HDTenEightyP/NetNews huggingface dataset:
From: tuff@ellis.uchicago.edu (Geoff Tuffli)
Subject: Re: Retention  Was: Re: Year-round schooling
Reply-To: tuff@midway.uchicago.edu
Organization: University of Chicago Computing Organizations
Date: Thu, 1 Oct 1992 21:08:42 GMT

As to the poster who questioned the ability of year-around schooling to solve
all the problems of our educational system today, I don't think anybody was
seriously suggesting it as being the _only_ way to aid our ailing system. What
most supporters of the idea that I have heard from seem to suggest is that it
is one way to pave the road towards the goal, and is in no way or shape or
form an entire solution in itself.

	Geoff Tuffli












Newsgroups: misc.education
From: kjc7435@ultb.isc.rit.edu (K.J. Cater)
Subject: Report info on Latchkey Children/afterschool programs sought
Originator: kjc7435@ultb
Organization: Rochester Institute of Technology
Date: Mon, 28 Sep 1992 23:26:43 GMT

I am writing a report for a social work class concerning latchkey
children (ages 7-10, but info. concerning any other age group is
O.K.) and social work intervention methodology.  I would appreciate
hearing from any/all of the following concerning this topic: latchkey
children, ex-latchkey adults (like myself), teachers, school
psychologists/social workers, professionals, and any others involved
with latchkey children (including parents).  Any information concerning
sources (research journals, books, magazine articles, etc.) would also
be highly appreciated.

Please send all replies via e-mail to:
"kjc7435@ritvax.isc.rit.edu".

I am also interested in hearing about any afterschool programs set up
for latchkey children specifically, and about the effectiveness of such
programs.

Thanking you,
Yours sincerely,

Miss Kerry Cater.
From: abd4w@poe.acc.Virginia.EDU (Amado Boutista Deguzman)
Subject: Re: Japanese Physical Education Colleges
Organization: University of Virginia
Date: Wed, 30 Sep 1992 08:33:33 GMT

abd4w@poe.acc.Virginia.EDU  writes:
> Does anyone have any information about physical education
> colleges in Japan?  I am interested in obtaining a degree in
> martial arts.  Information about levels of degrees, entrance 
> examinations, Japanese language requirements, tuition, and 
> locations would be extremely helpful.
> 
> Amado B. deGuzman
> Graduate Program, Adapted Physical Education
> B.S., Health and Physical Education
> 
> 
> Internet:  abd4w@Virginia.EDU
> Bitnet:    abd4w@Virginia
From: darsie@eecs.ucdavis.edu (Richard Darsie)
Newsgroups: misc.education
Subject: Re: Waldorf system of education???
Date: 2 Oct 92 22:32:43 GMT
Distribution: na
Organization: University of California, Davis

In article <9209300057.AA00473@snowhite.cis.uoguelph.ca>, stevep@snowhite.cis.uoguelph.ca (Steve X. Portigal) writes:
> 
> 
>  My girlfriend is thinking about going to teachers college next year and is
> interested in something called the Waldorf School. I had never heard of it
> before, it seems a little new-agey or something. There are very few 
> teachers colleges and of course very few actual schools, so there won't
> be many places for her to teach if she manages to get into the program.

I have made several separate extensive posts about Waldorf education,
but I wanted to respond to several points in this article. First, Waldorf
is *not* "new-agey", though it might appear so at first glance. The first
Waldorf School was founded in 1919, so the Waldorf philosophy of education
has some history. The Waldorf approach is *very* distinct from public
education - for one thing, it actually has an underlying philosophy of
child development. For another, the teachers in the grade school 
advance with their children. So the teacher of a first grade class
teaches the same children in second grade, third grade, and so on. This
unique approach allows a real relationship and rapport between teacher
and student, rather than the depersonalization of the public schools.
There are no textbooks: the children create their own "textbooks" over the
course of the school year.  There is no grading of work.

About your girlfriend's interest in Waldorf, I have this to say: the
demand for trained Waldorf teachers far outstrips the supply, so if
she completes her teacher training at a Waldorf teacher's college she
would be guaranteed of a job - though relocation would doubtless be
necessary. The teachers at our school are to a person outstanding
teachers, outstanding individuals, and possessed of a dedication
which would impress the most jaded cynic. 

