HDTenEightyP/NetNews huggingface dataset:
From: kgrossha@radford.vak12ed.edu (Kurt Grosshans)
Subject: Re: The Business of Departments (was "Overpriced Admins..")
Organization: Virginia's Public Education Network (Radford)
Date: Fri, 20 Nov 92 00:47:27 GMT

Lili Velez  writes:
> Kurt Grosshans suggests that department heads should only administrate,
> be separated from teaching duties, and their time used "for conducting
> the business of the department".
> 
> What exactly _is_ the business of the department, besides curriculum
> development and teaching?  Now, I know that's probably an extreme way of
> asking the question -- I don't mean to be jumping down Kurt's throat
> here.  But still....teaching _should_ be what is on a departments mind
> (I think I'd classify research as something of a teaching enterprise, if
> students are involved in the work, but let's keep that a separate issue
> for the moment).  And how can a person lead their department of teachers
> adequately if they are divorced from the hands-on-work in the classroom?
>  I don't respect administrators who can no longer contribute to the full
> life of a department.
> 
> Lili Fox Velez
> Rhetorician in Residence
> Department of Biological Sciences
> Carnegie Mellon University
> 
> 
     I think you have missed my point. In my school, the Department
Head is strictly figurative. Her duties include mailing out my
order requests, passing on information from the Principal, 
occasionally holding a department meeting to pass on more
information from the Principal and teaching a full load. 
     We have three administrators, one Principal and two Assistant
Principals. They are responsible for all duties associated with
being an administrator PLUS they must do all the evaluation
observations. This means they are in the classroom observing for
about fifteen minutes. 
     My point was, wouldn't it be better to have a department head
who has more responsibilities? A Department Head who could do the
observing, be involved with hiring and firing and also teach? The
Department Head is certainly closer to the action than the
administration. The Department Head would not have to carry a full
load. One or two classes each day would keep her finger in the pie
and the rest of the time she could be taking care of departmental
business.
     In the precious school system where I worked, the Department
Head had a PhD, was involved in the hiring of new teachers, did all
the observing of all science teachers and took care of the
departments business. This was a far more effective method than
what we are doing now!
-- 
=-=-=-=-=-=-=-=-=-==-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=-=-=-=
Kurt Grosshans
kgrossha@radford.vak12ed.edu

Newsgroups: sci.edu
From: mjensen@access.digex.com (MPJensen)
Subject: Re: Overpriced Administrators (was Re: what can we do...)
Organization: Express Access Online Communications, Greenbelt, MD USA
Distribution: na
Date: Sun, 15 Nov 1992 16:02:43 GMT

>>administrators should not be paid triple or quadruple what the
>>classroom teachers get paid.

>In my more revolutionary moods I think that we (yes, you, me and
>the rest of the public) should fire all the administrators unequivocally.  But
>then a calmer mood will overtake me and I'll decide that giving every school
>district in the nation three years to scale administration salaries down to
>equal pay with the teachers would perhaps suffice.  Rod Hauser

Consider another way to establish parity between administrators and
teachers.  Most administrative certificates require a teaching
certificate.  Make the administrators use these certificates by teaching
one hour each day in their district.  This would ensure that
principals/asst. principals/superintendents maintained some contact with
the students and teachers.  It would also force district level
administrators to have offices somewhere near a district school.  Finally,
it would also reward with higher salaries those people who are both good
teachers and good administrators; rather than providing positions which
are sometimes used to "escape" teaching. 

I realize that some administrators for transportation, maintenance, food
service, or business might have to be exempted, but I think the general
idea is still valid.   
Organization: Doctoral student, English, Carnegie Mellon, Pittsburgh, PA
Newsgroups: sci.edu
Date: Wed, 18 Nov 1992 17:04:09 -0500 
From: Lili Velez <lv08+@andrew.cmu.edu>
Subject: The Business of Departments (was "Overpriced Admins..")

Kurt Grosshans suggests that department heads should only administrate,
be separated from teaching duties, and their time used "for conducting
the business of the department".

What exactly _is_ the business of the department, besides curriculum
development and teaching?  Now, I know that's probably an extreme way of
asking the question -- I don't mean to be jumping down Kurt's throat
here.  But still....teaching _should_ be what is on a departments mind
(I think I'd classify research as something of a teaching enterprise, if
students are involved in the work, but let's keep that a separate issue
for the moment).  And how can a person lead their department of teachers
adequately if they are divorced from the hands-on-work in the classroom?
 I don't respect administrators who can no longer contribute to the full
life of a department.

