HDTenEightyP/NetNews huggingface dataset:
From: Jim.Maroon@f33.n214.z1.fidonet.org (Jim Maroon)
Newsgroups: k12.ed.science
Subject: Re: sasquatch
Date: Fri, 08 Jan 93 17:05:00 PDT
Organization: FidoNet node 1:214/33 - Tulare County Schoo, Visalia CA

 -=> Quoting Peter Macinnis to Ryan Harrington <=-

 PM> More information please, on what has been seen or found of the
 PM> sasquatch: if the sasquatch is the same as the so-called California
 PM> Big-foot, I have quite a lot more to say!

 PM> peter

 Bingo, Pete!  One and the same... I reckon they are either referring to
 Neanderthalinsis or to Australopithecus robustus, either one of which
 hardly fits, either as a description of Sasquatch or as a likely ancestor
 for modern man.  Big foot is supposedly 8 feet tall, though no studies
 have ever been done on him... well, maybe by creation "scientists", but
 that's all. :-)





... Blue Wave - World Tour - 1993
    Blue Wave/QWK v2.10



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From: Jennifer.Dickison@p0.f14.n346.z1.fidonet.org (Jennifer Dickison)
Newsgroups: k12.ed.science
Subject: miniature horses
Date: Thu, 07 Jan 93 09:26:11 PDT
Organization: FidoNet node 1:346/14.0 - Room 5, Bonners Ferry ID

     I was reading a horse magazine and came across an
advertisement that stated "Toyland Miniature Horses".  My question
is, how did they create a horse that stands under thirty four
inches tall.  Did they breed normal size horses to ponies and that
offspring to smaller ponies until they happened to come up with
miniature horses?  Or did they some how genetically change these
animals?  My second question is, what are they used for?  A person
obviously cannot ride them and they are too small to use for
pulling wagons or doing any kind of hard work.  They are probably
used as pets like cats and dogs.  There is one problem though, if
they are anything like normal size horses they need much more care
and attention than the average pet.  The owner would have to build
a special pen to keep it in and it probably would not be allowed in
the house.  You definitely cannot train a hourse to let you know
when it has to go to the bathroom.  My last question is, if we are
altering the size of animals already, then what else will we start
to change in our environment?  If ther is anyone with knowledge of
miniature horses I would like to hear from you. 


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Internet: Jennifer.Dickison@p0.f14.n346.z1.fidonet.org
From: JIM.DIXON@f240.n353.z1.fidonet.org (JIM DIXON)
Newsgroups: k12.ed.science
Subject: When?
Date: Thu, 07 Jan 93 10:16:00 PDT
Organization: FidoNet node 1:353/240 - The Polish Connecti, Westbank BC

Is here no escaping the creo/evo debate?  It rears it's ugly head in
environemntal, ecological, political, news, and even here, a -science- echo.
It is a dead horse.  Will this echo return to a science based echo, or
allowed to 'evolve' further and into a redundancy echo?  More than 45% of
todays packet contained the same material creo and evos have filled other
echos with, repeatedly over the years.

Please Lowell, return this echo back to it's former state...a science echo.


... Eating a sprayed apple a day keeps doctors well paid.
___ Blue Wave/QWK v2.11
                                                                          

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Internet: JIM.DIXON@f240.n353.z1.fidonet.org
From: Shawn.Wyant@f65.n228.z1.fidonet.org (Shawn Wyant)
Newsgroups: k12.ed.science
Subject: If you had $7,000 to purchase computer equipment for your classroom...
Date: Fri, 01 Jan 93 01:01:24 PDT
Organization: FidoNet node 1:228/65 - K12 Educator, Muskegon MI

Of what I heard I think that DR Dos v6.0 is alot better than MS Dos v5.0. Also with DR Dos I think they will send you the new versions once they make them for free If you send in the registration card. That is only what I heard from other people.




