HDTenEightyP/NetNews huggingface dataset:
From: georgec@eng.umd.edu (George B. Clark)
Newsgroups: misc.consumers
Subject: Re: KM vitamins
Date: 14 Oct 92 00:23:17 GMT
Organization: University of Maryland

In article <Bw2pqo.4p4@fc.sde.hp.com> fritz@fc.sde.hp.com (Gary Fritz) writes:
>
>George, have you ever considered collecting a few facts before you spout
>uninformed and prejudiced blather!?
         ....
>These statements indicate an eagerness to slam something YOU know nothing
>about.  I suggest in the future you might want to restrict your comments
         ....

Gary, the lady appears to be talking about the product line sold by
Matol-KM Botanical International, a health-food supplement company
based in Montreal, Canada. In particular, "KM" is their "famous"
mineral supplement. It is a liquid that comes in a small bottle that
costs an incredible $40. (It contains no vitamins, which is what
she thought.)

You are also correct. An herbal tonic is also part of their product line.

Matol works by way of pyramid sales, which is why I inquired whether her
friend is trying to get her to sell as well as buy. (Hopefully, their
friendship doesn't hinge on her making a purchase.)

The problem with pyramid sales is that salespeople largely just sell to
their family and friends. Nobody tries selling the product in
volume, which explains the inflated prices. Instead, the effort is
focused on recruiting others to sell.

Typically, the Matol product line is found is the offices of chiropractors,
homeopathic physicians, as well as individuals selling it out of
their homes, and in some health-food stores. 

I suggested she compare the label ingredients to that of a generic
brand, and then compare price. This is sound advice because it is the
only way she will convince herself of the truth, more so than what anyone
tells her on the net.

In any case, my words hardly justified your inflammatory remarks. As
such, your hostility says more about you than it does about me.
From: PNCSPPC@ccvax1.cc.ncsu.edu
Newsgroups: misc.consumers
Subject: BEWARE of Intellec Computer Corp.
Date: 12 Oct 1992 12:52:55 -0500
Organization: UTexas Mail-to-News Gateway
NNTP-Posting-Host: cs.utexas.edu

A friend ordered a 33 MHz 486 PC from Intellec Computer Corp., P.O. Box
660767, Miami, FL 33266-0767.  It arrived damaged.  She sent it back for
a new one and they sent back the same exact unit with even more damage.
She sent it back and requested a refund.  No response.  Several times
she called the company and was put on hold and given a run-around.
Recently, the company's phones were disconnected.  Now she has no PC
and is out $2000.  Any suggestions?

By the way, the computer was purchased with a credit card.  However, since
the above transpired over a several month period I presume she can't
collect via that route.  Or am I wrong?

Phil Calvert
 
<Bitnet: pncsppc@ncsuvax / Internet: pncsppc@ccvax1.cc.ncsu.edu>
Newsgroups: misc.consumers
From: rcrawfor@nyx.cs.du.edu (Ron Crawford)
Subject: Mail Order Clothing
Organization: Nyx, Public Access Unix @ U. of Denver Math/CS dept.
Date: Fri, 9 Oct 92 01:49:29 GMT


 
   A few days ago I did something that I've been putting off for quite
some time now. I didn't have much choice in the matter; it was either go
clothes shopping or have my SO(who has this outlandish and expensive 
taste for clothes) do it for me. Naturally, I chose the former.
 
   So, I hopped in the car with my out-of-style t-shirt and sweatpants
(they don't go well together, do they?) and headed off to... <gasp>
Clover. 
Hey, they do sell clothes there! I picked up a few pairs of in-style jeans 
and a few shirts to go along with them.
 
   How much did the bill come to? Something like $110.00. I almost dropped
dead(I would have if there wasn't a long line of angry looking men and
rambunctious kids behind me). What's the deal here with clothes?! They're
just too expensive; I'm gonna stop buying them. Hell, the fines for going
around naked would cost me less. I hate to think how much beer I could 
have bought with that $$$. Geezuz!
 
But anyway, here comes the question...
 