Lili Fox Velez
Rhetorician in Residence
Department of Biological Sciences
Carnegie Mellon University


Newsgroups: sci.edu
From: kgrossha@radford.vak12ed.edu (Kurt Grosshans)
Subject: Bond environment
Organization: Virginia's Public Education Network (Radford)
Date: Sat, 21 Nov 92 02:16:48 GMT

Two questions on bonding:

1. Boron trifluoride- Being that boron "survives" as an
electron deficient substance is known. From what I have read,
the answer to why it does seems a bit odd. The two most common
explanations are that there really is a resonating double bond
within the compound-and- since fluorine is SO electronegative,
there probably exists more ionic activity than we think. 

Can't both of these be measured empirically?

2. Bonds and environment-Given:

   CH4 ---> CH3 + H           E = 435 kj/mol
   CH3 ---> CH2 + H           E = 453 kj/mol
   CH2 ---> CH + H            E = 425 kj/mol
   CH ---> C + H              E = 339 kj/mol

Why? My reading has informed me that the differences are due to
the environmental situation of the C - H bond. HOW?

What's a good explanation for the odd trend in the above
example?
-- 
Kurt Grosshans
kgrossha@radford.vak12ed.edu
From: kgrossha@radford.vak12ed.edu (Kurt Grosshans)
Subject: Re: Overpriced Administrators (was Re: what can we do...)
Organization: Virginia's Public Education Network (Radford)
Distribution: na
Date: Tue, 17 Nov 92 23:01:03 GMT

mjensen@access.digex.com  writes:
> >>administrators should not be paid triple or quadruple what the
> >>classroom teachers get paid.
> 
> >In my more revolutionary moods I think that we (yes, you, me and
> >the rest of the public) should fire all the administrators unequivocally.  But
> >then a calmer mood will overtake me and I'll decide that giving every school
> >district in the nation three years to scale administration salaries down to
> >equal pay with the teachers would perhaps suffice.  Rod Hauser
> 
> Consider another way to establish parity between administrators and
> teachers.  Most administrative certificates require a teaching
> certificate.  Make the administrators use these certificates by teaching
> one hour each day in their district.  This would ensure that
> principals/asst. principals/superintendents maintained some contact with
> the students and teachers.  It would also force district level
> administrators to have offices somewhere near a district school.  Finally,
> it would also reward with higher salaries those people who are both good
> teachers and good administrators; rather than providing positions which
> are sometimes used to "escape" teaching. 
> 
> I realize that some administrators for transportation, maintenance, food
> service, or business might have to be exempted, but I think the general
> idea is still valid.   

You would then have to hire someone to do the duties that the
administrator could not do during those teaching period. In my
district, the department heads are white elephants. Instead of
making an administrator teach, we should require the teacher to
be an administrator. By this I mean that the department head
should be the one who makes the major decisions for the
department. They should be the ones who evaluate and recommend.
This would free up the administrator to do his/her job.
Administrate. In my Eutopia, the department head does not
teach; or at least teaches for only one period. The rest of the
time is used for conducting the business of the department. 
-- 
=-=-=-=-=-=-=-=-=-==-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=-=-=-=
Kurt Grosshans
kgrossha@radford.vak12ed.edu
From: Gosbell@FEDCMAC.EDC.RMIT.EDU.AU (Kerryn Gosbell)
Newsgroups: sci.edu
Subject: Energy efficiency in higher education
Date: 24 Nov 92 00:11:44 GMT
Followup-To: sci.edu
Organization: RMIT
NNTP-Posting-Host: kerryn.edc.rmit.oz.au

RMIT university in Melbourne is conducting research into the incorporation
of energy issues into tertiary education curriculum and energy use on
campus.

As the projects Research Assistant I am seeking to compile information
regarding these two areas of energy in tertiary institutions across the
world.

Topics covered in course curriculum could include for example:
	% Energy efficiency and conservation
	% Environmental and social impacts of energy
	% Energy economics / cost
	% Energy management
	% Renewable and alternative energy
	% Energy use
	% Design for energy efficiency

I am specifically seeking to identify examples of curriculum materials and
activities such as research projects, guest speakers, field visits and
information sources used, but am also interested in finding out what
contexts are set for students. ie. Why is energy conservation worth
pursuing?

In addition, I am seeking information regarding any work that has been
undertaken which looks at the actual energy consumption of tertiary
institutions and at ways of reducing this consumption.

If anyone has information or relevant contacts in either of these two areas
I would appreciate hearing from them either through my E-mail address or by
sending material to me via the postal address below.

