which means pressing the control key and the letter indicated at the same time. This is usually shown with a "^" in front of the letter. SCROLLING DOWN: The space bar is used for scrolling down. You may also use ^V to scroll down and ^Y to scroll up as you do in the message composer. RETURN KEY: The return key also scrolls down one line when viewing a message, and will take you into viewing the message when you are in the index. REPAINTING THE SCREEN: Sometimes what is displayed on the screen will be incorrect due to noise on the phone line or other causes and you will want to repaint the whole screen to make it correct. You can use the ^L command to do this. It never hurts to do it when in doubt. If your terminal has no arrow keys, you may use the usual emacs commands for moving around the screen: ^F Forward ^B Backward ^N Next Line ^P Previous Line Also to be consistent with the composer the following always work: ^V Next Pg ^Y Prev Pg ^G Get Help And where appropriate ^D Delete character ^K Kill line ^U Undelete line 12. Notes on Pine Screens The top line of the screen always shows where you are as well as the current version of Pine. Most of the time it also shows the name of the currently open mail folder and the number of messages in it. In the Mail Index and View Mail screens, the top line also shows the current message number and, finally, in the View Mail screen, it shows the percentage of the message that has been displayed. If the top line says "READONLY" it means that the open folder (typically your INBOX) is "locked" by another mail session --most likely an earlier session where Pine was either left running, or where the session was terminated where Pine was either left running, or where the session was terminated abnormally such that the earlier invocation of the mail program is stll running. See an earlier part of this "Help" section for an explanation of how you can terminate such errant processes. If the top line says "CLOSED" it means that you are trying to access a folder. 13. History and Origin of Pine Pine was originally conceived in 1989 as a simple, easy-to-use mailer for faculty and staff at the University of Washington in Seattle. The goal was to provide a simple mailer that naive users could use without fear of making mistakes. We wanted to cater to users that were less interested in using electronic mail perhaps with computer anxiety. We felt the way to do this was to build a system that didn't do surprising things the user didn't understand, a mailer that had limited, well-thought-out functionality. There was no such mailer in the public domain, but Elm seemed close to the goal, so we started modifying it. One of the greatest problems with most mailers on UNIX systems is the editor. One can choose between emacs and vi. We experimented with some versions of emacs and settled on a hacked version of micro emacs. Eventually it became heavily modified and tightly integrated with the rest of Pine. One of the main features of having a tightly coupled editor is that it can guide the user through editing the header of the message, and Pine takes great care to do this. A very simple and efficient interface to the UNIX spell command was also added. The emacs style key bindings were retained, though most of the other wild and wonderful emacs functions were not. The Pine composition editor is also available as a very simple stand alone editor named "pico". Also working at the University of Washington is the author of the Interactive Mail Access Protocol (IMAP). IMAP is a functional super set of POP. The IMAP author had finished writing the "c-client" library as an interface to IMAP and as a switch between drivers for IMAP mailboxes, Berkeley mail files and Tenex mail files. Great care was taken to make the code writing the mail files robust against disks filling up, other mailers overwriting the mail file, and other errors to guarantee mail file consistency. It was clear that Pine would benefit greatly from using the c-client to access mail storage so the old Elm code was replaced by calls to the c-client. Consequently Pine can write and access three different mail file formats and new ones can be added by creating a simple driver. In addition the c-client does a very careful job of doing all the RFC 822 header parsing and achieves the highest compliance with the RFC. The name "Pine" originally stood for "Pine Is Nearly Elm"; today "Pine Is No-longer Elm" is more appropriate. "Pine is neologistically Elm" is also applicable. Work continues on Pine. Thanks and credits go the following people: - The originators of Elm for a base to start from. - Terry Gray and Ron Johnson for the opportunity to create Pine and valuable input to the design process. - Mike Seibel for the message composer "pico", the header editor, and lots of other details and support. - Mark Crispin for IMAP, the c-client library and solid Internet mail protocol advice. LL, Seattle, 1991 Please send comments and correspondence to "pine-bugs@cac.washington.edu" Authors addresses: Mark Crispin Mike Seibel Laurence Lundblade Pine source code is available via anonymous FTP from ftp.cac.washington.edu on the Internet. 14. Pine 3.0 update With Pine 3.0 we have added MIME support to Pine. Our intentions were to have minimal MIME compliance as defined by the MIME standard and to make use of MIME to allow attachments to messages. The later is part of a plan to port Pine to the PC to allow users to send spread sheets and other such files to each other. We have done minimal work to display images and identify GIF files as they are attached and Pine is also able to forward and reply to most MIME message. We feel that this is an early implementation of MIME so we undoubtly have made some made mistakes and done other things awkwardly. 15. Pine contributors The following people have made contributions to Pine in the way of bug fixes, ports to new platforms, suggestions and advice. Many thanks to all! J.J. Baily Ron Johnson John Benjamins Pekka Kytolaakso Andy Brager Matthew Lyle Donn Cave Dave Miller Richard Cheever Robert Moris Chuck Cooper Il Oh Sheryl Erez Bob Sandstrom Adam Garrett Bob Williams Jeff Hayward Corey Satten Terry Gray Shin-ya Satoh Russel Campbell Justine Comer Mike Coghlan Copyright 1989, 1990, 1991, 1992 University of Washington Permission to use, copy, modify, and distribute this software and its documentation for any purpose and without fee to the University of Washington is hereby granted, provided that the above copyright notice appears in all copies and that both the above copyright notice and this permission notice appear in supporting documentation, and that the name of the University of Washington not be used in advertising or publicity pertaining to distribution of the software without specific, written prior permission. This software is made available "as is", and THE UNIVERSITY OF WASHINGTON DISCLAIMS ALL WARRANTIES, EXPRESS OR IMPLIED, WITH REGARD TO THIS SOFTWARE, INCLUDING WITHOUT LIMITATION ALL IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE, AND IN NO EVENT SHALL THE UNIVERSITY OF WASHINGTON BE LIABLE FOR ANY SPECIAL, INDIRECT OR CONSEQUENTIAL DAMAGES OR ANY DAMAGES WHATSOEVER RESULTING FROM LOSS OF USE, DATA OR PROFITS, WHETHER IN AN ACTION OF CONTRACT, TORT (INCLUDING NEGLIGENCE) OR STRICT LIABILITY, ARISING OUT OF OR IN CONNECTION WITH THE USE OR PERFORMANCE OF THIS SOFTWARE. F. OUTSIDE SERVICES [a] Cleveland Freenet [i] CSUPER-NET [b] CSU Libraries [j] Dartmouth College Library Online System [c] Melvyl (U.C. Libraries) [l] Telnet [d] NASA's Spacelink [n] TN3270 [f] Occidental College Library [o] Finger Services [g] Weather Service [r] CA.SchoolCom [h] Library of Congress [s] CSUInfo (Gopher) This is an amazing database of information that can link you outside of CORE onto computers anywhere in the country. Below is a sample of what is found in (s). All I can say is explore and learn what there is. Have some fun and take a peak at the Weather Service (g) and figure out what to wear tomorrow. (S) CSUInfo (Gopher) Internet Gopher Information Client v1.11 1. CSU Campus Information/ 2. CSU Conferences/ 3. CSU Employment Information/ 4. CSU Gopher Servers/ 5. CSU Public Affairs/ 6. CSU Services/ 7. CSU System Chancellor's Office/ 8. CSUnet Acceptable Use Policy. 9. Directory of Network Resources/ 10. How to use the CSU Gopher Server/ 11. Networking/ 12. Library Links/ 13. News/ 14. Other Gopher Servers/ 15. Project Delta/ 16. Publications & Newsletters/ 17. Telephone Directories/ 18. Telnet Sessions/ G. CNN STUDY GUIDES [a] Today's Study Guide [b] Previous Study Guides [c] Democracy In America A great place for History teachers to put together a lesson and to see what is happening in the world today. H. EIS BULLETIN BOARD MENU [a] Grants [b] American Philosophical Assoc. [c] Physical Education [d] State University Admin. Manual [e] University Services [f] California State University [g] Nursing [h] International Education [m] Main Menu [p] Previous menu [q] Quit the menu system I. File Transfer Protocol (FTP) Main Menu [f] FTP [l] List Directory [c] Change Directory [d] Download a File [u] Upload a File [t] Uncompress/Unpack/Untar a File [q] Quit J. DIRECTORY OF USERS Select an option from the list below and enter the letter corresponding to your choice. [A] Find a User's name. [B] Look at a User's Resume [C] Edit your online Resume [D] Show who is currently online [E] Edit your Signature file [P] Previous Menu K. Upload/Download When uploading, the file that will be created on this system will be called scratchpad unless you are using zmodem. You must remember this, because when in the Pine/Pico text editing area, you can read in a file by entering a ^R (this means to hold down the Control Key, and press r). After typing the ^R you will be asked for the filename you wish to read. For all methods of transfer except zmodem you must enter scratchpad as the filename, for zmodem transfers enter in the name of the file as it was named on your local computer. NOTE: For Macintosh users make sure that the name of the file does not have any white spaces (space-bar or tab). For downloads, the file name scratchpad will be used for all methods of file transfer. So when you save a file in Pine/Pico, you must save it with the name of scratchpad. NOTE: YOU MUST USE SAVE and NOT EXPORT...... For any help, comments or bugs, let me know. L. Welcome to EIS Electronic Mail (Version 2.0) Copyright (C) Advanced Technology Lab/CSU 1989 08:21:29 AM 06/03/93 ------------------------------------------------------ Select an option from the list below and enter the letter corresponding to your choice. ------------------------------------------------------ [A] Read Mail [B] Send Mail [C] Check my Mailbox [D] Delete Mail [E] Expert mode [F] Group Mail Processing [G] Edit Your Online Resume [Q] Quit EIS Electronic Mail ----- INTERNET TREASURE HUNT ----- Service: Treasure Hunt Internet Treasure Hunt #1 Internet Treasure Hunts are a great tool for helping students learn about the varieity of resources available on the Net. They are created on a monthly basis by Rick Gates who deserves tremendous credit for organizing this event. They are run as contests for those who need the motivation of competition, but I have used them in class as group work projects. The students love them. The following is Rick's description of the September 93 hunt (which is specificaly aimed at beginners) as well as the list of sites where he posts the hunts (they are easy to find on turbogopher). In addition, we have included the questions and answers for the August 93 hunt to give you a flavor of what you will find. ****************************************************************** * * * THE INTERNET HUNT * * * * for September, 1993 * * * * A HUNT FOR BEGINNERS * * * * will be released Tuesday, August 31 * * * * as close as possible to midnight (GMT -07) * * * ****************************************************************** OK, first order of business, what about the August Hunt? Answers will be released tomorrow, (8/28). Secondly, as the banner says, this will be a Hunt for beginners. This means 2 things. 1. The Hunt will have only easy questions. 2. The Hunt will try to test fundamental knowledge of the basic Net tools. Why a beginner Hunt? Well, I've been asked for another quite a bit, there are probably quite a few new users just getting warmed up in academic institutions, and it's my belief that novice users are by now the largest segment of the Net. So all you novices, feel free to try your hand on these, I'll still post winners like always, and I'll even attempt to grade them all (unless I'm overrun). Here's the standard boilerplate on where to find the Hunt. Enjoy! Rick ----- LIST OF ARCHIVAL/DISTRIBUTION POINTS FOR THE INTERNET HUNT ========================================================== These are sites that I send Hunt files to myself. This means that all these sites are authoritative. Many other sites either copy from or point to these sites. (Note this is not only fine with me, but I encourage it.) Since I have accounts at CICNet and CNI, I have the ability to send Hunt files to their final home on these servers. This means that these sites are the most current. GOPHER SITES ============ CICNet Gopher ------------- Found on the list of US Gophers accessible via the University of Minnesota Gopher, and others.. Name=The Internet Hunt Type=1 Port=70 Path=1/hunt Host=gopher.cic.net ...and there are many other gopher servers with pointers to this one. The InfoSlug at U. Cal. Santa Cruz, for example. CNI Gopher ---------- Found on the list of all Gophers. Name=i-hunt Type=1 Port=70 Path=1/Coalition FTP Archives/public/net-guides/i-hunt Host=gopher.cni.org FTP SITES ========= The Coalition for Networked Information (CNI) --------------------------------------------- ftp.cni.org pub/net-guides/i-hunt/ (look at the README file for info) CICNet ------ ftp.cic.net pub/internet-hunt (look at about/00readme.txt for info) SURFNet (European) ------------------ ftp.nic.surfnet.nl user-support/internet-hunt (look at about/00readme.txt for info) MAILING LISTS ============= bi-l@bingvmb cwis-l@wuvmd kidsnet@vms.cis.pitt.edu libref-l@kentvm edtech@vm1.nodak.edu nettrain@ubvm pacs-l@uhupvm1 stumpers-l@crf.cuis.edu USENET GROUPS ============= alt.bbs.internet alt.internet.services Speed of Access =============== For those interested in getting their hands on Hunt files as soon as they're available, (such as the questions), here is a listing of the above sites, ranked by the speed with which *I* see them appear on the Nets. 1. gopher at gopher.cic.net (I put the files here myself) 1. gopher at gopher.cni.org (I put the files here myself) 1. ftp at ftp.cic.net (I put the files here myself) 1. ftp at ftp.cni.org (I put the files here myself) 2. cwis-l@wuvmd (unmoderated listserv) 3. ftp at ftp.nic.surfnet.nl (very fast mirror of ftp.cic.net) 4. the other mailing lists 5. the usenet sites Note depending on your local conditions, configuration, traffic level, political situation and phase of the moon (:-), this order may not hold for you. If you have ftp or gopher, then the CICNet or CNI sites should be your fastest bet. If you only have mail, you can either search the archives of cwis-l (which does not require subscription), or use an ftp/mail server such as at BITFTP@PUCC.Princeton.edu or at ftpmail@decwrl.dec.com. --------------------------------------------------- Rick Gates rgates@nic.cic.net Student & Lecturer Univ. of Arizona (602) 621-3958 Tucson, AZ 85719 ----- Service: Treasure Hunt Internet Treasure Hunt #2 ****************************************************************** * * * * * THE INTERNET HUNT * * * * for August 1993 * * * * Answers due by Midnight, August 6th (GMT - 07) * * * * * * Total Points: 44 * ****************************************************************** Well, here it is, my last hunt from Santa Barbara. My new address is listed in the new sig at the bottom of this message. Please send your entries there. THANKS ------ Many thanks to RAIN of Santa Barbara for providing me with connectivity for the month of July. The truck to Tucson pulls out tomorrow, so feel free to pull the plug anytime guys! THE FOCUS --------- The focus for this Hunt is business resources. Why? More businesses are coming onto the Nets, and there are efforts by some Net-experts to provide for this newer community. I would expect that business use of the Nets could follow any of three paths: 1. As a method for regular business communications through the use of email and ftp (especially for geographically distributed organizations). 2. As a gateway to fee-based services. 3. As an access method to the general information resources of the Internet. It is this 3rd area on which this Hunt focuses, as all Hunt answers are restricted to freely accessible, publicly available Net sources. It remains to be seen whether or not these free sources are of value to the business community. I welcome all feedback. THE RULES --------- 1. There is usually a total of 12 questions. The first 11 questionsall count toward your score. I have personally verified that each of these can be answered using only the resources of the Net. These are contrived questions. 2. There is often a last question known as the mystery question. I don't know if there's an answer to this on the Net. I may or may not have tried to find one. The mystery question usually comes to me from people asking for information. This is a real question. 3. Each of these first 11 questions carries a value in parentheses. This point value is my best guess on how tough that question is to answer. The scale is 1 (easy), to 10 (hard). Total points for all questions is listed after the last question. 4. Answer as many questions as you can. Partial credit is awarded. 5. Teams are allowed to submit entries. These must be designated as such. Pick a team name. Team entries will be scored separately from individual entries. 6. All answers must be mailed to me. My standard signature will be at the bottom of this message. 7. The contest will run for one week from the date of posting of this message. The deadline should appear in the header at the top of this message. 8. Feel free to send me potential questions for the Hunt, be they scored, or mystery. 9. I've been given the opportunity to publish parts of the Hunt in printed form. Please indicate if you are willing or unwilling to have me include your answers in another publication (with due credit, of course). 10. Have fun! What's it all for, after all? SCORING ------- 1. Whoever answers all the questions first shall be declared the winner. 2. In the event that nobody answers all the questions, the player with the highest point total shall be declared the winner. 3. If there is a tie for highest point total, the player who responded first shall be declared the winner. 4. Assume you're answering the question for someone who understands the basic network tools (ftp, telnet, finger, gopher, etc.), but just doesn't know where the data is. Answers like: ftp host.university.edu ...will not score as high as: did an archie search for anonymous ftp to host.university.edu cd /pub/documents file is called important.txt.Z Don't feel like you have to tell someone how to use ftp. Instead, tell them where they can find what they're looking for, what tool to use to find it, and if necessary, the end information itself. 5. Read the question carefully. If it's asking for specific information (like "What is the chorus to Jingle Bells?"), then supply that info in your answer. Sometimes you may find a pointer to a source that no longer exists. Providing the end information tells me that you actually checked the source out. 6. Answers that utilize either privately licensed resources, or subscription to a service will be marked down. 7. If any player would like an individually scored entry, please feel free to send me a message. I will send them out after the Hunt has closed. THE HUNT -------- 1. (7) It seems that there are a lot of folks moving to the SouthWestern United States in the winter months. I own a firm that provides service and accessories for recreational vehicles and mobile homes. I've been thinking of moving to Arizona. Which areas (counties), see the largest winter population increase, both in real terms, and as a percentage of total population? 2. (4) According to the terms of the draft North American Free Trade Agreement, what percentage of passenger automobiles needs to be of North American content in order to qualify for preferential tarrif treatment? 3. (3) Where can I find a description of the U.S. Small Business Administration? 4. (5) I have a sanitation service to offer to the meat packing industry. Would you please tell me the phone numbers of all meat packers in Tucson, Arizona, U.S.A., that have more than 30 employees? 5. (4) The recent floods in the midwest United States have put about half of the grazing area for my goat farm under water. I heard someone mention a U.S. government emergency program for 6. (5) I've got a small computer repair business that's doing quite well, but I'm interested in branching out. I'm pretty close to the University of California at Irvine campus... could you give me the name and phone number of the person on campus responsible for purchasing services like this? 7. (2) I operate an employment agency for higher education. I've heard that job listings for colleges and universities in the U.S. are now on the Internet. Is this true, and if so, do they also handle non-faculty jobs? 8. (6) I'm very interested in aquaculture. How much money did U.S. President Bill Clinton propose spending on US Department of Agriculture National Research Initiative grants for fiscal year 1995? 