    Are there any mail-order houses that have some steals(read: very good
buys)when it comes to clothing? My size is pretty straight-forward, so 
there shouldn't be a problem with sizes/exchanges. I'm not looking for any
kind of trendy crap(in now, out tommorrow--jeans are forever) just jeans, 
sweat shirts/pants, and maybe some of those pull-over-shirts-with-the-two-
nice-buttons-at-the-top kind. I figure there has got to be places that have
pants for less than $25/pair.
 
Any suggestions would be appreciated. Thanx in advance.
 
rcrawfor@nyx.cs.du.edu
 

Newsgroups: misc.consumers
From: markmc@halcyon.com (Mark McWiggins)
Subject: Re: How can I stop telemarketers from calling??
Organization: Northwest Nexus Inc. (206) 455-3505
Date: Tue, 13 Oct 1992 05:41:40 GMT

oneil@cwis.unomaha.edu (Sharon O'Neil) writes:

>sasbrb@rolypoly.unx.sas.com (Brendan Bailey) writes:
>>   Does anyone know the name and phone number of the group that
>>helps consumers reduce/stop telemarketers from calling?  I seem 
>>to remember a story about this group on 20/20 a few years 
>>ago.  Supposedly this group will help remove your name from mailing 
>>lists and will notify telemarketers that if they call you, they will 
>>be billed $25.00 for taking your time.

>   There are better ways to deal with the harrassment.  I'd suggest
>contacting Direct Marketing.  Direct Marketing can have your name removed
>from lists from which direct mail and telemarketers work.  

Or better yet, "Thank you, I don't respond to telephone solicitation"
*click*. Works for me.
-- 
Mark McWiggins        Hermes & Associates		+1 206 632 1905 (voice)
markmc@halcyon.com    Box 31356, Seattle WA 98103-1356  +1 206 632 1738 (fax)
From: mikeq@freddy.CNA.TEK.COM (Mike Quigley)
Newsgroups: misc.consumers
Subject: Re: hummingbird feeder formula
Date: 14 Oct 92 19:50:17 GMT
Article-I.D.: master.3767
Organization: Tektronix, Inc., Redmond,  OR.

The bottom-line hummingbird feeder formula is: 1 part white sugar to 4
parts boiled water. Nothing else.

Change the feeder about once a week, or earlier if the formula starts
getting cloudy (fermentation setting in).

Mike
From: sasefj@junebug.unx.sas.com (Edie Jeffreys)
Newsgroups: misc.consumers
Subject: Alzhiemer's and medicare/medicaid
Date: 8 Oct 92 17:13:39 GMT
Organization: SAS Institute Inc.
Originator: sasefj@junebug.unx.sas.com


Does anyone know of an organization that can advise families 
of alzhiemer's (spelled it wrong i know) patients about the 
best way to handle payment for care and using government
benefits (medicare/medicaid)?


-- 
Edie Jeffreys            The fact is, no matter how closely I study it
SAS Institute, Inc.      No matter how I take it apart
SAS Circle, Cary, NC     No matter how i break it down
(919)677-8000 x6946      It remains consistent.  -- Belew
From: jimh@sequent.com (Jim Harrie)
Newsgroups: misc.consumers
Subject: CD player's laser went out
Summary: short life on laser unit of CD players
Date: 12 Oct 92 18:55:26 GMT
Article-I.D.: sequent.1992Oct12.185526.8913
Followup-To: misc.consumers
Distribution: usa
Organization: Sequent Computer Systems Inc.

I just had my Pioneer CD player go out. I brought it in to be repaired
and the repairman said that 4 years is the normal life expectancy of
the laser unit. From the beginning it slowly gets weaker until it
finally goes out and all CD players, cheap and expensive, have the
same problem. 
The story seems plausible but I just wanted to check with netland
because there usually are people who know a great deal about these
things.

Please send replies to: jimh@sequent.com

Thanks for all replies.


-- 
 Jim Harrie (jimh@sequent.com) World Wide Technical Support 
 Sequent Computer Systems, Inc. (503) 578-5778
From: henry@ADS.COM (Henry Mensch)
Newsgroups: misc.consumers
Subject: Re: How can I stop telemarketers from calling??
Date: 16 Oct 92 04:09:52 GMT
Organization: Advanced Decision Systems; a div of Booz, Allen & Hamilton

dunster@sdsu.edu (mark dunster) wrote: 
->Hanging up staightaway doesn't waste enough of their time ;-)

no, but it does keep my line busy so that callers i want to hear from
can't call me ...

