HDTenEightyP/NetNews huggingface dataset:
From: lpj@col.hp.com (Laura Johnson)
Subject: Re: Middle-class salary range
Date: Tue, 21 Jul 1992 17:38:26 GMT
Organization: HP Colorado Springs Division

F0O@psuvm.psu.edu writes:
> 
>    Just seems strange to me.  The government has programs for the lower
> class/poverty level.  Certainly they must have income limits in which to
> base their programs on.  Or the luxary tax which was supposed to be for
> certain luxary items, which probably only the upper middle-class/rich
> could afford to buy.  One would think there world be salary ranges for
> each class, or how does the government distinguish between the groups?
> 
>                                                                  [Tim]

The luxury tax applies to certain items regardless of who buys them. There
is a federally defined "poverty level", hence a federal definition of "poor";
however some programs for the poor use this poverty level and others have
their own definitions (intrinsic to the program itself). There are no
federal programs for the middle-class, therefore no definition of what it
is.

Clinton used to talk about middle-class tax cuts (still did sometimes). Who
this applies to would depend on the exact wording of the bill as passed
through Congress. As I recall (this is very fuzzy in my mind, I may be
wrong) he had originally suggested an upper limit of $70k/year, then the
math didn't work out well and he dropped it to $50k/year. I think this
was the number for a married couple/family, not for a single person (single
person would presumably have a lower limit).

On another subject that's being discussed...By getting married, you gain
if one spouse makes much more than the other, because the rates are lower
for "married filing jointly." You lose if you make similar amounts, because
you go into a higher bracket, and this outweighs the benefit of the 
"married" rate. Hence the tax code favors the traditional "breadwinner +
homemaker" married couple. 
-- 
lpj@hpctdls.col.hp.com
Opinions expressed are my own, but may be licensed for a nominal fee.
From: billn@hpcvaac.cv.hp.com (bill nelson)
Newsgroups: misc.consumers
Subject: Re: Compressors & Air Tools
Date: 30 Jul 92 01:20:19 GMT
Distribution: usa
Organization: Hewlett-Packard Company, Corvallis, Oregon USA

sns@bondi.jpl.nasa.gov (Sam Southard) writes:
: > 
: >What rating did the cord have and how long was it? 120V @ 15A would probably
: >require at least 12ga and <=25 ft. Maybe even a 10 ga to be sure.
: 
: Where did you get that number?  NEC only requires #14 for 15A, for any distance
: (until voltage drop becomes an issue).  He's probably got much more than 25 ft
: of #14 (maybe #12 if it's a 20A circuit or the builders were generous) before
: it even gets to the outlet.

When you are running near max capacity, then voltage drop becomes a large
issue. This is the case when you are running a 2 HP motor on a 15 or 20
amp circuit. 

I think 10 ga wire would be overdoing it, but 12 ga would certainly be a
good idea, even for a short 25 ft run.

I am slowly replacing all my extension cords with ones containing 12 g
conductors. I am tired of having compressors that will not start because
the voltage drop is too high.

Bill
Newsgroups: misc.consumers
From: billn@hpcvaac.cv.hp.com (bill nelson)
Subject: Re: Middle-class salary range
Organization: Hewlett-Packard Company, Corvallis, Oregon USA
Date: Thu, 30 Jul 1992 00:59:07 GMT

neilw@informix.com (Neil Williams) writes:
: >
: >In your example, the married couple would pay about $900 more - rough figure
: >only. This takes into account such things as a common house and furnishings.
: >
: >I personally think the married tax rates are overly generous.
: 
: It seems that the marriage tax encourages working couples to remain
: single while living together.  On the other hand, single-income
: couples are encouraged to get married.
: 
: Why would you support this kind of distinction?

If it does, so what? I make no moral judgements. 

The difference is that the single couple can split up a lot more easily
than the married couple.  They should be treated the same as two friends
that share a house - there is no legal distinction between the two
situations.

: I think it would be only fair to provide couples the option of
: "married, filing as single", should they so chose.

Why? 

: Hmmm, now that I think about it, the government should recognize
: gay and lesbian couples so *they* can get taxed too!

Certainly - they should be allowed to get married - and be saddled
with whatever tax disadvantages that may go with being married.

Bill
From: lauraf@classy.Jpl.Nasa.Gov (Laura Floom)
Newsgroups: misc.consumers
Subject: Rule of 78ths
Date: 30 Jul 92 04:35:55 GMT
Organization: Jet Propulsion Laboratory, Pasadena, CA

A friend just got a car loan that uses Rule of 78ths. She is planning to
pay off the loan in about 6 months (it is amortized over 4 years). I seem
to remember reading in this newsgroup an explanation of this scheme, and if
I remember correctly, it is a bad idea to use Rule of 78ths if you plan on 
paying off early. Can some kind person send me (or post) an explanation.
Sorry to bring it up so soon after the last time. 