Our son's experience in the Waldorf School has been wonderful to see.
It's exactly what he needs - I just cringe at the thought of him being
ground up in the public school "people mill".

I know that I will probably get flamed for some of these comments,
but they're what I really think.

Richard
Newsgroups: misc.education
From: john@jlc.mv.com (John Leslie)
Subject: Re: U.S. Department of Education: America 2000
Organization: John Leslie Consulting, Milford NH
Date: Sat, 26 Sep 1992 22:55:04 GMT

In article <1992Sep22.190020.17344@clipper.ingr.com> (Al Date) writes:

<responding to my posting:>
>>   It strikes me as ironic that a program called "America 2000" doesn't
>>choose to have an e-mail address.

>You dont really think they want your serious inputs do you?  (8-)
>
   Well...  I happen to have followed this a bit, and I've spent the past
twelve years or so nagging at the U.S.Senate to get connectivity.

   The truth is, some people do want our serious inputs; some don't.  Most
of both are kept so busy that learning Unix-style e-mail is hopeless.

   The America 2000 program has been a consensus-building exercise from the
start.  There are plenty of people who _do_ want our serious inputs -- even
though the six stated goals have long since been cast in concrete.  The
system usually loses any serious input half a dozen levels below any 
decision-maker, but this is more a matter of habit than intent.

   The system, alas, is badly broken.  Entirely too many bottlenecks have
been created, and the swarm of lobbyists keeps these saturated with
confusion.  There is frankly nothing the decision-makers could do with our
serious inputs even if they got them.

   I stick by my original statement: "ironic" is the proper description of
a vision for America in the year 2000 which doesn't include e-mail.

John Leslie <john@jlc.mv.com>
From: loeb@ai.mit.edu (Eric Loeb)
Newsgroups: misc.education
Subject: (none)
Date: 26 Sep 92 22:38:57 GMT

Subject:  AUTOMATED CLINTON/GORE MAIL SERVICE
 
 Bill Clinton and Al Gore are committed to bringing all Americans 
 into the American political process -- for the good of our country.  
 At this critical time in our country's history it is imperative that 
 we all do everything in our power to make our system work.  
 
 We are happy to announce a new step forward in 21st century 
 democracy: We now have a mail server that will allow you, the 
 internet citizen, to receive on-line campaign documents and send 
 your comments and ideas back to us.
 

 To learn more, send mail to the automated Clinton/Gore mail server 
 
    clinton-wins@mail.clinton-gore.org



 RECEIVE THE LATEST SPEECHES:
 
 If you send the Subject line "info speeches" to the mail server, 
 you will receive all the latest Clinton/Gore speeches as soon as 
 they come on-line.


 RECEIVE ALL AVAILABLE POSITION PAPERS:
 
 If you send the Subject line "info all" to the mail server at, 
 you will receive the full set of Clinton/Gore position papers.


 QUERY THE CANIDATES -- INTERNET POLL:
 
 If you have a question for Bill Clinton or Al Gore, then send your
 question to the mail server ("clinton-wins@mail.clinton-gore.org")
 with the Subject line "question propose".  

 Send the Subject line "question get" to get the current numbered 
 list of questions.  

 Send the Subject line "question vote <X Y>" to vote for questions 
 number <X> and <Y>.  For example, you would send the SUBJECT line 
 "question vote 3" to vote for question number 3.

 Each week the questions with the most votes will be forwarded to 
 Little Rock.

 
 SEND YOUR SUGGESTIONS & COMMENTS

 If you have a suggestion for Bill Clinton or Al Gore, then send your
 suggestion to the mail server ("clinton-wins@mail.clinton-gore.org")
 with the Subject line "suggest propose".  

 Send the Subject line "suggest get" to get the current numbered 
 list of suggestions.  

 Send the Subject line "suggest vote <a b c>" to vote for suggestions 
 number <a>, <b>, and <c>.  For example, you would send the Subject 
 line "suggest vote 18 4" to vote for suggestions 18 and 4.
 

