HDTenEightyP/NetNews huggingface dataset:
Newsgroups: bit.listserv.c+health
Date:         Fri, 18 Dec 1992 08:59:34 EST
Comments:     Converted from PROFS to RFC822 format by PUMP V2.2X
From:         John Firrell <JCFIRR01@ULKYVM.LOUISVILLE.EDU>
Subject:      Data interchange with HL7 - What is it?

You may be able to get more information from the International Medical
Informatics Association (IMIA). The President is Dr. Marion Ball, American
Medical Informatics Association (AMIA), Suite 700, 1101 Connecticut Ave, NW,
Washington, DC 20036. Tel: (202) 857-1189 and Fax: (202) 223 4579. There is no
E-mail address.

John Firrell,  Research Director
Kleinert Institute
Phone: (502) 562 0307   Fax: (502) 562 0326
Internet:  JCFIRR01@ULKYVM.LOUISVILLE.EDU
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Newsgroups: bit.listserv.snamgt-l
Date:         Tue, 15 Dec 1992 13:40:07 EST
From:         Mark Bandak <MARK@MONTCOLA.BITNET>
Subject:      NRZ vs. NRZI problem on a SYS/36 ...

Folks:

Sorry if this is not the 'exact' correct forum; but I need help from
someone with a 'good' SDLC background. (excuse x-posts)

Scenario: just converted (outside our dept.) a SYS/36 with a 5294
remote controller from modem to T1 (9.6K).  From a variety of manuals
the only way we could get the 5294 to work was to change the SDLC
parms from NRZI to NRZ. In GA21-9369-2 it is stated (elsewhere as well)
'The initial setting of this bit is recommended to be NRZI (0,off) for
EIA interface with analog modems/DCEs and NRZ (1,on) for DDSA, XLCA,
and EIA interfaces, when EIA is used with digital DCEs.'

We tried w/o NRZ and could not get the SYS/36 to 'talk to' the 5294;
so I followed the manual suggestion; viola, it worked.

PROBLEM: Despite assurances from the user(s) that they are noticing
nothing; they are now getting on a regular basis (every 15-30min)

   SYS6729 C02 on line 2 is experiencing severe degradation.
          (controller 2 on line 2 ....)
    and
   SYS3410 SDLC line 2 line degradation.

This is a point-to-point line, no multi-drop. We have run the analog
modems again, the modems work with NRZ or NRZI; the messages continue
to occur with either the modem or T1; hence it must be the NRZ parm.

So, my question; if I can't run NRZI (like all my 3725 lines) - and
since NRZ seems to be causing these problems; what do I do?  Manual
references indicate line probs or modem probs ... which I believe
we have proven to NOT be the problem.

Suggestions welcome, other forums also welcome.

Many thanks .. /Mark
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X-VMS-To: IN%"EDPOLYAN@ASUACAD.BITNET"
Newsgroups: bit.listserv.edpolyan
Date:         Tue, 15 Dec 1992 22:19:00 CDT
              <EDPOLYAN@ASUACAD.BITNET>
From:         "John O. Wong" <JOHNWONG@MACC.WISC.EDU>
Subject:      Re: Inequalities

I absolutely applaud Jim Powell's exhortation on "thinking globally."

However, I have a much more "literal" understanding of what "global" means, and
it extends well beyond the narrow concerns of Jim's.

If we are that serious about inequity, why stop at the national border?
Why not take yourself to places where children are much more deprived, and the
population much more motivated to take advantage of whatever little "education"
you can provide?

                                    # John Wong (608)263-3025
                                    # johnwong@wiscmacc.bitnet
                                    # johnwong@macc.wisc.edu
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Newsgroups: bit.listserv.edpolyan
Date:         Wed, 16 Dec 1992 15:58:49 LCL
              <EDPOLYAN@ASUACAD.BITNET>
From:         TFGREEN@SUVM.BITNET
Subject:      Re: inequities

   Nice to know that Tom Pugh picked up the point I wanted to make.
                                        TGreen
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Newsgroups: bit.listserv.edpolyan
Date:         Mon, 14 Dec 1992 14:17:19 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         peter lau <72460.3000@COMPUSERVE.COM>
Subject: RE: Hats

I guess we can't discuss an issue without bringing in religion or morality
on this net.  Let's get down to basics.  For all of you living in Canada or
some isolated rural communities in the US, there is a real basic issue
involved here, and that is the safety of the students.  Here in L.A., where
wearing the wrong color can get you killed, school officials are rightly
concerned about the potentials for a shoot out at the O.K. Junior High
School.  As any good administrator knows, the proper way to solve a problem
is not to have an open discussion about morality, religion, or student
right, but to ban the damn things.