Thanks,
Laura Floom
From: turini@gdls.UUCP ( CSC @ GDLS)
Newsgroups: misc.education
Subject: Info wanted on fighting school boards
Keywords: millage school boards
Date: 27 Jul 92 13:14:33 GMT
Organization: General Dynamics Land Systems, Sterling Heights, MI

Pardon me if this is an inappropriate news group, or if all this was covered
in a FAQ.  But I need information and direction.

Our local school board has had a millage voted down and is now in the process
of blackmailing the local populace with threats of 1) no afterschool activities,
2) no sports, 3) reduction in the school day, etc. ( I believe you get the 
picture) unless the millage is voted in at the next election.

During the past year, the school board has started a renovation of the high
school for $10 when estimates for building a new school are $15.  

A concerned group of parents (actually all the Parent Teacher Organizations) 
and local businessmen are forming up to fight the Superintendent and the Board.

I am looking for advice and information on ways to proceed with this, preferably
from someone who has gone thru this before.  Any hints, information, contacts
would be greatly appreciated.  Please e-mail direct, unless they are of a 
nature that would not inflame the newsgroup.

PLEASE NO FLAME WARS CONCERNING THE "MEDDELING" INTO SCHOOL POLICY BY 
UNQUALIFIED PARENTS!
	
Thanks again for any information and this posting.

Bill

+-----------------------------------------------------------------------------+
| Bill Turini			           Chief, Technical Systems Support   |
|									      |
| Computer Sciences Corporation   	ilium.troy.msen.com!gdls!turini	      |
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Newsgroups: misc.education,talk.politics.misc,alt.politics.clinton,soc.culture.usa
From: Nigel.Allen@bbs.oit.unc.edu (Nigel Allen)
Subject: Clinton and Gore Detail National Education Strategy
Organization: Echo Beach
Distribution: na
Date: Thu, 23 Jul 1992 01:40:22 GMT

We received the following press release from the Clinton campaign.
 
I am passing it along for information purposes only. You don't
have to believe it if you don't want to.
 
Press release from Clinton for President
 
 Clinton-Gore Detail National Education Strategy 
 To: National Desk, Political and Education writers 
 Contact: Avis Lavelle of Clinton for President, 501-399-3840 
 
   LOUISVILLE, Ky., July 21 /U.S. Newswire/ -- Gov. Bill Clinton and 
Sen. Al Gore (D-Tenn.) detailed their national education strategy at 
the Seneca High School in Louisville today. 
   Clinton said during his remarks that. "(Under our plan) every 
American could go to college and have all of it paid for and all you 
have to do to pay it back is work in a social program in your 
community for two years at a lower salary. We could solve a lot of 
America's problems and educate a whole generation at the same time," 
said Clinton. 
   Clinton and Gore promoted their education strategy to the 
Lousiville Employment and Education Partnership which is a program to 
promote the academic achievement and employment opportunities for 
"at-risk" youth. 
   The main elements of the Clinton/Gore educational strategy call 
for a Safe Schools Initiative to provide funds for violence- ridden 
schools, a Youth Opportunity Corps to match high school drop-outs 
with caring adults, and a National Apprenticeship Program that offers 
non college-bound students training in valuable vocational skills. 
   "I want to make it possible for everybody who doesn't go on to a 
four-year college to go on to a two-year program to further their 
education and training -- in a community college, vocational school, 
or on the job," said Clinton. 
   The Clinton/Gore strategy of putting people first will 
dramatically improve the way parents prepare their children for 
school, give students the chance to train for jobs or pay for 
college, and provide workers with the training and retraining they 
need to compete in tomorrow's economy. 
   "I want to give America a real Education President," said Clinton. 
 -30- 

--
   The opinions expressed are not necessarily those of the University of
     North Carolina at Chapel Hill, the Campus Office for Information
        Technology, or the Experimental Bulletin Board Service.
           internet:  bbs.oit.unc.edu or 152.2.22.80
Newsgroups: misc.education
From: alan@highlite.uucp (Alan McConnell)
Subject: Re: If you have to prepare a course, read this message
Keywords: course preperation, syllabus
Organization: Gotham Communications Research
Date: Tue, 21 Jul 1992 10:05:59 GMT


I am afraid that I too, with Professor Rubin, must "flame" the "syllabus-
scheme" given in bovik@eecs.nwu.edu.   There is, alas, no substitute for a
_thorough_ knowledge of the subject matter one wishes to teach - and an
empathy and sympathy for the difficulties likely to be encountered by the
students on the way will be frosting on the cake.

