HDTenEightyP/NetNews huggingface dataset:
Apparently-To: scuba-l@brownvm.brown.edu
Newsgroups: bit.listserv.scuba-l
Date:         Fri, 22 Jan 1993 12:13:05 PST
From:         264-4052 <williams@FDCV14.ENET.DEC.COM>
Subject:      Boston Sea Rovers - 39th Underwater Clinic

The 39th Annual Boston Sea Rovers Underwater Clinic will be held March 5th
through 7th at the Copley Plaza Hotel in Boston. The show has been expanded
to a full two days of exhibits, seminars, workshops and the popular Saturday
night film extravaganza. Topics in this years show include:  Dive Medicine,
Safety and Instruction; Diving Technology and Techniques; Women in Diving;
Wreck Diving; Marine Ecology; and Local and Exotic Dive Travel.  A partial
list of speakers includes Randy Bohrer, Gary Carbonneau, Chip Cooper, Norm
Despres, Bret Gilliam, Butch Hendrick, Hank Keatts, Ken Loyst, Holly Martell,
Rich Nordstrom, Dan Orr, Bob Sanders, Phil Sharkey, Brad Sheard, Brian Skerry,
and Hillary Vidders, to name a few.

The Saturday night festival will feature Dr. Sylvia Earle as the Master of
Ceremonies, with Bill Curtsinger presenting a retrospective of his 20+ years
as a photographer for National Geographic and Stan Waterman premiring his
latest film, Reefs of Borneo.

A partial list of workshops includes: VIP Tank Inspection, Nikonos First Aid,
DAN Oxygen Administration, Basic Underwater Photography, Field Neurological
Program, Instructor and Instructor Trainer, DAN Oxygen Instructor and IAND
Nitrox Instructor. More information on workshops can be obtained by calling
(603)432-1997.

Tickets for the Sea Rovers Underwater Clinic are: Saturday exhibits and
seminars - $10, Saturday night film festival - $10, and Sunday exhibits and
seminars - $10. The Meet-the-Speakers party, after the film show, is free
with the purchase of all three tickets. Otherwise, it's an additional $5.
Workshops have additional costs which vary with content. Further ticket
information can be obtained by contacting:

        Boston Searovers
        c/o Bunky Hodge
        174 Beech Street
        Rockland, MA. 02370
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Date:         Sat, 23 Jan 1993 03:39:27 PST
From:         Tim Chase <A3TC@PSUORVM.BITNET>
Subject:      Dive Training Mag

If there are any people that still want to subscribe to Dive Training
magazine, please email me and I will be glad to send you a sub card.

The current issue is a very good one about tank infromation and also
some info about current shark research and the events off Hawaii,
West coast of the U.S. and "Down under".

Tim Chase A3TC@PSUORVM  (Bitnet)
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Date:         Tue, 26 Jan 1993 05:50:48 PST
From:         264-4052 <williams@FDCV14.ENET.DEC.COM>
Subject:      Boston Sea Rovers 39th Underwater Clinic

The 39th Annual Boston Sea Rovers Underwater Clinic will be held March 5th
through 7th at the Copley Plaza Hotel in Boston. The show has been expanded
to a full two days of exhibits, seminars, workshops and the popular Saturday
night film extravaganza. Topics in this years show include:  Dive Medicine,
Safety and Instruction; Diving Technology and Techniques; Women in Diving;
Wreck Diving; Marine Ecology; and Local and Exotic Dive Travel.  A partial
list of speakers includes Randy Bohrer, Gary Carbonneau, Chip Cooper, Norm
Despres, Bret Gilliam, Butch Hendrick, Hank Keatts, Ken Loyst, Holly Martell,
Rich Nordstrom, Dan Orr, Bob Sanders, Phil Sharkey, Brad Sheard, Brian Skerry,
and Hillary Vidders, to name a few.

The Saturday night festival will feature Dr. Sylvia Earle as the Master of
Ceremonies, with Bill Curtsinger presenting a retrospective of his 20+ years
as a photographer for National Geographic and Stan Waterman premiring his
latest film, Reefs of Borneo.

