HDTenEightyP/NetNews huggingface dataset:
From: parish@cactus.org (Tom Parish)
Subject: Fuzzy logic Education Kit - How to Find
Keywords: fuzzy logic, motorola
Organization: Capital Area Central Texas UNIX Society, Austin, Tx
Date: Wed, 7 Oct 1992 23:12:51 GMT

This note is for all of you in universities who sent me mail on how 
to get the Motorola Fuzzy Logic Education Kits.  Hopefully this 
will help you find the kits without dealing with salesman and/or 
distributors. 
 
                   Here are the specifics:
                   -----------------------
 
Contact Fritz Wilson at Motorola. His sole purpose in life is to
help universities get what they need.
 
Fritz Wilson
Tel:            602-952-3855
FAX:            602-952-3621
Internet:       univeristy_support@spshqqm.sps.moto.com
 
FLEDKT05(Education Kit with M68HC05EVM) $600.00
FLEDKT11(Education Kit with M68HC11EVM) $600.00
FLEDKT00(Education Kit without EVM)     $195.00
        FuzzBasic - just the CBT course $ 68.80
 
The Motorola Education Kit includes:
        *Computer Based Training disks on Fuzzy logic
        *Aptronix Fide Demonstration system (can save your work)
                Windows based tool with visual debugging tools
                for developing fuzzy logic applications.
        *Motorola's KBG V2.22 DOS tools for fuzzy logic 
 
     The CBT course runs in MS Windows 3.0 or 3.1. and provides 
     nearly 500 screens of colorful and interactive material 
     that covers the following subjects:
     
             * Fundamentals of fuzzy logic
             * Methodology of design for embedded control
             * Aptronix fuzzy inference development environment
             * A fuzzy logic project
             * Advanced topics
             * Introduction to neural networks
             * Glossary of terms
             * Further reading
             * Review questions at the end of each section
 
     The methodology of design section includes:
     
             * How to analyze and partition the control system
             * Defining input and output surfaces
             * Writing rules
             * Observing model behavior, verifying and tuning as needed 
             * Optimizing systems for target platforms
     
     The advanced topics area includes:
     
             * Alpha Cuts
             * Assertions
             * Compatibility Index
             * Contribution weights
             * Stability weights
             * Adaptability
             * Fuzzy calculus
             * Noise, randomness, ambiguity
             * Higher order fuzzy sets
             * Geometric Representations
   
     I hope you find this helpful.  
     
      --------
     Tom Parish
     512-331-0813
     parish@cactus.org
From: dcostanz@gmuvax.gmu.edu
Newsgroups: comp.edu
Subject: Content-coding software
Date: 15 Oct 92 14:08:26 -0500
Organization: George Mason University, Fairfax, VA.

We are looking for some content-coding software to analyze a large
database of profiles of organizational leaders.

Our goal is to use historic profiles of these leaders and content-code
them on various adjectives, phrases, or contexts.  The program
will need to be fairly flexible in accepting search parameters and
should be able to read ASCII/WordPerfect text files.

I've been told that there are both commercial and private progams
that will do this function.  Anyone out there have any suggestions
or leads where we might find such software.  I'd really appreciate
any help.

David Costanza/Mike Mumford
Newsgroups: comp.edu.composition
From: hjwulfso@unix.amherst.edu (HARRIS JOSHUA WULFSON)
Subject: Re: (Fwd: *C&CD*) Jazz as folk music, or was that Hungarian folk music? (19)
Organization: Amherst College
X-Newsreader: TIN [version 1.1 PL6]
Date: Fri, 9 Oct 1992 06:21:23 GMT

COMPDIGEST (r0mill01@ulkyvx.louisville.edu) wrote:
: 
: Another interesting Jazz aside (possibly just radio propoganda): Some of
: the late 19thc. NORLANS Jazz bands (some recorded on wax and tin cylinders)
: had "klezmar" [sic] muscians newly immigrated from eastern Europe.  Listen
: to some of Wynton Marsalis' pieces (talk about a family of Bachs!) for
: tonalities found in romanian, hungarian, and other eastern european
: music--also sounds from the middle east.  Some of his quotations just reach
: out and snap you to attention.  Oh well, jazz is grand.
: 