--
# henry mensch / booz, allen & hamilton, inc.  / <henry@ads.com>
# "fight the real enemy."  -- sinead o'connor, and many others.
Newsgroups: misc.consumers
From: bbl7597@ritvax.isc.rit.edu
Subject: Mattresses
Reply-To: bbl7597@ritvax.isc.rit.edu
Organization: Rochester Institute of Technology
Date: Fri, 9 Oct 1992 15:05:58 GMT

I need to buy a new bed and was wondering what would be the best value in 
mattresses lately. I need a firm queen size. 
Thanks in advance for any info.
Xref: sparky misc.education:3671 talk.politics.misc:51066 alt.individualism:5742 talk.politics.theory:4506
From: hrubin@pop.stat.purdue.edu (Herman Rubin)
Newsgroups: misc.education,talk.politics.misc,alt.individualism,talk.politics.theory
Subject: Re: High costs of  education
Date: 12 Oct 92 14:58:47 GMT
Organization: Purdue University Statistics Department

In article <1992Oct12.013154.19893@yang.earlham.edu> allens@yang.earlham.edu (Allen Smith) writes:
>In article <9523@ncratl.AtlantaGA.NCR.COM>, mwilson@ncratl.AtlantaGA.NCR.COM (Mark Wilson) writes:
>> In <FDa8RB3w165w@bluemoon.rn.com> bmb@bluemoon.rn.com (Bryan Bankhead) writes:
>>>Hey, why not? we fund K-12, why not 13-16?

>> For me funding depends on the degree sought.  I have little trouble
>> supporting someone who is getting a degree in science or engineering.  But
>> I have a lot of trouble with most of the arts or humanities.  For the first
>> you have a good chance of getting a job.  For the second, you run a big risk
>> of flipping burgers anyway.

>	My problem with funding anything farther than K-12 is that one can 
>get along perfectly well, including locating further education, with just 
>stuff packable into K-12. I tend to include in that: 1. basic literacy; 2. 
>basic history; 3. basic civics/political science; 4. basic science 
>(primarily the scientific method); 5. basic computer usage; 6. basic 
>library and other research usage; 7. basic mathematics. Beyond that, it's 
>frills that no-one should be forced (i.e., taxed) to pay for.

This might be the case if what you have stated was taught in K-12.  Basic
mathematics is not taught at all to most of the children, and in many places
is not even available to the best students.  Basic mathematics does not
consist of learning how to manipulate, and at this time, most high school
mathematics teachers do not understand basics.

Also, the other subjects you have mentioned are hard to get in the schools.
Few ever learn any world history, and even American history is badly done.
Civics is likely to be the Demopublican line, and political science is 
usually garbage.  Basic science is not taught, but a few trivia and some
manipulation and facts.  

Now the basic material can, and should, be taught earlier.  I maintain that
anyone capable of getting an honest bachelor's degree in a science should
receive all the basic material taught in all of the sciences at an under-
graduate level now BEFORE the present age of graduating high school.  But
this is not going to be done in the near future.
-- 
Herman Rubin, Dept. of Statistics, Purdue Univ., West Lafayette IN47907-1399
Phone: (317)494-6054
hrubin@pop.stat.purdue.edu (Internet, bitnet)  
{purdue,pur-ee}!pop.stat!hrubin(UUCP)
From: doyle@cs.tulane.edu (Mesmerized)
Subject: Computers in Education
Keywords: Learning Disabled, computers, teaching
Organization: Computer Science Dept., Tulane Univ., New Orleans, LA
Date: Wed, 7 Oct 1992 18:02:59 GMT
Nntp-Posting-Host-[nntpd-9710]: sparta


    Hi all,
	I need a little help regarding a good grad program that will let
    me do "what I want."  I eventually want to go into the research and
    development of software and projects for learning disabled children.
    I am presently getting my BS in computer science with a minor in math
    and working towards certification in spec. ed. Tulane does not have
    specific educational certification programs except for one combined
    with child psych and so I still have a lot of work to do.

