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Date:         Wed, 9 Sep 1992 20:25:04 -0700
From:         "R. Allen Gardner" <gardner@EQUINOX.UNR.EDU>
Subject:      Re: Pregnancy and Radiation
Comments: To: sheehan@unixpop.ucs.indiana.edu
Comments: cc: Multiple recipients of list C+HEALTH
              <C+HEALTH%IUBVM.BitNet@pucc.princeton.edu>

Peter Zavon,

You seem to be knowledgeable.  Can you name some of those common
household appliances that give off as much elf radiation as a computer
monitor as much as 2 or 3 feet from the source and that people stay
near for up to eight hours per day?

Allen Gardner
University of Nevada
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Date:         Mon, 14 Sep 1992 12:42:11 -0700
From:         "R. Allen Gardner" <gardner@EQUINOX.UNR.EDU>
Subject:      Re: Magnetic Fields & Pregnancy

Some common types of magnetic fields probably have no biological
effects.  The magnetic field of the earth, for example, is about
500 milligauss, so it seems likely that this type of magnetic
field has either benign (some animals seem to use variations in
the earth's magnetic field for navigation) or negligible
biological effects.  This is why experts used to say that
magnetic fields under 500 milligauss must be biologically benign.

Within the last 15 - 20 years, however, straightforward
laboratory experiments on biological material like chick embryos
revealed that alternating magnetic fields with square waves of
~60 herz have serious biological effects even when the strength
of the field is less than 500 milligauss.  Thus, we have to
consider the type of magnetic field as well as the strength.
Nevertheless, for the biologically significant type of magnetic
field biological effects are directly related to the strength of
the field and the strength of the field decreases as the square
of the distance from the source.  I cannot see how Peter Davon
could have become confused on this point.  Standard home and
office power uses 60 herz alternating current and many
appliances, including lamp bulbs, produce alternating magnetic
fields with square waves at that frequency.

Fortunately, as Michael Sauda's figures show, most common
appliances produce negligible alternating magnetic fields at the
usual distance of an operator's head or possibly pregnant womb.
Unfortunately, the powerful magnets that control the images on
the screens of VDT's can produce alternating 60 herz fields at
biologically significant levels, although the level can and has
been reduced where there are government standards, as in caring
countries such as Sweden.

Statistics on the actual incidence of miscarriages and infant
cancer that can be attributed to electric blankets, household
wiring, and VDT's can only yield probabilities.  Only some
smokers die of lung cancer and many nonsmokers also die of lung
cancer.  All that statistics can reveal is differential risk and
the tobacco industry claims to this day that the statistical
evidence is inconclusive.  Only a fraction of passengers are
killed or maimed in automobile accidents and neither seat belts
nor air bags will guarantee survival any more than lack of seat
belts and air bags will guarantee death or maiming.  All there
ever has been or ever can be is a statistical differential.
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Subject: (no subject given)
Newsgroups: bit.listserv.c+health
Date:         Fri, 4 Sep 1992 11:50:32 EST
From:         Ed Wilds <EHSADM3@UCONNVM.BITNET>

On Thu, 3 Sep 1992 09:21:36 UCR Gabriela Barrantes said:
>I am a system analyst from Costa Rica, and I have a question. What do you know
>about the computer emf radiation and pregnancy? I have two children and they
>had several, very similar, health problems after they were born. I can't assure
>that the problem was my continual exposure to the computers, but I want to
>know if the possibilty exists.

The effects of EMF radiation are unresolved at the present time.  To ask if
it is possible that EMF radiation caused your children's health problems is
a very broad question.  One must answer that any thing is possible.  Was it
probable that EMF radiation from a computer caused this?  I would have to have
detailed information on your life style to answer with any confidence.  My
initial reaction to the question was probably not.  This is because there are
so many commercially available products for the home that expose you to
higher levels of EMF radiation and other toxins that I would suspect them
first.

Ed Wilds
The University of Connecticut
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Date:         Tue, 8 Sep 1992 14:12:59 EDT
From:         Irina Terenina <MISIPT1@KENTVM.BITNET>
Subject: Re: Pregnancy and Radiation
              5 Sep 1992 10:23:00 EST from <USERMCQUEEN@UTOROISE>

Dear Mr. Mc Queen,
I am very interesting about information conserning pregnancy and radiation,
because I am programmer and I work whole day before screen. I am pregnant,
and not very young, and I worry very much, that baby will not be healthy.
If you have any other information, and could help me, how  to prevent
bad health effects of computer use, please, let me know - I will greatly
appreciate. Thank you very much for previous information.