Thanks!

Kerryn Gosbell
Department of Planning, Policy & Landscape
RMIT
GPO Box 2476V
Melbourne, Victoria, Australia  3001
From: RFLOOD@ESOC.BITNET
Newsgroups: sci.edu
Subject: Teacher/Tutor Wanted
Date: 17 Nov 92 07:20:17 GMT
Organisation: European Space Operation Centre (E.S.O.C)

Any out-of-work, non-smoking teacher who would like to come and
live in Spain and tutor my stepson, please read my AD. on rec.travel.
RaF
From: jpalmier@rvgs.vak12ed.edu (Jim Palmieri)
Subject: Middle School Life Science
Organization: Virginia's Public Education Network (Roanoke)
Date: Sun, 22 Nov 92 19:33:18 GMT

Help!.  I am a biologist teaching both high school (North Cross
school, Roanoke, VA) and college.  Our middle school science
teacher had me review a book, Middle School Life Science by
Capra and Pratt. It is horrible.  Is there anyone out there
that is using a book that gives a balanced approach to the life
sciences, especially for the middle school student.  I would
appreciate hearing from you. Dr. Jim Palmieri
-- 



   Dr. Jim Palmieri   
Newsgroups: sci.edu
From: kapb9@syma.sussex.ac.uk (Robin Harrison)
Subject: UNUSUAL CHEMISTRY JOBS
Organization: University of Sussex
X-Newsreader: Tin 1.1 PL4
Date: Tue, 17 Nov 1992 14:21:27 GMT

      Through an OUTREACH programme at the University
of  Sussex,   we are trying to promote  chemistry  to
young  people by travelling to regional  schools  and
colleges to give lectures and demonstrations.  It  is
hoped  that  by  exposing students  to  the  fun  and
interesting  side of chemistry, we will  be  able  to
overcome   the   many   incorrect   stereotypes    of
scientists.  In  this way, we hope  to  increase  the
number  of  young  people taking up  chemistry  as  a
career, which will ultimately benefit the industry as
a whole.
     I am currently preparing a lecture and wonder if
any one may be able to help me with my research.
     The three main aims of my lecture are;
i) To show that the "mad scientist" stereotype is not
a fair one.
ii)  Many  jobs in chemistry do not revolve around  a
typical  lab.  I would like to get across  that  many
chemists  work  out  in the field,  often  in  rather
unusual places.
iii)  A  career in chemistry is both interesting  and
rewarding.
     Are there any chemists out there who have
interesting research jobs which might be of interest
to young students - the more unusual the better!
Alternatively, if anybody has references to books or
articles of any interesting chemistry that may be
applicable, they would also be of interest.
     On a more general level, if anybody has any nice
ideas on how to promote chemistry to kids (14 years
and up), I would also be pleased to hear them. This
may be anything from a nice chemical demonstration to
a novel lecture theme, as we are continuously trying
to find new ideas for our presentations.
     I can be contacted either by post or email if
you feel you have any relevant material.
     Thank you in advance for your help.

Robin Harrison.

School of Chemistry,
University of Sussex,
Falmer,
Brighton. BN1 9QJ.
England
Email: kapb9@sussex.central.ac.uk
From: peterm@amtfocus.amt.gss.mot.com (Peter Millington)
Newsgroups: sci.edu
Subject: Info wanted: teacher/student learning relationships
Date: 20 Nov 92 23:43:22 GMT
Organization: Motorola, Inc.  GSS/AMT,  Arlington Heights, IL

(posting for my father - that's different!)

I am looking for research data, or article references on staff/student
relationships within an educational setting.  

In particular, I am interested in information about staff perception of
their relationship with their students and vice versa, or any attempt to
measure parameters which may be included within this field.


Peter Millington
Organization: Doctoral student, English, Carnegie Mellon, Pittsburgh, PA
Newsgroups: sci.edu
Date: Wed, 18 Nov 1992 22:27:33 -0500 
From: Lili Velez <lv08+@andrew.cmu.edu>
Subject: Re: The Business of Departments (was "Overpriced Admins..")

You have excellent points, David -- I had been thinking in terms of high
school, rather than university department chairs when I started the thread..
..I know that they often have to write grants, too, but it is nothing com-
pared to the tasks confronting a department chair in the university setting.