But I wish to raise a question arising from Prof Rubin's post.  Why is it
that one class in, say, Trigonometry(or American History), will be a "good"
class, with many A-deserving students, while the next term the class(also
containing 35 students, say) will be miserable, with many flunking?  Does
not the Law of Large Numbers mandate pretty much an equal distribution of
talents in the two classes? (this will, I hope, be a Red Flag to certain
posters in this topic ;-) ).
Alan McConnell     
-- 
Alan McConnell             "What wondrous life is this I lead!
Pixel Analysis              Ripe apples drop about my head . ."
Newsgroups: misc.education
From: wgatherg@magnus.acs.ohio-state.edu (William Gathergood)
Subject: Re: Student Free Speech: Case Law
Summary: Kohlmeyer case
Organization: The Ohio State University
Distribution: usa
Date: Sat, 25 Jul 1992 11:36:23 GMT

In article <1992Jul23.223747.10085@polari> pacific@polari.online.com writes:
>     A question was raised in this newsgroup concerning court findings
>that allow for free speech by students.  Tinker vs. Des Moins, which is
>a case heard during the Viet Nam War, found that students have free
>speech guarentees so long as it does not conflict with the educational
>process.  This case is the cornerstone legal doctrine in this area.


Much as I hate to say it, the long-range effects of the Kohlmeyer <spelling?> 
case deal with this area.  It originally dealt with an article on teen 
pregnancy in a Kansas school newspaper.  The principal refused to let them 
distribute it.  State court supported students, Supreme court reversed it, 
saying that the principal, as head of the school, is the publisher of the paper
with editorial control; and producer of the school play with editorial control,
and curriculum developer with editorial control over teacher material, etc.

The results have been so sweeping that National student journalism 
organizations have been fighting it by having individual states write 
ammendments in their state constitutions, extending the rights of free speech 
beyond what the federal courts have decreed.  The key to most of this 
legislation is that students can express what they want as long as it does not:

1. appear libelous or obscene
2. cause a riot
3. or cause a severe disruption of the school.

Only a few states have adopted this, but Journalism organizations are pushing 
for it in almost every state.

Bill Gathergood
wgatherg@magnus.acs.ohio-state.edu
Xref: sparky misc.education:2997 talk.politics.misc:35639 alt.politics.clinton:524 soc.culture.usa:6188
From: athos@Apple.COM (Richard Eames)
Newsgroups: misc.education,talk.politics.misc,alt.politics.clinton,soc.culture.usa
Subject: Re: Clinton and Gore Detail National Education Strategy
Date: 23 Jul 92 21:03:04 GMT
Distribution: na
Organization: Apple Computer Inc., Cupertino, CA

And of course, all this will mean is that poor people will get into business
later than rich kids and will complain that they are moving in the career
path slower because of it.

--

Rick Eames
athos@apple.com
Newsgroups: misc.education
From: Reg Foulkes    
Subject: Re: English vs. Math/Science - "Them's fightin words!!"
Organization: Bell-Northern Research
Date: Thu, 30 Jul 1992 16:52:28 GMT

In article <1992Jul28.160817.5349@oz.plymouth.edu> oddjob@oz.plymouth.edu
(Andrew C. Stoffel) writes:
>Why, pray tell, should someone get more for being a Math or Science
>teacher than for being an English teacher ? Which is more important
>for the general population to be able to do ? To be able to read and
>write, or do quadratic equations, or examining the cell structure of a gnat ? 

 I think they are both equal in the eye of those who need to learn. When 
one graduates from HS they should be capable of reading, writing, listening,
speaking, and figuring (thinking abstractly). However, I believe science and 
math should be taught from a philosphical and historical perspective so
students
get a "feel" for the subject matter outside the ability to solve quadratic 
equations.

--------------------------------
Reg Foulkes                             Bell-Northern Research
riskit@x400gate.bnr.ca           2745 Iris Street
Telephone :(613) 763-4131     Ottawa, Ontario., Canada  K1Y 4H7
Newsgroups: misc.education
From: macgregor@master.lds-az.loral.com (Mac Macgregor)
Newsgroups: misc.education
Subject: Buying Grades
Date: 30 Jul 92 18:48:29 GMT
Organization: LDS-AZ

I am looking for references or anecdotes about teachers using cold hard cash
(i.e. moola, money, bread, dough, etc) to motivate students to improve their
mastery of difficult/boring/dubiously relevant tasks like learning the
multiplication table.