                  Irina Terenina, Kent State University,
                  e-mail: MISIPT1@KENTVM.KENT.EDU
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Organization: TidBITS
X-Mailer: uAccess - Macintosh Release: 1.5v3
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Date:         Thu, 10 Sep 1992 10:47:10 PDT
Reply-To:     "Adam C. Engst" <ace%tidbits.com@harvunxw>
From:         "Adam C. Engst" <ace%tidbits.com@HARVUNXW.BITNET>
Subject:      Re: Pregnancy and Radiation

In Regards to your letter <9209092212.AA28451@talcott.harvard.edu>:
> >It is possible to by special leaded aprons that absorb radiations.
> >Unfourtunately, I do not know of any specific sources.

I've definitely heard that the weight from those lead aprons can be
harmful in and of itself, especially for a developing fetus.

cheers ... Adam C. Engst, TidBITS Editor

(Please excuse my brevity - I'm trying to avoid hurting my wrists.)
-----------------------------------------------------------------------
      Adam C. Engst             |     We sharpen the cutting edge.
Editor of TidBITS, the weekly   |   "The best way to predict the future
electronic industry newsletter  |         is to invent it."   -Alan Kay
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Newsgroups: bit.listserv.c+health
Date:         Wed, 9 Sep 1992 22:48:16 PDT
From:         "Brad Tidd (BHT) x2995" <9105TIDD@UCSBVM.BITNET>
Subject:      Re: Pregnancy and Radiation

*** Reply to note of 09/09/92 22:17
>From:         "R. Allen Gardner" <gardner@EQUINOX.UNR.EDU>
>Subject:      Re: Pregnancy and Radiation
>
>Peter Zavon,
>
>You seem to be knowledgeable.  Can you name some of those common
>household appliances that give off as much elf radiation as a computer
>monitor as much as 2 or 3 feet from the source and that people stay
>near for up to eight hours per day?
>
>Allen Gardner
>University of Nevada

 The one which people seem to forget most is the humble electric
 blanket.  And it is much closer than 2 or 3 feet.  Also most large
 screen TVs put out quite a field, although only children should
 be the only people unwise enough to sit within 3 feet of any TV.
 Unfortunately way too many people watch as much TV as they spend
 time at work, especially if you include their weekend TV time.
 I do not know but you might be able to include a walkman/headphones
 into the discussion.  At the same time as a PC_work for many
 programmers.

 Brad Tidd <9105TIDD@UCSBVM.BITNET>  Computer Operations Supervisor
           (805)893-2995             Computer Center
           University of California, Santa Barbara 93106 (UCSB)
 "Gun control is being able to hit your target."  Jeff Cooper

 (Insert standard disclaimer here.)
From: HM3@PSUVM.BITNET (Harold Mitzel 814/237-0242)
Newsgroups: bit.listserv.edpolyan
Subject: Re: Outcome Based High School Graduation
Date: 13 Sep 92 15:46:00 GMT
              <EDPOLYAN@ASUACAD.BITNET>
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Comments:     530 Hillside Ave
Comments:     State College, PA 16803


     Alan Davis' note on proficiency outcomes for high school graduation
brings to mind the conflicting reports on business and industrial
expectations of recent high school graduates.  Some business people seem
to want graduates who have a laundry list of specific skills such as
typing, algebraic manipulation, speed reading, etc.  Others only want
h.s. grads who know how to get to work on time, who don't goof off,
and who don't let their private lives interfere with their work.  The
latter sounds like a prescription for pliant, middle class entrants to the
labor force.  It is not clear that h.s. graduation standards based 0N
portfolios and performance indicators will ensure or guarantee middle class
attitudes on the part of graduates.  Isn't somebody going to be disappointed?
Harold E. Mitzel
Penn State University
(HM3@PSUVM)
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Original_To:  BITNET%"edpolyan@asuacad"
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Date:         Fri, 11 Sep 1992 17:05:00 MDT
              <EDPOLYAN@ASUACAD.BITNET>
From:         ADAVIS@CUDENVER.BITNET
Subject:      Outcome Based High School Graduation

Brenda Pfaeler wonders what's wrong with her mail from
EDPOLYAN (there isn't any).  I assume we're still all out
there, but no one has put forward any new issues since late
August.