A partial list of workshops includes: VIP Tank Inspection, Nikonos First Aid,
DAN Oxygen Administration, Basic Underwater Photography, Field Neurological
Program, Instructor and Instructor Trainer, DAN Oxygen Instructor and IAND
Nitrox Instructor. More information on workshops can be obtained by calling
(603)432-1997.

Tickets for the Sea Rovers Underwater Clinic are: Saturday exhibits and
seminars - $10, Saturday night film festival - $10, and Sunday exhibits and
seminars - $10. The Meet-the-Speakers party, after the film show, is free
with the purchase of all three tickets. Otherwise, it's an additional $5.
Workshops have additional costs which vary with content. Further ticket
information can be obtained by contacting:

        Boston Sea Rovers
        c/o Bunky Hodge
        174 Beech Street
        Rockland, MA. 02370
Newsgroups: bit.listserv.scuba-l
From: dunbar@boulder.Colorado.EDU (S Dunbar)
Subject: Re: Heart Surgery and Scuba Diving
Organization: University of Colorado, Boulder
Date: 22 Jan 93 15:14:27 GMT

"Reef Fish (Large Nassau Grouper)" <RFLNG@CLEMSON.BITNET> writes:

>Does anyone have any first-hand or medical knowledge to shed light on the
>following situation?

>A friend of mine, an avid, otherwise healthy, scuba diver, had a heart
>attack which resulted in an open-heart surgery involving a double-bypass
>and the replacement of a heart valve by a human one (as opposed to a pig
>or plastic-valve).  He required no post surgery medication after the first
>week, and his recovery schedule was approximately as follows:


I am not a Doctor so take this for what it is worth.

My real questions would be what caused your friend to need a CABG (coronary
Artery bypass grafting ) in the first place you said that he initally 
had an MI which led to the CABG, well that is something in it self, so
if your friend has drastically changed his lifestyle, that would be
a good thing, for instance wt. loss, cessation of smoking, stress reduction,
if he has good, then perhaps diving would be ok, but lets remember diving
can be very strenous and stressful, so this is something else to think
about.  

Suppose your friend wants to dive now, if i were him my first open water
dive would be in the florida keys, the reason being, that if after
the dive your friend has an episode of chest pain or angina, then
he would be near a setting that he could get thrombolytic care...

suppose you are on the island of rangaroa in the s. pacific, there would
be no where to go to get care and the reason i bring this up is because when
i was there a older gentleman spent too much time in the sun and passed
out, it was not cardiac but if it was we were too far from reality
of life.  

If it was me, i would dive again, carefully and i would be sure to
do it after tons of research on my own part.  I would also be sure
i changed my lifestyle.

good luck to your friend and i hope you enjoyed your trip, post a summary.

scott
 
Scott\      /\/\  /|email: dunbar@boulder.colorado.edu
  /***\  /\/*/**\/*|Department of Molecular, Cellular, and Developmental Biology
 /  /\ \/**\/    \ |University of Colorado at Boulder, Boulder, CO  80309-0347
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Date:         Fri, 22 Jan 1993 03:31:46 -0500
From:         DOUG <"VA::DOUG"@FALCON.IUPUI.EDU>
Subject:      RE: Heart Surgery and Scuba Diving

I believe you will find there is no definitive data on this.  You will also
find DAN and PADI are extremely conservative on these matters.  We do know
from studies in the literature that patients less than 6 months out from a
heart attack are at increased risk for adverse cardiac events when subjected
to major stressors such as general anesthesia.  Note that the term "heart
attack" is severely abused by the general public.  Heart attack (more
technically, myocardial infarction) is defined to be loss of heart muscle
(myocardium) resulting from interruption of oxygen delivery (ischemia).
If we can extrapolate this experience to diving, then one year may not be
an unreasonable estimate.  Despite your detailed description of your
friend's medical condition, there are many parameters that you have no
knowledge of that may affect this decision.  His cardiovascular surgeon
is clearly in the best position to evaluate his cardiac risk, though he
may have limited knowledge of diving physiology.  DAN on the other hand
has amassed considerable knowledge of diving physiology, but cannot
possibly know all of the intricate details of your friend's condition.
In addition, despite all of the neat studies on diving physiology in
healthy subjects, there is very little data on patients with chronic
medical conditions.  Until this gap in our medical knowledge is filled,
no one can make recommendations with complete confidence.