9. (5) Where can I find information on the Special American Business Internship Training Program, which is supposed to provide business training for scientists from the Independent States of the former Soviet Union? 10. (2) What 2 U.S. states had the highest and lowest unemployment rates during the month of June, 1993? Extra Credit (1): The Republic of Korea has just issued it's 5 year plan. By what percent does the government expect to see GNP grow over the course of the plan? Mystery Question: Where can I find the reported profits (or losses) of IBM for the past 8 quarters? ----- Service: Treasure Hunt ***************************************************************** * * * THE INTERNET HUNT * * * * RESULTS * * * * for August, 1993 * * * ***************************************************************** Our winner in the individual category is a repeat winner. Congratulations to: Arnold Lesikar St. Cloud State University St. Cloud, Minnesota, U.S.A. ...who scored 41 out of 44 possible points in an entry dated Aug 3, 15:46. And our winner in the team category is the ubiquitous: Team.Panix Public Access Unix of New York New, York, New York, U.S.A. ...who scored 38 out of 44 points in an entry dated Aug 6, 23:41. Congratulations to the winners, and to all contestants! ABOUT THIS HUNT --------------- This Hunt focused on business sources. I never received any feedback from the business community, but it would seem to me that there is definitely some business potential in the freely available resources of the Net. This was the smallest Hunt to date. There were only 8 players. As Team.Panix pointed out, the subject matter was not all that exciting. Also, the Nets, with their roots in academia, tend to become less active over the summer. As is now the routine, the percentage following the point value of the question indicated the percentage of all respondents receiving maximum points for that question. ABOUT THE NEXT HUNT ------------------- The next Hunt, to be released around midnight MST (GMT -07), August 31st, is a BEGINNERS Hunt. I won't restrict the players to only Net beginners... but the questions will be easy, and they will attempt to use the major tools available on the Nets. So look for it in a few days. ABOUT MY ADDRESS ---------------- The physical move to Arizona has been far less strenuous than the virtual move. It doesn't take long to develop an intricately feathered nest for your own personal access tools, and moving them through three successive platforms is not for the faint of heart. My new, (and hopefully stable), address is listed in the standard .sig below. Please send all comments, questions, suggestions, harangues, etc. to the new address. Many thanks to Mike Staman and the folks at CICNet for my new nest! So with no more delay, it's... THE HUNT RESULTS ---------------- 1. (7) (38%) It seems that there are a lot of folks moving to the SouthWestern United States in the winter months. I own a firm that provides service and accessories for recreational vehicles and mobile homes. I've been thinking of moving to Arizona. Which areas (counties), see the largest winter population increase, both in real terms, and as a percentage of total population? [Rick: I found this information in the ASEDD Economic Database at Arizona State University. I ranked this as a tough questions because of the portion of the question dealing with the percentage increase. You could get the increase in winter residents, but you needed to go somewhere else to find the Arizona county populations. Dave Shield demonstrates.] ---------- From my home gopher (gopher.csc.liv.ac.uk) Other Gopher servers United States (from Minnesota) arizona Arizona State University Gopher ASU Campus-Wide Information ASEDD Economic Database (experimental prototype) Economic Impact of Winter Residents ---------------------------- POPULATION SIZE AND EXPENDITURES BY WINTER RESIDENTS IN ARIZONA RV/TRAVEL TRAILER/MOBILE HOME PARKS By County, 1991-92 Season Consumer Number Spending Cochise . . . . . . . . . . 2,330 $4,700,000 Gila. . . . . . . . . . . . 550 1,100,000 Graham. . . . . . . . . . . 330 700,000 La Paz. . . . . . . . . . .11,980 24,000,000 Maricopa. . . . . . . . . .87,510 175,000,000 Mohave. . . . . . . . . . . 6,450 12,900,000 Pima. . . . . . . . . . . .15,440 30,900,000 Pinal . . . . . . . . . . .26,230 52,400,000 Santa Cruz. . . . . . . . . 340 700,000 Yavapai . . . . . . . . . . 1,230 2,500,000 Yuma. . . . . . . . . . . .31,610 63,200,000 TOTAL . . . . . . . . . . .184,000 $368,000,000 --------------------------- From my home gopher (gopher.csc.liv.ac.uk) Other Gopher servers Gophers by Subject (Washington & Lee) Business-Economics Gophers Univ of Michigan, Economics Bulletin Board census Census data for U.S. from U. of Missouri 1990 Census Basic Tables for the United States United States Census Data -- Text Files 1990 Census Basic Tables for United States Counties AZ (per-county information) Extracting the total population figures, and calculating the percentages: Apache = 61,591 Cochise = 97,624 = 2.39% Coconino = 96,591 Gila = 40,216 = 1.37% Graham = 26,554 = 1.24% Greenlee = 8,008 La Paz = 13,844 = 86.54%! Maricopa = 2,122,101= 4.13% Mohave = 93,497 = 6.90% Navajo = 77,658 Pima = 666,880 = 2.32% Pinal = 116,379 = 22.54% Santa Cruz = 29,676 = 1.15% Yavapai = 107,714 = 1.14% Yuma = 106,895 = 29.57% Largest rise in real terms is therefore Maricopa County, and the largest percentage rise is in La Paz County. [From: Dave Shield, Liverpool University, Liverpool, England] ===================================================================== 2. (4) (75%) According to the terms of the draft North American Free Trade Agreement, what percentage of passenger automobiles needs to be of North American content in order to qualify for preferential tarrif treatment? ---------- Answer: 62.5 % Source: Veronica search on NYSERNET for directories containing the keywords "free trade agreement". This produced 10 hits. Select (for example) 5. North American Free Trade Agreement/ 2. Synopsis of North American Free Trade Agreement The synopsis contains the requested information, as excerpted below. (The full text draft is full of legalese which is makes it much harder to find the answer to the question.) Excerpt from "Synopsis of North American Free Trade Agreement": [....] In order to qualify for preferential tariff treatment, automotive goods must contain a specified percentage of North American content (rising to 62.5 percent for passenger automobiles and light trucks as well as engines and transmissions for such vehicles, and to 60 percent for other vehicles and automotive parts) based on the net-cost formula. In calculating the content level of automotive goods, the value of imports of automotive parts from outside the NAFTA region will be traced through the production chain to improve the accuracy of the content calculation. Regional content averaging provisions afford administrative flexibility for automotive parts producers and assemblers. [....] [From: Adolf Hildebrand, Univ. of Illinois, Urbana, IL, U.S.A.] ================================================================= 3. (3) (63%) Where can I find a description of the U.S. Small Business Administration? ---------- A Veronica search with the key "SBA" leads to the Gopher at nebula.lib.vt.edu port 70. The following menu choices lead to the document explaining the SBA: Library Information and Requests Library Information Library News Microform and Government Document News 089-04 (SBA, Patents, Bibliographies, Preservation, GPO catalog on CD ROM) The document you get to thru these menu choices begins as follows: " MICRODOC A publication of the Documents/Microforms Section Newman Library Virginia Polytechnic Institute and State University April 1989 edited by Bruce Obenhaus with contributions by Jan Spahr SBA The Small Business Administration, created by the Small Business Act of 1953, aids, counsels, assists and protects the interests of small business. The main office in Washington, D.C. administers field offices divided into ten regions. Virginia is in region three along with Pennsylvania, Maryland, Delaware, the District of Columbia, and West Virginia. The District Office is in Bala Cynwyd, PA with the Richmond field office as our closest contact. [ remainder deleted ] " [From Arnold Lesikar, St. Cloud State Univ., St. Cloud, Minnesota, U.S.A.] =============================================================== 4. (5) (88%) I have a sanitation service to offer to the meat packing industry. Would you please tell me the phone numbers of all meat packers in Tucson, Arizona, U.S.A., that have more than 30 employees? ---------- Farmer John Meats (602) 623-0391 Tucson Prime Meats Inc. (602) 623-4786 Search Strategy: Using veronica search for: tucson --> 24. Tucson Area Manufacturers Directory/ --> 8. GTEC's Tucson Manufacturers Directory -- Listing by SIC Code. [results in] MAJOR GROUP 20 Food and kindred products 201 Meat products 2011 Meat packing plants Farmer John Meats Tucson Prime Meats Inc. Willcox Meat Packing [extra deleted] [UP 1 MENU] --> 3. GTEC's Tucson Manufacturers Directory ( D thru I ). [extra deleted] Farmer John Meats 1102 W. Grant Rd. 85705 623-0391 ^^^^^^^^ John Polacek, Plant Manager Shirley Nicholson, Purchasing Manager Mike Romanom, Sales Manager Employees: 75 ^^ Process meat for hamburgers Market: Regional United States Tucson branch Clougherty Packing Los Angeles, California SIC Code(s) 2011 Est. 1965 [extra deleted] [UP 1 MENU] --> 6. GTEC's Tucson Manufacturers Directory ( S & T ). [extra deleted] Tucson Prime Meats Inc. 831 E. 17th Street P.O. Box 27819 85726-7819623-4786 ^^^^^^^^ Richard J. Stringer, President Bernie Zimmerman, Sales Manager Employees: 40 ^^ Meats, poultry, seafood, cheese, dressing, oils Market: Southern Arizona only Local firm SIC Code(s) 2011, 2022 Est. 1946 [extra deleted] [UP 1 MENU] --> 7. GTEC's Tucson Manufacturers Directory ( U thru Z ). [extra deleted] Willcox Meat Packing 3433 E. Milber 85714889-4542 ^^^^^^^^ Kirk Harris, President Employees: 3 ^ Process meat, meat packing Market: Southern Arizona only Local firm SIC Code(s) 2011 Est. 1983 [extra deleted] [To obtain area code] use veronica to search for : area and code --> 11. Area Code Lookup Search for : arizona --> 1. 602 All parts of Arizona. [From: Team.Panix, Public Access Unix of New York, New York, New York, U.S.A.] [Rick: Good job by Team.Panix and also Arnold Lesikar for remembering to find the area code as well!] =============================================================== 5. (4) (63%) The recent floods in the midwest United States have put about half of the grazing area for my goat farm under water. I heard someone mention a U.S. government emergency program for livestock feed. Are goat farms eligible for this aid? ---------- The program is part of the Livestock Feed Programs administered by the Agricultural Stabilization and Conservation Service (ASCS), and goats ARE eligible. I found this info by doing a Veronica search with the key "flood". Sorting through the very large number of hits leads to the Extension Service Gopher of the USDA at esda.gov port 70. The menu choices are: Flood Information: 1993 ASCS Emergency Programs -- July 1993 The relevant part of the document explaining the emergency programs is as follows: "Program Administration. To be eligible for assistance, a livestock owner must have suffered a 40 percent loss of feed production on the farm because of a natural disaster which resulted in a need for purchases of feed in quantities larger than normal for eligible livestock. Eligible livestock are cattle, sheep, horses, mules, swine, goats, fish and poultry which have been owned at least six months; or, if owned less than six months, are either offspring of eligible livestock or were purchased as a normal operation and not to obtain additional benefits. For fish and poultry the eligibility requirement is three months rather than six months." [From: Arnold Lesikar, St. Cloud State Univ., St. Cloud, Minnesota, U.S.A.] ============================================================= 6. (5) (50%) I've got a small computer repair business that's doing quite well, but I'm interested in branching out. I'm pretty close to the University of California at Irvine campus... could you give me the name and phone number of the person on campus responsible for purchasing services like this? [Rick: If you work in a University you know that there is no single person responsible for purchases in the realm of computing. Bids, RFPs, Affirmative action, and purchasing office policies all play a part. I awarded full credit for the position most generally responsible for this type of purchasing.] ---------- After determining that the entry for UC Irvine on the list of "all the gopher servers in the world" from gopher.tc.unm.edu (the BIG gopher) was invalid, as was the entry for the uc irvine library gopher, a veronica search on 'irvine' revealed a uc irvine campus gopher Subject: UCI Campus Gopher Server Name=UCI Campus Gopher Server Type=1 Port=70 Path= Host=gopher.cwis.uci.edu ---------- After a bit of browsing, (a great search technique developed in library stacks) I came across the UCI Purchasing - Buyer Directory -------- Name=UCI Purchasing - Buyer Directory Type=0 Port=1070 Path=0/buscon/purchas/purdir Host=cbis.cwis.uci.edu ---------- which includes the name and phone number for computer services. ------- UCI PURCHASING - BUYER DIRECTORY [deleted stuff] RALPH KUPCHA, C.P.M. Sr. Buyer - 856-5823 (RCKUPCHA@UCI.EDU) Computer hardware and related services. Computer supplies. Software. Maintenance and repair of above items. [From: The Antarctican Peoples' Liberation Front Team, Willamette University, Salem, Oregon, U.S.A.] =========================================================== 7. (2) (100%) I operate an employment agency for higher education. I've heard that job listings for colleges and universities in the U.S. are now on the Internet. Is this true, and if so, do they also handle non-faculty jobs? [Rick: I was only aware of the online listings of jobs from the Chronicle of Higher Education, but they can also be found other places. Adolf Hildebrand discovered a good collection of these and more at the University of Texas...] ---------- Answer: Yes on both counts. Source: The best "one stop" source for online job listings I found is the University of Texas Gopher: Gopher bongo.cc.utexas.edu, from main menu select 5. World/ 9. Jobs/ This menu provides access to a variety of online job listings, including: 2. Universities: Job openings at various U.S. Universities, as advertised on local gopher servers 6. Miscellaneous/ This is the most useful section. It provides access to various sources of employment information on the net. The items in the "Miscellaneous" menu are described as follows: [....] The information in this section is maintained by the providers listed below, who are responsible for the accuracy and timeliness of their data. -- Academic Position Network This items contains job listings from the Academic Position Network (APN). APN contains announcements of faculty, administration and staff positions as well as announcements for graduate assistant and fellowship positions. -- Los Alamos National Laboratory This item contains job listings from the Los Alamos National Laboratory. -- The Chronicle of Higher Education This item contains a searchable list of jobs in academe from the week's publication of The Chronicle of Higher Education. This jobs list is part of a Gopher run by The Chronicle. The Chronicle's complete Gopher offerings are available locally in Library, Newspapers, newsletters, journals. -- The Online Career Center This item contains job postings (searchable), employment events, and a searchable list of resumes of job seekers. This item is maintained by the Online Career Center (OCC), a non-profit association of employers. -- USENET job postings This item contains jobs offers and resumes that have been sent to the USENET newsgroup, misc.jobs. -- Various jobs This item contains various jobs around the country. This database is maintained by Northwestern University. [.....] Another good source for employment information are the bulleting boards offered by some professional societies, university departments, etc.. For example, the American Mathematical Society operates a bulletin board (telnet e-math.ams.org, login e-math) that contains several hundred job listings and resumes for academic and non-academic jobs in mathematics. [From: Adolf Hildebrand, Univ. of Illinois, Urbana, IL, U.S.A.] ============================================================== 8. (6) (0%) I'm very interested in aquaculture. How much money did U.S. President Bill Clinton propose spending on US Department of Agriculture National Research Initiative grants for fiscal year 1995? [Rick: This was a tricky one that nobody answered correctly. The answer is 60 million dollars. The total amounts in the proposed budget were (in millions of dollars): 1994: 2 1995: 16 1996: 60 1997: 110 --- 188 ...which were found in cells b29..e29 of the standard spreadsheet format file table05.wk1. This and other budget figures can be accessed through the Appendix tables to the budget, which Adolf Hildebrand suspected contained the answer (see below). The tricky part was that these binary files were stored in the gopher menu in text format (Type 0), instead of binary format (Type 5), and thus couldn't be retrieved via gopher. Here's the technical information for table01.wk1 (displayed by pressing '='): Name=table01.wk1 Type=0 Port=70 Path=0/ebb/summaries/pep.plan/pepapp.dir/table01.wk1 Host=una.hh.lib.umich.edu Note the Type is 0. But also note that there is a host and path name for this file. If you know that gopher data files are sometimes available via ftp from the same host in the same path, you can do an anonymous ftp to una.hh.lib.umich.edu, retrieve the files from ebb/summaries/pep.plan/pepapp.dir, and then search for the answer, which is how I found the figures. Lesson... when retrieving files from Gopher menus, the Gopher file type determines the type of transfer... you can't do a text transfer of a binary file. Tough one.] ---------- Answer: Clinton's economic plan proposes spending $ 188 million over four years (presumably FY93 - FY96) and $ 110 million in 1997 on the USDA NRI Grants program. (I know this is doesn't answer the question, but I couldn't come up with a figure for FY95, though I think I did hit upon a hot lead - see below.) Source: I did a veronica search on the University of Pisa Veronica server with the keywords "economic plan". This produced 49 hits, one of which was: 48. Search President's Economic Plan Feb, 1993 Searching for "NRI" (National Research Initiative) resulted in two documents, one of which, 1. Part 4 - Investing in the Future: Increasing Public Investment (excerpted below) gave a description of the USDA NRI Grants program and the proposed funding levels for this program. This is where I got the $ 188 mio. figure from. The list of hits in the veronica search contained another promising item, 44. Appendix tables for Clinton's Economic Plan/ a directory comprised of 12 tables in compressed format together with an .exe file, which apparently would allow one to view those tables from an MS-DOS machine. I strongly suspect that the answer to the question can be found in these tables. Unfortunately, I couldn't locate plain text versions of the tables, and I was unable to decode the information. Excerpt from document "Investing in the Future: Increasing Public Investment": [.....] USDA/National research initiative (NRI) grants. Top flight R & D is needed ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ to assure the continued competitiveness of U.S. agricultural products in global trade, ensure the food supply's safety and quality, and sustain natural resources. NRI grants are awarded competitively after a stringent peer-review process to ensure that the most qualified research proposals are chosen. The NRI funds research in animal and plant biotechnology (including genome mapping), food safety, sustainable agricultural production practices, and technologies to manufacture new agricultural materials. Because the competitive grants program focuses primarily on basic research, the results of many projects would be useful to scientists in other disciplines. Five hundred more projects will be funded each year by this increase. Estimated increased outlays: over four years $188 million; in 1997 $110 million. ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ [From: Adolf Hildebrand, Univ. of Illinois, Urbana, IL, U.S.A.] =========================================================== 9. (5) (25%) Where can I find information on the Special American Business Internship Training Program, which is supposed to provide business training for scientists from the Independent States of the former Soviet Union? ---------- This one caused me a lot of trouble until I realized that probably we're dealing with a White House initiative. After digging through Gopher menus, I discovered that the White House documents are searchable. Using WAIS to search the directory-of-servers database at quake.think.com (192.31.181.1) with the key "White House" furnishes the WAIS source White-House-Papers at sunsite.unc.edu (152.2.22.81). Searching the White-House-Papers source with the key "internship" gives a single hit: The Trade-and-Investment-Fact-Sheet-4493 "1404 White House Fact Sheet on Trade and Investment Component of U.S. Assistance Package for Russia To: National and Foreign Desks Contact: White House Office of the Press Secretary, 202-456-2100 WASHINGTON, April 4 /U.S. Newswire/ -- Following is a fact sheet on the trade and investment component of the U.S. assistance package for Russia announced at the summit in Vancouver: [ material deleted ] Special American Business Internship Training (SABIT): 300 additional internships with American companies are being created for business executives, enterpreneurs and scientists under the Commerce Department's highly successful busines internship program. This doubles the number of Russians who will acquire on-the-job experience in a market economy. ($2 million)." An alternative way to find this material is through the Texas A & M gopher tamuts.tamu.edu port 70. The menu selections are: Hot Topics & What's New in Gopher (7-27-93) Information from the White House (President Clinton's Staff) Search All White House Information for ... Using "internship" as a key leads to the document above. [From Arnold Lesikar, St. Cloud State Univ., St. Cloud, Minnesota, U.S.A.] ===================================================== 10. (2) (88%) What 2 U.S. states had the highest and lowest unemployment rates during the month of June, 1993? ---------- ANSWER:June 1993 Unemployment rates West Virginia was the highest with 12.9 South Dakota was the loweset with 2.0 followed by Nebraska @ 3.0 SEARCH STRATEGY: TELNET> infoslug.ucsc.edu ,login: gopher #9 The Researcher/ #5 Social Sciences/ #17 Economic Bulletin Board/ #7 Employment Statistics/ #9 Employment-Unemployment Statistics by State [From: The MWC Hunt Club] ============================================================== Extra Credit (1) (25%): The Republic of Korea has just issued it's 5 year plan. By what percent does the government expect to see GNP grow over the course of the plan? ---------- The Korean 5 Year Plan envisions an average GNP growth rate of approximately 7% over the course of the plan. Starting at the Univ of Michigan, Economic Bulletin Board, the menu selections are as follows: ebb International Market Insight (IMI) reports im930730.p05 "KOREA - FIVE YEAR DEVELOPMENT PLAN - IMI930728 zec ()()(-) SUMMARY This article is derived from a telegraphic report dated 28 July 1993, prepared at the American Embassy - Seoul. It discusses Korea's new five-year development plan. The article consists of 5 pages. ()()(-) 28 JUL 93 AMEMBASSY SEOUL SUBJECT: IMI: GOVERNMENT OF THE REPUBLIC OF KOREA (ROKG) PUBLISHES NEW FIVE YEAR ECONOMIC PLAN 1. ON JULY 2 THE ROKG RELEASED THE FINAL VERSION OF KIM YOUNG SAM'S "NEW ECONOMY" FIVE YEAR ECONOMIC PLAN (1993-97). [ material deleted ] 2. THE "NEW ECONOMY" FIVE YEAR PLAN ENVISAGES AVERAGE GNP GROWTH RATES OF APPROXIMATELY SEVEN PERCENT AND INFLATION RATES OF LESS THAN FOUR PERCENT PER ANNUM FOR THE 1993-97 PERIOD. [ material deleted ] 3. BEGIN CHART OF MACROECONOMIC PROJECTIONS OF NEW FIVE YEAR PLAN: MAJOR ECONOMIC INDICATORS OF THE NEW FIVE YEAR PLAN --------------------------------------------------- 91 92 93 94 95 96 97 98 -- -- -- -- -- -- -- -- GROWTH RATES (PCT) ------------------ GNP 8.4 4.7 6.0 7.1 7.2 7.1 7.0 7.0 [ Reminder deleted ]" [From Arnold Lesikar, St. Cloud State Univ., St. Cloud, Minnesota, U.S.A.] ============================================================ Mystery Question: Where can I find the reported profits (or losses) of IBM for the past 8 quarters? [Rick: Nobody found any earnings info, but Arnold Lesikar discovered some historical stock price info...] ---------- I cannot find any information on the earnings history of IBM. Historical stock price info though is available at dg-rtp.dg.com in the directory /pub/misc.invest/misc-stocks-2. The file is ibm.90-93.Z. It contains stock prices of IBM day by day from July 3, 1990 to April 7,1993. I traced down the stock prices using the FAQ for the Usenet newsgroup misc.invest. [From Arnold Lesikar, St. Cloud State Univ., St. Cloud, Minnesota, U.S.A.] --------------------------------------------------------------- Rick Gates rgates@nic.cic.net Student and Lecturer 1515 E. 1st St. (602) 621-3958 University of Arizona Tucson, AZ. 85719 ----- FREENET ----- Services: Freenet Addresses Here are the telnet addresses and logins for available Free-Nets: Cleveland FREE-NET TELNET HELA.INS.CWRU.EDU or 129.22.8.38 Login: visitor Heartland FREE-NET Telnet HEARTLAND.BRADLEY.EDU or 136.176.5.114 Login: bbguest Youngstown FREE-NET Telnet YFN.YSU.EDU or 192.55.234.27 Login: visitor Tri-State Online (Cincinnati) TELNET CBOS.UC.EDU or 129.137.100.3 Select CBOS Enter User ID:visitor Enter PIN:9999 Enter Password:(Press return) Lorain County FREE-NET TELNET FREENET.LORAIN.OBERLIN.EDU or 132.162.32.99 login: guest Denver FREE-NET TELNET FREENET.HSC.COLORADO.EDU or 140.226.1.8 login: visitor Buffalo FREE-NET TELNET FREENET.BUFFALO.EDU or 128.205.3.99 login: freeport Big Sky Telegraph TELNET BIGSKY.BIGSKY.DILLON.MT.US or 192.231.192.1 login: bbs SENDIT North Dakota's K-12 Educational Telecommunications Network TELNET SENDIT.NODAK.EDU or 134.129.105.1 login: bbs Password: sendit2me Login as visitor National Capital Freenet Ottawa, Canada TELNET FREENET.CARLETON.CA or 134.117.1.12 login: guest Victoria FREE-NET TELNET FREENET.VICTORIA.BC.CA or 134.87.16.100 login: guest Tallahassee Free-Net TELNET FREENET.FSU.EDU or 144.174.128.43 login: visitor Vaasa FreePort BulletinBoard(BBS) TELNET GARBO.UWASA.FI or 128.214.87.1 login: guest CapAccess: National Capital Area Public Access Network TELNET CAP.GWU.EDU or 128.164.140.32 login: guest Password: visitor ----- MISCELLANEOUS SERVICES ----- Service: Miscellaneous Services Baseball Scores: finger jtchern@sandstorm.berkeley.edu for scores OR mail jtchern@ocf.berkeley.edu w/Subject: MLB offers: The latter will subscribe you to receive Major League scores CancerNet: mail cancernet@icicb.nci.nih.gov / gopher gopher.nih.gov offers: Cancer info. statements thru email. Body-of-letter: help or spanish CIA World Factbook: The CIA maintains a dossier on every country in the world. This is the 1990 version of that dossier, describing 249 nations. Each entry contains information about population, economic condition, trade, conflicts, and politics. There's lot of stuff you won't find here - like the number of nuclear warheads aimed at the Pentagon. But you will find lots of basic information about almost any country . Access via: WAIS world-factbook.src Earthquake Info: finger quake@geophys.washington.edu or 128.95.16.50 telnet geophys.washington.edu (Login/password: quake) offers: Recent quake info (location, time, magnitude, etc.) E-Math: telnet e-math.ams.com or 130.44.1.100 offers: Am. Math. Soc. bbs w/ software and reviews. (Login/Password: e-math) ERIC Digests Archive: Short reports of 1500 words or less, of interest to teachers, administrators, and others in the field of education. The reports are typically overviews of information on a given topic. Reports were produced y the ERIC Clearinghouse, funded by the U.S. Department of Education. Access Via: Wais ERIC-archive.src WAIS eric-digest.src History Databases: telnet ukanaix.cc.ukans.edu or telnet129.237.1.30 offers: History databases (Login: history) and CIS info (Login: ex-ussr) Kidsnet: This is the indexed archive of the Kidsnet mailing list. Kidsnet is a list to foster international networking for children and educators. To join send a message to kidsnet-request@vms.cis.pitt.edu. Access via: telnet fedix.fie.com; login molis Environmental Protection Agency Library: A catalog to the holdings of the EPA's national library. The database has "subsections for material on hazardous waste, lake management and protection, and chemical agents. The library includes EPA reports and many other kinds of documents. Includes abstracts. Access via: telnet epaibm.rtpnc.epa.gov; select "public" NASA Headline News: finger nasanews@space.mit.edu offers: Daily press releases from NASA. NASA SpaceLink: telnet spacelink.msfc.nasa.gov or 192.149.89.61 offers: Latest NASA news, including shuttle launches and satellite updates. Newton: telnet newton.dep.anl.gov or telnet 130.202.92.50 offers: BBS for those teaching/studying sci., CS, math. (Login: cocotext) Project Hermes: A posting of recent U.S. Supreme Court decisions. The Supreme Court decided to promote timely distribution of its decisions by allowing selected computer services to access these decisions online at the Supreme Court and download them. Project Hermes is one such service. See: Freenet - Cleveland Freenet Note: Part of the "Courthouse" Access via: WAIS supreme-court.src Poetry: A collection of poems by Emily Bronte, Burns, Byron, T.S. Eliot, Frost, Yeats, and others. The WAIS index poetry.src, which is a different resource, provides the poems of Shakespeare, Yeats, Elizabeth Sawyer, and others. Access via: U.C. Berkeley Open Computing Facility Gopher/ OCF On-Line Library/ Poetry WAIS poetry.src Project Gutenberg: Project Gutenberg is an ambitious non-profit and volunteer effort to get as much literature as possible into machine readable form. The following are some of the texts available: Shakespeare, complete works Alice in Wonderland Through the Looking Glass The Hunting of the Snark The CIA World Factbook Moby Dick Peter Pan The Book of Mormon The Federalist Papers The Song of Hiawatha Paradise Lost Aesop's Fables Roget's Thesaurus Frederick Douglass O Pioneers! Manuscripts are in text only, with no special formatting. Filenames vary from server to server, but usually will have a mnemonic name followed by a version number (e.g. alice28.txt). The higher the version number, the more verification of the electronic text has been done. Since the text takes up a lot of disk space, some servers don't store the entire archive, and some compress the texts. Newsletters of the society, an index and a README file are available on the mrcnext.cso.uiuc.edu source. Access via: ftp mrcnext.cso.uiuc.edu; login anonymous; cd etext ftp quake.think.com; login anonymous; cd pub/etext Weather Maps: ftp vmd.cso.uiuc.edu offers: Surface analysis & current infrared weather maps GIFs. (cd wx) Weather Service: telnet downwind.sprl.umich.edu 3000 or 141.212.196.177 offers: City/State forecasts, ski conditions, earthquake reports, etc. Weather Underground: What's the weather like in Butte, Montana? This is where to find out; it's one of the most interesting (and, if you're a skier, useful) services on the Internet. The Weather Underground provides a menu-driven server giving current weather information and forecasts for non-commercial use. The weather reports are taken from the National Weather Service; reports are available for the entire United States and Canada. As we said, ski conditions are available in the winter. Several weather advisories and earthquake reports are also available. Access via: telnet madlab.sprl.umich.edu port 3000 Concert gopher/Internet Information Servers/ General Information Servers/ University of Michigan Weather Underground WAIS weather.src ----- BULLETIN BOARDS ----- Service: Bulletin Boards There are many sophisticated BBSs which are extremely interesting and well worth looking into. Two of these are: SENDIT --> a K12-Higher Education teacher-student bulletin board 70 forums, library access and much more. telnet to :Sendit.Nodak.Edu login : bbs Password: sendit2me (case is important) The main menu looks like the following: <<< MAIN MENU >>> (go menu) 1 K12NET EDUCATIONAL FORUMS 2 NODAK FORUMS 3 KIDLINK 4 ELECTRONIC CLASSROOM 5 ACADEMY ONE (NPTN) 6 LIBRARY RESOURCES 7 User Services, System Statistics 8 SENDIT Users Directory 9 Help Desk 10 New Resources Available: ** Updated - 06/21/93 ** ----------------------------------------------------------------------------- elp

revious menu ain menu eit SENDIT extra help I then got into the K12 Educational Forum (1) <<< K12Net EDUCATIONAL FORUMS >>> (go k12net) 1 What is K12Net 2 Teacher's Lounge 3 K12 Library 4 Elementary Chat Area 5 Junior High Chat Area 6 Senior High Chat Area 7 Curricular Forums 8 K12Net Class Projects [registered users only] ----------------------------------------------------------------------------- elp

revious menu ain menu eit SENDIT extra help I entered 7 for Currucular Forums. It was extremely interesting. I recommend this for all teachers and students. <<< K12Net CURRICULAR FORUMS >>> (go k12curric) 1 Art Forum 2 Business Education Forum 3 Computer Literacy Forum 4 Health & PE Forum 5 Life Skills Forum 6 Math Forum 7 Performing Arts Forum 8 Language Arts Forum 9 Science Forum 10 Social Studies Forum 11 Special Education Forum 12 TAG Forum 13 Technology Forum 14 Foreign Language Forums ----------------------------------------------------------------------------- elp

revious menu ain menu eit SENDIT extra help I then entered 6 for Math Forum and entered many discussions concerning the teaching of Math in todays world. Teachers were discussing calculators, restructuring, trigonometry, and the theory of math. Problems were also entered onto the BBS and other teachers gave solutions. ****************************** SPACEMET is a science database , files, lessonplans, NASA, physics, math biology, etc. telnet to : spacemet.phast.umass.edu Tap the return key to get "Maximus" menu. To enter this bulletin board, you must enter your name, school, address, telephone number, subjects taught etc before getting to the following menu. TODAY Version 3.5 07/12/92 Copyright 1986, 1992 By Patrick Kincaid Good afternoon!! It's 2:25pm on Tuesday July 27, 1993. This is the 208th day of the year, there are 157 days left. Happy Birthday to... In 1824 Alexandre Dumas fils, French playwright, novelist. In 1835 Giosue Carducci, Italian poet (Nobel 1906). In 1948 Peggy Fleming, Olympic gold medalist in figure skating On this day... Delta Aquarid meteor shower, radiant in Aquarius. In 1501 Copernicus formally installed as canon of Frauenberg Cathedral In 1694 Bank of England is chartered. In 1836 Adelaide, South Australia founded. In 1866 Atlantic telegraph cable successfully laid (1,686 miles long). In 1940 Billboard magazine starts publishing best-seller's charts. In 1955 Austria regains full independence after 4-power occupation. In 1962 Mariner 2 launched on a flyby mission to venus In 1969 Pioneer 10 Launched. This is the BULLETIN MENU (to return here later, enter B in Main Menu) You then select one of the following areas of interest. Select one of these: U) USA Today News *** NEW FEATURE *** 5) Five College/WMass Public School Partnership Events D) 5C/5E Spring-Summer '93 Information A)ppeal for SpaceMet Monetary Contributions C)urrent workshops, courses, lectures, etc. M) MESTEP Questionnaire - for MESTEP Project participants only R)edisplay Bulletin Menu Q)uit (go to the Main Menu) Select (R=Redisplay Bulletin Menu, Q=Go to Main Menu): Select one of these USA Today articles: A) Advertising K) News summary B) Banking & economy L) Personal investing C) Bonus M) Real Estate D) Energy N) Sports E) Headlines O) Technology F) Health P) Telecommunications G) Insurance Q) Travel H) International News R) Trends and marketing I) Issues & debate S) Weather J) Business Law Select (A-S; 0 for Bulletin Menu, 1 for Yesterday's News): Take time to brouse around these wonderful documents and articles which contain wonderfuland helpful information for educators. ----- MEET THE INTERNET Service: Meet the Internet Margaret M. Szady and Rich Amlin What is Internet? Internet is the world-wide "network of networks" that are connected to each other, using the IP protocol and other similar protocols. The Internet provides file transfer (ftp), remote login (telnet), electronic mail (e-mail), news, and other services( data searches such as gopher, archie , World Wide Web, WAIS, etc.). CORE :California Online Resources for Education (see additional Handout) What is Network News? Network news is the Internet equivalent of a discussion group or a "bulletin board system" (BBS) like those on Compuserve or private dial-up facilities. To the user, network news organizes discussions under a set of broad headings called "news groups." A news reading program presents those discussions in an orderly way: a menu of classical music discussions, followed by a menu of pencil collecting discussions, followed by a menu of chemical engineering items, etc. Inside each news group, there are usually multiple discussions going on under specific subjects. In the classical music news group, you might see discussions of Beethoven's Ninth Symphony, breaking in reeds for an oboe, and the children of Bach. All of these discussions will be going on simultaneously. The news reader helps you keep everything in order. It keeps track of the items you have already seen and only (by default) displays new items that have arrived since your last session. Once the news reader has shown you what articles are available for any topic, you can select and read the items that interest you. If you forget where you have seen something, you can search for an article based on its author, subject or an author-given synopsis. You can also set up your news reader to view or discard certain items automatically, based on the author's name or the article's subject. (see Handout) What is E-Mail? It is a way to send electronic mail around the world in seconds. We can also join discussion lists and request files through the mail. You can join news groups by join new-list@vm1.nodak.edu Kidsnet is for K-12 students and teachers Kidsnet@vms.cis.pitt.edu What is FTP? ftp is the file transfer protocol Protocol is a mutually agreed upon method of communication between parties. This is most useful for retrieving files from public archives that are scattered around the Internet. This is called 'anonymous ftp' because you don't need an account on the computer you are accessing. Log into your local host, and invoke the ftp program. Then write ericir.syr.edu as the remote host computer. The users name is anonymous and the password is the e-mail address. In the Pub directory you will find the following: LM_NET the archives of the LM_NET listserv(school librarian listserv). Q&A is a directory of frequently asked questions and answers. What is Archie? Archie is a system for automating the collection and maintenance of distributed databases and managing access to that information in an Internet environment. Some Archie sites are: archie.ans.net (USA NY} archie.rutgers.edu archie.sura.net {Md} archie.funet.fi {Finland} archie.au {Australia} archie.doc.ic.ac.uk {Great Britan} What is Gopher? It is a distributed document search and retrieval protocol which supports browsing a hierarchical collection of menus. It supports full-text searches and is a way to organize and or publish resources on the Internet. You are the client; the remote host computer is the server. Access to information is published on over 1100 gopher servers. We can also access WAIS, ftp, Archie, USENET, etc for users that only want to learn one system. To obtain Gopher client and server software--> ftp boombox.micro.umn.edu To take gopher for a drive--> telnet consultant.micro.umn.edu and login as gopher. Some gopher sites are: telnet consultant.micro.umn.edu telnet panda.uiowa.edu telnet gopher.uiuc.edu telnet fatty.law.cornell.edu telnet gopher.virginia.edu etc. You login as gopher unless otherwise noted. If you have your own gopher client, use: ericir.syr.edu and enter port #70 What is Fetch? This is a MAC ftp clients. It is obtained from dartvax.darthmouth.edu and is a graphical user interface to ftp. It uses icons for files and folders. It will automatically determine binary or text file type and automatically decompresses the files. When the transfer is complete you have a working software. What is WAIS? Like Gopher, WAIS allows you to find and access resources on the network without regard for where they really reside. In Gopher, you find resources by looking through a sequence of menus until you find something appropriate. WAIS does the same thing, but it does the searching for you. You tell it what you want; it tries to find the material you need. A WAIS command is essentially: "find me items about this in that library." WAIS then looks at all the documents in the library (or libraries) you gave it, and tells you which documents are most likely to contain what you want. WAIS contains a nice feature called relevance feedback, a score based on a norm of 1000 of how often your terms appeared in each file. If you like, WAIS then displays the documents for you. What is World Wide Web (WWW)? The World-Wide Web, or WWW, is the newest information service to arrive on the Internet. The Web is based on a technology called hypertext. Hypertext is a method of presenting information where selected words in the text can be "expanded" at any time to provide other information about the word. That is, these words are links to other documents which may be text, files, pictures, anything. Most of the development has taken place at CERN, the European Particle Physics Laboratory; but while physicists may have paid for its initial development, it's one of the most flexible tools-probably the most flexible tool-for prowling around the Internet. Like Gopher and WAIS, the Web is very much under development, So don't be surprised if it doesn't occasionally work the way you'd like. It's certainly worth playing with. To try the Web, telnet to info.cern.ch. This will automatically drop you into a public-access client program (or browser, to use the Web's terminology). What is MOSAIC? The latest, most user-friendly tool for navigating Internet. It also utilizes hypertext. A unix version exists, the MAC version is still in development. Recommended reference: The Whole Intenet User's Guide & Catalog, by Ed Krol O"Reilly & Associates, Inc., $24 ph. 800-998-9938 ----- NETWORK NEWS Service: Network News Would you like to observe a