 The questions, suggestions, and the campaign's responses will be 
 posted to the network.  You can help redistribute this and other 
 information by sending the Subject line "volunteer email distr" 
 to the mail server at

 clinton-wins@mail.clinton-gore.org
 


 Clinton/Gore '92
 Volunteer Email Effort


Newsgroups: misc.education
From: ejv8r@curry.edschool.Virginia.EDU (Erika June Vines)
Subject: shyness
Organization: University of Virginia
Date: Wed, 30 Sep 1992 19:59:17 GMT

I am currently in the Curry School of Education at the
University of Virginia.  I am interested in learning more about
shyness and what teachers can do.
I have been shy my whole life and my teachers seem to have
encouraged that.  They never drew me out of my shell.  College
has helped a great deal, but I want to be able to help my
students in the future.
Is there any information on what a teacher can do to help a shy
child?
Thank you for your help.
Erika
ejv8r@virginia.edu
From: pjl2@cunixa.cc.columbia.edu (Paul J Landsberg)
Subject: Re: Retention  Was: Re: Year-round schooling
Reply-To: pjl2@cunixa.cc.columbia.edu (Paul J Landsberg)
Organization: Columbia University
Date: Fri, 2 Oct 1992 14:18:05 GMT

(Marc Daniel Taglieri) writes:
>My name is Marc Taglieri and I am a third year student at the
>University of Virginia.  Currently I am enrolled in the Curry
>School of education in a five year Athletic Training and
>Physical education program.  The idea of a round school system
>are absolutely ludicrous.  The problem with our school system
>across the country is not the fact that students don't sit in
>class year round.  The problem is much greater than that.  

Warning:  When someone starts by saying, "the problem is much greater
than that" they are going to suggest that nothing should be done.

>It
>lies in the quality of teachers and their willingness to put in
>the extra time as well as the influence of parents on the youth
>of America.  

A whiff of 'family values.'  Back to basics.  An engineer would look
at the problem and a) identify those things he/she could change. 
b) propose various solutions c) try to match those solutions to
what is feasible (economically, socially, etc.)  The politician's
approach is to identify those things that he/she can't change
and hammer on them.  Take it as a given we can't change the parents
overnight, how would you imporve the quality of teachers. (there are
lots of ways.......)

>So many great, brilliant people have flourished
>through the "summer's off" school system.  Therefore, I would
>see no cause for amending the system.  

Logic alert!
Does the same hold true for "Lots of great people have flourished 
through past segregation in the south.  Therefore........"


>The other important
>thing is that of the world. The world is a very educational
>device which is implemented through experiences.  If students
>are in the classroom all year round they will not have the
>opportunities to develop in a socially and wordly manner.

Did a sudden consensus develop that 3 months is the perfect amount
of time to experience the world?  What does this phrase, "develop
in a socially and worldly manner" even mean?  School is not a 
social situation?   

Paul Landsberg
From: judson@watnxt2.ucr.edu (Michael Judson)
Newsgroups: misc.education
Subject: French dictionary for Microsoft Word
Date: 29 Sep 92 03:26:15 GMT

Does anybody have a French dictionary for Microsoft Word?  Or Does anybody
know where I can get one?  If so, could you please E-mail me?
Thanks.

--
"I drank what?" -- Socrates

judson@watserv.ucr.edu
Xref: sparky misc.education:3525 sci.edu:1061 comp.org.eff.talk:6221
From: abd4w@poe.acc.Virginia.EDU (Amado Boutista Deguzman)
Newsgroups: misc.education
Subject: Japanese Physical Education Colleges
Date: 30 Sep 92 08:24:25 GMT
Organization: University of Virginia

Does anyone have any information about physical education
colleges in Japan?  I am interested in obtaining a degree in
martial arts.  Information about levels of degrees, entrance 
examinations, Japanese language requirements, tuition, and 
locations would be extremely helpful.