By the way, Gene, banning the hat (or cap) is not equivalent to
decapitation.  It is more akin to castration.

peter lau
uc riverside




Distribution:
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Newsgroups: bit.listserv.edpolyan
Date:         Sun, 13 Dec 1992 08:20:00 CDT
              <EDPOLYAN@ASUACAD.BITNET>
From:         "John O. Wong" <JOHNWONG@MACC.WISC.EDU>
Subject:      Re: Secretary of Education

Frank,

Sorry to barge in on your discussion with John Covaleskie on religion and
public schools.

In your reply to John, you said that it is impossible to have a "non-religious"
viewpoint, that everyone has strongly held fundamental beliefs on our
fundamental existence and nature.  I'd like to ask a few simple questions to
help me understand your arguments better.

(1)  If I am not your friend, am I "in reality" your enemy by definition?

(2)  Can there be religions without God or gods?
     Or are some worldview is good enough to qualify for being "religious"?


                                    # John Wong (608)263-3025
                                    # johnwong@wiscmacc.bitnet
                                    # johnwong@macc.wisc.edu
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Original_To:  BITNET%"EDPOLYAN@ASUACAD.BITNET"
Original_cc:  BMARANTZ
Newsgroups: bit.listserv.edpolyan
Date:         Fri, 18 Dec 1992 22:33:00 EDT
              <EDPOLYAN@ASUACAD.BITNET>
From:         Barbara Marantz <BMARANTZ@SNYESCVA.BITNET>
Subject:      RE: Assessment in Higher Ed

Could someone say more about the mandate to SUNY colleges to
carry out an "outcomes assessment"  Is the mandate a public
document?  If not, does anyone know who is expected to be the
audience of the assessment conclusions -- the State? the college
faculty and administration?  Is this a mandate to carry out
the procedure "internally" or is there to be an external
body reviewing the conclusion and/or the process?
Barbara Marantz
bmarantz@snyescva.bitnet
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From: ATGVG@ASUACAD.BITNET
Newsgroups: bit.listserv.edpolyan
Subject: (no subject given)
Date: 16 Dec 92 17:42:37 GMT
              <EDPOLYAN@ASUACAD.BITNET>
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU

The College of Education at the University of Illinois at Chicago
invites applications for tenure-track positions  at the ranks as
indicated below starting in the 1993-94 academic year.  Well-qualified
applicants with an earned doctorate and research interests in the
education of urban populations and in urban school improvement/reform
are urged to apply.  All candidates must have completed the doctoral
degree or provide assurance of completion prior to the appointment date
of August 21, 1993.  Each position involves teaching at the graduate and
undergraduate levels, performing service, conducting research, and
advising graduate students.  Positions are contingent upon adequate
funding.

Reading Education in Urban Schools (Assistant)  Strong research
background in some aspect of elementary reading and literacy (including
assessment, educational technology, classroom instruction, and needs of
diverse learners in urban settings).  Demonstrated commitment to teacher
education.  Elementary or secondary teaching experience desirable.

APPLICATION PROCESS:
Letters of nomination or application should identify the specific
position of interest.  Applications should include the names, addresses
and phone numbers of three references, and a current curriculum vitae
and a sample of preprints and reprints.  (Please be sure to have at
least three reference letters sent to accompany your application file.)
These materials should be sent to:

Larry A. Braskamp, Dean
College of Education
University of Illinois at Chicago
Box 4348, M/C 147
Chicago, Illinois  60680



APPLICATION DEADLINE:
Review of applications will begin January 22, 1993 and continue until
the positions are filled.

The University of Illinois at Chicago is an affirmative action, equal
opportunity employer.  Applications are especially welcomed from
minority persons, women, handicapped persons, and Vietnam era veterans.