Doug Martin, M.D.
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Date:         Tue, 26 Jan 1993 11:13:32 +0100
From:         Han Weegink <weegink@ICT.NL>
Subject:      gateway to rec.scuba closed ?

Hi,

I'm trying to post a message to rec.scuba.
Since I don't have direct access, I have been using the gateway
(rec-scuba@ucbvax.berkeley.edu). This did work, many moons
ago. I haven't tried it for some time, but I guess it
doesn't exist anymore.

Can anyone please tell me another way (~another email address)
to post to rec.scuba ?

I don't have a recent FAQoS, so please don't just point in that
direction :-)

Thanks in advance for your reply,

Han Weegink
-----------------------------------------------------------------------
IIIII  CCCCC  TTTTTTT  Han Weegink                            info only
  I   C     C    T     ICT Automatisering Deventer BV
  I   C          T     Aerospace Group        Holland
  I   C          T     E-mail:    weegink@ict.nl
  I   C     C    T     Telefax:   +31 (0)5700 21362
IIIII  CCCCC     T     TelePhone: +31 (0)5700 33888
-----------------------------------------------------------------------
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Date:         Wed, 27 Jan 1993 08:25:32 EST
From:         Barb <ENGBLK@UKCC.UKY.EDU>
Subject:      Re: fl

Rob Scott says that learning a language is best done naturalistically (no
classroom instruction) if a one-or-the-other choice has to be made.  I would
say that much depends on the purpose for learning the language.  Research
has shown that adults, at least, that learn just by picking the language up
from the community around them tend to fossilize.  If the adult is learning
the language in order to take university classes that are taught in the
language, classroom teaching of the language is desirable to try to prevent
the use of fossilized forms in writing essays, for example.  Certainly people
can become communicative and very fluent when learning the language off the
street, but accuracy often tends to suffer, and academic communication usually
demands more accuracy than social communication does.
                                                 Barb Kennedy
                                                 University of Kentucky
                                                 engblk@ukcc.uky.edu
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Date:         Wed, 27 Jan 1993 08:08:35 CST
From:         Andrew D Cohen-1 <adcohen@STAFF.TC.UMN.EDU>
Subject:      Re: fl

>
>Rob Scott says that learning a language is best done naturalistically (no
>classroom instruction) if a one-or-the-other choice has to be made.  I would
>say that much depends on the purpose for learning the language.  Research
>has shown that adults, at least, that learn just by picking the language up
>from the community around them tend to fossilize.  If the adult is learning
>the language in order to take university classes that are taught in the
>language, classroom teaching of the language is desirable to try to prevent
>the use of fossilized forms in writing essays, for example.  Certainly people
>can become communicative and very fluent when learning the language off the
>street, but accuracy often tends to suffer, and academic communication usually
>demands more accuracy than social communication does.

Well, they are different.  Having functioned in Hebrew for 16 years, I can
remember how in the early years, I could do better in academic communication
where I could call the shots than in many social situations where I didn't
have the vocabulary at all. Hence, we need to be cautious about sweeping,
perhaps simplistic statements.  Also, I am reminded about a study I think
Buzz Palmer did where Thai domestics and university students were tape
recorded in conversation in English and the tapes were rated by American
university students as to who was more conversant.  They were not told who
was who.  The domestics were rated to be college students and to have
good communicative (and even academic-level) language, though I can't
attest for the latter point.  I don't remember what they were talking about!
The study was done perhaps a dozen years ago.