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Internet: Shawn.Wyant@f65.n228.z1.fidonet.org
Newsgroups: k12.ed.science
From: bsnellin@mwc.vak12ed.edu (Burrous H. Snellings)
Subject: Re: If you had $7,000 to purchase computer equipment for your classroom...
Organization: Virginia's Public Education Network (Fredericksburg)
Date: Thu, 07 Jan 93 03:43:08 GMT

Watch DRDOS 6.x.  A friend of mine says that he lost a lot of
data due to that op sys.  Switched to MS-DOS 5.0 and has been
happy since -- as long as he was able to augment DOS with 386
Max and other tools.

---
bsnellin@mwc.vak12ed.edu------------B. H. Snellings--------Eschew Hebetude
|PC/MAC|         703-652-8712      Earth Science Dept.      "Chance favors 
|______|\    Sci. Fair Coord.    Page County High School    the prepared   
/:::::/__[]____Mac Lab Coord._____Shenandoah, VA  22849_____mind." Pasteur
From: Helen.Sternheim@f109.n321.z1.fidonet.org (Helen Sternheim)
Newsgroups: k12.ed.science
Subject: diabetes
Date: Fri, 08 Jan 93 20:11:56 PDT
Organization: FidoNet node 1:321/109 - Pioneer Valley PCUG, Amherst MA

In a message of <07 Jan 93  09:24:16>, Jennifer Dickison (1:346/14) writes:

 JD>     Hello, my name is Jennifer and I am a diabetic.  I have been
 JD>this way for four years now.  When I was first diagnosed with
 JD>diabetes it was a definite shack to me and my family.  I had only

I don't know if the bbs you call gets any of the fidonet echomail conferences   
in addition to the K12 ones.  There is a fidonet conference called diabetes.    
You might want to read messages there and ask for help there.

Ask your sysop to get that conference for you. 




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Internet: Helen.Sternheim@f109.n321.z1.fidonet.org
From: York.York@p0.f11.n356.z1.fidonet.org (York York)
Newsgroups: k12.ed.science
Subject: nature study
Date: Mon, 28 Dec 92 20:07:44 PDT
Organization: FidoNet node 1:356/11.0 - The College, Coos Bay OR

We learn to swim in winter and to skate in summer."  So if they era to be successful,We must plan and think out our gardens before we actually make them.  Indeed the main crop in all educational gardening is, and ought tobe. psychic rather than material,and to developthe habit of clear thinking and wise planning is posssibly the most important feature in all this work.  While this is true, the crop itself is the outward expression and test of the educational process involved. 
 So , as stated in the State Course of study, We see the real condition 
of a childs mind-Ability ti think.patience,ingenuity,resourcefulness in overcoming difficulties,will power and strenght of purpose and fidelity,all elements of character fudamental to any success in life- in the actual condition of his garden as the season progresses.   The child senses this this intuitively, as one hotheaded little fellow expressed it himself after he had thrown the plants he was trying to raise"over the banister."  The best thing one learns from this lesson is patience.  I want to try th
is again next year to see if I can have more patience than I had last spring. 


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Internet: York.York@p0.f11.n356.z1.fidonet.org
From: James.Riggs@puddle.fidonet.org (James Riggs)
Newsgroups: k12.ed.science
Subject: RESET 2565
Date: Sat, 02 Jan 93 19:39:00 PDT
Organization: Pacific Systems Group

Control message generated by QMPro 1.0


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From: Rebekah.Venable@f921.n720.z6.fidonet.org (Rebekah Venable)
Newsgroups: k12.ed.science
Subject: Jobs overseas
Date: Fri, 01 Jan 93 10:46:00 PDT
Organization: FidoNet node 6:720/921 - World Data Exchange, Taipei Taiwan

DR>Thank you for taking time to answer my questions!
        You are very welcome!

DR>I had heard that Tiawan had changed a lot in the last few years...
        Taiwan has changed a lot.  It is becoming more Americanized every year.