There are all sorts of staffing/curriculum/admissions/budgeting issues which
have to be dealt with, and sometimes a person whose primary mission is
direct involvement with students and classrooms is not at all the appropriate
choice for department chair.  But I still think that leading a department
should include some teaching activity, whether its an honors seminar or a
yearly minicourse for freshmen, introducing them to the workings of the field.
Lili
Rhet in the Blue Linen Labcoat
Newsgroups: sci.edu
From: lcardina@norfolk.vak12ed.edu (Loretta Cardinale)
Subject: Re: Overpriced Administrators (was Re: what can we do...)
Organization: Virginia's Public Education Network (Norfolk)
Distribution: na
Date: Fri, 20 Nov 92 14:10:04 GMT

Not only school administrators but administrators at the
university, government, and 'non-profit' agency levels.  THe
university is the worst imbalance where you have talented,
bright individuals with advance degrees earning 1/3 or 1/4 
of the salaries public relations and other administrators 
earn who have neither advanced degrees nor extensive experience.  
Even among universities there is a tremendous inequity.  Extremely large
university administrators with loads of responsibility often
received salaries on par with smaller universities.
'Non-profit' organization administrators, like hospitals,
receive outrageously high salaries that are taken out of our
insurance dollars.   

It seems like the "CEO Syndrome" has permeated all of the world
of employment and it has to stop.  We can't afford to pay
untalented but politically connected individuals 2 and 3 times
what others are receiving.  It has to be nationwide and
probably legislated.  People have to become more aware of
salary discrepancies and less willing to accept the word of
individuals who say they are necessary.  If money is the only
motivation for an individual to accept a job then that
individual shouldn't be given the position of responsibility.
--
From: ai686@cleveland.Freenet.Edu (Ishaq Syed)
Newsgroups: sci.edu
Subject: SCIENCE FAIR
Date: 19 Nov 1992 18:54:23 GMT
Organization: Case Western Reserve University, Cleveland, Ohio (USA)
NNTP-Posting-Host: slc4.ins.cwru.edu


I am doing a science fair project on manual dextirty.  I plan on useing the
game TETRIS to do this.  I plan on doing rearsearch and finding out how much 
of a bervage it takes with cafinee in it.  I plan on useing that for a stimulate
but I need a derpressant to make my experiment a good one.  I in Highschool 
so I am not aloud to use alchole wich is a derpresent.  So dose anybody
out there know of a derpressant I can use that is safe and I can use for this
experiment.  If anybody has any ideas that might make this experiment better
please let me know or if you have any questions.  Please respond as soon as
possible.

				Ishaq
-- 
           *_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*
           *_           ISHAQ SYED                            _*
           *_           E-MAIL:ai686@cleveland.freenet.edu    _*
           *_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*
Newsgroups: sci.edu
From: hrubin@pop.stat.purdue.edu (Herman Rubin)
Subject: Re: Question: Abstract Subjects & General academic performance.
Organization: Purdue University Statistics Department
Date: Tue, 17 Nov 1992 19:29:00 GMT

In article <1ds3t1INNbtm@agate.berkeley.edu> lmk2@garnet.berkeley.edu () writes:
>In article <spurrett.34.721489185@superbowl.und.ac.za> spurrett@superbowl.und.ac.za (David Spurrett) writes:
>>I am interested to hear from anyone who knows of research into the 
>>relationship (empirical, not necessarily causal) between the study of highly 
>>abstract subjects like philosophy and mathematics, and the general academic 
>>performance of the student/s in question.  I know of one study which found a 
>>close link between study of phil or math, and dramatically above average 
>>performance in all other areas.  This study did not have any control groups

I do not know of any such studies myself, but within mathematics, knowing
the concepts helps in learning the details and special cases, but there is
not too much evidence of the other direction.  However, I do not consider
arithemtic or calculus or linear algebra as an abstract subject.
-- 
Herman Rubin, Dept. of Statistics, Purdue Univ., West Lafayette IN47907-1399
Phone: (317)494-6054
hrubin@snap.stat.purdue.edu (Internet, bitnet)  
{purdue,pur-ee}!snap.stat!hrubin(UUCP)
Newsgroups: sci.edu
From: bender@osc.edu (Charlie Bender)
Subject: Re: Question: Abstract Subjects & General academic performance.
Organization: Advanced Computing Center for Arts and Design
X-Newsreader: TIN [version 1.1 PL6]
Date: Sat, 21 Nov 1992 23:27:27 GMT