     An interesting aside: Today, Wynton Marsalis did a workshop for young
jazz musicians here at Amherst. He spoke at length about the history and
roots of jazz music. According to Marsalis, the music developed when 
working, country, black individuals became enamoured with the sophistocation
of western classical music. These pioneers took their own tradition and
infused it with "European" elements. It is quite possible that the klezmer
tradition was included in this. Klezmer bears a striking resemblance to
Dixieland jazz.



Harris Wulfson    HJWULFSON@Amherst.edu
From: r0mill01@ulkyvx.louisville.edu
Newsgroups: comp.edu.composition
Subject: (Fwd: *C&CD*) RE: RE:  Jazz, Imitatio, Writing (9)
Date: 8 Oct 92 10:30:42 GMT
Organization: University of Louisville


Date:         Thu, 08 Oct 1992 05:13:04 EDT
From:         IN%"RobertRoyar@Delphi.com" Robert Royar (C&CD Moderator)
Message-id:   <1992Oct08.051304.1.Grendel.Lair@Cratylus>
Subject:      RE: RE:  Jazz, Imitatio, Writing (9)
              <01GPOSC67A9C934TQ6@ulkyvx.bitnet>
Reply-to:     IN%"R0MILL01@ULKYVX.LOUISVILLE.EDU"  C&CD
Organization: Cratylus Educational Software

Regarding the idea of memory pegs and how they may be used to recall
passages in speeches (a topic Dan Quigley and I've discussed before), in Cog
Sci class I can remember clinical examples of uses of this memory technique
by doctors with patients suffering from short-term and intermediate-term
memory defects (caused by stroke or other brain lesions).  The
clinician/researchers reported good success with such mnemonic techniques as
having the patient attach short-term items (such as grocery lists) to
long-term memories that could be retrieved.  I believe you can trace the
idea (in print) back to Socrates' aviary in which the "keeper" can recall
certain birds (ideas) as they fly by but not all--certainly that is an early
example of the "concretization" of memory as individual units that comprise
a bounded unity.

I wish I could find my grad school paper on Camillo and his memory theatre,
but I lost it and forgot where the original and backup disks were stored
(and that's pretty ironic considering the topic).

 -- Robert Royar (RobertRoyar@Delphi.com) New York Institute of Technology
    "Do not search for the truth. Simply cease to cherish opinion"
                                           - Sengstan, Third Zen Patriarch

------------------------------
From: r0mill01@ulkyvx.louisville.edu
Newsgroups: comp.edu.composition
Subject: (Fwd: *C&CD*) Repost of contact address for "Creative Hearts" group (21)
Date: 7 Oct 92 11:59:28 GMT
Organization: University of Louisville


Date:         Wed, 07 Oct 1992 05:44:52 EDT
From:         IN%"RobertRoyar@Delphi.com" Robert Royar (C&CD Moderator)
Message-id:   <1992Oct07.054452.1.Grendel.Lair@Cratylus>
Subject:      Repost of contact address for "Creative Hearts" group (21)
Reply-to:     IN%"R0MILL01@ULKYVX.LOUISVILLE.EDU"  C&CD
Organization: Cratylus Educational Software

About September 25th the Computers and Composition Digest included some
lengthy postings from the "Creative Hearts" publishing group.  Also at that
time, our mailer delay problems began.  For anyone who has asked for
information on subscriptions to Connor Cochran's <0005133312@mcimail.com>
newsletter, here it is.

You may contact
  Gardner Campbell <Campbell@usdcsv.acusd.edu> (The original forwarder)
or
  Connor Cochran <0005133312@mcimail.com> (The newsletter publisher)
for additional information on this newsletter.