	I hope to do Teach For America next year in whatever area they
    want or need or will let me; I need more teaching experience.  My
    question to those in the Curry School is whether ther might be a
    program there that might be suited for me or even a prof I might be
    able to contact.  Presently I'm searching through journals to find
    any somewhat related articles.  It would also be nice to get some input
    from those who have worked in the field of education and might have ideas
    or connections to people with suggestions.

	Basically, any help of any sort will be greatly appreciated.

		Thanks so much in advance,  Jennifer D.

--
*****************************************************************************
*       Jennifer Lea Doyle         * "Everyone needs a function in life..." *
*                                  *                                        *
*       doyle@cs.tulane.edu        *          "Imagine that....."           *
*****************************************************************************
Organization: Central Michigan University
Date: Wednesday, 14 Oct 1992 15:57:47 EDT
From: William A. Beattie <3MRQHRB@CMUVM.CSV.CMICH.EDU>
Newsgroups: misc.education
Subject: Starting H.S. PC Communiction

I am a Board of Education member in a school district of 2200 children in rural
 Michigan.  I am attempting to justify the introduction of a PC Communications
package into our high school.  We are able to access a local university.
I would be interested to hear from anyone who has recently undertaken a similar
project.  A separate cost analysis will be done, but cost estimates my be helpf
ul.  I am primarily concerned with:
    1) Student uses
    2) Faculty acceptance
    3) Staff training required
    4) Size of district and Budget 5) Number  of people required for maintenanc
e 6)Amount of equipment on hand
Bill Beattie 3MRQHRB@CMUVM  or YC13@FERRIS
Xref: sparky misc.education:3701 talk.politics.misc:51460 alt.individualism:5771 talk.politics.theory:4523
From: bel3a@curry.edschool.Virginia.EDU (Barbara English Labrecque)
Subject: Re: SAT's
Organization: University of Virginia
Date: Wed, 14 Oct 1992 19:53:03 GMT

solman@athena.mit.edu  writes:
> In article <1992Oct6.230716.28433@murdoch.acc.Virginia.EDU>, cah5d@curry.edschool.Virginia.EDU (Craig Andrew Herring) writes:
> 
> |> Although it has been proven that SAT's are culturally biased,
> 
> It has NOT been proven that the SAT's are culturally biased. Society has adopted
> that excuse because it is not PC to believe that on group might do better than
> others. This is despite that fact that it is well known that certain minorities
> get an inferior public education and that women are accidentally discriminated
> against by their teachers. In fact, given what we know about the education of
> those groups, it would be reasonable to predict that blacks, hispanics and
> women would score lower on the test.
> 
> Please also note that the SAT's are supposed to be measuring scholastic aptitude.
> Aptitude is a CAPACITY for learning. It is extremelly reasonable to believe that
> capacity would NOT correlate precisely with grades. It is also reasonable
> to believe that things like race and gender would have an EXTREME
> effect on that fraction of one's capacity that is actually used. 

The tests are supposed to measure capacity.... so are you
saying that minorities and women have a lower capacity?!!
If these tests are valid, then women and minorities have a
lower capacity to learn.  Are you comfortable saying that?


It has been my
> experience that males, much more so than females, feel a large amount of pressure
> to be viewed by their peers as doing very little work. That alone could explain
> the lack of consistancy between the SATs and grades (of course the inability of
> the test to measure anything tangible is also a likely candidate.)

So, lack of effort on the part of males in college explains the
disparity?

> 
I would really like to discuss this with you further.
bel3a@curry.edschool.Virginia.edu
From: wkinzie@rvgs.vak12ed.edu (Bill Kinzie)
Newsgroups: misc.education
Subject: Re: The UVA Five-Year Plan
Date: 14 Oct 92 22:14:09 GMT
Article-I.D.: rvgs.1992Oct14.221409.22108
Organization: Virginia's Public Education Network (Roanoke)