Would I be on ethical thin ice here, or am I just trying to replace the perception
of mathematics being difficult and distasteful (I am not a math teacher!) with
the perception that it pays!
Mac
Newsgroups: misc.education
From: seeley@cerl.uiuc.edu (Joseph Seeley)
Subject: Re: If you have to prepare a course, read this message
Summary: It was a joke, I think 
Organization: UIUC Computer-based Education Research Lab
Date: Wed, 22 Jul 1992 13:20:46 GMT
Keywords: course preparation, syllabus

"If sarcasm shows up in a newsgroup, and nobody notices, is it still
 sarcasm?"

Joseph Seeley	| seeley@cerl.uiuc.edu
		| seeley / cca / cerl
From: grins@mips.com (Randall Grinstead)
Newsgroups: misc.education
Subject: HELP:  need info re Physician's Assistance programs
Followup-To: grins@mips.com
Date: 26 Jul 1992 05:37:25 GMT
Organization: SGI, Mountain View, CA
Distribution: usa
NNTP-Posting-Host: bismarck.mips.com
Summary: Request for information
Originator: grins@bismarck.mips.com

A cousin of a very close friend of mine would like to consider the
possibility of becoming a Physician's Assistant but is unsure how
to go about preparing for such a career.  (A PA is something between
an RN and an MD. :-)  Any information regarding programs, schools,
licensing, etc., would be greatly appreciated.  Please respond via
e-mail.  Thanks in advance.

	- Randy
-- 
Randy Grinstead		I speak only for myself, etc., etc., etc.
UUCP:			    {ames,decwrl,prls,pyramid}!mips!grins
INTERNET:    	      grins@mips.COM (for the next week or so :-)
From: elg@elgamy.sccsi.com (Eric Lee Green)
Date: 28 Jul 92 22:23:30 CDT
Newsgroups: misc.education
Subject: Re: Student Free Speech: Case Law
Distribution: world
Organization: Eric's Amiga 2000 @ Home

From article <1992Jul25.113623.6683@magnus.acs.ohio-state.edu>, by wgatherg@magnus.acs.ohio-state.edu (William Gathergood):
> In article <1992Jul23.223747.10085@polari> pacific@polari.online.com writes:
>>     A question was raised in this newsgroup concerning court findings
>>that allow for free speech by students.  Tinker vs. Des Moins, which is
>>a case heard during the Viet Nam War, found that students have free
>>speech guarentees so long as it does not conflict with the educational
>>process.  This case is the cornerstone legal doctrine in this area.
>
> Much as I hate to say it, the long-range effects of the Kohlmeyer <spelling?>
> case deal with this area.  It originally dealt with an article on teen
> pregnancy in a Kansas school newspaper.  The principal refused to let them
> distribute it.  State court supported students, Supreme court reversed it,
> saying that the principal, as head of the school, is the publisher of the paper
> with editorial control; and producer of the school play with editorial control,
> and curriculum developer with editorial control over teacher material, etc.

Note that this does *NOT* interfere with the student's free speech rights.
TInger vs. Des Moines still stands. The students have a perfect right to
type up that article on their own and distribute it in the school building.
The only thing that Kohlmeyer dealt with was school-financed papers, not
independent papers.

Now, the school system also has the right to say that "underground" papers
must be distributed in an orderly manner, must not contain obscene
material, and a few other things (see _The Rights of Students_ for a few
more). But the article on teen-age pregnancy is one that would definitely
pass the "Tinker Test". If the author of that article had re-written it and
published it himself, he could have redistributed it on campus all he
wanted, no problem, as long as he did so in an orderly manner which did not
interfere with the functioning of the school.

--
 Eric Lee Green  elg@elgamy.sccsi.com         Dodson Elementary
 (713) 437-6908  uunet!nuchat!elgamy!elg      Houston, TX
                "Kids are kids, no matter what"
Newsgroups: misc.education
From: sylviab@sequent.com (Sylvia Berkowitz)
Subject: Re: Buying Grades
Summary: Why not the truth
Organization: Sequent Computer Systems Inc.
Date: Fri, 31 Jul 92 05:47:03 GMT


In article <1992Jul30.184829.11465@lds-az.loral.com>
macgregor@master.lds-az.loral.com (Mac Macgregor) writes:
(slightly edited)
>I am looking for references or anecdotes about teachers using cold hard cash
>(i.e. moola, money, bread, dough, etc) to motivate students to improve their
>mastery of difficult/boring/dubiously relevant tasks like learning the
>multiplication table.
>
>Would I be on ethical thin ice here, or am I just trying to replace the
>perception of mathematics being difficult and distasteful (I am not a math
>teacher!) with the perception that it pays!
>Mac