        My dad works for Kaiser Engineers in Oakland, California.  He got the job by responding to an advertisement for overseas engineers that was up in his previous workplace.  He says that he doesn't know who to contact about such jobs, but you should try American companies that have work overseas, such as Bectel, Parsons, Kaiser, etc.
        Hope I could be of some help.
                                        Rebekah

 * DeLuxe2 1.25 #12575 * Wealth is not what you get, but what you give!



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Internet: Rebekah.Venable@f921.n720.z6.fidonet.org
From: rowe@pender.ee.upenn.edu (Mickey Rowe)
Newsgroups: k12.ed.science
Subject: Re: Allosaurus atrox
Date: 11 Jan 93 22:06:37 GMT
Distribution: usa
Organization: University of Pennsylvania

In article <36287.2B4EA26A@puddle.fidonet.org>
     Dana.Geraths@f603.n105.z1.fidonet.org (Dana Geraths) writes:

>Archaeopteryx has a small cresent bone in it's wrist that is alot 
>like that in all known Dromaeosaurids. that is the basis for their 
>control. 

I thought that this bone was important for the articulation necessary
for folding the wing against the body.  I'm not sure that I see how
this fits into opposable thumbness (sorry if I'm being dense).

>     From what I heard of John's study it confirmed the existance of only 
>two fingers on T-rex. Likewise on "Sue". She was gound 90% complete, just 
>missing a couple of cervical vert's. 

Ok, two fingers--but what about their articulation?  Do both fingers
curve the same way (like our index and middle finger), or do they
oppose each other?  Last I heard, these finds indicate the latter.

>uucp: uunet!m2xenix!puddle!603!Dana.Geraths
>Internet: Dana.Geraths@f603.n105.z1.fidonet.org

Mickey Rowe     (rowe@pender.ee.upenn.edu)
From: Dana.Geraths@f603.n105.z1.fidonet.org (Dana Geraths)
Newsgroups: k12.ed.science
Subject: Re: animals
Date: Thu, 07 Jan 93 02:47:33 PDT
Organization: FidoNet node 1:105/603 - Salem Educators Onl, Salem OR

     I have had to study alot about different types of animal behavior 
being a paleontologist in order to understand how pre-historic life 
behaved. I have found that the "fresh" animals taken dirrectly from the 
wild have a hard time adapting to their new enclosed environment. But the 
succeeding generations are perfectly at home there. It falls under the 
same idea that if you never knew what TV was, would you miss it?? Of 
course not. You cannot miss what you have never known. Yes, it is true 
that their behavior will alter and they will show ifferent 
characteristics then their wild counterparts.
     Carnivores will pace their cages, primates will squabble within 
their groups over much less important things then they would in the wild. 
But this is not because of their knowledge of confinment, but more of the 
confinment inhibiting their ability to hunt or room to spread out. They 
do not know any different. It is only the animals that have been wild at 
one time that can really suffer from zoos. I personally like the idea of 
a zoo because for the few animals it does contain allows us to learn more 
about them, thus giving us the ability to protect them as a species.
     In Jane Goodall's THE CHIMPANZEES OF THE GOMBE then is some mention 
of how behavior changed in sme of her groups once serious contact had be 
made. It is the same idea.


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From: Lowell.Herr@f32.n105.z1.fidonet.org (Lowell Herr)
Newsgroups: k12.ed.science
Subject: elvis
Date: Sat, 09 Jan 93 05:29:00 PDT
Organization: FidoNet node 1:105/32 - On-Line Mutual Fund, Portland OR

 > TCI am an avid Elvis fan, yet I am not set on whether I
 > TCbelieve he is

This topic is not appropriate for this Science Echo.  I ask that you move this
 discussion over to one of the Chat Echoes.  Thank you.