 -- Robert Royar (RobertRoyar@Delphi.com) New York Institute of Technology
    "Do not search for the truth. Simply cease to cherish opinion"
                                           - Sengstan, Third Zen Patriarch

*************************************
Newsgroups: comp.edu.composition
From: r0mill01@ulkyvx.louisville.edu
Subject: (Fwd: *C&CD*) How Jazz connects to Basic Writing (10)
Date: Mon, 12 Oct 1992 10:40:38 GMT
Organization: University of Louisville


Date:         Mon, 12 Oct 1992 04:59:10 EDT
From:         IN%"RobertRoyar@Delphi.com" Robert Royar (C&CD Moderator)
Message-id:   <1992Oct12.045910.1.Grendel.Lair@Cratylus>
Subject:      How Jazz connects to Basic Writing (10)
Reply-to:     IN%"R0MILL01@ULKYVX.LOUISVILLE.EDU"  C&CD
Organization: Cratylus Educational Software

Martin Rosenberg writes
>Date: Sun, 11 Oct 1992 21:32:37 EDT
>From: mer <MROSE01@UKCC.UKY.EDU>
>Message-id: <01GPU5U7Q0M895MTXK@ulkyvx.bitnet>
[...]
>     5)  Jazz was, is, and always will be centrally a product of African
>         American culture--even as third-world influences have become stronger
>         and more pervasive.  Respect the music? Respect the culture that
>         produced it!
>                              Enough? or too much?

OK, how about this as a connection.  Are there ways that we can apply
concepts from musicology and the study of Jazz as a valid art form to the
work of "Basic Writers"?  Can we discover among the work of BWs the
elements of style and sophistication that makes their work worthy of study?
Can we "Respect the [writing]? Respect the [writers] that produced it!"

How would we go about doing such?  What would change in our classrooms?
What would change in our assignments?  How would we change our teacher
training practices?  What would be the effect?  Why would we wish to take
such an approach?  What would be the objections?  Who would be the objectors?

 -- Robert Royar (RobertRoyar@Delphi.com) New York Institute of Technology
    Teacher of Basic Writing since 1978

------------------------------
From: r0mill01@ulkyvx.louisville.edu
Newsgroups: comp.edu.composition
Subject: (Fwd: *C&CD*) Mandatory Portables for School LANS (14)
Date: 9 Oct 92 10:30:59 GMT
Organization: University of Louisville


Date:         Fri, 09 Oct 1992 04:47:30 EDT
From:         IN%"RobertRoyar@Delphi.com" Robert Royar (C&CD Moderator)
Message-id:   <1992Oct09.044730.1.Grendel.Lair@Cratylus>
Subject:      Mandatory Portables for School LANS (14)
Reply-to:     IN%"R0MILL01@ULKYVX.LOUISVILLE.EDU"  C&CD
Organization: Cratylus Educational Software

Dan Quigley here has suggested NYIT go with this idea also.  I've had some
reservations about it in IBM compatible LANS because I've wondered how we
license the software for network access.  Each machine would need some way
to communicate with the NET.  Probably some sort of EtherNet card or one of
those parallel port adapters could be made part of the machine, but who owns
those hardware parts--the student or the school?  If we went with the
parallel port option, are those slow compared to "thick/thin-Net"
connections? And what about the software?  Would students need software
configured for their own portable--we need to configure our LAN software now
for each type of machine (8088, 80286, 80386).  Would we supply that or
would they?  If they supplied it, how do you protect your system from
intrusion and viruses (a real problem we're always encountering)?  I realize
that with Macs, the Appletalk network is builtin or you've got the option of
SCSI, but PowerBooks are grossly overpriced--at least our children of
immigrant and Crribean Island students couldn't afford them even with loans.