Why not tell students the truth?  For one thing, don't tell them that learning
multiplication tables or spelling is equivalent to learning math or English.
Then, when the students are bored with the "necessary" rote work, they won't
think that it is math (English, etc) that is to blame.  I think it would be
better to say that these, admittedly, boring skills will make it easier to
learn the subject in question.  Manipulations are not math any more than
spelling is English; if that's all there was to either of them, then all
mathematics could be done by computers and all of the books ever written
beside dictionaries would be superfluous.

Show students interesting and exciting applications of the subject that you
are trying to teach them, then give them the tools so that they are able
to learn and apply the subject themselves. 

Humans are curious; the proper motivation for learning isn't money, it's
satisfaction.

-- 
Sylvia A. Berkowitz	sylviab@sequent.com	uunet!sequent!sylviab
(^+^) "...the most complex emotion yet discovered, felt by those who 
consciously endure the change between mind configurations..." Greg Bear
Organization: The American University - University Computing Center
Date: Wednesday, 22 Jul 1992 22:33:09 EDT
From: Mona E. Strassburger <MSTRASS@auvm.american.edu>
Newsgroups: misc.education
Subject:    "Schools of Excellence"

I am interested in learning about the personality traits of leaders of schools
who have achieved "School of Excellence" status.  This is the first time I have
 posted anything so I do not know how to post the same message in different new
sgroups.  Please refer to my message in BIT.LISTSERV.EDTECH.  Basically, I want
 to know/determine if there are any similar traits among effective leaders in t
he educational systems.
From: Reg Foulkes
Newsgroups: misc.education
Subject: Re: Just one question
Date: 28 Jul 92 13:38:53 GMT
Organization: Bell-Northern Research/Northern Telecom

In article <1992Jul28.122418.15687@athena.mit.edu> solman@athena.mit.edu (Jason
W Solinsky) writes:
>In article <B00koB1w164w@cellar.org>, hacksaw@cellar.org (Hacksaw) writes:
>|> How the hell is one supposed to pay for a college education?
>|> 
>|> Hack --Yeah, I'll put myself $50,000 in debt at 21 years old-- Saw
>
>You contribute a minimal amount from summer earnings (roughly $5000), your
>parents contribute their fair share and the university contributes the rest.
>After that there is little debt.
>
>Jason W. Solinsky
>
Why should parents pay anything? They already pay taxes for schooling.
--------------------------------
Reg Foulkes                             Bell-Northern Research
riskit@x400gate.bnr.ca           2745 Iris Street
Telephone :(613) 763-4131     Ottawa, Ontario., Canada  K1Y 4H7
Newsgroups: misc.education
From: j_glenister@tamar.compserv.utas.edu.au
Subject: Dance Conferences-Help!
Organization: University of Tasmania at Launceston
Date: 29 Jul 92 10:35:30 +1000

Wanted:  Information about conferences anywhere in the world relevant to
"Safety in Dance".  
Thanks

Jennifer Glenister
From: luden@lehigh.edu (Dean E. Nelson)
Newsgroups: misc.education
Subject: Re: Just one question
Date: 28 Jul 92 21:17:30 GMT
Organization: Lehigh University Computing Center

In article <1992Jul28.133853.15926@bnr.ca> Reg Foulkes writes:
>In article <1992Jul28.122418.15687@athena.mit.edu> solman@athena.mit.edu (
Jason>W Solinsky) writes:
>>In article <B00koB1w164w@cellar.org>, hacksaw@cellar.org (Hacksaw) writes:
>>|> How the hell is one supposed to pay for a college education?
>>|> 
>>|> Hack --Yeah, I'll put myself $50,000 in debt at 21 years old-- Saw
>>
>>You contribute a minimal amount from summer earnings (roughly $5000), your
>>parents contribute their fair share and the university contributes the rest.
>>After that there is little debt.

>Why should parents pay anything? They already pay taxes for schooling.

I come from a family of three children, all of which have a college 
education, none of which went into debt, and our parents never paid a 
cent.  But, we all worked through college (not just the summers), went to 
state schools, and finished long after we turned 21.  That is one way 
to pay for a college education, with a little more work, and a little more
time.  I guess paying off a debt adds up to about the same, it is just 
psychologically different.

Dean Nelson den0@lehigh.edu
Newsgroups: misc.education