_______________________________________________________________________

GENE V GLASS                                    ATGVG AT ASUACAD.BITNET
COLLEGE OF EDUCATION                            ATGVG AT ASUACVAX.BITNET
ARIZONA STATE UNIVERSITY                        INTERNET ADDRESS:
Tempe, AZ 85287-2411                            ATGVG@ASUVM.INRE.ASU.EDU
602-965-2692
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Priority:     normal
X-Mailer:     Pegasus Mail v2.3 (R4).
Newsgroups: bit.listserv.edpolyan
Date:         Wed, 16 Dec 1992 17:00:16 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         "Michael S. Hines" <MSHINES@FREH-03MS.ADPC.PURDUE.EDU>
Subject:      TQM in Higher Ed.

>Susan, Jonona, et al...
>
>There is a listserv for TQM in Higher Education.
>
>To subscribe send your traditional subscribe line to
>listserv@ukanvm.bitnet
>
>subscribe TQM-L <your name>
>
>The list wonders around a bit, but from time to time some rare jewels
>appear.  Right now there is much discussion on applying TQM in the
>academic side of the house.
>
>You'd be good to be up to speed on Demings 14 points, as freqeuently they
>are referred to by number.  I have a posting on my desk with the 14
>readily available for reference.  Every once in a while I use them for
>work too!  <grin>
>
>Hope this helps....
>
>
>>Jonona:
>>
>>The list had a long discussion of TQM about a year ago.  There is a fairly
>>easy method of getting those postings out of the list archive.  Contact
>>Gene Glass for directions.

----------------------------------------------------------------------
Internet:  mshines@ia.purdue.edu      |  Michael S. Hines
Bitnet:  michaelh@purccvm             |  Internal Auditor-EDP
Purdue WIZARD Mail: MSHINES           |  Purdue University
GTE Net: (317) 494-5845               |  1065 Freehafer Hall
                                      |  West Lafayette, IN 47907-1065
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Newsgroups: bit.listserv.edpolyan
Date:         Wed, 16 Dec 1992 13:33:45 -0800
              <EDPOLYAN@ASUACAD.BITNET>
From:         Susan Nolen <sunolen@U.WASHINGTON.EDU>
Subject:      Re: Total Quality Management in Higher Education

Jonona:

The list had a long discussion of TQM about a year ago.  There is a fairly
easy method of getting those postings out of the list archive.  Contact
Gene Glass for directions.
______________________________________________________________________________

Susan B. Nolen                      322 Miller Hall DQ-12
                                    University of Washington
sunolen@u.washington.edu            Seattle, WA   98195

On Wed, 16 Dec 1992 JSYNTS%RITVAX.BITNET@uwavm.u.washington.edu wrote:

> I have been reading Total Quality Management in Higher Education by Sherr and
 Te
>    eter. Our administration seems struck by this and is looking in to this
> to the concept. Any response out there?
> Jonona Young
> RIT
From: ATGVG@ASUACAD.BITNET (Gene Glass)
Newsgroups: bit.listserv.edpolyan
Subject: Seven jobs at U Ill-Chicago
Date: 16 Dec 92 17:39:53 GMT
              <EDPOLYAN@ASUACAD.BITNET>
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU

Larry Braskamp, Dean of the College of Education at UI-Chicago announces
 these position openings:

The College of Education at the University of Illinois at Chicago
invites applications for tenure-track positions  at the ranks as
indicated below starting in the 1993-94 academic year.  Well-qualified
applicants with an earned doctorate and research interests in the
education of urban populations and in urban school improvement/reform
are urged to apply.  All candidates must have completed the doctoral
degree or provide assurance of completion prior to the appointment date
of August 21, 1993.  Each position involves teaching at the graduate and
undergraduate levels, performing service, conducting research, and
advising graduate students.  Positions are contingent upon adequate
funding.

Math Education (Assistant) Research background in math cognition and
the teaching of elementary school mathematics.  Classroom teaching
experience and research interests in the educational uses of technology
strongly preferred. Teaching responsibilities include methods courses for
teachers of elementary mathematics, and doctoral courses in math
cognition and education.  Ph.D. in Math Education, Psychology or related
discipline required.