discussion about your favorite topic (hobby, curriculum area, etc)? Network News has the advantage that lets you browse, without joining into the discussion. It is the equivalent of a discussion group or a "bulletin board system (BBS)". Network news organizes discussions under a set of broad headings called "news groups". A newsgroup is really a bulletin board which readers, interewsted in that particular topic , can read and respond to messages posted by other readers. Generally there will be a few "threads" of discussion going on at the same time. There are two types of newsgroups: moderated and unmoderated. A moderated group does not allow you to post directly to the group. Postings go through a moderator who decides what is and is not to be posted. An unmoderated group allows a reader to post directly to the other readers. You don't need to subscribe to the newsgroups. If there is one that you are interested in participating, just ask the system administrator to post it on your machine. News groups are organized hierarchically, with the broadest grouping first followed by an arbitrary number of subgroups. The name of each group is separated from its "parent" and its "subgroup " by a period. The seven major news categories are : comp computer science related topics. news groups concerned with the news, network news and news software. If you are new to USENET read news.newusers.questions. rec groups discussing hobbies, recreationsl activities and the arts. sci groups discussing scientific research and applications. soc groups that address social issues (political or social). talk forum for debate on controversial topics. misc anything that doesn't fit into the above categories. As with most Internet applications, there are several news reading programs from which you can chose. On UNIX systems, the most common news readers are nn and rn. On the Macintosh the common news reader in NewsWatcher which is the one that will be discussed. Most questions about newsgroups can be answerd by articles in the document accessed by FTP on pit.manager.mit.edu in the /pub/usenet/news.announce.newusers NewsWatcher: Newswatcher is a Macintosh network news reader. It is free and may be used by everyone and shared with all. The official anonymous FTP site for NewsWatcher and the documents is: ftp.acns.nwu.edu , directory pub/newswatcher. NewsWatcher is part of an enormous worldwide distributed electronic bulletin board system. Anyone on the Internet can post articles , read articles and post replies. Newswatcher is a part of USENET which is organized as a system of thousands of "newsgroups", each devoted to a single topic. The topics range from recreational (with rec.arts.movies ) to subject specific (ed.music or ed.math or ed.health-pe etc.) to technical groups (comp.binaries.mac). The original version of NewsWatcher was written by Steve Falkenburg of Apple Computer and continued development is by John Norstad of Northwestern University. NewsWatcher requires a Macintosh with System 7.0 or later with 2.5 megabytes or more of memory and a hard drive. The Mac must be connected to the Internet and Mac TCP must be installed. To begin NewsWatcher: 1) double click on the hard drive 2) double click on Network Apps 3) double click on NewsWatcher 4) if the full set of newsgroups doesn't appear right away, double click on Show Full List under the Windows menu 5) scroll down until you find a newsgroup that you are interested in and double click on it. There are three commands in the News menu which are very helpful when reading the news: "Next Article", "Next Thread", "Next Group'. Next Article command (Command-I ) is used when you want to read every single article in a group. This command closes the currently open article window and opens the next unread article. When a person posts a new article, it often leads to a sequence of follow-up articles from various people. Such a sequence is called a "thread". The follow up articles in a thread all have the subject "Re:Original Subject". If you are in the middle of a thread and decide that you want to skip the rest of the thread use the Next Thread command (Command-T). This marks all the articles in the current thread read and opens the first article in the next thread. After opening and reading all the articles in a group which you find interesting, use the Next Group command (Command-J). This marks all the articles in the current group read, closes the current subject window, and then opens the subject window for the next group in your list which has unread messages. Most people do not have the time to read all the articles in all the groups. This next group command is a convenient way to go through the news each day, marking all the articles in a group read instead of actually reading all of them. If you wish to respond to an article, you have two choices: the :Follow-Up to Article " command in the News menu, or the "Reply via Email" command also in the News menu. The first posts your reply to the public group while the second command sends a private reply vis Internet mail directly to the author. When using either of these commands, NewsWatcher opens a window in which you write your reply, then click on the "Send" button in the window. To post a new article, first click on the name of the group to which you want to post the article, then use the "Post New Article" command in the News menu. There are three files on your hard drive used by NewsWatcher. NewsWatcher is the program file. My News is your user group list file. It contains your list of subscribed groups. NewsWatcher Preferences is the file containing your preferences (settings and preferences ). For the first article in each thread, NewsWatcher displays a small triangle "thread control" at the left side of the subject window. Click on the control to expand or collapse a thread. When a thread is collapsed, only the first article is displayed, and the triangle control points to the right. When a thread is expanded, all the articles in the tread are displayed, and the triangle points. For articles which are not part of a thread, a hyphen(-) is displayed instead of a triangle. For a collapsed thread, a check mark means that all the articles in the thread have been read. If anyone would like to see the NewsWatcher documentation it can be located through ftp.acns.edu in the directory pub/newspwatcher. You can obtain these documents using Fetch. Open up Fetch, in the Host window type ftp.acns.nwu.edu leave the userID as anonymous for the password type in your e-mail address change the directory as /pub/newswatcher click OK double click on newswatcher2.0 and save it to your disk. CURRICULUM AREAS OF INTEREST Try exploring some of the following newsgroups that are of interest to you and your curriculum area. These are some of the newsgroups that are available in the lab. For all teachers: K12.chat.teachers K12.chat.seniors APCS comp.edu comp.lang.pascal comp.programming Art K12.ed.art Business K12.ed.business English K12.lang.Art alt.books.anne-rice alt.books.reviews rec.arts.theatre Foreign Lang K12.lang.esp-eng K12.lang.deutsch-ens K12.lang.francais soc.culture.french soc.culture.german soc.culture.latin-american soc.culture.spain soc.penpals Industrial Tech comp.graphics Library K12.library Math K12.ed.math bit.listserv.frac-1 comp.sources.hp48 comp.sys.hp48 info.NSFgrants sci.math sci.math.research sci.logic sci.fractals Music K12.ed.music rec.music. Science K12.ed.science sci. comp.ai.genetic bit.listserv.physhare sci.physics sci.environment sci.geo.geology sci.energy sci.bio sci.chem Social Studies K12.ed.soc-studies soc.culture.african.american soc.culture.asian.american soc.culture.bosna-herzgna soc.rights.human soc.feminism soc.history sci.econ Special Ed K12.ed.special misc.handicap K12.ed.life-skills PE K12.ed.health-pe ----- VERONICA Service: Archie's Counterpart: Veronica Accessing Veronica: "veronica" is a program that is accessible from many Gopher sites. It allows a user to search all of the menus at most of the Gopher sites on the Internet by key words, and even allows the use of simple Boolean operators, such as 'and,' 'or,' and 'not.' To use veronica on Telnet, go to the University of Minnesota's Gopher in either of two ways: ```a. At the Tenet> prompt, type: gopher OR... b. At the Tenet> prompt, type: telnet gopher.micro.umn.edu Once connected, login as: gopher OR To use veronica on Turbo Gopher {***Mac users on Turbo Gopher may also use veronica . Double click on Other gopher and information servers. Then double click on Search titles in Gopherspace using veronica. There are several veronica sites to choose from. ***** MAC USERS IN TURBO GOPHER You may ignore the rest of page 1 instructions.****} NOTE: For users on systems other than Tenet, use option b above. You will see this menu: Internet Gopher Information Client v1.03 Root gopher server: gopher.micro.umn.edu -->1. Information About Gopher/ 2. Computer Information/ 3. Discussion Groups/ 4. Fun & Games/ 5. Internet file server (ftp) sites/ 6. Libraries/ 7. News/ 8. Other Gopher and Information Servers/ 9. Phone Books/ 10. Search lots of places at the U of M 11. University of Minnesota Campus Information/ Choose option #8, "Other Gopher and Information Servers." You will then see this menu: Other Gopher and Information Servers -->1. All the Gopher Servers in the World/ 2. Search titles in Gopherspace using veronica/ 3. Africa/ 4. Europe/ 5. Middle East/ 6. North America/ 7. Pacific/ 8. South America/ 9. Terminal Based Information/ 10. WAIS Based Information/ Choose option #2, "Search titles in Gopherspace using veronica/." You will then see the veronica menu: Search titles in Gopherspace using veronica --> 1. Search gopherspace by _partial Boolean_ veronica 2. Search gopherspace for directories by veronica 3. Search gopherspace by simple Boolean veronica 4. About the partial-Boolean WAIS index. 5. FAQ: Frequently-Asked Questions about veronica (1993/01/26). 6. Proposals for veronica Development, Nov 19, 1992. 7. initial veronica announcement, Nov 17, 1992. **IMPORTANT: Before using veronica, **read the "initial veronica announcement** (#7). Note that there are currently three different ways to use veronica, represented by options 1, 2, and 3 on the veronica menu. Please try each of these to understand their similarities and differences, as directed below. Searching Gopher Subdirectories With veronica: Option #2 on the veronica menu allows keyword searches of Gopher *subdirectories* only (NOT individual menu items that represent specific files; rather, *directories* of files). Try, for example, with option #2 on the veronica menu, to search for subdirectories that contain the word 'fox.' To do that, select #2. You will then see this prompt at the bottom of the screen: Index word(s) to search for: Type the word fox after the : in this prompt. After a minute or two, you should see: Search gopherspace for directories by veronica: fox --> 1. the.fox/ Entering this directory by selecting it will show you a group of files in the Gopher subdirectory named the.fox . Suppose that you would like to use veronica to search for subdirectories that contain *both* the words 'fox' *and* 'crane.' You could search in the same way: Index word(s) to search for: fox and crane Unfortunately, this will probably be the result: Search gopherspace for directories by veronica: fox and crane --> 1. Your search on fox and crane produced no results. This means that there were no Gopher subdirectories that contained both the words 'fox' and 'crane.' Searching All Gopher Menus/Subdirectories With veronica: To search for both files *and* subdirectories at Gopher sites that contain the keywords that you specify, option #3 on the veronica menu ("Search gopherspace by simple Boolean veronica") can be used. Let's try the same searches used above with this veronica tool. First, if we search for the word 'fox,' we get several *pages* of menu options, the first of which looks like this: Search gopherspace by simple Boolean veronica: fox -->1. Brostow W., Dussault J. P., Fox B. L.: Construction of Voronoi Po. 2. Suomi V. E., Fox R., Limaye S. S., Smith W. L.: Mcidas III: a Mod. 3. The liberal tradition: from Fox to Keynes. Edited. 4. THE FOX AND THE RAVEN. 5. THREE FOX FABLES. 6. English fox hunting : a history / Raymond Carr.. 7. China, alive in the bitter sea / Fox Butterfield.. 8. WMSN TV / FOX 47. 9. FOX VALLEY GREYHOUND PARK. 10. The sly fox of WKRP. 11. Dr. Fox guards the chicken soup. 12. Prof. Irwin Fox dies of cancer. 13. Fox to leave Comp Sci post. 14. Fox to resign next week. 15. U dance club offers more than tips to the fox trot. 16. The Fox Who Had Lost His Tail. 17. The Fox and the Bramble. 18. The Fox and the Crane. Each of these files can be displayed, then emailed to someone on the Internet (using the m command) and/or saved to your account space (if you connected to the Gopher by directly typing gopher at the Tenet> prompt, with the s command). If one of the files that veronica located is not accessible at the time that you ask to see it, you will see an error message something like this: Can't open the logfile: /home/joeboy/Gopher.log Press to continue, to mail, to save, or

to print: If we then go up a menu (by pressing u ), we can search for 'fox and crane,' as before. This search yields all menu items that contain *both* the words 'fox' *and* 'crane: Search gopherspace by simple Boolean veronica: fox and crane --> 1. The Fox and the Crane. 2. The Fox and the Crane. 3. The Fox and the Crane. 4. The Fox and the Crane. 5. The Fox and the Crane. We can also search for Gopher menu items that contain the words 'fox' *or* 'crane' by typing fox or crane at the prompt. The first page of Gopher menu items searched with these words should look like this: Search gopherspace by simple Boolean veronica: fox or crane -->1. chico-and-crane. 2. fox-and-crow. 3. fox-and-grapes. 4. fox-and-stork. 5. peasant-snake-fox. 6. wolf-and-crane. 7. chico.and.crane.txt. 8. fox.and.crow.txt. 9. fox.and.grapes.txt. 10. fox.and.stork.txt. 11. peasant.snake.and.fox.txt. 12. wolf.and.crane.txt. Note that these items contain *either* the word 'fox' *or* the word 'crane.' Obviously, there are more "finds" in this list than in the 'fox and crane' list. Searching The WAIS Interfaces With veronica: veronica can also help you to do WAIS searches by keyword, with limited Boolean operators. (This facility is *not* currently offered on public WAIS sites.) Let's use the same search phrases with option #1 on the veronica menu ("Search gopherspace by _partial Boolean_ veronica). If we ask veronica to search the WAISs for the word 'fox,' several screens of files appear after several minutes. The first of these screens looks like this: Search gopherspace by _partial Boolean_ veronica: fox -->1. C.N._-_Terry_Fox_Research_Fellowship_in_Kinesiology. 2. C.N._-_Terry_Fox_Research_Fellowship_in_Kinesiology. 3. C.N._-_Terry_Fox_Research_Fellowship_in_Kinesiology. 4. black_fox. 5. mister_fox. 6. reynard_the_fox. 7. the_fox. 8. the.fox/ 9. peasant-snake-fox. 10. Peter the fox. 11. Peter the fox.2. 12. The sly fox of WKRP. 13. Dr. Fox guards the chicken soup. 14. Prof. Irwin Fox dies of cancer. 15. Out with Fox. 16. U dance club offers more than tips to the fox trot. 17. The Ass, the Fox, and the Lion. 18. The Bear and the Fox. Note that if you compare this screen with the screen that resulted from using option #3 on the veronica menu ("simple Boolean veronica"), there are some of the same files located in this WAIS-based search, but there are also other files located that did *not* appear in the Gopher-site-only search (option #3 on the veronica menu). This is because not all of the sites that WAIS connects to also connect to a Gopher, and visa-versa. A WAIS-based veronica search for 'fox and crane' yields slightly different files than the Gopher-only veronica search, as follows: Search gopherspace by _partial Boolean_ veronica: fox and crane --> 1. The Fox and the Crane. 2. The Fox and the Crane. 3. The Fox and the Crane. 4. The Fox and the Crane. 5. The Fox and the Crane. 6. 10-7.92 Fox-Chair. 7. sam_fox.lzh. A WAIS-based beronica search for 'Fox or crane' also yields slightly different located files. Search gopherspace by _partial Boolean_ veronica: fox or crane -->1. C.N._-_Terry_Fox_Research_Fellowship_in_Kinesiology. 2. C.N._-_Terry_Fox_Research_Fellowship_in_Kinesiology. 3. C.N._-_Terry_Fox_Research_Fellowship_in_Kinesiology. 4. black_fox. 5. mister_fox. 6. my_dame_had_a_lame_tame_crane_round. 7. reynard_the_fox. 8. the_fox. 9. the.fox/ 10. The Fox and the Crane. 11. chico-and-crane. 12. peasant-snake-fox. 13. wolf-and-crane. 14. Peter the fox. 15. Peter the fox.2. 16. The sly fox of WKRP. 17. Dr. Fox guards the chicken soup. 18. Prof. Irwin Fox dies of cancer. PLEASE NOTE, though, that WAIS-based veronica searches can also make use of the Boolean operator 'not,' as shown below. (Gopher-only veronica searches ("simple Boolean veronica") that include the operator 'not' will result in **frozen Gopher connections** .) Search gopherspace by _partial Boolean_ veronica: fox not crane -->1. C.N._-_Terry_Fox_Research_Fellowship_in_Kinesiology. 2. C.N._-_Terry_Fox_Research_Fellowship_in_Kinesiology. 3. C.N._-_Terry_Fox_Research_Fellowship_in_Kinesiology. 4. black_fox. 5. mister_fox. 6. reynard_the_fox. 7. the_fox. 8. the.fox/ 9. peasant-snake-fox. 10. Peter the fox. 11. Peter the fox.2. 12. The sly fox of WKRP. 13. Dr. Fox guards the chicken soup. 14. Prof. Irwin Fox dies of cancer. 15. Out with Fox. 16. U dance club offers more than tips to the fox trot. 17. The Ass, the Fox, and the Lion. 18. The Bear and the Fox. Note that there are no occurrences of Gopher menu items in the search results above that contain both the words 'fox' and 'crane.' Now...it's your turn! Choose a topic of interest to you and GO FOR IT!! ASKERIC Service: AskERIC Introduction Introduction: AskERIC as a pilot project has been supporting K12 educators in Texas, North Dakota and New York by answering education and Internet related questions via e-mail. The service has since expanded to included several more education networks and services such as our gopher based Electronic Library. Please see the end of this document for a further description of AskERIC. The U.S. Department of Education has now given AskERIC the mission and resources to extend the pilot project to a national scale. AskERIC has: 1) 48 working hour response time via e-mail for education related questions. A staff of Information Network Specialists answer the questions of K12 educators using the full resources of ERIC, The ERIC Database, the Internet and other Library resources. 2) Access to the AskERIC Electronic Library. This is a user-based "one-stop shopping" system that allows users to get to frequently asked questions and answers; ERIC searches on hot education topics; over 600 lesson plans and curriculum guides (including CNN Classroom guides, Newton's Apple course guides); and easy access to K12 education related Internet resources. 3) Availability of Internet consulting and AskERIC briefings. AskERIC Information Network Specialists have developed expertise in both utilizing Internet and ERIC in solving education related problems, and in connecting to Internet resources. AskERIC will work with Network partners to fully connect their systems with the databases and resources of AskERIC. The AskERIC Service for K-12 Educators: * ERIC is... ...the Educational Resources Information Center (ERIC), a federally-funded national information system that provides access to an extensive body of education-related resources. The ERIC Clearinghouse on Information Resources (ERIC/IR), sponsor of the AskERIC Project, is one of 16 ERIC Clearinghouses nationwide whichprovide a variety of services, products, and resources at all education levels. * AskERIC is... ...a pilot Internet development & research project funded by the U.S. Department of Education as part of the ERIC program and SMARTLINE initiative. AskERIC is also part of a series of Internet projects at Syracuse University seeking to explore Internet usefulness and accessibility. The specific purpose of AskERIC is to develop and study Internet-based education information services, systems, and resources that best meet the needs of K-12 end users. AskERIC provides an Internet-based question-answering service for teachers, library media specialists, and administrators. Anyone involved with K-12 education can send an e-mail message to AskERIC. Drawing on the extensive resources of the ERIC system,AskERIC staff will respond with an answer within 48 working hours. If you have questions about K-12 education, learning, teaching, information technology, educational administration-- AskERIC. Send your questions about education to:askeric@ericir.syr.edu. Some hot topics this month include: year round schools, authentic asessment, multigraded classes, and environmental issues. AskERIC also offers the "AskERIC Free Library" -- a Gopher/FTP site of selected full-text education resources and database citations. Current directories and databases in this site include: 1. About_AskERIC_Gopher. 2. AskERIC_News/ 3. Digests_HelpSheets/ 4. ERIC_FullTexts(Keyword Searchable)/ 5. ERIC_Monographs. 6. InfoGuides/ 7. LessonPlans/ 8. Listservs/ 9. MiniSearches/ 10. No_Cost_Resources. 