 -- Robert Royar (RobertRoyar@Delphi.com) New York Institute of Technology
    "Do not search for the truth. Simply cease to cherish opinion"
                                           - Sengstan, Third Zen Patriarch

------------------------------
From: r0mill01@ulkyvx.louisville.edu
Newsgroups: comp.edu.composition
Subject: (Fwd: *C&CD*) Mastering Perfect Writer (16)
Date: 16 Oct 92 02:31:16 GMT
Organization: University of Louisville


Date:         Thu, 15 Oct 1992 04:40:36 EDT
From:         IN%"RobertRoyar@Delphi.com" Robert Royar (C&CD Moderator)
Message-id:   <1992Oct15.044036.1.Grendel.Lair@Cratylus>
Subject:      Mastering Perfect Writer (16)
Reply-to:     IN%"R0MILL01@ULKYVX.LOUISVILLE.EDU"  C&CD
Organization: Cratylus Educational Software

Irv Peckham writes
>From: "(Irv Peckham)" <peckham@CWIS.UNOMAHA.EDU>
>Message-id: <01GPY5JJUCO09BVI5U@ulkyvx.bitnet>
>Subject: RE: Textra (*MBU*)

[...]
>I managed to master Perfect
>Writer back in the binary stone age.

Irv is obviously a fellow Kaypro purchaser(?).  PW had some very good
feeatures--features which I've systematically added and enhanced in my own
uEmail program.  A few were the ability

   - to mark and save regions of text to named files,
   - to gather text into the kill buffer without
     losing what was already there,
   - to handle a number of case conversions (u/l word
     or region and capitalize words),
   - to transpose adjacent words or letters,
   - to auto mark sentences and paragraphs, and
   - to cut predefined text blocks (words, lines,
     sentences, and paragraphs) without marking.

The original MINCE/Scribble package (on which PW and Perfect Formatter were
based) had even more to offer such as larger-scale transpositions,
user-defined format styles, extended formatting macros, and a sophisticated
UNDO. People are still impressed by the output from my own Scribble/Scribe
clone.  And I can consistently produce text with finer control and fewer
hassles using uEmail/PROFFessor than I can with WP or Word.  I cringe when I
see what my colleagues and students must go through to perform simple
functions (such as formatting an enumerated list) in the two giants.

 -- Robert Royar (RobertRoyar@Delphi.com) New York Institute of Technology
    "Do not search for the truth. Simply cease to cherish opinion"
                                           - Sengstan, Third Zen Patriarch

------------------------------
From: r0mill01@ulkyvx.louisville.edu
Newsgroups: comp.edu.composition
Subject: (Fwd: *C&CD*) Metaphor theory (8)
Date: 9 Oct 92 02:30:54 GMT
Organization: University of Louisville


Date: 08 Oct 1992 08:23:25 -0400 (EDT)
From: AAA5%psuvm.psu.edu@CARNEGIE.BITNET
Message-id: <Added.kep3NZm00UkTM9ek4I@andrew.cmu.edu>
Subject: Metaphor theory (8)
Comments: Warning -- original Sender: tag was NETNEWS@AUVM.AMERICAN.EDU
Reply-to: Computers & Composition Digest (R. Royar) <R0MILL01@ULKYVX.BITNET>

----
I would appreciate suggestions of references to the works of specialists in the
area of metaphor/metaphor theory and discourse analysis. They could be from
speech communication, linguistics, English or other fields. I am working on a
manuscript entitled: "The rhetorical construction of radical nationalism at the
UN: Metaphoric cluster as strategy," whose reviewer tells me there are some
metaphor theories floating out there I have overlooked. What I drew from speech
communication journals don't seem to suffice-- Lakoff, Ivie etc. Please e-mail
replies to the above address. Thank you.
----
Akin Akioye

------------------------------
Newsgroups: comp.edu.composition
From: r0mill01@ulkyvx.louisville.edu
Subject: (Fwd: *C&CD*) Research data on class size (8)
Date: Wed, 7 Oct 1992 05:16:05 GMT
Organization: University of Louisville


Date:         Tue, 06 Oct 1992 06:24:10 EDT
From:         IN%"RobertRoyar@Delphi.com" Robert Royar (C&CD Moderator)
Message-id:   <1992Oct06.062410.1.Grendel.Lair@Cratylus>
Subject:      Research data on class size (8)
Reply-to:     IN%"R0MILL01@ULKYVX.LOUISVILLE.EDU"  C&CD
Organization: Cratylus Educational Software