Cheers, Andrew Cohen
>                                                 Barb Kennedy
>                                                 University of Kentucky
>                                                 engblk@ukcc.uky.edu
>


--
DR. ANDREW D. COHEN
ESL, 126 Klaeber Ct, U of Minnesota, 320 16th Ave SE, Mpls, MN 55455
Tel: 612-624-3806/Fax: 612-625-2312/NEW e-mail: adcohen@staff.tc.umn.edu
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Date:         Fri, 22 Jan 1993 00:56:14 -0700
From:         LCINKO@ARIZVMS.BITNET
Subject:      Re: Teaching Languages with NEWS

In answer to Jeri (UT, Austin), Terri and Maurizio's project (U of Utah) goes
beyond the Local Area Network.  Apparently, NEWS is an international network
that gives access to the target language country and to the native speakers
--around the world-- of the language being studied.  This is the beauty of the
whole project!...  One such netwrok in French, for instance, is FROGTALK:  on
this network, you can communicate with French speakers around the world. Quite
exciting, I must say, with topics of discussions that are very French,  real
cultural experiences for American students if they had access to the network.

<><><><><><><><><><><><><><><>
     Lydie Meunier-Cinko
   lcinko@ccit.arizona.edu
    lcinko@arizvms.bitnet
<><><><><><><><><><><><><><><>
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Date:         Sat, 23 Jan 1993 16:37:41 CST
Reply-To:     P60RAO1%NIU.bitnet@vmd.cso.uiuc.edu
Comments:     Resent-From: "Fred Davidson, DEIL,
              UIUC" <DAVIDSON@vmd.cso.uiuc.edu>
Comments:     Originally-From: P60RAO1%NIU.bitnet@vmd.cso.uiuc.edu
Comments:     Warning -- original Sender: tag was
              TESL-L%CUNYVM.bitnet@VMD.CSO.UIUC.EDU
From:         "Fred Davidson, DEIL, UIUC" <DAVIDSON@VMD.CSO.UIUC.EDU>
Subject:      TJ

[Forwarded from TESL-L]


----------------------------Original message----------------------------
TESOL Journal is preparing to publish a special issue in the fall
of 1993 on the topic of technology in TESOL.  Advertisements and
calls for papers for this special issue have appeared in a number
of TESOL publications since last spring with a due date of Feb 15.
That due date has been extended to March 15, 93.  I want to
encourage all of you on the TESOL-L network to consider submitting
an article, classroom tip, or review to the TESOL Journal related
to this subject of technology in TESOL.  If you are not currently a
member of TESOL and have not seen the call, nor have a copy of
TESOL Journal to refer to, please contact me directly.  Cynthia
Holliday and I are co-editing this special issue and want to enlarge
the pool of available submissions to guarantee that we have the
best possible material to draw from.  There are many of you on this
network who are doing cutting edge work with old and new
technologies.  There are many others who have all kinds of
concerns about the impact of these technologies on our practice.
Let's hear from you.  For information about editorial guidelines
of TESOL Journal, or to submit an article for review, contact
Elliot Judd, Editor, TESOL Journal, Department of Linguistics,
University of Illinois at Chicago, Box 4348, Chicago, IL 60680 USA,
Fax (312) 413-2095; Phone (312) 996-5158.

I hope to hear from many of you!

Richard Orem
Northern Illinois University
P60RAO1@NIU.BITNET
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Date:         Mon, 25 Jan 1993 12:40:31 -0700
From:         Gail Guntermann <ATGCG@ASUACAD.BITNET>
Subject:      Re: fl

Peace Corps has been doing instruction + immersion for many years.
Of course, we need to note that a good many study abroad programs these
days (always?) are a chance to vacation in a quaint setting, and
the language that is acquired depends upon what the students do to
have a good time.  A truly valuable program requires a great deal of
time, careful planning, and working with individual learners or very
small groups.