APPLICATION PROCESS:
Letters of nomination or application should identify the specific
position of interest.  Applications should include the names, addresses
and phone numbers of three references, and a current curriculum vitae
and a sample of preprints and reprints.  (Please be sure to have at
least three reference letters sent to accompany your application file.)
These materials should be sent to:

Larry A. Braskamp, Dean
College of Education
University of Illinois at Chicago
Box 4348, M/C 147
Chicago, Illinois  60680



APPLICATION DEADLINE:
Review of applications will begin January 22, 1993 and continue until
the positions are filled.

The University of Illinois at Chicago is an affirmative action, equal
opportunity employer.  Applications are especially welcomed from
minority persons, women, handicapped persons, and Vietnam era veterans.

_______________________________________________________________________

GENE V GLASS                                    ATGVG AT ASUACAD.BITNET
COLLEGE OF EDUCATION                            ATGVG AT ASUACVAX.BITNET
ARIZONA STATE UNIVERSITY                        INTERNET ADDRESS:
Tempe, AZ 85287-2411                            ATGVG@ASUVM.INRE.ASU.EDU
602-965-2692
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Newsgroups: bit.listserv.edpolyan
Date:         Sun, 13 Dec 1992 21:36:43 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         "Emily C. Springfield" <k089784@HOBBES.KZOO.EDU>
Subject:      Students/hats

Bravo, Benjamin Levin!
My best teachers have been the ones who treated all their students as people
with valuable opinions.  We had discussions and resolved conflicts together,
 andI left these teachers' classes feeling confident that if I expressed my
 sincere
opinion, people would respect it.  Most students consider it a slap in the face
when any adult tells them that the students are at the center of a great
controversy, but never let the students express their opinions.  We feel
 resentful, and after time, stop trying to be heard.  I am convinced that the
 prevalent
"Who cares?" attitude of today's youth stems from the near-constant barrage of
messages from adults (parents, teachers, administrators) that tell us our
opinions, and therefore *we*, do not matter.
Please include your students in areas of discussion where we can be of help!!!!

Emily Springfield  k089784@kzoo.edu
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Newsgroups: bit.listserv.edpolyan
Date:         Mon, 14 Dec 1992 14:46:46 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         JFCOVALE@SUVM.BITNET
Subject:      Re: Hats at School

Well put, Susan.  And is it too much to hope that such discussions will also
help students (and teachers?) learn the complexity of social rules and social
psychology: e.g., trivial rules devalue all rules; trivial rules provide
low-risk and low cost vehicle for rebellion.
Sounds like a good course.  Good luck with it.


****************************************************************
*                                                              *
*                    John F. Covaleskie                        *
*      Cultural Foundations of Education and Curriculum        *
*  259 Huntington Hall                                         *
*  Syracuse University                 Maloff Towers, #2       *
*  Syracuse, NY  13244                 Chittenango, NY  13037  *
*  315/443-3343                        315/687-5595            *
*                   JFCOVALE@SUVM.BITNET                       *
*                                                              *
****************************************************************
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Newsgroups: bit.listserv.edpolyan
Date:         Sun, 13 Dec 1992 21:32:48 MST
              <EDPOLYAN@ASUACAD.BITNET>
From:         Gene Glass <ATGVG@ASUACAD.BITNET>
Subject:      SAS vs. SPSS: "Tastes great!" "Less filling!"

     So many people kindly responded to my request for ideas about
the relative merits of SAS and SPSS last week that I feel compelled
to share with all the results of the "polling." There was much
activity off the list on this topic. Many people wrote to say that
the question was miscast, that it was an apples and oranges
situation, that both SAS and SPSS were inferior to other libraries,
that teaching ought to be done with MINITAB or STATVIEW or DATA
DESK and the like. All of these points were well made and taken to
heart. But many people expressed an overall, general statement of
their preference, and I see no reason not to lay out the numbers:
     Of over fifty persons who expressed a preference for either
SAS or SPSS, SAS was preferred 2 to 1.

     This election was not as interesting or useful as the very
sophisticated analysis of the strengths and weaknesses of the two
libraries. SAS was lauded for data handling capabilities; some
insisted that SPSS was more teachable. SPSS handles survey analysis
well; SAS is better for other kinds of analysis, but BMDP has great
analysis capabilities. One person prepares data files with SAS, but
analyzes with BMDP. SPSS's clunky data handling features have been
improved in recent versions, some maintained. And so the commentary
goes.