Amado B. deGuzman
GraduatProgram, Adapted Physical Education
B.S., Health and Physical Education
A.S., Education

Internet:  abd4w@Virginia.EDU
Bitnet:    abd4w@Virgin
Newsgroups: misc.education
From: elk2k@curry.edschool.Virginia.EDU (Elaine L. Kaufman)
Subject: Re: Waldorf Education: Curriculum
Organization: University of Virginia
Distribution: na
Date: Tue, 6 Oct 1992 21:18:09 GMT

Hi! I am responding to the whole idea of the Waldorf school
system.  I think it is a great idea to lend a person such
continuity in a world that is crumbling at the foundations.  I
don't mean to sound like the voice of doom, but the sense of
community, religion, and family are being sold out to
capitalinsm in the United States.  Not that capitalism isn't
a great system to live by...I certanly have benefitted from it.
I think that it has become our religion.  The Waldorf
concept presents a nurturing environment that the spirit and
mind can fluorish in.
	I am not without reservations, however.  I am wondering
what happens to a child who does not have a good rapport with
his teacher do for the EIGHT YEARS that he is taught by that
person.  Additionally, how do Waldorf-educated children do as
far as college admittances and later in the job market.  Are
they able to cope with the competative world outside?  

	Thanks for your time!  Bye!
From: greenspan05@wharton.upenn.edu
Newsgroups: misc.education
Subject: Entrepreneurs Conference at Wharton
Date: 1 Oct 92 22:13:14 GMT
Organization: University of Pennsylvania


	The Wharton School of the University of Pennsylvania
			Proudly Presents

The 6th Annual  Mid-Atlantic Conference on Entrepreneurship

			November 14, 1992
			Univ. of Pennsylvania
			Philadelphia, PA

Featuring Keynote Speakers.............................

Orville & Gary Redenbacher	& 	Jim Koch
Founder & Grandson			President
Orville Redenbacher Popcorn		Boston Beer Company
					Samuel Adams Beer

along with 15 other top entrepreneurs from around the country!!!!

The Mid-Atlantic Conference is intended for the innovative individual who
strives to achieve his/her goals.  Last year more than 200 students and
business people from several states and universities gathered to learn from the
experiences of successful entrepreneurs.  If you want more than you can get
from reading books, talking on networks, or going to class, the Mid-Atlantic
Conference is for you.  17 top entrepreneurs will speak on topics that pertain
directly to your business - from critical early stages of growth to national
and international expansion.  Whether an undergraduate or graduate college
student, business owner, or entrepreneur, this conference could be one of the
smartest business moves you make.  Make contacts, Network with the best and
brightest, and STRIVE FOR SUCCESS!!!!!

The following seminars will be offered this year:

Starting the Right Business		Franchising 101: A Crash Course
Getting your Foot in the Door		Advertising for Results: Choosing
	for New Business			the Right Medium
Hiring and Managing your Team		Raising Venture Capital
MArketing in the '90s			Negotiating to Win
The Tax Advantaged Entrepreneur		Acquiring a Small Business
New Opportunities in Int'l Trade	Going Global
Keeping One Step ahead of the 		Identifying, Managing, and Preparing
	Competition				for Growth
Managing your Finances

The full day conference starts at 9:00am and ends at 4:45 pm with registration
from 8:00am until 9:00am.  The event includes continental breakfast, buffet
lunch, and all conference materials.  Conference Registration is $75.00 ($60.00
early bird before November 7, 1992) Full-time student registration is $25.00
with valid photocopy of student identification.  To receive a brochure(s) or if
you have any questions, reply via vax or telephone (215) 573-7917, Howard
Greenspan, or (215) 386-6129, Paul Horrock, Conference Directors.

Student leaders, Club Presidents, and College Professors:  If you would like
your group, class, or organization to take part in this exciting event, please
contact us and we can send out multiple brochures and information packets. 
Requests can be made by phone, vax, or through the mail at
			Mid-Atlantic Conference
			Snider Entrepreneurial Center
			4th Floor - Vance Hall
			3733 Spruce Street
			Philadelphia,  PA  19104


Newsgroups: misc.education
From: rhorn@csws17.ic.sunysb.edu (Robert Horn)
Subject: Re: SAT's
Organization: State University of New York at Stony Brook
Date: Fri, 2 Oct 1992 00:47:11 GMT

In article <1afe4fINNsvp@usenet.INS.CWRU.Edu> ai686@cleveland.Freenet.Edu (Ishaq Syed) writes:
>
>What is the best way to prepare for the SAT's other then reading books
>on it and giving self test.  What differs from the people who do real
>well and from the others the don't? Please respod as soon as possible.
>

The best way to prepare for the SATs is to get a well rounded
education stressing math and english (latin helps too) for the twelve
years before taking the test :)

The people who do real well are generally somewhat smarter than the
people who don't, and calmer taking tests.