>Date: Mon, 5 Oct 1992 21:56:10 CDT
>From: Jim Raymond <JRAYMOND@ENGLISH.AS.UA.EDU>
>Message-id: <01GPLULGYVO08WW5MM@ulkyvx.bitnet>
>Subject: RE: class size (*MBU*)

>It's very hard to find research data (other than common sense)
>supporting small class size in writing courses, but the NCTE

I recall reading an short report on an in-depth US Dept. of Ed. study
conducted in Tennessee which concluded that a small (15:1?) teacher ratio
was the largest determiner of success and improvement for third graders in
an (urban?) public school. Test scores improved from among the lowest in the
nation to among the highest (I believe within one year).  This became part
of the Reagan education reform program, but because it costs so much to have
enough teachers to maintain such a ratio, it's not a prominent
feature--certainly not up there with incarceration of truant parents, metal
detector installation in the hallway, and further prisonification of the
public school system.

There's also been some research (or I'd suspect it's published) on the
effects of the drastic changes in Kentucky's public education system after
its Supreme Court ruled the ed system there unconstitutional.  Some of the
changes include portfolio and portfolio assessment programs mandated (for
all levels?), ungraded classes in K-3, regional teacher resource centers,
and team-taught classes at multiple grade levels (in which the total
student population and student-to-teacher ratio may excede 30:1 but where
clustering, peer group work, &c. may make the effective ratio much more
favorable).  I've heard some positive results from teachers,
administrators, and parents from there.

I know these examples are not from college, but most people's concept of
what classes are, their size, teacher pay, &c.  derive from their
experiences in public school.  Long Island public school teachers on
average make 90% more than their college faculty of the same experience
level.  My township (population ~350,000) pays over $700,000.00 a year for
school superintendent salaries in its multiple districts.  Two of the
supers have only masters degrees, and one has just his bachelors, (but he's
only paid $100,000.00 a year).  The highest super salary was over
$125,000.00.  Ours is not the highest paid township on the Island; however,
it is the one for which I have some salary figures.

 -- Robert Royar (RobertRoyar@Delphi.com) New York Institute of Technology
    "Do not search for the truth. Simply cease to cherish opinion"
                                           - Sengstan, Third Zen Patriarch

------------------------------
Newsgroups: comp.edu.composition
From: r0mill01@ulkyvx.louisville.edu
Newsgroups: comp.edu.composition
Subject: (Fwd: *C&CD*) Jazz, Imitatio, Writing, and (?) Memory (1496 chars) (7)
Date: 8 Oct 92 02:31:21 GMT
Organization: University of Louisville


Date:          Wed, 07 Oct 1992 17:06:08 EDT
From:          IN%"RobertRoyar@Delphi.com" Dan Quigley (dquigley)
Message-id:    <1992Oct07.170608.1.Grendel.Lair@Cratylus>
Subject:       Jazz, Imitatio, Writing, and (?) Memory (1496 chars) (7)
Organization:  Department of English, New York Institute of Technology
Local-Group:   composition.dig/2.c&c.local #31
Reply-to:      "Computers and Composition Digest" <R0MILL01@ULKYVX.BITNET>

Mer,

Your comments triggered some ideas I played around with while working on my
dissertation many moons ago, on the ties between Ben Jonson's dramatic
structure and Ciceronian Rhetorical structure.  One of the more interesting
connections I argued for, and one that seems to relate to your ideas on
improvisation and writing is the art of memory that was a part and parcel of
Classical works on Rhetoric (particularly the Ad Herennium and Cicero's De
Inventione and De Oratore.)  The overriding sense I got from these works was
the need for the public orator to be ready and well equiped to improvise,
either as a lawyer in a defense trial or as a senator arguing for or against a
motion in the senate.  More than just teaching the orator how to memorize
speeches (in fact most of these ars memorativa downplay word for word
memorization,) these classical rhetoricians wanted the public orator to be able

to quickly "imprint" as images all that they heard, and then be able to run
through the information and manipulate it at will as they responded,
improvising their speeches from both their own topics as well as from the
topics of their opponents in the debate.  In effect, they were to create a
mentally written script of pictures, much like a basic scale of notes within a
given key, and then alter, rearrange, recompose these elements as the situation

deemed appropriate.