The issue that has been on my mind of late is a suggestion
to replace grades and Carnegie credits with measured
competencies as the basis for high school graduation.

In brief, there appear to be two versions of this idea.  The
first is the notion that students should not be granted
diplomas unless they can demonstrate certain MINIMUM
COMPETENCIES.  This has resulted in minimum competency tests
in a few states, mostly in the southeast, generally
involving multiple choice formats.  The education community
largely agrees that this is a bad idea: it adversely affects
minorities, dumbs down curriculum, spawns remedial classes
aimed at the atomized stuff of the tests.  Bad.

The second version is associated with more progressive folk
-- Grant Wiggens and Ted Sizer, for two, who argue for
"authenticity"  -- authentic tests to demonstrate real
proficiencies and not mere seat time and other compromises
Horace was prone to engage in.  In Colorado, we have a
mandate from the state for each district to "identify the
proficiencies" a student should have, in measurable terms,
before graduating from high school.  A few schools have
developed these into required demonstrations, to be
collected in portfolios and presented to the graduation
committee to determine eligibility for graduation.

Many people seem to believe that the issue involves the
quality of the tests/tasks/performances in deciding whether
graduation-by-demonstrated-proficiency is superior to
accumulating grades and credits.  I'm not sure.  It is clear
to me that any system that does not reward effort is a bad
system.  Isn't it easier to reward effort with grades than
with tests and performances scored by committees?

Does anyone have experience with changing graduation
requirements from credits to outcomes?  Is anyone writing
about this or doing research on it?  Any thoughts?

Alan Davis
University of Colorado at Denver
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Newsgroups: bit.listserv.edpolyan
Date:         Fri, 11 Sep 1992 23:09:00 CDT
              <EDPOLYAN@ASUACAD.BITNET>
From:         Benjamin Levin U of Manitoba <LEVIN@UOFMCC.BITNET>
Subject:      Producitivity

I'd like to raise another issue for consideration on the
list.  It is this: What does the term 'productivity' mean
when applied to schools?  In economics productivity has a fairly
clear meaning - the amount of output associated with particular
levels of inputs.  It is immediately apparent that there are many
problems with applying this definition to schools.  Yet the term
productivity is frequently used in education; a recent quick browse
through ERIC showed hundreds of items which 'productivity' as a
descriptor.  So what are we talking about?
  I hope to do some serious thinking about this issue over the next
few months, and invite your help in doing so.
  Benjamin Levin, Faculty of Education, University of Manitoba
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Date:         Fri, 11 Sep 1992 13:42:00 CDT
              <EDPOLYAN@ASUACAD.BITNET>
From:         Brenda Pfaehler <BPFAEHLER@MACC.WISC.EDU>
Subject:      what is the problem?

Once again, I don't seem to be getting the mail from this group....what has
happened? Is there a problem with the bitnet address??????

I miss reading the thought provoking text and the other stuff as well/
Brenda Pfaehler
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Date:         Sat, 12 Sep 1992 10:47:39 MST
              <EDPOLYAN@ASUACAD.BITNET>
From:         bam <AHBAM@ASUACAD.BITNET>
Subject:      Re: Multi-Age Classrooms
              20 Aug 1992 21:22:03 LCL from <Kevin@LEMOORE.ATI.COM>