     I excerpted and edited over 400 lines of good analysis of the
relative strengths of SAS and SPSS. Unfortunately, I compiled the
comments without attributing them to their authors; I hope no one
will feel slighted; it would have doubled the editing time. I am
reluctant to send it out over the several LISTSERVs to which I
posted the original query due to the ever-worrisome bandwidth
economies--but hey!, what's all this agonizing about bandwidth.
Have you read some of those USENET newsgroups like ALT.BACKRUBS or
ALT.MCDONALDS.KETCHUP lately? Who's telling them to get their
garbage off of our collective bandwidth? Forgive me...I digress.

     Rather than send the 400 lines of comments about SAS v SPSS to
everyone, I have archived the file on the LISTSERV at
ASUACAD.BITNET. It is simple for you to get a copy. Just send an
email letter to LISTSERV@ASUACAD.BITNET that contains the single
line
                          GET STAT NOTE

     The file will be sent to you within minutes. (If you are on a
BITNET node, you may send the message (GET STAT NOTE) to ASUACAD
interactively, via TELL LISTSERV AT ASUACAD on an IBM running CMS
or via SEND on a VAX.)

     Thanks to everyone for their help.

_______________________________________________________________________

GENE V GLASS                                    ATGVG AT ASUACAD.BITNET
COLLEGE OF EDUCATION                            ATGVG AT ASUACVAX.BITNET
ARIZONA STATE UNIVERSITY                        INTERNET ADDRESS:
Tempe, AZ 85287-2411                            ATGVG@ASUVM.INRE.ASU.EDU
602-965-2692
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Newsgroups: bit.listserv.edpolyan
Date:         Fri, 11 Dec 1992 15:30:08 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         JFCOVALE@SUVM.BITNET
Subject:      Big Rules, Little Rules

Gene-

Well put.  I guess that's what makes finding a "right" answer so interesting.


****************************************************************
*                                                              *
*                    John F. Covaleskie                        *
*      Cultural Foundations of Education and Curriculum        *
*  259 Huntington Hall                                         *
*  Syracuse University                 Maloff Towers, #2       *
*  Syracuse, NY  13244                 Chittenango, NY  13037  *
*  315/443-3343                        315/687-5595            *
*                   JFCOVALE@SUVM.BITNET                       *
*                                                              *
****************************************************************
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Date:         Wed, 16 Dec 1992 15:54:58 -0400
              <EDPOLYAN@ASUACAD.BITNET>
From:         JSYNTS@RITVAX.BITNET
Subject:      Rainbow Curriculum

the subject of traditional familys is introduced. Perhaps the intent is to foste
   r community among the children at an early age. I do not know about the curri
   culum and can not judge it.
Jonona Young
RIT
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Date:         Mon, 14 Dec 1992 11:04:39 -0800
              <EDPOLYAN@ASUACAD.BITNET>
From:         Susan Nolen <sunolen@U.WASHINGTON.EDU>
Subject:      Re: Hats at School

I have been following the hat debate with some interest.  I will be
teaching a course titled "socialization of the school-aged child" in the
spring, and am considering using "rules" as a central problem.  In
discussing rules (as we have done recently on the net) we must explore the
issues of social convention, ethics, morality, motivation, and the
purposes of education.  (I have archived most of the hat debate for use in
the class.)

I must respond to Kevin's last posting, however, as it seems to me he has
misunderstood some of the points I and others tried to make during the
debate.  He states that several people have said the wearing of hats
indoors should not be a matter of discussion.  Indeed, as Emily S. made
very clear in her recent posting, the problem is not too much discussion,
but a lack of discussion with students as central players.  I think the
hat debate, and other similar topics, provide golden opportunities for
students and teachers to discuss the reasons for conventions and debate
their necessity, both in general and in the specific cases under
discussion.  This is how students can learn about rules, and democracies,
and rights, and ethics, by (as Benjy Levin states) *living* them.  Not as
recipients, but as participants.  Those familiar with the Just Community
Schools will likely argue that students allowed full voice in such debates
learn about morality and ethics in a way that truly carries over into
their adult lives.


Susan Nolen
U. of Washington