11. Oliver (Multimedia Consortium -- experimental)/ 12. Other Gopher Sites/ 13. Q&A/ 14. incoming/ Highlights from the AskERIC Free Library: *Lesson Plans (SEE INDEX OF LESSON PLANS AT END) We currently have over 600 lesson plans in our LessonPlans/ directory. You will find the following directories of lessons: 1. Search AskERIC-Lesson-Plans.src 2. Astronomy/ 3. LanguageArts/ 4. Math/ 5. Miscellaneous/ 6. Newtons Apple/ 7. Science/ 8. SocialStudies/ By selecting: '1. Search AskERIC-Lesson_Plans.src', all these directories can be searched (at one time) by key words of your choice. Many of these lessons were developed by teachers for teachers. We also have this year's lessons to accompany the Newtons Apple television program. Listserv Archives: In the Listservs/ directory (8) , we are archiving lesson plans of interest to K-12 educators. You will find the following listservs archives: 1. EDPOLYAN-List/ - discussions on educational policies 2. EDTECH/ - discussions on educational technology 3. K12ADMIN-List/ - discussions on K-12 administration 4. KIDSPHERE-List/ - discussions on K-12 educational practice 5. LM_NET/ - discussions on library media specialist information Listserv archives are updated four times daily, to keep you up-to-date with the discussions. If you are interested in subscribing to any of these discussion groups, please contact us at: askeric@ericir.syr.edu To Gopher to the AskERIC site: If you have Gopher: Gopher to ericir.syr.edu (port #70) or 1. Access the National Gopher System through: gopher.micro.umn.edu 2. To use TurboGopher AskERIC is in the following directory: Double click on Other Gopher and Information Servers/ Double click on North America/ Double click on USA/ Double click on General/ Double click on AskERIC - (Educational Resources Information Center) If you don't have Gopher, telnet to a Gopher client on the Internet: 1. Telnet to hafnhaf.micro.umn.edu 2. Login as directed (usual login is: 'gopher') 3. Access the National Gopher System 4. AskERIC is in the following directory: Other Gopher and Information Servers/ North America/ USA/ General/ AskERIC - (Educational Resources Information Center) To FTP to the AskERIC site: 1. Log into your local host, and invoke the FTP program. Then use # 2 - 4 below OR To use FETCH: 1) Pull down Fetch from the apple mene 2. Write ericir.syr.edu as the remote host computer name. 3. The username is: anonymous 4. The password is your email username ( mszady@walrus.mvhs.edu) 5) click OK Interested in materials on school restructuring, multiculturalism, learning styles, or cooperative learning? How about distance learning or sex education in the age of AIDS? The ERIC Document Reproduction Service has prepared 10 free bibliographies highlighting documents available on these and other timely education topics. The documents can be read in full on microfiche or in paper copy. To order your free bibliographies, call 1-800-443-3742. You might also try their e-mail address of: edrs@gwuvm.gwu.edu Service: AskERIC English and Language Arts Mini-Lessons Gopher or Fetch to ericir.wyr.edu /pub/LessonPlans/LanguageArts Language Arts Intermediate (6-8): CEClang.02 Creative writing activity using shopping mall personalities (7-9) CEClang.04 Basic Grammar; review with fun using "Jabberwocky" (7-12) CEClang.06 Writing poems with photographs (6-12) CEClang.09 Vocabulary - unfolding meaning (6-7) CEClang.12 Creative Writing; 'Becoming a Logophil (4-8) CEClang.17 Activities for descriptive character analysis (K-12) CEClang.25 Reading; learning propaganda techniques . through advertisements (5-12) CEClang.26 Euphemisms (7-9) CEClang.27 Activity to stimulate thought and verbal . participation of students (4-12) CEClang.30 Learning nursery rhymes through many activities (4-7) CEClang.33 Learning vocabulary words with core curriculum (5-7) CEClang.35 Writing, Poetry: Knowing Ourselves and . Others Through Poetry (6-12) CEClang.43 Vocabulary, The Dictionary Game, "Balderdash" (4-12) CEClang.47 Expository Writing, "The Personal Touch" (6-12) CEClang.51 Story Starters, introduction to story telling (all grades) CEClang.52 'What? You want me to read AND enjoy it?' . activity to encourage reading (6-8) CEClang.54 'Horrid Homonyms' - confusing word . pairs/homonyms (6-8) CEClang.57 Mass Media - Magazine ads and You, the Teenager (6-12) CEClang.62 'What You See Isn't Always What You Get!', . reading comprehension activity (5-8) Language Arts High School (9-12): CEClang.10 Creative writing - writing for fun (9-12) CEClang.21 Increase listening skill activity (9-12) CEClang.23 Literature Review; using knowledge, . interpretation & judgement questions (10-12) CEClang.36 Writing, Creating a 'Class Directory' (9-12) CEClang.49 MacBeth" made easy (6-12) CEClang.56 'Junk Mail Explosion' - activity to . increase student awareness of persuasion tactics (7-10) Service: AskERIC Miscellaneous Subjects Mini-Lessons +gopher or fetch to ericir.syr.edu; /pub/LessonPlans Miscellaneous Intermediate (6-8): CECmisc.02 '...and the Answer Is.'; quick activity to . stimulate thinking (4-12) CECmisc.08 'Trivial Pursuit' used to review material (3-12) CECmisc.11 Fold traditions (6-12) CECmisc.14 Video tape students in cooperative . learning task using straws and pins (4-9) CECmisc.15 Teacher/student questioning techniques (K-12) CECmisc.18 Art with language arts; experimenting with . monochromatic painting (5-12) CECmisc.19 Using the newspaper as a resource (4-12) CECmisc.24 Using 'Logo" (7-9) CECmisc.25 Football Review; material review activity; (6-12) CECmisc.33 Conflict Management techniques (4-12) CECmisc.34 People, Places & Events; A material review activity (6-12) CECmisc.35 Increasing student motivation through creativity (7-12) CECmisc.38 Computers; Activity in following and giving directions, a must be for computer programming (7-12) CECmisc.53 'Test of Applied Creativity, Logic, and Reasoning' (5-6) CECmisc.54 Archaeological 'Dig'", increase deductive reasoning skills (6-8) CECmisc.55 'Home Visitations', excellent way to make . school special for students (K-12) CECmisc.57 Assorted creative thinking activities (4-12) Miscellaneous High School (9-12): CECmisc.01 Psychology - Classical Conditioning Experiment (11-12) CECmisc.03 Introduction to Business (9-12) CECmisc.06 Debate exercise (9-12) CECmisc.10 Guidance on peer pressure refusal (9-12) CECmisc.21 Money auction to improve class attendance (9-12) CECmisc.26 Parenting - discipline and guidance (9-12) CECmisc.36 Functional Relationships / Dynamics of Relationships (9-12) CECmisc.56 'What to do between AP Exams and Semester Finals', (10-12) Service: AskERIC Social Studies Mini-Lessons gopher or fetch to ericir.syr.edu; /pub/LessonPlans Social Studies Intermediate (6-8): CECsst.07 mini-lesson on history for at-risk kids (7-12) CECsst.08 mini-lesson on personal impact on gov't (4-12) CECsst.11 mini-lesson on writing the Constitution (8-12) CECsst.26 mini lesson-student rights/search and siezure (7-12) CECsst.27 mini lesson-history of local communities 6-12 CECsst.29 mini lesson on how a bill becomes a law (7-8) CECsst.31 mini lesson-opinions on political issues (8-12) CECsst.32 mini lesson-tracing immigrant ancestors (5,8,11) CECsst.34 mini lesson on forming a government (gr 7-12) CECsst.45 mini lesson on oral history for Hist/Eng (8-10) CECsst.46 mini lesson-interviewing last 5 presidents (8) CECsst.47 mini lesson-gathering data on an issue (8-12) CECsst.50 mini lesson-1st day classroon organiz. (6-12) CECsst.55 mini lesson on family ties with history (7-12) CECsst.57 Using coins to discover cultures (6) CECsst.62 Current events - quick check of geographic themes (4-12) CECsst.66 Experience racial discrimination (K-12) CECsst.68 Creating concepts on developed and under-devel countries (5-12) CECsst.71 Using a shoebox for archaeology (4-8) CECsst.72 Analyzing artifacts in archaeology "Archeological Dig" (5-7) CECsst.73 Studying 'Division of Labor' via balloon manufacturing (4-12) CECsst.75 Current Event Jeopardy (4-12) CECsst.77 Chapter review using magazine pictures (2-8) CECsst.83 Cultural Awareness Activity (4-9) CECsst.87 Government, How an Idea becomes a Law (6-9) CECsst.88 Government, Government vocabulary by Webbing (6-12) CECsst.89 Government, Constitutional Convention; role playing w/ 26 amendments (8) CECsst.90 Government, Voting simulation (4-12) CECsst.93 Government, Applying the 'Bill of Rights' to our daily lives (7-9) CECsst.94 Government, Fourth Amendment; role playing (4-12) CECsst.97 Government, Constitution Human Bingo (8) CECsst.99 Government, Cooperative learning for local government (3-12) CECsst.100 Government, Inviting candidates to class (5-12) CECsst.101 Government, Magazines and Newspapers toillustrate U.S. Constitution (4-12) CECsst.114 Geography, Make a travel schedule and travel brochure (5-12) CECsst.117 Geography, Map location skills (4-12) CECsst.118 Geography, Finding your location in the world and outer space (4-8) CECsst.122 Geography, Cartograms: Geographic locations with statistical information (4-12) CECsst.124 Geography, Electronic map making to locate countries, oceans, etc. (7-12) CECsst.126 Geography, Study of Alaska (9-12) CECsst.128 Geography, Selecting pictures for five themes of geography (5-8) CECsst.130 Geography, Your state and climate (6-12) CECsst.131 Geography, World trade using "Your Closet" (7-9) CECsst.141 U.S. History; Looking at historical events from different perspectives (5-12) CECsst.148 Government; Creating classroom constitutions (5-12) CECsst.149 Economics; Consumer borrowing and saving; the use of credit (7-12) CECsst.151 History; Timeline and concept of B.C. numeration (5-8) CECsst.152 U.S. History; Graphic organizer to stimulate thinking skills (8-12) CECsst.158 Geography; Using current events to research countries (7-12) CECsst.160 History; Learning the thirteen original states in order (7-8) CECsst.161 History; Distinguishing between Fact and Opinion (7-12) CECsst.168 Geography; Current events using map locating skills (6-8) CECsst.172 Government; Defining constitution and Branches of Government (8-9) CECsst.175 Cultural tolerance and acceptance activity. (7-12) CECsst.176 Developing Decision Making Skills using "The Oregon Trail" (5-8) CECsst.177 Interviewing Historical Figures (5-8) CECsst.178 Understanding people of different cultures through cultural differences (4-8) CECsst.179 Promote A City" Poster; great activity to learn about your state (5-7) CECsst.181 Comparing Democracy and Republic (6-8) CECsst.182 American History; U.S. Constitution "We The People" (5-8) CECsst.183 Nevada Trilogy; activity to 'experience' the westward movement (7-9) CECsst.185 Geography, Using current events to study geography and economics (6-12) Social Studies High School (9-12): CECsst.01 mini-lesson on search & seizure laws.(HS) CECsst.02 mini-lesson on Civil War & Emancipation. (HS) CECsst.04 mini-lesson on role of government (HS). CECsst.05 mini-lesson on Americans living abroad (HS) CECsst.09 mini-lesson on voting/political movements/social change.(HS) CECsst.12 mini-lesson on arrest and legal system (HS) CECsst.13 mini-lesson on micro-econ/personal budget (HS) CECsst.15 mini-lesson on economics & government (HS) CECsst.18 mini-lesson on society and aging (HS) CECsst.19 mini-lesson on Oregon cities & towns (HS) CECsst.28 mini lesson on women's sufferage (9-12) CECsst.30 mini lesson on Middle East geography (HS) CECsst.33 mini lesson on evaluating crimes (HS). CECsst.35 mini lesson-making a newscast about family (HS) CECsst.38 mini lesson on civil rights in wartime (HS) CECsst.40 mini lesson-teaching religious tolerance (HS) CECsst.42 mini lesson on presidential campaigns (11-12) CECsst.44 mini lesson on playing the stock market (9-12) CECsst.51 mini lesson on home-made political parties (9-12) CECsst.52 mini lesson on US Const./checks-balances (10-12) CECsst.54 mini lesson on porn and the 1st amendment (12) CECsst.69 Civil Rights; Does our society accept minorities? (9-12) CECsst.70 Genealogical research activity (11) CECsst.76 Future plans, goal making, a class reunion (9-12) CECsst.80 Intolerence and inequality using literature; 'Three Little Pigs' and 'Cinderella' (7-12) CECsst.84 Government, Group works with meaningful government dialogue (12) CECsst.85 Government, Freedom of Speech; role playing activity (10-12) CECsst.86 Government, Foreign Policy simulation (10-12) CECsst.92 Government, Becoming an Informed Citizen (7-12) CECsst.95 Government, Report: "Washington Politics; Iron Triangles" (11-12) CECsst.96 Government, Becoming an expert in binding agreements (11-12) CECsst.98 Government, Relating laws to local newspaper (9-12) CECsst.102 Government, Developing 'Checks and Balances' (10-12) CECsst.103 Government, Student Congress in class (9-12) CECsst.104 Government, Attitudinal survey on Justice (7-12) CECsst.105 Government, Conduct poll of student election (9-12) CECsst.106 Government, Class discussion on controversial topics (8-12) CECsst.107 Government, Mock Trial information (11-12) CECsst.108 Government, Develop skill to resolve issues in government (11-12) CECsst.109 Government, Evaluating 'Jack and the Beanstalk' via our present legal system (6-12) CECsst.110 Government, 17 Supreme Court Decision on1st Amendment Right (11) CECsst.111 Government, Become an entrepreneur; establish a business (10-12) CECsst.112 Government, Federal bureaucracy, how it works (9-12) CECsst.119 Geography, Plotting a hurricane using longitude and latitude (9-12) CECsst.127 Geography, Class cooperation to build puzzle of U.S. (9) CECsst.132 Geography, International Trade: read clothing labels (9) CECsst.135 Economics, Making an opinion poll (9-12) CECsst.136 Economics, Basic banking principles using "Recollections of Pine Gulch" (10-12) CECsst.137 American Revolution Simulation (8-9) CECsst.139 American History; Sectionalism in early U.S. (10-11) CECsst.140 Essay ides for Civil War study, resources listed (11-12) CECsst.142 World History; identification, mapping & personification of countries involved in WWII (10-12) CECsst.143 U.S. History; How man negotiates his natural freedoms (11-12) CECsst.144 American History; a practical experiment in colonization (8-12) CECsst.145 U.S. History; writing journals using the Oregon Trail (8-12) CECsst.146 Government; Organizing class for political debates, a means of informing voters (9-12) CECsst.147 Government; discovering value of rules through 'Paper Clip' game (11-12) CECsst.153 Government; Defining government by using cooperative groups (9-12) CECsst.154 Government; Researching State and Supreme Court decisions (11-12) CECsst.155 U.S. History; Freedom of the Press using videotape "All the President's Men" (10-12) CECsst.156 Economics; learning about the stock market (11-12) CECsst.157 History & Geography; Inca Expansion (10-12) CECsst.159 U.S. History; How the Supreme Court affects our freedoms (9) CECsst.162 Government; activity involving the Declaration of Independence vs. the Communist Manifesto (9-12) CECsst.163 Government; Writing legal arguments for law in the future (11-12) CECsst.164 Law; Juvenile Justice, Simulation on Shoplifting (7-12) CECsst.166 Culture as it relates to foreign language (9-12) CECsst.169 Government; activity to learn about colonial government (10-12) CECsst.170 Government; Town Meeting simulation (9-12) CECsst.171 Government; Student body voter registration activity (11-12) CECsst.173 Government; analyze "Public Trust /Private Interests" via video (12) CECsst.174 World History; Using chess game to understand class system (7-12) CECsst.186 'One Person's Garbage, Another Person's...?', waste recycling alternatives (5-12). Service: AskERIC Math Lesson Plans Gopher or Fetch to ericir.wyr.edu; pub/LessonPlans/Math Math Intermediate (6-8): CECmath.11 Class graph using metrics (4-8) CECmath.15 Probability using game 'rock, scissors, paper' (5-12) CECmath.23 Geometry; Discovery of Pi (5-7) CECmath.31 Factoring Large Numbers (7) CECmath.34 Problem Solving, 'Puzzles & Problems- Friends or Foe?' (6-8) CECmath.35 Easy Addition, for those who have trouble 'carrying' (7-8) CECmath.36 Cube Coloring Problem, working with exponents (5-12) CECmath.37 Problem Solving, 'Real World' experience building 'Free Standing Structure' (4-8) CECmath.38 Metric Conversion Method (6-8) CECmath.41 Roman Numerals, a short history of the secret code' (5-8) Math High School (9-12): CECmath.12 Geometry - tangrams (4-12) CECmath.22 Problem solving via Sherlock Holmes and puzzles (7-12) CECmath.28 Activity to discover optimum angle toachieve the greatest distance, using water (9-12) CECmath.29 Problem solving; analytical and thinking skills activity CECmath.42 Understanding Significant Figures (9-12) Service: AskERIC Science Mini-Lessons gopher or fetch to ericir.syr.edu; /pub/LessonPlans Science Intermediate (6-8): CECsci.30 A unit on Earth, Sun, Moon and Stars (5) CECsci.31 Hands on activity on photosynthesis (6-8) CECsci.34 Scenario: Spaceship earth as systems (5-7) CECsci.39 Introduce aerodynamics by bubble-ology (4-9) CECsci.40 Salmon Homing Instincts: Hands-on activity (4-8) CECsci.54 Owl pellets used to teach the food chain (4-12) CECsci.55 Food labels to study nutritional value (4-12) CECsci.60 Decision making activity on earth & space (7-12) CECsci.65 Life in the future, good descriptions (4-12) CECsci.66 Cloud formation activity (5-12) CECsci.71 Fruits and Vegetables; Reproduction (6-8) CECsci.74 Transpiration experiment (5-8) CECsci.75 Sunrise/Sunset, collecting data (4-12) CECsci.77 Drugs: Role play child of alcoholic (7-12) CECsci.79 Environmental unit on Solid Waste (6) CECsci.82 Making 3-D plant and animal cells (6-10) CECsci.83 Genetics - taster or non-taster (4-12) CECsci.96 Polystyrene containers to test heat (3-12) CECsci.97 Force, order, equilibrium. Air...What Gives? (3-12) CECsci.98 Building a psychrometer (6-9) CECsci.101 Drug Prevention; group work/communication skills (6-9) CECsci.103 Physics or Chemistry, investigating force, . distance and time (8) CECsci.109 Tasty Solution; solvent activity with candy (7-9) CECsci.110 Biology; Desert plant and animal adaptation (4-12) CECsci.111 Hot Air Balloon; making and experimenting . with flight (4-12) CECsci.115 The Ringer, a successful flying machine (3-12) CECsci.117 Importance of trees in the rural area; . Planting a Snowfence (5-12) CECsci.120 Recycling using junk mail (3-12) CECsci.126 Solid Waste Management: "Let's Talk Trash" (5-6) CECsci.133 Creating a Visual Model of the Planet . Earth; crust, core and usable land surface (3-9) CECsci.138 'How Cells Duplicate, Why and Where . Something Can Go Wrong', study of DNA (7) CECsci.140 'Jello Cells', excellent hands-on . activity to study cells membranes & walls (6-9) CECsci.142 'In-House Core Sample' activity (8) CECsci.143 'Potato Chip Classification', activity . to introduce a dichotomous key (5-8) CECsci.152 'Flight Platform', study of forces . acting upon a plane (6-8) CECsci.157 'Excavating Your Recycling Bin as a Fossil Record' (6-12) CECsci.167 'Recycling Paper', hands-on activity to . actually recycle paper (4-9) CECsci.169 'Magic Mirror Box', on-going activity to . encourage observation and curiosis (4-12) CECsci.170 'Downhill Discoveries', hands-on . activity discovering potential and kinetic energy (5-8) CECsci.173 'Stories in the Sky', constellation study (5-7) CECsci.175 Student 'Role-Plays' to illustrate . different science processes (5-8) CECsci.176 Using 'Imagery' to Introduce the Endocrine System (5-8) CECsci.180 'Bacteria', growing and studying bacteria (6-8) CECsci.181 'pH', activity to show how 'pH' affects our lives (6-8) CECsci.182 'Protozoans', hands-on activity studying . one-celled protozoans (6-8) CECsci.183 'Chemical Changes', activities to . illustrate different types of chemical changes (6-8) CECsci.184 'Weather Forecasting', hands-on activity (6-8) CECsci.188 'Measuring Calories', hands-on activity . to 'measure' calories (5-8) CECsci.193 'Roller Coasters in the Classroom', . activity working with potential and kinetic energy (4-8) CECsci.194 'Laws of Reflection', student developed (7-9) CECsci.197 'Strands Walk', an ecological observation (5-7) Science High School (9-12): CECsci.37 Chemistry "magic": resources for demonstration (9-12) CECsci.59 Saliva as an active enzyme (10) CECsci.88 Parallax experiment with candles (10-12) CECsci.89 A human pendulum lab activity (7-12) CECsci.90 Magnetic fields activity (8-12) CECsci.91 Astronomy: a star party (9-12) CECsci.92 Visual model of solutions and concentrates (9-12) CECsci.93 Physics: Science Show (9-12) CECsci.94 Chemistry activities using molecules (9-12) CECsci.102 Physics, introducing universal gas laws (11-12) CECsci.124 Learning about 'Probes', Exploration & Application (8-12) CECsci.125 Studying 'Newton's Laws', Exploration & Application (9-12) CECsci.128 Activity to discover how science is used . in 'Business & Industry' (11-12) CECsci.129 Activity to discover how to 'Measure the Earth' (9-12) CECsci.130 Physics; investigating how "The Drinking Bird" works. (9-12) CECsci.147 'Mirror Image Exploration', study of reflected light (9-12) CECsci.148 'I'm "Inclined" to See Exploration', . studying sphere motion (9-12) CECsci.149 'Measuring the Diameter of the Sun' (9-12) CECsci.150 'LIFELINE - Bioethics and Humans' (11-12) CECsci.172 'Ice Cream In A Bag', changes in matter (8-9) CECsci.189 'To Diaper or Not To', environmental impact of diapers (7-12) CECsci.198 'Something Fishy', creating the ocean of the future (5-12) CECsci.199 'PV = nRT = BANG !', Chemistry & Physics (11-12) WORLD SCHOOL Service: The World School Introducation For Adventure Learning The World School is an international community of schools linked by an electronic communications network--the worldwide INTERNET. Every school begins its "adventure" at home with studies about local environmental concerns. Then by telecommunmications, each school joins a circle of schools engaged in similar local projects. They share information, ideas, resolutions, plans for action, and even multimedia simulations. Taking advantage of vanguard technologies, the World School for Adventure Learning provides an environmental education program that promotes interaction between students and the entire world--a program that inspires curiosity, environmental stewardship, and true adventure in the classroom. Finally, World School adventures--like the International Arctic Project--help students stretch what they've learned locally to regions considered to be indicators of global environmental health. Mission: It is the mission of the World School for Adventure Learning to engage students, grades 4-12 worldwide, in an adventurous study of the global environment, so that they become hopeful stewards of the earth. Goals: The World School and the Consortium for Adventure Learning are creating and will sustain an ever-growing: * Global telecommunications network of schools for on-going, interactive environmental studies. * Environmental education program based on adventure learning connected to inspiring, real-time events. Principles of Design: All World School programs, like the premier International Arctic Project (see below) , share three principles of design. Each program is: * Adventurous. Students are active in real-life, real-time exploration. * Global. Students communicate with each other, explorers, and scholars worldwide in comparative studies of global environmental systems. * Interdisciplinary. Students are engaged in an environmental education that is holistic. We, at the World School, are looking forward to working with you. Groups of circles are already sharing studies on waterway eco- systems, wildlife migration and habitat, land reclamation, trans- boundary pollution, and environmental ethics. At this time our listserv is for members. We would like to invite you to join and participate at any level you feel comfortable. The first level of involvement gives you access to all four of the following on-line discussion topics, or listserves. 