Herman Rubin (hrubin@pop.stat.purdue.edu) wrote:
: In article <1ds3t1INNbtm@agate.berkeley.edu> lmk2@garnet.berkeley.edu () writes:
: >In article <spurrett.34.721489185@superbowl.und.ac.za> spurrett@superbowl.und.ac.za (David Spurrett) writes:
: >>I am interested to hear from anyone who knows of research into the 
: >>relationship (empirical, not necessarily causal) between the study of highly 
: >>abstract subjects like philosophy and mathematics, and the general academic 
: >>performance of the student/s in question.  I know of one study which found a 
: >>close link between study of phil or math, and dramatically above average 
: >>performance in all other areas.  This study did not have any control groups
: 
: I do not know of any such studies myself, but within mathematics, knowing
: the concepts helps in learning the details and special cases, but there is
: not too much evidence of the other direction.  However, I do not consider
: arithemtic or calculus or linear algebra as an abstract subject.
: -- 
: Herman Rubin, Dept. of Statistics, Purdue Univ., West Lafayette IN47907-1399
: Phone: (317)494-6054
: hrubin@snap.stat.purdue.edu (Internet, bitnet)  
: {purdue,pur-ee}!snap.stat!hrubin(UUCP)
Newsgroups: sci.edu
From: lcardina@norfolk.vak12ed.edu (Loretta Cardinale)
Subject: Space-related lessons and activities
Organization: Virginia's Public Education Network (Norfolk)
Date: Fri, 20 Nov 92 13:56:46 GMT

Does anyone have any space-related lessons and activities
they'd like to contribute to an statewide (Virginia) on-line
service?  If so, please post them here and include some
information about the author so that we can give proper
credit.  We're familiar with Spacelink but we'd like to hear
from teachers and developers.

Thanks in advance.
-- 
Newsgroups: sci.edu
From: tabt9@isuvax.iastate.edu
Subject: K-12 astro/space science teachers--Help!
Reply-To: tabt9@isuvax.iastate.edu
Organization: Iowa State University, Ames, Iowa
Date: Thu, 19 Nov 1992 23:03:21 GMT

  I am currently involved in a project to design a hypercard stack to aid
in the teaching of astronomy and space sciences to people of the general
public and students in approximately grades 4-12 (maybe earlier).  I have
a fairly good idea about how I had planned to program the stack, but I would
like some input from teachers out there who know what students get stuck on,
have an easy time with, etc.  SO.... If you are a teacher or have input
regarding the following questions, please e-mail me at
tabt9@isuvax.iastate.edu

                          A QUESTIONNAIRE

1.  Are computers used for any purpose in your classes?  If so, for what?


2.  If you could have someone design software concerning concepts in 
    astronomy and space science to fit your needs in class, what topics would
    you like to see covered?

3.  If you use computers in class, what kind of computer do you use?  What
    kinds of things do your students use them for?

4.  Along the lines of Astronomy and Space Science, what things are 
    emphasized in your class?

5.  What aspect of astronomy or space science do you think is the most 
    difficult to teach to the student?



      ***********************************************************

   This software will be written in three parts.  The first part will be
a set of interactive "lessons" where the students learn about various concepts
about astronomy.  The second part includes a database of projects that the
student can use the computer as an aid to learn about things in the night
sky.  The third part will be a sort of ongoing observing log, for students
to keep a record of what they saw in the night sky, and when.

   Your responses are very important to this project, and I appreciate the
time you're taking for your reply!


             Tony Landin  (Undergrad physics/music major)
	       E-mail:  tabt9@isuvax.iastate.edu
	       Iowa State University, Ames, Iowa
	       (515)-294-3495
From: ingria@bbn.com (Bob Ingria)
Newsgroups: sci.classics
Subject: Re: How many volumes would all Greek writings fill?
Date: 24 Nov 1992 00:01:16 GMT
Reply-To: ingria@BBN.COM
NNTP-Posting-Host: bbn.com
In-reply-to: karl_best@novell.com's message of Mon, 23 Nov 1992 14:59:18 GMT

In article <By6CAv.8HB@Novell.COM> karl_best@novell.com (Karl Best) writes:

   re: the Thesarus Lingua Greacea CDROM: Any idea where to obtain this disk,  
   pricing, what format (Greek? English?) the content is in?

It's in Greek, encoded in ``Beta Code'': various ASCII characters are
substituted one for one with Greek characters; e.g. A = capital alpha,
H = capital eta, etc.  Accents and breathings are placed to one side,
e.g.


(/A = capital alpha with rough breathing and acute accent
)/A = capital alpha with smooth breathing and acute accent
etc.

There are probably other people here who could tell you more about
Beta code than I can.

-30-
Bob
--
-30-
Bob Ingria
Newsgroups: sci.classics