Moderator 

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From: Maria.Zaharie@p0.f14.n346.z1.fidonet.org (Maria Zaharie)
Newsgroups: k12.ed.science
Subject: animals
Date: Tue, 05 Jan 93 09:19:18 PDT
Organization: FidoNet node 1:346/14.0 - Room 5, Bonners Ferry ID

     I am responding to your message about animals in zoos.  In
your message to me you said, "zoos are a laboratory to study
nature, a place to tend and care for endangered species, and a hope
for our own future."  That is exactly what I was trying to say in
my message to Derek Rowan.  There is not just one side to this
situaion though; there are two.  For every reason you have for
keeping animals in zoos, there is a reason for letting them be
free.  I am not biased by any means.  I am, rather, allowing myself
to see BOTH sides of this situation.  You should try not to be
biased. You should try and see both sides to this situation also. 
 
Just think how you would feel if you were kept in a cage.  That
would be horrible for anyone or anything.  I am sure animals would
rather be free than in a zoo.  There are places where they can roam
about and care for their young without the continuous worry of
being killed by humans.  However, there is no guarentee that they
will not be shot.  Do you see what I mean by BOTH sides to this
situation?  Please do not let this offend you in any way.  If you
have any questions or comments please send me a message.  Thank you
for your time.
 
                                          Sincerely,
                                          Maria Zaharie



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Internet: Maria.Zaharie@p0.f14.n346.z1.fidonet.org
From: tmusselm@norfolk.vak12ed.edu (Tom Musselman)
Subject: fiber optics info needed
Organization: Virginia's Public Education Network (Norfol
Date: Fri, 08 Jan 93 21:27:23 GMT


I am a technology education teacher in va. beach.  I am looking
for information on fiber optic communication.  History, usage,
developement, and so on   Any help would be greatly appreciated.

---
				TOM MUSSELMAN
			   LANDSTOWN MIDDLE SCHOOL
			     VA. BEACH VA. 23456
			    HOME OF THE "LANCERS"
			TMUSSLEM@NORFOLK.VAK12ED.EDU
From: Sheila.King@f315.n103.z1.fidonet.org (Sheila King)
Newsgroups: k12.ed.math
Subject: RE: TESTING              
Date: Wed, 06 Jan 93 18:47:00 PDT
Organization: FidoNet node 1:103/315 - Castle of the Four , Diamond Bar CA

Carol,

In a message to "I AM A TERMINATOR" (and boy, I wish he'd use his REAL
name!), you said:

-> Truly, the test is not, in my opinion, a reflection of much at all.
-> Regardless, I'm still stuck with bringing my kids to an ability to
-> deal with the thing.  I'm mostly concerned with their frustration
-> when they take this supposed test.  They know their stuff but wrongly
-> get the feeling that they have failed as they struggle with the test
-> format.

Boy, if this is the case, then I have to agree with Brian Harvey's
original response to you. Teach the test and tell the kids that's what
you're doing.

Sheila
coming to you from Diamond Bar, CA (in Los Angeles County)
                                                                                    

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Internet: Sheila.King@f315.n103.z1.fidonet.org
From: choy@skorpio.usask.ca (I am a terminator.)
Newsgroups: k12.ed.math
Subject: RE: TESTING
Date: 11 Jan 1993 20:08:48 GMT
Organization: University of Saskatchewan, Saskatoon, Canada
Distribution: world
NNTP-Posting-Host: skorpio.usask.ca

In article <36685.2B50C737@puddle.fidonet.org>, Carol.Hooper@f64.n381.z1.fidonet.org (Carol Hooper) writes:
|> I have decided to teach "test-taking techniques" and address the 
|> specific language situation in class.  I've riled up the kids so that 
|> they feel as if this is a challenge and they intend to "beat it."

It would be nice if the students can meet the challenge of test writing
through their math skills.

|> We 
|> are not so much teaching the test but teaching techniquest that will 
|> help them throughout standardized testing which they will encounter 
|> throughout their lives.