Kevin, I'v done a lot of reserach on the multi-age/nongraded organization. I
interviewed over 30 teahcers and a fair number of principals who work in a
district that is multiage.  The issue of including kindergarten children is a
big one.  Those teachers who were new to the idea, who did'nt have much theore-
tical background, believe that the 5 year olds should not be mixed with the 6
and 7 years olds.  They are concerned about the "spread" of skills.  However,
all of these teachers admitted that the 5 year olds in the multi-age classrooms
showed greater progress, especially in reading and writing, than their five
year olds had in the past, when they had kindergarteners seperated.  The proble
m seems to be a matter of teacher's comfort level.  The teachers who had been
experimenting. with mixed age groupings for a few years prior to implementing
the multiage program full scale, had no concerns about including 5 year olds in
the mix.  And yes, it does matter if the kids go from a multiage "system" to a
traditional graded system.  Typically, the graded system emphasizes traditional
teaching methods, multi-age uses developmentally appropriate practiace, co-
operative learning, and usually whole language.  When kids go from the multi-
age grouping to the traditional graded structure, both teachers and students
are frustrated.  Teachers complain that these students don't know how to work
on their own, don't know how to take tests, and are too talkative--and studnets
typicallly have a difficualt time adjusting to the demands of the traditional c
lassroom.  Oh yes, and the kids have a hard time with standardized tests, un-
less of course the teachers (multiage) go over this type of test with the studn
ets.  As far as the progress of studnets in multi age classrooms, the research
indicates that they like school, don't feel as isolated (especially for the
lower achieving students), and teachers find that there are fewer disciplin
problems....  The jury is still out on the academic achievement part.  The
problem is the standardized test.  The kids are used to performing in a certain
manner, the standardized tests are'nt set up to measure performance in that
same manner. This is a long discussion, maybe you should email me at my persona
l address: AHBAM  asuacad.  I have lots of written materials as well.
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Newsgroups: bit.listserv.edpolyan
Date:         Mon, 7 Sep 1992 15:53:22 MST
              <EDPOLYAN@ASUACAD.BITNET>
From:         "Kent B. Scribner" <CXKHT@ASUACAD.BITNET>
Subject:      subscription

Subscribe EDPOLYAN.

Kent B. Scribner
Educational Leadership and Policy Studies
Arizona State University
965-4946/947-7096
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Subject: (no subject given)
Return-Path: <riady@eniac.seas.upenn.edu>
Posted-Date: Fri, 11 Sep 92 08:11:24 EDT
Newsgroups: bit.listserv.scuba-l
Date:         Fri, 11 Sep 1992 08:11:24 EDT
From:         "Riady Hardjabrata" <riady@ENIAC.SEAS.UPENN.EDU>

signon scuba-l Riady Hardjabrata
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Return-Path: <geary%cfa3.DECNET@cfa.harvard.edu>
Newsgroups: bit.listserv.scuba-l
Date:         Tue, 8 Sep 1992 16:56:28 -0400
From:         geary%cfa3.DECNET@CFA.HARVARD.EDU
Subject:      Bonaire Holiday Trip

Is anyone out there interested in a two-week trip to Bonaire over
the holidays?  I am looking for two couples or a small family to
take over my reservation for a two-bedroom apartment with full
kitchen at the Carib Inn for the period Sat., 19 Dec. to Sun., 3
Jan (15 days).  Come experience some of the best and least expensive
diving in all the Caribbean.

John Geary, DM-52283
geary@cfa.harvard.edu
(617) 495-7431
FAX      -7490
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Newsgroups: bit.listserv.scuba-l
Date:         Tue, 1 Sep 1992 11:31:01 WST
From:         "Angel Vivas xt." <emsca!intevep!vivas@SUN.COM>
Subject:      Quiting

Hi, I would like to quit the SCUBA-L.
This discussion was very interesting and i'll be in again later.

Thank you
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X-Delivery-Notice:  SMTP MAIL FROM does not correspond to sender.
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Date:         Thu, 10 Sep 1992 16:54:52 CDT
From:         "Fred Davidson, DEIL, UIUC" <DAVIDSON@VMD.CSO.UIUC.EDU>
Subject:      Re: restart
              10 Sep 1992 10:01:00 EDT from
              <Sharon_Ridley_SALUS%UMAIL.UMD.EDU@MIZZOU1.missouri.edu>

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Please send the command below to:

listserv@psuvm.psu.edu         [Try this *first*]
listserv@psuvm                 [Try this if that fails]
listserv@psuvm.bitnet          [Try this if both of those fail]

and not to

slart-l@...                    [Same...]

If you have any trouble, please message me back.  Thanks.

-Fred Davidson, SLART-L Manager
 davidson@vmd.cso.uiuc.edu                    [or]
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On Thu, 10 Sep 1992 10:01:00 EDT ss4 said:
>set slart-l mail
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Date:         Fri, 11 Sep 1992 12:20:32 JST
From:         Lester Loschky <LOSCHKY@JPNCUN10.BITNET>
Subject:      Lydia White Reference: Incomprehensible input

I was wondering if anyone out there could give me a reference.
I understand that Lydia White wrote an oft quoted article several
years ago in which she argued for the importance of "incomprehensible input."
I would very much like to know the exact reference for the article in which
this term was first used by her.