1. 1993 Training Expedition 2. Wildlife Stidy Project 3. IAP News Wire Service (International Arctic Project) 4. Inter-teacher Communications In addition, you may choose to participate actively in one or more of our 18 study projects. A detailed list of these projects will be sent to you upon receipt of your application. If you think it is to late to get fully involved with the World School and the International Arctic Project this spring, please consider being a "read only" participant or join us in the fall of 1993 or the spring of 1994. Imagine students collecting data from remote sites and exchanging ideas with fellow students, explorers, and scholars worldwide. Then imagine students "talking" to explorers engaged in real adventures at the North Pole, on a remote island in the Pacific Ocean, or on a mountaintop in Antarctica. Now all that is possible--and much more! How to Join the World School for Adventure Learning: A yearly subscription fee of $85(US), any personal computer and modem, access to INTERNET, and a lot of enthusiasm will qualify schools for World School programs. World School enrollment will be limited in 1993 and 1994. By 1995, in time for the International Arctic Project cross-Arctic trek, the World SchoolUs telecommunications lines will be open to all adventurous schools. To apply for membership in the World School, write to David Duffee or Jane Giacobassi, UST World School CHC 131 2115 Summit Ave. St. Paul, MN 55105 USA (612) 962-5640 If you prefer, send an INTERNET e-mail message of interest to: j9giacobassi@stthomas.edu Service: The International Arctic Project for World School The World School and the Consortium for Adventure Learning are now focusing on the 1995 International Arctic Project--a multi-national expedition, led by explorer Will Steger, across the Arctic Ocean by dog sled and canoe. The Arctic is an especially suitable laboratory for the World School's premier adventure and for the students' first stretch to global learning. One of the most pristine regions of the planet, the Arctic is beginning to show alarming signs of contamination from world industry. The Arctic wildlife is a compelling interpreter of environmental health. The art, music, and traditional knowledge of the peoples of the North teach environmental wisdom. The expedition plays an integral part in the local study projects. In addition to the excitement of Arctic exploration, the explorers provide students with comparative observations and data that is transmitted, on a daily basis, to all participating schools. A host of Arctic scholars and scientists also join the electronic community to guide students in their adventurous studies at home. Students will follow training expeditions each year prior to the 1995 Arctic crossing. At the same time, the World School will be developing new adventures in other regions of the world. THE CONSORTIUM FOR ADVENTURE LEARNING *University of St. Thomas World School for Adventure Learning *Indiana University Center for Excellence in Education *Expeditions Unlimited, Inc. * MECC *Hamline University Center for Global Environmental Education Service: World School Project Summaries *************************************************************************************************************** University of St. Thomas World School Spring 1993 Study Project Summaries The following are summaries of projects that are being carried out during the 1993 spring semester, but may carry over into the following year. Any school interested, may join, contribute or find out the results of the research when you are a member of World School. *************************************************************************************************************** Recreational Land Use Harry Williams, University School of Nashville, Middle Grades Nashville, Tennessee, USA Rising urban populations with more leisure time are putting increasing pressures on a diminishing amount of public land designated for recreational use. These same public lands are also often set aside as wildlife preserves. In this project, we attempt to identify parks and sanctuaries at the community level which are undergoing these strains. After documenting the situation, students are encouraged to take sanctioned action to protect target areas and to monitor the consequences of their action over time. We are attempting to answer the following questions: How do we balance recreation and conservation in public spaces? How do we ensure the survival of fragile eco-systems while allowing responsible access? How do we reconcile the possible conflict between environmental protection and private property rights? How do we handle pressures for economic exploitation or military usage of public lands? Although we invite schools worldwide to join in the discussions of these and other questions, we encourage new partners who have chosen to steward and protect some portion of nearby public lands. The Arctic Peoples: Cultural Clashes in the Northern Hemisphere Inge Lise Hammer, Frederiksvaerk Gymnasium, High School Frederiksvaerk, DENMARK We will look into the aboriginal peoples' history from ancient times until today, into the conditions, natural and cultural, that have influenced and still influence the lives of the Arctic peoples. We will focus on the significance of the clash between aboriginal peoples and the European immigrants. Through this focus, our pupils will develop an increased understanding of the culture and life conditions of aboriginal peoples, with emphasis on the Inuit culture. Our desire is to enter into a dialogue between young people of the Arctic and young people of the worldQa dialogue about culture, environmental beliefs, and life conditions of our different peoples. Our overall goal is to promote the mutual understanding, tolerance, and respect that early European voyagers did not always seek. Poison from Above Marv Mikesh, John Adams Junior High, Middle Grades Rochester, Minnesota, USA Acid rain is an environmental problem that does not respect state or national boundaries. Through individual actions, each of us contributes to the problem; therefore, each of us must do our part to contribute to the solution. This project will focus on the causes, effects, transportation, and global consequences of acid rain. We hope to help learners to manipulate data about the effects of acid rain, draw conclusions, and make predictions about the future of our forests, lakes, and our own lives. By investigating the factors that contribute to the production of acid rain, students will develop an awareness of the ecological fragility of life. Particularly, for example, schools worldwide will contribute to a student-generated data base that will track storms and the pH of resulting precipitation. During the spring expedition, we and the expedition team members will host an electronic, international environmental conference on acid rain. The Arctic Yearbook 1993 Ulrich Jordon, Erich-Kaestner-Gesamtschule, High School Hamburg, GERMANY The Arctic Yearbook is an international environmental study of students of English as a foreign language (EFL). In the course of the year 1993, language students (fifth year EFL) and teachers of the Erich-Kaestner school will complete a bilingual publication covering the efforts of the participating schools for the IAP and the Spring 1993 Expedition. This publication will have two fundamental segments: 1) Hamburg in the Arctic, the Arctic in Hamburg will concentrate on the interdependence of the city of Hamburg and the Arctic regions, and on projects of our own school; 2) Spring Expedition 1993 and the IAP Schools will cover the spring expedition in 1993 and document the activities of other schools and the communications among students within the network of the IAP. Although our German students will be studying English, the process we propose can be replicated for avariety of languages, language studies, and native language and second language publications, all shared electronically. The Imiq Project Wendy Brewster, Samuel Hearne Secondary School, High School Inuvik, Northwest Territories, CANADA Melany Nussbaumer, Riverside Middle School, Middle Grades Saluda, South Carolina, USA The Imiq Study Project will allow students to investigate the interdependencies of organisms in the river eco-systems and to make connections between their stewardship of a local river environment and global waterway systems. Students in Inuvik, working with the Canadian Geological Survey will investigate the Mackenzie River, the second largest river in the northern hemisphere, while in Saluda, students will explore and steward a portion of the Savannah River. Our two schools will host cooperation among schools worldwide that want to or are already conducting similar studies on local river environments. We intend the Imiq Project to create anawareness among students about the fragility of mother earth through a variety of investigations dealing with the air, weather, water, and soil of river eco- systems. Barton Circles and Cycles Maria (M.J.) Savaiano, Barton Open School, Intermediate Grades Minneapolis, Minnesota, USA Subtitle: Lunar CyclesQHistorical and Present Day Science and Arts Contributions from the Communities of Indigenous Peoples of the Americas We propose a unique, multicultural, and interdisciplinary study project to link classrooms around the world in research about the environmental sensibilities and traditions of First Nation cultures. We will learn about the natural world in the storied explanations of the Inuit, Dene, and Yupic cultures of the Arctic regions, the First Nation peoples of the United States, the Mayan of Central America, and the Haoni peoples of South America. We will learn how circles and cycles in nature influence the art and language of indigenous peoples. Generally, we hope to understand beliefs and values about the natural environment shared among native peoples in the Americas. As an alternative to research-type papers, all of us who participate in this project will create a calendar of the twelve moonsQthe Old Moon, the Hunger Moon, the Thunder Moon, the Planting Moon, and the othersQand for each day of the calendar we will print some fact or event or some piece of wisdom that pertains to the circles and cycles of the dayUs moon. Arctic Expedition Simulation Leif Frederiksen, Frederiksvaerk Gymnasium, High School Frederiksvaerk, DENMARK My students and yours will share the adventure of Arctic exploration while integrating global environmental learning and problem solving. An expedition monitor will present participating students with some of the problems (i.e., practical, cultural, environmental, psychological) that the expedition team members face immediately before and during the expedition. Locally and electronically, following each problem event, students will conduct the necessary research, agree on solutions, and send their answers to the expedition monitor. How, for instance, should the explorers select a night camp to avoid falling into an opening lead or getting caught by mounting and massive pressure ridges as the Arctic ice shifts in its currents? Why is it that the Arctic coastline is eroding at an unprecedented pace? How will the phenomena of global warming and ozone depletion (both of which bear upon the rapid coastline erosion) affect the expedition? Over the network, students will receive and discuss all participants' responses and solutions. At appointed times, the expedition team members and the expedition monitor will report how they actually solved or responded to each problem. Water Fit to Drink Justin Mutrux, Raymondville School, Middle Grades Raymondville, Missouri, USA Rivers have always been one of the great connectors of civilizations. As rivers are natural places for man to build civilizations, they are a natural center for a global study unit. A river's health is a prime indicator of the general environmental health of its region. Students will engage in an active, adventurous, comprehensive study of the physical, biological, cultural, and geographical characteristics of a local river or stream. They will discover the problems of and pressures on the rivers that have resulted from human activities, they will research factors affecting water quality, and they will recognize the cultural heritage associated with the river. Students will also develop a local service project focused on environmental improvement. This project will begin by asking the questions: Is the water fit to drink? Would I swim in it? Would I bathe in it? Would I eat fish caught in it? Then students will explore the answers to: Why? Why not? What I can do about it? And finally, students will take action! Danse avec les Ours (Dances with Bears) Michel Poymiro, Le College de Rene Cassin, High School Vielmur, FRANCE Through this title, you can guess the link with Kevin Costner's film. When he arrived at Fort Sedgewick, Dunbar's first job consisted of cleaning the banks of the river and environmental action! We want to encourage the children to become the actors in a learning event about bears locally and internationally, especially in the Arctic. We will research where and in what varieties bears are found around the world. We will study their habitats and ways of life. We will find bears in novels, narratives, legends, tales, and proverbs; in painting, drawing, sculpture, engraving, and advertising. In Vielmur, students will compose research papers based partly on a trip, a hike with bivouac to areas where bears have lived or might be living or might someday live. Students will study the good balances of the habitat they find and devise plans for bear-area protection. In the Arctic, using satellite and computer communications, we and you will follow the spring migration of female polar bears and their cubs. You and we together will dance with bears. You Can Shape the Future: An Environmental Summit Merry Mattson, Minnehaha Academy, High School Minneapolis, Minnesota, USA This formal research project about environmental issues introduces students to four components of scientific study in research, field study, writing, and presentation. This project represents a multidisciplinary coordination of instruction in biology, English, and technology. Each student will select an issue of concentration and will then conduct research and stewardship-type field study. Each studentUs research and writing will be presented at an Environmental Summit Conference held at the school and linked to you, in the global community, through telecommunications. This conference will feature special speakers and coordinated, worldwide student presentations. Also, each student who participates will be asked to make a quilt square that graphically represents the environmental issue he or she presents. During the conference, all of the squares will be put together to make an Earth Summit wall hanging for eventual display in schools and community education centers around the world. Water The Sacred Circle of Life Juliana James, Frost Lake Magnet School of Technology, Intermediate & Middle Grades St. Paul, Minnesota, USA We will implement an in-depth, cross-cultural study of native and modern cultures and the impact of cultural lifestyles on mother earth. We invite you to join our fourth, fifth, and sixth grade students in an ongoing study project of water, cultures, and the earth. Our project involves the study of the natural cycle of water in our environment and in our bodies. We will learn how our lifestyles at school and at home affect the quality of water around us and within us. We will study Native American Dakota and Ojibwe's beliefs about water. We will also write and produce a Global News You Can Use television show. The content of this broadcast will include a panel interview with special guests and our students, who will represent ideas, beliefs, and research you and we share throughout the project via telecommunications. Aurora Borealis Joergen Oestergaard Hansen and Henriette Prag, Frederiksvaerk Gymnasium, High School Frederiksvaerk, DENMARK Using the example of Aurora Borealis, students learn to integrate the disciplines and concepts of environmental education. At the same time, they will increase their global, multicultural awareness through international cooperation across curricula in different countries. They will approach their study of Aurora Borealis in three ways: 1) investigating the cultural-historical development of man's perception and understanding of the Aurora Borealis phenomenon; 2) measuring and recording the magnetic field of the earth to predict the occurrence of Aurora Borealis; and 3) watching and recording solar spot activities. Jan Wee, Library Media Director Internet: WSALEM@UWLAX.EDU West Salem Middle School Bitnet: WSALEM@UWLAX.BITNET 450 North Mark Street Phone: (608) 786-2090 (sch) West Salem, WI 54669 Phone: (608) 786-2767 (home) INCOMPLETE GUIDE Service: Incomplete Guide An Incomplete Guide to the Internet This guide is perhaps the best for educators. It is geared at the K-12 audience and is written in very readible English. It also includes tutorials that can be used to introduce students to Internet. We have included the table of contents and first two chapters. Chapter Two on Internet Etiquette is the best guideline we've seen for this extremely important topic. It is definitely something that should be handed out and discussed with students. The guide is available via FTP from An Incomplete Guide to the Internet and Other Telecommunications Opportunities Especially for Teachers and Students K-12 Compiled by the NCSA Education Group July 1993 Table of Contents Part I: Introduction to Internet................................................................................. Chapter 1: What is the Internet?................................................................... Chapter 2: Internet Etiquette......................................................................... Part II: Tools for Using the Internet........................................................................ Chapter 3: Connecting to NCSA by Modem................................................ Chapter 4: UNIX Commands....................................................................... Chapter 5 Electronic Mail............................................................................ Chapter 6 Telnet........................................................................................... Chapter 7: FTP.............................................................................................. Chapter 8: Eudora Electronic Mail System.................................................. Chapter 9: Apple Remote Access................................................................. Part III: Projects, Ideas, and Resources.................................................................... Chapter 10: Current Internet Projects............................................................ Chapter 11: Past Projects............................................................................... Chapter 12: Resources on the Internet.......................................................... Appendices................................................................................................................. Appendix A: Archie Tutorial......................................................................... Appendix B: Gopher Tutorial......................................................................... Appendix C: Veronica Tutorial...................................................................... Appendix D: Jughead..................................................................................... Chapter 1: What is the Internet? The Internet is a worldwide collection of thousands of computer networks that can intercommunicate. All of them speak the same "language," namely the TCP/IP (Transmission Control Protocol/ Internet Protocol) protocol suite. Users of any of the Internet networks can reach users on any of the other networks. The Internet started with the ARPANET, but now includes such networks as NSFNET, NEARNet, and others. Many other networks, such as BITNET, are tied to the Internet but are not an integral part of it. Approximately three to five million people use the Internet daily. The ancestry of the Internet is rooted in the ARPANET, a network developed by the Advanced Research Projects Agency (ARPA) to aid in the sharing of information and resources among researchers. The ARPANET, which was made operational in 1969, became an essential tool for remote login, file transfer, electronic mail and the sharing of information by interest groups. The ARPANET was growing in size while other networks were being developed. Soon the architects of the ARPANET recognized the need to communicate with other networks. They also realized that they needed new protocols (the NCP protocol suite that they had developed wasn't able to cope with the diverse characteristics of other networks). Therefore they designed a new architecture and protocol suite called the ARPA Internet; the protocol suite was called TCP/IP. Since its creation in 1983, the Internet has grown exponentially in terms of numbers of networks connected to it. By 1985, the number was approximately one hundred. By 1987, the number had grown to two hundred; in 1989, it exceeded five hundred. According to tables kept at the DDN (Defense Data Net) Network Information Center (DDN NIC), there were 2,218 networks connected to the Internet as of January 1990. By April 1, 1993, this number had increased to 10,497 networks in 53 countries, and over 6000 networks are within the United States alone! NSFNET began providing backbone Internet service in July 1986 to permit supercomputer centers to communicate. NSFNET's scope has since expanded, and today it is the U.S. national research network. It has extended to the academic and commercial communities the TCP/IP services that were previously available to government researchers. NSFNET links mid level networks, which in turn connect networks at universities and commercial enterprises. Therefore, NSFNET, like the Internet of which it forms a large part, is itself a network of networks. The Internet communicates via gateways with other networks such as CompuServe, MCI Mail, BITNET, FIDONet, UUNET, and USENET. The Internet has several component networks (which themselves include other networks): o DDN (Defense Data Net ) o ESNET (Energy Sciences Network) o NSFNET (National Science Foundation Network) o TENET (Texas Education Network) and many, many more. Chapter 2: Internet Etiquette "Etiquette" means "ticket" in French. On the Internet, "netiquette" is your ticket to "traveling" (by FTP, TELNET, and electronic mail) without annoying others. Here's a few tips to keep you in good standing with other users. Never forget that the person on the other side is human because your interaction with the network is through a computer, it is easy to forget that there are people "out there." Situations arise where emotions erupt into a verbal free-for-all that can lead to hurt feelings. Strongly critical messages on the network are called "flames." The following will help you to avoid sending or provoking flames. o Try not to say anything to others that you would not say to them in person in a room full of people. Please remember that when you send a message to a bulletin board or mailing list, people all over the world are reading your words. o Don't attack people-try to persuade them by presenting facts. Cursing and abuse only make people less willing to help when you need it. o If you are upset at something or someone, wait until you have had a chance to calm down and think about it. A cup of coffee or a good night's sleep works wonders on your perspective. Hasty words create more problems than they solve. Be careful what you say about others. Please remember-thousands of people may read your message. They quite possibly include your boss, your friend's boss, your girlfriend's brother's best friend, and one of your father's beer buddies. Information posted on the net can come back to haunt you or the person you are talking about. Think twice before you post personal information about yourself or others. Be brief. Say what you have to say succinctly and it will have a greater impact. Remember that the longer you make your article, the fewer people will bother to read it. Your postings reflect upon you, be proud of them. Most people will know you only by what you say and how well you say it. Take some time to make sure each posting won't embarrass you later. Minimize your spelling errors and make sure that the article is easy to read and to understand. Use descriptive titles. The subject line of an article enables people to decide whether or not to read your article. Tell people what the article is about before they read it. A title like "Car for Sale" does not help as much as "66 MG Midget for sale: Beaverton OR." Don't expect people to read your article to find out what it's about - many won't bother. Some sites limit the length of the subject line to forty characters, so keep your subjects short and to the point. Think about your audience. When you post an article, think about the people you are trying to reach. Try to get the most appropriate audience for your message, not the widest. Avoid abbreviations and acronyms, if possible, and define the ones you use. If your message is of interest to a limited geographic area (apartments, car sales, meetings, concerts, etc....), restrict the distribution of the message to your local area. Some areas have special newsgroups with geographical limitations-check with your system administrator. If you want to try a test of something, don't use a world-wide newsgroup! There are newsgroups that are local to your computer or area, which should be used for this. Your system administrator can tell you what they are. Be familiar with the group you are posting to before you post. You shouldn't post to groups you don't read, or to groups you've only read a few articles from-you may not be familiar with the conventions and themes of the group. One normally does not join a conversation by just walking up and talking. Instead, you listen first and then join in if you have something pertinent to contribute. Be careful with humor and sarcasm. Without the voice inflections and body language of personal communications, it's easy for remarks meant to be funny to be misinterpreted. Subtle humor tends to get lost. Take steps to make sure that people realize you are trying to be funny. The net has developed a symbol called the smiley face, which looks like this: :-) It points out sections of articles with humorous intent. No matter how broad the humor or satire, it is safer to remind people that you are being funny. But also be aware that frequently satire is posted without explicit indications. If an article outrages you strongly, ask yourself if it may have been unmarked satire. Several self-proclaimed connoisseurs refuse to use smiley faces, so take heed or you may make a temporary fool of yourself. Only post a message once. Avoid posting messages to more than one group unless you are sure it is appropriate. If you do post to multiple groups, don't post to each group separately. Instead, specify all the groups on a single message. This reduces network overhead and lets people who subscribe to more than one of those groups see the message once instead of having to wade through each copy. Please "rotate" messages with questionable content. Certain messages may be offensive to some people. To make sure that these messages are not read unless they are explicitly requested, they should be encrypted. The standard encryption method is to rotate each letter by thirteen characters so that an "a" becomes an "n." This is known on the network as "rot13"; when you rotate a message the word "rot13" should be in the "Subject:" line. Most of the software used to read network articles has some way of encrypting and decrypting messages. Your system administrator can tell you how the software on your system works. Summarize what you are following up. When you are following up someone's article, please summarize the parts of the article to which you are responding. This allows readers to appreciate your comments rather than trying to remember what the original article said. It is also possible for your response to reach some sites before the original article does! Summarization is best done by including appropriate quotes from the original article. Don't include the entire article, since it will irritate the people who have already seen it. Even if you are responding to the entire article, summarize only the major points you are discussing. When summarizing, summarize! When you request information from the network, it is common courtesy to report your findings so that others can benefit as well. The best way of doing this is to take all the responses that you received and edit them into a single article that is posted to the places where you originally posted yourquestion. Take the time to strip headers, combine duplicate information, and write a short summary. Try to credit the information to the people that sent it to you, where possible. Use mail, don't post a follow-up. One of the biggest problems we have on the network is that when someone asks a question, many people send out identical answers. When this happens, dozens of identical answers pour through the net. Mail your answer to the person and suggest that they summarize to the network. This way the net will only see a single copy of the answers, no matter how many people answer the question. If you post a question, please remind people to send you the answers by mail and at least offer to summarize them to the network. Read all follow-ups and don't repeat what's been said. Before you submit a follow-up to a message, read the rest of the messages in the newsgroup to see whether someone has already said what you want to say. If someone has, don't repeat it. Check the headers when following up. Some software has provisions to specify that follow-ups to an article should go to a specific set of newsgroups-possibly different from the newsgroups to which the original article was posted. Sometimes the groups chosen for follow-ups are inappropriate, especially as a thread of discussion changes with repeated postings. You should carefully check the groups and distributions given in the header and edit them as appropriate. If you change the groups named in the header, or if you direct follow-ups to a particular group, say so in the body of the message-not everyone reads the headers of postings. Be careful about copyrights and licenses. Once something is posted onto the network, it is 'probably' in the public domain unless you own the appropriate rights (for example, if you wrote it yourself) and you post it with a valid copyright notice; a court would have to decide the specifics and there are arguments for both sides of the issue. Now that the US has ratified the Berne convention, the issue is even murkier. For all practical purposes, though, assume that you effectively give up the copyright if you don't put in a notice. Of course, the 'information' becomes public, so you mustn't post trade secrets that way. Keep in mind that material that is UNIX-related may be restricted by the license you or your company signed with AT&T, so be careful not to violate it. You should also be aware that posting movie reviews, song lyrics, or anything else published under a copyright could cause you, your company, or members of the net community to be held liable for damages, so we highly recommend caution in using this material. Cite appropriate references. If you are using facts to support a cause, state where they came from. Don't take someone else's ideas and use them as your own. You don't want someone pretending that your ideas are theirs; show them the same respect. Mark or rotate answers and spoilers. When you post something (like a movie review that discusses a detail of the plot) that might spoil a surprise for other people, please mark your message with a warning so that they can skip the message. Another alternative would be to use the "rot13" protocol to encrypt the message so it cannot be read accidentally. When you post a message with a spoiler in it make sure the word "spoiler" is part of the "Subject:" line. Spelling flames considered harmful. Every few months a plague descends on the network called the spelling flame. It starts out when someone posts an article correcting the spelling or grammar in some article. The immediate result seems to be for everyone on the net to turn into a sixth grade English teacher and pick apart each other's posting. This is not productive and tends to cause people to get angry with each other. It is important to remember that we all make mistakes, and that there are many users on the net who use English as a second language. There are also a number of people who suffer from dyslexia and who have difficulty noticing their spelling mistakes. If you feel that you must make a comment on the quality of a posting, please do so by mail, not on the network. Don't overdo signatures. Many people can have a signature added to their postings automatically by placing it in a file called "$HOME/.signature". Don't overdo it. Signatures can tell the world something about you, but keep them short. A signature that is longer than the message itself is considered to be in bad taste. The main purpose of a signature is to help people locate you, not to tell your life story. Every signature should include at least your return address relative to a major, known site on the network and a proper domain-format address. Your system administrator can give this to you. Some news posters attempt to enforce a four-line limit on signature files-an amount that should be more than sufficient to provide a return address and attribution. Limit line length and avoid control characters. Try to keep your text in a generic format. Many (if not most) of the people reading Usenet do so from eighty-column terminals or from workstations with eighty-column terminal windows. Try to keep your lines of text to less than eighty-characters for optimal readability. Also realize that there are many, many different forms of terminals in use. If you enter special control characters in your message, it may result in your message being unreadable on some terminal types; a character sequence that causes reverse video on your screen may result in a keyboard lock and graphics mode on someone else's terminal. You should try to avoid the use of tabs, too, since they may also be interpreted differently on terminals other than your own. Summary of things to remember. o Never forget that the person on the other side is human. o Be careful what you say about others. o Be brief. o Your postings reflect upon you; be proud of them. o Use descriptive titles. o Think about your audience. o Be careful with humor and sarcasm. o Only post a message once. o Please rotate material with questionable content. o Summarize what you are following up. o Use e-mail, don't post a follow-up. o Read all follow-ups and don't repeat what has already been said. o Double-check follow-up newsgroups and distributions. o Be careful about copyrights and licenses. o Cite appropriate references. o When summarizing, summarize. o Mark or rotate answers or spoilers. o Spelling flames are considered harmful. o Don't overdo signatures. o Limit line length and avoid control characters. TUTORIALS Tutorial: Connecting to Libraries Directly The list of Internet-accessible libraries (often called the St. George directory because it is is maintained by Art St. George and Ron Larsen) is much too long to include here. However, you can get it over the net via anonymous ftp. The directory is available locally at sunsite.unc.edu in pub/docs, and the filename is library.guide. The guide is also at nic.cerf.net in the directory cerfnet/cerfnet_info/library_catalog. The file name for the listing is internet-catalogs and has a date suffix. FTP the most recent date. Another very helpful directory, maintained at the University of North Texas, lists not only the libraries but also the Internet address, login and logoff instructions, system vendor, and information on how to use the database. The North Texas directory lists the libraries in alphabetic order according to institution. You can get it via anonymous ftp from sunsite.unc.edu. The file is in the directory pub/docs and the file name is LIBRARIES.TXT. There's also a news group that announces new libraries on the net and discusses other related topics. The group is called comp.internet.library (news groups are described in another document). CARL - The Colorado Alliance of Research Libraries The Colorado Alliance of Research Libraries (CARL) is a network of libraries (not just one library) whose resources are made available as a group. In addition to having card catalogues on the network, they also make numerous databases available. Facts on File and Choice Book Reviews are two interesting resources offered by CARL. To reach CARL, telnet to pac.carl.org. If you want more information on CARL, you can send e-mail to help@carl.org. By selecting services you move from one library site to another (a good thing to remember is that usually //exit will return you "home" - to the site you began with, which in this case is Denver). On the Mac: Double click on TurboGopher Double click on Libraries Double click on Newspapers, Magazines, and Newsletters Souble click on Library Journals Explore any of the above documents. You may retrieve these documents/information by using the menu bars or by using fetch. (Both of these are explained in other handouts.) Tutorial: Exploring the Internet Judy Hallman (Judy_Hallman@unc.edu) This tutorial has been edited by Margaret M. Szady (mszady@walrus.mvhs.edu) to fit a tutorial for teachers and students using the Macintosh and/or IBM computers to enter the Internet. The original handout (for a two-hour hands-on class) is available for anonymous FTP from sunsite.unc.edu. It is in pub/doc/about- the-net with filename exploring_oit. The Internet was started by the defense agency to allow logging onto remote computers and file transfer. The Backbone telephone lines were paid for with tax dollars. Today, the Office of Information Technology pays an annual fee for membership in Internet. We do not pass along this charge, so your use of the Internet is free. Internet addressing... Internet e-mail addresses have the form: userid@host.subdomain.subdomain.domain For example: hallman@gibbs.oit.unc.edu Judy_Hallman@unc.edu Host is the computer's name. Subdomains from left to right can include department name and university/company name; there can be several subdomains or none. Sample domains include: com commercial edu educational gov government mil military net network organizations org private organizations au Australia ca Canada uk United Kingdom Internet provides... E-mail and news groups: These are covered in other places .(see our other handout.) Telnet: TELNET is a command you issue from the host that logs you onto a computer at another site. You specify the Internet address of the host in the following form: host.subdomain.subdomain.domain For example, uncvx1.oit.unc.edu or 128.109.157.1. Use the alphabetic form if you know it instead of the numbers. The computer you log onto may require VT100 terminal emulation or 3270 terminal emulation. The IBM systems (MVS and CMS) use 3270 emulation. For VT100 emulation, the command usually has the following form: TELNET host.subdomain.subdomain.domain For 3270 emulation, the command usually has the following form: TN3270 host.subdomain.subdomain.domain When you log onto another computer, you are under the control of that computer (you may need to know function keys to move around). Check for instructions before and after you connect. CTRL-Z or CNTL-C will usually get you back out of another system. FTP (File Transfer Protocol): FTP is used to transfer files from one computer to another. When this is done using the userid anonymous the process is called anonymous ftp. The usual sequence of commands for file transfer is: FTP host.subdomain.subdomain.domain when prompted for userid, type anonymous when prompted for password, type your full e-mail address change to the correct directory: for example, cd /pub/software/docs get filename (or get filename newfilename) quit Notes: (1) The filename assigned to the file when it is transferred to your machine will be the same as the original filename. Some operating systems have restrictions on files names that require you to change the name of the file when you GET it. You'll get a message from your operating system if it doesn't like the name, and you can reissue the GET command specifying the filename to use on your machine. (2) The file names are often case sensitive. (3) There are different file types. Most files are ASCII files; these usually have txt as the last level of the file name. Some are in PostScript format; these usually have PS as the last level of the file name. Make sure you know what the filetype is. (4) Other FTP commands you might want to use after you make connection and login: ls -- use this command to list files and directories in the current directory dir -- use this to be able to distinguish between a file and a directory (shows a "d" at the beginning of the line for directories) binary (return) -- use this command before ftping an executable program help (return) -- lists commands you can use How to connect (hardware/software): To use the Internet, your machine must be connected to the Internet (it must have an IP number). There aren't really any public terminals on the Internet; Macintosh computers on campus usually use NCSA Telnet, Exercises: All the exercises have things to see if you follow the instructions step by step. Note that not all the RETURNs (or ENTER key) are listed, and you should read the screens for instructions as you go along, anyhow. Also, menus change -- so check that the description of the item shown on the screen matches this text. There are more exercises than you can do at one sitting; Choose those that interest you to do now. Don't try to do them in order; it puts too much of a load on services if we all use them at once. Note that if some will not work today; you can try them again later. Be sure to try using WAIS, Gopher, and World-Wide Web. You can get to all of them from the BBS (section 4 of the exercises). Gopher, WAIS, and World-Wide Web use client/server architecture to present information so that users can navigate through it using the tools they have on their workstations. Each database is presented by a server, and the user's interface to the databases is controlled by client software run on the user's workstation. Thus the user interface is different for each type of client and is natural to the user. In this class, we are using a "dumb" terminal or VT100 client. These services would display text in a variety of fonts and colors with buttons for you to click on if you were using more sophisticated client software. 