Some standardized tests expect you to know everything. You need to be
prepared for the type of questions used.

|> My kids told me they want to do so well that 
|> their scores are qeustioned like Jaime Escalante's scores in STAND AND 
|> DELIVER.  I got quite a kick out of that.

I don't see why the scores of one person attract so much attention.

Your students should not feel their education is complete once they learn
to get a good test score.

-- 

Henry Choy
choy@cs.usask.ca

What rolls down stairs alone or in pairs            This has been brought to 
Rolls over your neighbor's dog?                     you by the numbers 4
What's great for a snack and fits on your back?     and 9 and the letter P.
It's Log, Log, Log!  -- "The Log Song", from            -- Big Bird
                         Ren & Stimpy

Math is tough!       -- Barbie
From: Joan.Fitton@f120.n321.z1.fidonet.org (Joan Fitton)
Newsgroups: k12.ed.math
Subject: Teaching Chicago Math
Date: Wed, 06 Jan 93 15:38:10 PDT
Organization: FidoNet node 1:321/120 - SpaceMet Internet, Amherst MA

jhamlin> We would like to hear from other teachers using other programs.
 
I am the primary math facilitator for the Worcester, MA Public Schools. We have 45 elementary schools and we are a very urban system. We had looked into the UCMP but decided against it because of the transiency rate in the system.....Over 70 of our Kindergarten and first grade teachers have begun using the Box It or Bag It Program out of Salem. OR.
 
It has been a lot of work for the teachers but we have given them a lot of support. The teachers really like the program. We spent from Jan-June last year preparing for the beginning phase of implementation this year.
We are looking at the program Math in the Mind's Eye for grades 2 and 3. We feel we need to get a firm foundation in K/1 before we progress through the grades. The teachers also use Marilyn Burns materials for Project based activities. Our third grade teachers are piloting the Marilyn Burns Multiplication Unit from Cuisenaire...it involves a lot of writing in the math class.
 
          Joan Fitton
            email-jfitton@vax.clarku.edu


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From: Sheila.King@f315.n103.z1.fidonet.org (Sheila King)
Newsgroups: k12.ed.math
Subject: STUDENT TEACHING         
Date: Wed, 06 Jan 93 18:39:00 PDT
Organization: FidoNet node 1:103/315 - Castle of the Four , Diamond Bar CA

Dear Eileen,

I saw your message:

-> I am finishing up the certification program by student teaching. I
-> will bet eaching Algebra 1, 3 sections of Algebra 2, and a Calculus
-> course. Can anyone give me the
-> name of some books to review Calculus ? Is there any advice one could
-> give to me as to classroom management?

I have some recommendations for you.

I, myself, just reviewed Calculus in May of 1991, which was 12 years
after I had taken the course. So, it was a long time since I had done
it. I found the _Beginning Calculus_ by Elliot Mendelson from the
Schaum's Outline Series very helpful. It was readable, with many
examples, and practice problems with answers in the back. The book is
about $13 at most bookstores. Also from the Schaum's Outline series,
but nowhere near as good, is _Calculus 3rd edition_. I really think the
_Beginning Calculus from that series is much better.

If you are interested in readable textbooks,
from Heath publishing company, I would recommend the Larson &
Hoetstetler Calculus text. Also, very good, is from PWS_KEnt
(distributed by Wadsworth publishers) the new 1990 version of
Swokowski's Calculus. VERY readable. As a matter of fact, it is the text
that I have selected for our school to adopt for next year's calculus
class. If you need phone numbers or adresses for these companies, let me
know. They are at school, but I can get them if you like.

For classroom management, let me recommend
_Every Minute Counts:Making your math class work_

and

_Making Minutes Count Even More: A Sequel to Every Minute Counts_

both by David R. Johnson and both from Dale Seymour publications. Do you
need adresses for that? Or oder phone numbers? I believe these little
gems run about $7 each.