Thanks so much in advance!

Lester Loschky
Nanzan University
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X-Organization: The Hong Kong University of Science & Technology (HKUST)
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X-VMS-Cc: LCRPEM
Newsgroups: bit.listserv.slart-l
Date:         Sun, 13 Sep 1992 18:40:00 HKT
From:         Richard Pemberton <LCRPEM@USTHK.BITNET>
Subject:      Michael Rost

Can anyone send me the e-mail/snail-mail addresses of Michael Rost (Temple
University, Japan?) and Gary Buck, both in the listening field?

Thanks a lot.

Richard Pemberton

Language Centre, Hong Kong University of Science + Technology
e-mail: LCRPEM@USTHK.ust.hk
        LCRPEM@USTHK.bitnet
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Date:         Fri, 11 Sep 1992 14:10:33 EDT
From:         LEONARD MARSH <MARSH@LEMOYNE.BITNET>
Subject:      Classics position open

                        LE MOYNE COLLEGE announces

Position: Full-time tenure-track in Classics
Rank: Assistant Professor
Begin: September 1993
Degree: Ph.D. in Latin or Classics.  ABD considered
Able to teach: Classical literature in translation
               classical mythology
               history of Roman Republic and Empire
               Latin language and literature
               classical Greek
               cyclical team teaching in honors humanities program

Please send:   letter of application
               C.V.
               3 letters of recommendation
               self-addressed postcard for acknowledgement

Apply before:  November 16, 1992

Apply to:      Prof. Raquel Romeu
               Chair, Dept. of Foreign Languages
               Le Moyne College
               Syracuse, NY 13214

E-mail to:     Leonard Marsh  MARSH@LEMOYNE

Le Moyne, a college in the Jesuit tradition, is an AA/EO employer.
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Date:         Thu, 10 Sep 1992 08:32:58 -0400
From:         Barbara Freed <bf0u+@ANDREW.CMU.EDU>
Subject:      Re: PhD program query

You might try contactng Teri Pica at the Graduate School of Education at
the University of Pennsylvania.  Their program is Linguistics in
Education but might provide what your student it looking for.  In a year
or two the student might also contact us at Carnegie Mellon!

Barbara Freed
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Date:         Sat, 12 Sep 1992 12:35:54 -0700
From:         Louis Cornelio <lcornel@EIS.CALSTATE.EDU>
Subject:      Re: Black English

As for the query below, I would suggest that, not only are both utterances
"acceptable", but the "do" in both cases could be eliminated with no loss
of comprehensibility.
Then again, that's a subjective analysis!
lcornel@eis.calstate.edu


On Fri, 11 Sep 1992, vanpatte@UX1.CSO.UIUC.EDU wrote:

> In my class yesterday, I put up the (in)famous sentences "Where do you
> wanna go?" (acceptable in my dialect) and "Who do you wanna come?"
> (unacceptable in my dialect).  A student said that in another class, she
> learned that the latter was possible in Black Vernacular English. Does
> anyone know this or have references? Thanks in advance.
> _______________________________________________
> Bill VanPatten
> Spanish, Italian and Portuguese
> The University of Illinois at Urbana-Champaign
> vanpatte@ux1.cso.uiuc.edu
> (send email for mailing address)
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Date:         Fri, 11 Sep 1992 09:23:00 EDT
From:         "Charlene.Polio" <21003CGP@MSU.BITNET>
Subject:      writing systems

There's an article by Jerome Packard on when it is best to teach
Chinese characters in Modern Language Journal, 74:167-175.

          Charlene Polio
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Date:         Tue, 15 Sep 1992 09:17:00 +8
From:         lips <LIMLEUNG@CPHKVX.BITNET>
Subject:      Re: Reminders...

set slart-l mail
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Date:         Fri, 11 Sep 1992 17:12:24 -0400
From:         Barbara Freed <bf0u+@ANDREW.CMU.EDU>
Subject:      Re: Black English

Bill,

I don't know the answer to this but Bill Labov surely would.  His
telephone number is  215-898-4289.

Barbara
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