I don't know if this helps, but, there it is....

Quig

------------------------------
From: r0mill01@ulkyvx.louisville.edu
Newsgroups: comp.edu.composition
Subject: (Fwd: *C&CD*) RE: Metaphor theory (2)
Date: 9 Oct 92 10:30:47 GMT
Organization: University of Louisville


Date: 08 Oct 1992 14:19:24 -0400 (EDT)
From: Peter Brosius <PBROSIUS%UGA.BITNET%psuvm.psu.edu@CARNEGIE.BITNET>
Message-id: <Added.sep84nG00UkT8kwE4U@andrew.cmu.edu>
Subject: RE: Metaphor theory (2)
Reply-to: Computers & Composition Digest (R. Royar) <R0MILL01@ULKYVX.BITNET>

The posting from the individual who asked about references on metaphor
prompts me to request input from those who follow this bulletin.  I am an
anthropologist who has been looking at the contested meanings of conservation
and development in the context of a particular environmental debate - the
debate over deforestation and indigenous rights in Sarawak, Malaysia.  I am
somewhat new to the field of rhetoric/persuasion, and am wondering if
anyone out there might be able to suggest some key works (books, journals,
specific articles) that might provide an entree into this literature.  I am
interested not only in works that deal specifically with the rhetoric of
environmentalism, nationalism, sovereignty, development, and the like (though
any such references would be welcomed), but rather in works that deal with
more general theoretical issues and/or provide some background to this field.
I would also be interested in keeping in touch with any of you out there who
might have a specific interest in environmentalism.

                                            Pete Brosius
                                            Department of Anthropology
                                            University of Georgia-Athens

------------------------------
From: r0mill01@ulkyvx.louisville.edu
Newsgroups: comp.edu.composition
Subject: (Fwd: *C&CD*) Using a VAX with a Mac front end (20)
Date: 16 Oct 92 02:31:34 GMT
Organization: University of Louisville


Date:         Thu, 15 Oct 1992 04:58:56 EDT
From:         IN%"RobertRoyar@Delphi.com" Robert Royar (C&CD Moderator)
Message-id:   <1992Oct15.045856.2.Grendel.Lair@Cratylus>
Subject:      Using a VAX with a Mac front end (20)
Reply-to:     IN%"R0MILL01@ULKYVX.LOUISVILLE.EDU"  C&CD
Organization: Cratylus Educational Software

I loaned my Mac catalogues to a Mac user, but the answer to the question of
whether a Mac can be used to speak "intelligently" to Vax/VMS is yes, but
just as with the MS-DOS machines you need a VT100 (or better) emulator.
White Knight and Red Rider (has a new name which I don't recall) are two
inexpensive VT series emulators for the MAC.  There are others below $100.00
from Mac Wharehouse.  But with the number of Mac Users on this list, Liz
(Hamp-Lyons) should be able to get a recommendation. Key definitions should
come (out of the box) set up for a standard VTX00 series because the mac
enhanced keyboard is closer to a VTX00-style keyboard than is the standard PC
keyboard. Within EDT, you can get help showing keyboard defines.

The file examples and the DCL/VMS commands would remain the same regardless of
the micro being used (except an older machine might need a smaller page-size
defined). Since I've turned my local colleagues on to EDT full screen editing
with keys, they've found their Vax lives much easier.

 -- Robert Royar (RobertRoyar@Delphi.com) New York Institute of Technology
    "Do not search for the truth. Simply cease to cherish opinion"
                                           - Sengstan, Third Zen Patriarch

------------------------------