Hope this helps,
Sheila
coming to you from Diamond Bar, CA (in Los Angeles County)
                                                                                                   

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From: Gilles.Leblanc@f2.n255.z1.fidonet.org (Gilles Leblanc)
Newsgroups: k12.ed.math
Subject: CALCULATORS
Date: Tue, 05 Jan 93 23:45:23 PDT
Organization: FidoNet node 1:255/2 - NEWBED, Fredericton NB

  Does anybody outhere know of any research that has been done on the use of 
calculators in the school at the primary and sechodary school levels. My 
experience tells me that the improper use(read using too early) develops a 
dependency on the little machine which prevents the students from estimating 
and doing any day to day calculations in their heads. My senior high sudents 
have trouble calculating a simple percentage on the results of a test and 
they are taking advanced math.  Imagine the difficulty they would encounter 
if they had to calculate with a pencil and paper a 7% tax (GST) on a good or 
service and then have to add a 10 % provincial sales tax to that.  My 
question is whether we are harming the students by teaching them to use the 
tools before they have understood the concept.  I would appreciate any 
response to these comments.

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Internet: Gilles.Leblanc@f2.n255.z1.fidonet.org
From: rmurphy@aludra.usc.edu (Bob Murphy)
Newsgroups: k12.ed.math
Subject: Fund. Thm. of Arithmetic
Date: 12 Jan 1993 18:39:17 -0800
Organization: University of Southern California, Los Angeles, CA
NNTP-Posting-Host: aludra.usc.edu

In article <37005.2B527C15@puddle.fidonet.org> Sheila.King@f315.n103.z1.fidonet.org (Sheila King) writes:
>
>Could you tell me what the fundamental theorem of arithmetic is? I know
>the fundamental theorems of algebra and calculus, but I didn't know
>there was one for arithmetic.
>
>Sheila King
>

---------------------------------------------------------------
Fundamental Theorem of Arithmetic:

  Every positive integer n > 1 can be expressed as a product 
  of primes; this representation is unique, apart from the 
  order in which the factors occur.
---------------------------------------------------------------

This unique factorization is an important property of positive
integers and is the reason that 1 should never be considered
a prime number.  If 1 were considered a prime number then we 
would have, for example:

       6 = 2*3
       6 = 1*2*3
       6 = 1*1*2*3
       etc.


                   Bob Murphy (rmurphy@aludra.usc.edu)
From: bh@anarres.CS.Berkeley.EDU (Brian Harvey)
Newsgroups: k12.ed.math
Subject: Re: CALCULATORS
Date: 7 Jan 1993 06:08:31 GMT
Organization: University of California, Berkeley
NNTP-Posting-Host: anarres.cs.berkeley.edu

Gilles.Leblanc@f2.n255.z1.fidonet.org (Gilles Leblanc) writes:
>  Imagine the difficulty they would encounter 
>if they had to calculate with a pencil and paper a 7% tax (GST) on a good or 
>service and then have to add a 10 % provincial sales tax to that.

I think this is a bit of a red herring.  I agree that a student ought to
know how to do it -- i.e., that taking 7% means multiplying by 7/100,
and that that in turn means multiplying by 7 and moving the decimal point
over.  But in practice I'd sure rather use my calculator than try to
multiply by 7 out in the field if I were actually buying or selling some
good or service.  Even before calculators, I don't think anyone *really*
ever did such calculations -- instead they taped little charts to the
side of the cash register.

Instead of making kids work out such problems with pencil and paper, I'd
rather make them do instant rough estimates:  "Is 7% of $20 closer to
$1 or to $5?"  Or, "Is 7% of $1000 closer to $5 or to $50?"  The point
of the game is that you only get three seconds to answer, or maybe you
do it in competitive teams like College Bowl where the first one to answer
gets the point.  Along with this you do stuff like the paradigmatic
"how many grains of sand on the beach?"  Calculators won't interfere with
this kind of estimation work.