Gail Guntermann                          602/965-4645 (Office)
Dept. of Foreign Languages               602/965-6281 (Dept.)
Arizona State University                 602/965-0135 (FAX)
Tempe, AZ 85287-0202
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Date:         Thu, 21 Jan 1993 15:03:54 +0100
From:         Alex Housen <ahousen@VNET3.VUB.AC.BE>
Subject: Re: Morpho-syntactic Profile analysis of ESL

>Alex, to subscribe to LTEST-L, you need to send the following command:
>   SUB LTEST-L
>to:
>LISTSERV@UCLACN1
>
>Regards.  Lyle
>
THANK YOU VERY MUCH.
Alex

_______________________________________________________________________
Alex Housen                 Germanic Languages Dept. - English Section
University of Brussels (V.U.B.), Pleinlaan 2, B-1050 Brussels, Belgium
Phone:+32-2-6412664; Fax:+32-2-6412480; Email: ahousen@vnet3.vub.ac.be
_______________________________________________________________________
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Date:         Thu, 28 Jan 1993 15:30:23 -0700
From:         LCINKO@ARIZVMS.BITNET
Subject:      Re: your mail

Jeri, I forgot to mention that sociological and psychological factors are as
important as cognitive strategies.  In our classrooms, we have long believed
that only higher congitive skills were being used...  Don't fool yourself!..
Motivations, affective filter, cultural (mis)-understanding, socio-dynamism
among students and instructors, degree of risk-taking, personality types,
gender,... etc. are affecting classrom communication and interaction, too.
STudents learn how to cope with languages within this type of dynamism...
If the teaching of cognitive strategies is a good predictor for language
achievement within a positive atmosophere (low affective filter, risk-taking is
encouraged, personality profiles are compatible, etc.)  it may not be a good
predictor in a negative atmosphere (high affective filter,  overcorrection,
lack of compatibility between personality types in the classroom...).  As a
matter of fact there is a study by Ely which indicates that motivation and
situational comfort play a stronger role in the process of language
development than language aptitude and intelligence.  Terrell himself observed
that "the primary factors which influcence L2 acquisition are affective and not
cognitive".  These studies imply that even if we have the cognitive ability to
learn a foreign language, if there is a negative affective atmosphere, those
cognitive abilities are of a lesser efficiency. Have you considered that in
your study?

<><><><><><><><><><><><><><><>
     Lydie Meunier-Cinko
   lcinko@ccit.arizona.edu
 <><><><><><><><><><><><><><><>
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Date:         Wed, 27 Jan 1993 10:05:55 CST
From:         Diana Arya <FREE1316@VMD.CSO.UIUC.EDU>
Subject:      Going Abroad

This is in reply to the man who believes that going on a trip and
getting the language from the environment is far more valuable than
going and getting the language from a classroom situation.  It is
true that being out in the foreign environment is a richer experience than
any classroom teaching, but if I had decided to do this in China, my
trip would have been a disaster.  I strongly believe that some sort of
prep class (a class to inform you on the most important colloquial expressions
and the most common responses as well as some very important words) is
essential in China.     Those who want to experience the "real China,"
as opposed to the China that one can see from a Western tour bus,go through
some form of language training as soon as they arrive.  This seems to be
an accepted practice for    Australians.  The more language one knows
before travelling can only make the trip a more pleasant experience.  It
also creates an immediate bond between you and the locals.  Food for thought.
From: fbrooks@GARNET.ACNS.FSU.EDU (Frank B. Brooks)
Newsgroups: bit.listserv.slart-l
Subject: Re: Foreign Language Requirements (fwd)
Date: 22 Jan 93 21:00:13 GMT
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              "LCINKO@ARIZVMS.BITNET" at Jan 22, 93 08:07:11 am

Why don't we stop using the word "foreign" all together and use the word
"second language" instead, like "Department of Second Languages and
Literatures" or "other language," like "Department of other Languages and
Literatures."  Perhaps we could say:  "I need to learn another language"
instead of "I need to learn a foreign language."  Requirements could be
written as "Students are required to be proficient in another language
before graduating from XYZUniversity." I agree that "foreign" carries a
negative stigma.  (If this reaction sounds flip it is not supposed to.  I
want to change the name of our program here at Florida State to something
like Program in Second Language Education, as opposed to
Multilingual/Multicultural Education.  What in the heck does that mean,
anyway?)
----------
Frank B. Brooks
The Florida State University
fbrooks@garnet.acns.fsu.edu
----------
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