-- 
rhorn@ic.sunysb.edu           Never choose a college because it has a duckpond.
From: cah5d@curry.edschool.Virginia.EDU (Craig Andrew Herring)
Newsgroups: misc.education
Subject: Re: SAT's
Date: 6 Oct 92 23:07:16 GMT
Organization: University of Virginia

bel3a@poe.acc.Virginia.EDU  writes:
> ai686@cleveland.Freenet.Edu  writes:
> > 
> > What is the best way to prepare for the SAT's other then reading books
> > on it and giving self test.  What differs from the people who do real
> > well and from the others the don't? Please respod as soon as possible.
> > 
> > -- 
> >            *_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*
> >            *_           ISHAQ SYED                            _*
> >            *_           E-MAIL:ai686@cleveland.freenet.edu    _*
> >            *_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*
> 
> I do not envy you having to go through the whole college
> application thing, but many people have survived it (including
> myself).
> Leaving the question of the validity of the SATs aside (it is
> supposed to predict success in college- females score 61 points
> lower and yet earn higher grades), the best way to study would
> probably be to review the practice tests for vocabulary (paying
> attention to words you have never seen and will never see again
> afterwards), questioning style and math concepts.  
> As an aside, I would suggest to you that you do take appicable
> ACTs and APs because they allow you to get credit in college
> where you show proficiency. 
> Keep in mind that SATs scores are not the only thing colleges
> look at.  Given the controversy surrounding the validity of the
> SATs, colleges seem to be placing less emphasis on them.  In
> fact, when I was applying, many colleges weren't requiring
> them- much to the dismay of the test makers who are making a
> fortune administering the test.
> GOOD LUCK!!!


Although it has been proven that SAT's are culturally biased,
what other standard can colleges use for admission.  Obviously,
a 3.7 gpa in one school is not equivalent to another.
Similiarly, recommendations and admission essays can not be a
comprehensive measure of all subjects.  I happen to believe
that the test is not completely bad but just needs some
improvement to become a more useful and STANDARD test.  I
welcome your comments.  cah5d@virginia.edu
					Craig Herring
Newsgroups: misc.education
From: lcardina@nhgs.vak12ed.edu (Loretta A. Cardinale)
Newsgroups: misc.education
Subject: Call for Lesson Plans
Date: 5 Oct 92 14:09:50 GMT
Organization: Virginia's Public Education Network (Hampton)

Many teachers would be interested in successful and effective
lessons that are related to aerospace.  They can be in math,
science, or social studies content areas but they must be
clearly written and thorough so that other teachers can use
them.  	

If you have any you'd like to post, just type "f" to leave a
follow-up message and upload your message.  Thanks in advance!
-- 
From Loretta A. Cardinale, Ph.D.
From: cem8z@curry.edschool.Virginia.EDU (Caitlin Elizabeth Mcmunn)
Newsgroups: misc.education
Subject: The UVA Five-Year Plan
Date: 7 Oct 92 00:49:57 GMT
Organization: University of Virginia


	I am a student at the University of Virginia,
currently in the five-year teacher education program.  As a
total novice to this entire system of networking, I am
wondering how many people actually read these things. It seems
to me a very interesting means of communication; however, with
all the existing media that have already established a
traditional sense of validity, electronic mail cannot possibly
reach the same amount of people as we might want to affect in
our ariticles.  Not that I am against e-mail, I am only
wondering how many professionals outside the University setting
are using this as a means of getting news and ideas.
Basically, I want to know exactly how powerful e-mail is?  Is
anyone out there?  Answer me!
From: summers%sanctum.cs.utah.edu@cs.utah.edu (Jim Summers)
Subject: Looking for PenPals for High Schoolers
Organization: U of Utah
Date: 30 Sep 92 10:59:08

I'm looking for some penpals for my mother's High School Computer
Class.  They are on the internet (though have no news access) and are
eager to meet other students with similar access.

If anyone is teaching a similar class (this is a pilot program in
Tennessee) anywhere else please contact me and I will link you up.

jim