1. Menued information systems: a. INFO (UNC-CH) Telnet info.oit.unc.edu login as info 1 (About INFO) b (backup) 6 (Human Resources) 4 (TOP) 2 (Permanent full-time positions available) Return m (main menu) 7 (Publications) 1 (Newsletters and journals) 6 (IAT briefings 3 (Winter 1992) 11 (Delivering Multimedia in the classroom) b (backup)--three times 12 Postmodern Culture Return m (main) 13 (other systems) q (quit) b. University of Nebraska telnet CRCVMS.UNL.EDU login as info press return 7 (University Press) 1 (online catalog) 23 (Best selling reprints) 7 (Sandoz) E E 30 (children's list) N (next) or return N (next) or return (again) 35 (Ruth) Q (quit) c. Cleveland Free-Net This one is often very busy. Telnet freenet-in-a.cwru.edu (or freenet-in-b.cwru.edu or freenet-in-c.cwru.edu) 2 (a visitor) 2 (explore the system) press the space bar a couple of times return return again 8 (The Schoolhouse (Academy One)) 1 (About...) Q (quit display) Return (get back to Academy One menu) 9 (The Academy One Library) 4 (The Congressional Memory project) 1 (About...) q (quit) p (previous menu) 5 (Project Hermes) 1 (about...) q (quit) 7 (You Be The Judge) 250 (Lee v. Weisman) return s (read next message on the same subject) return q (quit) x (exit) Y (yes) d. TriState Online (Cincinnati Free-Net) telnet tso.uc.edu login as visitor You will be asked to enter your name, then your city and then your state. Press return if the entry looks OK. Type Y to agree to the statement displayed. You should see the main menu. 5 (Learning Center) 2 (Open Forums on Education) 2 (Public Forum) Note the +2 next to message 103, which means 103 has 2 replies. 103 Return 5 (next page of messages) Note that 117 is a reply to 103 t (top menu) 4 (Government) 4 (The Congressional Memory Project) 3 (Senate Bills) 101 To end the display, type P (Previous menu) x (exit) y (yes) e. Princeton News Network TN3270 pucc.princeton.edu (NOTE: TN3270 not telnet) login as pnn press return tab to Dial-a-Fortune and press return. Press return a few more times. tab to Index to Information in PNN and press return a couple of times M (main menu) tab to Safety Information and press return You're on Latest Police blotter -- press return Exit 2. Libraries a. Colorado Alliance of Research Libraries (CARL) TELNET PAC.CARL.ORG 5 (VT100) 3 (Info databases) 60 (Choice Book Reviews) w (word search) chemistry (gives 235 hits). Refine by adding as New Words organic. Get 39 hits. d (display) 6 (to see item #6) Return (for next screen) q (quit) s (start new search) 65 (Internet Resource Guide) w (word search) CONCERT 1 //EXIT b. Dartmouth College TELNET LIB.DARTMOUTH.EDU select file world factbook find country united states (cntl-c for Break) BYE c. Stanford University TELNET FORSYTHETN.STANFORD.EDU Login with the account socrates find tp martin luther king END 3. Special services a. ARCHIE Archie was developed at the McGill School of Computer Science. Archie fetches directory listings from ftp sites and puts them in a database you can search. Thus, you can use Archie to find files you can retrieve by ftp, but be forewarned that there are a lot of files in the database and it is not always easy to find exactly what you are looking for. telnet archie.sura.net or archie.rutgers.edu login as archie help press return to exit from help Whatis kermit prog cwis-l (Will list the sites that have the file cwis-l -- a list of Campus-Wide Information Systems--available for anonymous FTP) quit b. Gopher Telnet consultant.micro.umn.edu (University of Minnesota) login as gopher return (VT100) 9 and press return (cursor should go to line 9 -- other gopher and information servers) press return 4 (North America) 4 (Concert) 1 (about Concert)--the information about Concert is coming from North Carolina q (quit) and return 3 (about this gopher) return u (no return) u (no return) u (no return) -- get back to Gopher's main menu 5 (Libraries) 1 (Electronic Books) 3 (By title) 10 (Historical Documents) down arrow to 21 (Magna Carta) q return u (no return) 3 (1990 USA Census Information) > (next page) 35 (North Carolina) q return q (quit gopher) y (yes) c. World-Wide Web (Geneva, Switerland) telnet info.cern.ch 5 (other subjects) return (for next screen) 19 (Project Gutenburg, in literature) 8 (Freenet) Note the top line: uiuc is the University of Illinois at Champaign-Urbana 17 (I have a dream) quit d. Lunar & Planetary Institute telnet lpi.jsc.nasa.gov with username LPI Tab to Lunar & Planetary Information Bulletin and press return You will be connected to another computer service which will ask for your name (last name first) and your institution. Select item 1, Browse latest issue of the Bulletin Press return to see more q (quit) q (quit) again Y Tab to Exit & logout and press return e. netfind (Note: it is best to call someone to get their e-mail address and make sure they actually use e-mail). Also, netfind doesn't have bitnet addresses. telnet bruno.cs.colorado.edu login as netfind s (search) hallman unc edu (for person and keys) 17 (oit) n (don't continue) return (to get back to earlier prompt) d (seedDB lookup) s (DB search) unc edu (keys) (You'll see all the internet addresses for unc.edu) return (to get back to earlier prompt) q (quit) q (Quit, exit system) f. FEDIX information on agency research opportunities, program contacts, scholarships, research equipment, procurement notices, and minority opportunities. You have to provide information about yourself. telnet fedix.fie.com login as fedix new (new user) Fill in information about yourself. It will ask if you are accessing via Internet; type Y (yes). It will ask for your Internet address; type your email address. 10 (what is fedix) s (stop) 3 (search) scholarship (for the keyword) 23 1 (select the first item) 2 (gives program description) q, q, q (back to the main menu) 0 (zero, logoff) 4. BBS The Bulletin Board System called BBS (running on an OIT UNIX workstation) Freenets, gopher, simple WAIS, World-Wide Web, and many other resources. You don't need to know the Internet address of the service you want to use or select the proper terminal emulation, and you don't need a userid to use these services. These systems are particularly useful for exploring the Internet. However, you if are interested in using only one particular service and you know the Internet address, it is better to connect directly than to take up a connection on the BBS or the VAX. You can also telnet to these services. b. BBS telnet bbs.oit.unc.edu at the user prompt type bbs press space bar to move through text Enter your name. (If prompted for a password, try a variation of your name.) You will be asked to enter the city and state and to select a password. Remember how you typed your name and your password for future connections. You will see some welcome screens and bulletins. q (quit bulletin section and go to the main menu) 4 (simple WAIS) Type J about six times. Capital J brings up the next page; you should see Eric-digests. Use the arrow keys to move to that one. press the space bar and note the * next to the item we selected. type w (no return) -- cursor moves to bottom left next to keywords. Type health and press return (Note you can select several databases to search, and you don't need to know their Internet addresses) You should get a list of hits. Note the score, valuing your hits based on word frequency, location in document, etc. The top item is highlighted. Press return and the document should be delivered to your screen. Press the space bar to see more q (quit display) s (select source) press the space bar to turn off selection of Eric- digests Type J until you get down to supreme-court Use arrow keys to move to that one and press the space bar to select it. type w (no return) backspace over health and type hate protected speech press return to see the Wisconsin case. (Supreme court decisions are available via WAIS the day after they are announced) q (quit display of the case) q (quit SWAIS) 9 (Libraries and Campus-Wide Information Systems) bbs (You can try out the FreeNets from here) Return (back to the menu) misc (you can use Gopher and World-wide Web from here) 2 (ham radio callsign) y (connect) help name huntress quit return (from misc) EXIT (back to the main menu) 8 (goodbye) 5. FTP Note that most anonymous ftp sites run UNIX and so the file names are case sensitive. To see the files you brought over, after you exit ftp use the command: type filename|more a. World-Wide Web: The Information Universe (A PostScript file) ftp info.cern.ch login as anonymous enter your e-mail address or name as the password cd /pub/www/doc get ENRAP_9202.ps quit b. Review of Zen and the Art of the Internet, by Billie Barron ftp infolib.murdoch.edu.au login as anonymous cd /pub/jnl get barron.jnl quit c. What is Archie? ftp infolib.murdoch.edu.au login as anonymous cd /pub/soft/archie get archie.doc quit d. GPO Gateway to Government Act of 1992 (the House version of this bill, H.R.2772, is sponsored by Rep. Rose (D-NC). ftp ftp.sura.net login as anonymous cd /pub/nic/NREN get GPO.bill.6-92 gpo.bil quit e. High Performance Computing Act of 1991 (NREN) ftp nis.nsf.net login as anonymous cd /internet/legislative.actions/nren.bill get nrenbill.txt quit f. Information Infrastructure and Technology Act of 1992 (also known as the Gore Bill), would authorize a total of $1.15 billion over the next five years to ensure that the technology developed by the High Performance Computing Act of 1991 is applied widely in K-12 education, libraries, health care, and industry. ftp nic.merit.edu login as anonymous cd /nren/iita.1992 get gorebill.1992.txt gorebill.txt quit FreeNets Cleveland: telnet freenet-in-a.cwru.edu (or freenet-in-b.cwru or freenet-in-c.cwru.edu). Heartland (Peoria): telnet heartland.bradley.edu, login as bbguest. TriState Online (Cincinnati): telnet tso.uc.edu, login as visitor. Youngstown: telnet yfn.ysu.edu, login as visitor. 6) Turbo Gopher this is a Macintosh software which uses the menu and windows of the mac so that getting information is more user friendly. You do not have to know exactly where the information is, the software is finding the "hits " for you. double click on Turbo Gopher double click on Other Gopher and Information Services doulbe click on Searchfiles in Gopherspace using veronica type tangrams in the window wait for the "hits" to come up on the screen choose one of the "hits" and double click to explore the information. 7) Fetch this is another Macintosh application which will automatically fetch a document for you. double click on Fetch type cs.uwp.edu in the first box tab to the next box leave anonymous in the name box tab to the next box type in your e-mail address in the third box click the "OK" box Fetch will now fetch the public directory at the University of Wisconsin scroll down to the music directory, click on it scroll to b , click on it scroll to beatles and click on it scroll to lyrics and click on it. Choose a song and click the get button Fetch will now ask you where to put the document. For now just put it on the desktop. Fetch will go and get the document and store it on the desktop. Close the connection to fetch , open the document and view the lyrics. 8) NewsWatcher is another Macintosh application which has many newsgroups in it. (See attached handout) Tutorial: A Short Guide to Anonymous ftp Introduction: A great deal of useful information is stored in files at computers throughout the country and the world. Many of these file are freely available to users of the Internet. A simple method for transferring such files from a remote computer to a users computer is anonymous ftp. Anonymous ftp allows a user to transfer files without having an account at the remote computer (i.e. the user is anonymous.) How Do I Access an Anonymous ftp site? To access an anonymous ftp site you must know the address of the site. For example, nic.ddn.mil, is the address of the Network Information Center of the Dept. of Defense Network. The procedure for accessing an anonymous ftp site follows: ================================================================== EXAMPLE: 1 & ftp nic.ddn.mil 2 Connected to nic.ddn.mil 3 220 NIC.DDN.MIL FTP Server Process 5z(47)-6 at Tue 30-Jul-91 12:56-PDT 4 Name (nic.ddn.mil:msmith) : anonymous 5 Password (nic.ddn.mil:anonymous) :--------- 6 331 ANONYMOUS user ok, send real ident as password. 7 230 User ANONYMOUS logged in at Tue 30-Jul-91 12:56-PDT, job 46. 8 ftp> ================================================================== Figure 1 Step by Step Explanation of Figure 1 1 at the Unix prompt, user ftp's to nic.ddn.mil 2 user is connected to ftp site 3 site notes the time of user login 4 user login as anonymous 5 user uses email address (bjp@sura.net) which does not appear 6-7 system acknowledges user login and notes time 8 ftp prompt Once you have gained access to the site, the ftp> prompt returns and acknowledges that the system is ready to use. Listing the Directories and Changing Directories Once you have accessed the ftp site, to transfer a file, you may have to change directories to the directory that your file is located in. It is a good idea to list the contents of the directory before attempting to transfer a file. ================================================================== EXAMPLE: 1 230- Guest login ok, access restrictions apply. 2 Starting cwd is /pub. 3 230 Local time is: Wed Jul 31 14:18:29 1991 4 ftp> ls 5 200 PORT command successful. 6 150 Opening ASCII mode data connection for /bin/ls. 7 README 8 nic 9 security 10 sendmail 11 stats 12 sura-ops 13 surajobs 14 suranet 15 226 Transfer complete. 16 145 bytes received in 0.65 seconds (0.22 Kbytes/s) 17 ftp> cd nic 18 250 CWD command successful. 19 ftp> ls 20 200 PORT command successful. 21 150 Opening ASCII mode data connection for /bin/ls. 22 interest.groups 23 networking.terms 24 226 Transfer complete. 25 74 bytes received in 0.11 seconds (0.66 Kbytes/s) 26 ftp> get interest.groups 27 200 PORT command successful. 28 150 Opening ASCII mode data connection for interest.groups (721283 bytes). 29 226 Transfer complete. 30 local: interest.groups remote: interest.groups 31 738182 bytes received in 15 seconds (48 Kbytes/s) 32 ftp> quit 33 221 Goodbye. 34 % ================================================================== Figure 2 Step by Step Explanation of Figure 2 1-3 ftp site allows user access 4 ftp prompt: user ls (lists) possible directories 5-6 system acknowledges ls command and begins sequence 7-14 listing of directories 15-16 system completes search and notes the time the search took 17 ftp prompt: user cd (changes directory) into "nic" 18 system acknowledges change of directory 19 ftp prompt: user lists possible files under the "nic" directory 20-21 system acknowledges ls (list) command 22-23 possible files 24-25 system acknowledges search and notes time for search 26 ftp prompt: user tells system to download file "interest.groups" to his own system 27-31 system downloads file "interests.group" and notes size and time of file transfer 32 ftp prompt: user logs off ftp site 33 system acknowledges system signoff 34 Unix prompt Unix Commands for Retrieving Files: Unix directories are hierarchal. In Figure 2 some simple Unix commands were used to change directories and list possible directories or files (i.e. move up or down the hierarchy.) the ls command lists the contents of the active directory the cd command enables the user to change directories (move up or down the hierarchy) the cd .. command allows the user to return to the previous directory, using this command it is possible to return to the initial directory *** Note - not all ftp sites are Unix capable**** Transferring a document It is possible to view a document while you are sill in an ftp site. The command sequence is similar to step 26 of figure 2, the difference being, a continuation of the command sequence with, |less For example: To transfer document: get To view the document while still connected to the ftp site get |less It is also possible to view the document that you have transferred into your own system after you have left the ftp site and returned to your own system. In figure 2, steps 23 and 29 show the user transferring the file and then quitting the ftp site. The transferred file is stored in the user's system under its original title. So in figure 2, the file was transferred and stored as, "interest.groups". The procedure is as follows. get "filename" "new filename" The file "filename" is stored in the users system under "new filename" To view the document transferred, use either "more" or "pg" more "filename" allows your to scroll through the document the pg "filename" command allows you to view the document one screen at a time Notes: - It is generally a good idea to list the contents of possible directories before transferring a file via anonymous ftp. Names and locations of directories and files may change over time. By checking your listing of possible directories and files, you increase your chances of successfully transferring a file. - Anonymous ftp site systems sometimes acknowledge user commands with confusing responses. For example, following a change directory command, the system may respond with a comment such as, "Default name accepted Send password to connect to it." A user may find this response confusing. This is yet another reason to list, the contents of directories to determine that you have accessed the correct directory. Tutorial: Introduction to Telnet Introduction: A basic Internet service is the provision of interactive login to a remote host. Telnet is both a protocol and a program that enables you to do so. It is the standard TCP/IP remote login protocol. This brief guide introduces Unix users to the use of telnet to conduct interactive sessions with remote host computers. How to telnet: You must know the address of the remote host computer before you can initiate a session with telnet. Once you know the address, you can use telnet. Note: in all examples, what the user types is shown in bold, system responses are shown in plain text. The syntax for using telnet is telnet

Example: %telnet psupen.psu.edu will initiate an interactive session with the psupen host at Penn State University. Many remote hosts require you to have an account to log in (You must have a user id and a password). However, some remote hosts do not require that users have accounts. Users can log in with a general user id such as info (or some other word that is published in guides to the Internet). Passwords are usually not required. Example: %telnet noc.sura.net Login: info Figure 1 is an example of the login procedure for accessing a remote host that does not require users to have an acccount. The user id is PNOTPA (this is the general id for all users of this host. Users can look it up in various guides) ========================================================= % telnet psupen.psu.edu trying... Connected to psupen.psu.edu0 PSU*PEN The Pennsylvania State University Username: PNOTPA Last interactive login on Thursday, 1-AUG-1991 13:14 Last non-interactive login on Tuesday, 30-JUL-1991 22:42 Press RETURN to continue ========================================================= Figure 1. There is an alternative syntax for using telnet telnet The system responds with the telnet prompt telnet> The User types open
Figure 2 is an example of this syntax: ========================================================= % telnet Telnet:> open psupen.psu.edu trying... Connected to psupen.psu.edu0 PSU*PEN The Pennsylvania State University Username: PNOTPA Last interactive login on Thursday, 1-AUG-1991 13:14 Last non-interactive login on Tuesday, 30-JUL-1991 22:42 Press RETURN to continue ========================================================= Figure 2. If you are in telnet mode (i.e., the telnet> prompt is on the screen and you want to return to the Unix prompt without initiating an interactive session, type quit and press return. Example: telnet> quit % End Of Fil