I'm a Strings teacher near the end of my teaching career, and I
find this method of exchanging information intrigueing and
frustrating.  One is at once overwhelmed with the information
available, and frustrated that email is probably being used by
only a very select group of intellectual types who are really
into ideas. Use this and other systems such as Compuserve, AOL,
and Dialog to keep you on the cutting edge of what is happening
in education. NEA and OERI also have BBS's. There is also an
educational net called SERVE that can also add to your fund of
knowledge. Some of these systems cost money!! Some are for the
fortunate people who belong to the correct organizations. Best
of luck in the educationa field ...it's a great area for human
service and endeavor!!
From: cahduns@atlas.cs.upei.ca (Henry Dunsmore)
Newsgroups: misc.education
Subject: Canadian Copyright Law
Date: 13 Oct 92 19:15:43 GMT
Organization: University of Prince Edward Island

The University of PEI is currently reviewing the copyright laws of Canada to
determine the exact letter of the law as it applies.  I have a raft of
material on copyright to read and decipher, but I am interested in the
process of investigation of copyright infringement.

	Is there a *copyright police force*?
	What is the process of applying the law to abusers?
	What kind of penalties are involved?
	Have there been any cases come to trial (I know about the Toronto
	Police Force lawsuit)?

I wondered if anyone in the field of education has had experience with the
problems of copyright.  Although Canadian law is under review I thought that
the experiences of others might be helpful in building a case for Canadian
school copyright criteria.

Sorry if this is the wrong place to place this message, but I'm starting to
scratch surface on this issue and I'm not sure who might know this stuff. 
Any assistance, direction, leads, names, reports, etc would be greatly
appreciated!
From: ro@panix.com (r l reid)
Newsgroups: misc.education
Subject: third grade homework
Date: 9 Oct 92 19:59:37 GMT
Organization: Playdoh's Republic


Looking for some data points here, to add to my thinking over something.

If you have a third grader in school, or are a third grader in school,
would you be kind enough to drop me a note with some sense of how much
homework is being given to third graders?

thanks -


-- 
		r l reid	ro@panix.com
From: mike@huevos.ma.utexas.edu (Mike Sullivan)
Subject: Re: UNINTERUPTED SUSTAINED SILENT READING
Organization: University of Texas at Austin Mathematics
Date: Sun, 11 Oct 1992 05:58:24 GMT

amccullo@elli.une.edu.au (Alistair McCullough) writes:

>My wife is currently undertaking action research into
>UNINTERUPTED SUSTAINED SILENT READING (USSR) with
>Primary (Elementary) school children and is seeking
>some input from other practitioners.
>She writes;
>I have regarded USSR as a practice which has the
>capability of empowering children through their
>individual selection of reading material.
>I am now concerned with the choice of reading material
>made by children where such material is primarily the
>work of one author or the material is written in a
>formula style or a closed text or the influence of
>gender preference.

>I would appreciate comment/opinions from anyone exposed to
>the USSR concept.

>Please post responses to this bulletin board.

I don't know anything about the USSR method, but I remember hating to read
what they made us read, so I like the idea.  As to kids focusing on too
narrow a arange, you might try organizing discussions aound whatever they've
been reading. If I've only been reading X, but I hear my friend talking 
about how much he/she likes reading Y, I might just give Y a try. 

Mike Sullivan
mike@math.utexas.edu

Newsgroups: misc.education
From: byrd@lucerne.rice.edu (Marc J Byrd)
Subject: Looking for statistics
Reply-To: byrd@lucerne.rice.edu (Marc J Byrd)
Organization: Rice University
Distribution: usa
Date: Wed, 7 Oct 1992 12:53:21 GMT

I'm looking for statistics showing the degree of
correlation between average dollar amount spent per
student in a 12 year program (US only) and personal income
10 years after high school graduation.

Anybody have this handy?

Rhetoric at all levels says "throwing money at the
problem won't make it better."  But what's the reality?

(BTW, As a bonus, this graph would show the disparaging difference in
dollar amount spent per student. )

-- 
Marc J. Byrd - byrd@rice.edu        
Rice University                    
Dept of Elec & Comp Engr          
XUV Holographic Microscope Project 
Newsgroups: misc.education
From: pgolden@nhgs.vak12ed.edu (Patrick S. Golden)
Newsgroups: misc.education
Subject: Re: Looking for statistics
Date: 8 Oct 92 16:10:33 GMT
Distribution: usa
Organization: Virginia's Public Education Network (Hampton)

I guess this would be interesting to read, but I'm not sure
what it would reveal.  Equating education with personal income
is only one, and, arguably, not a very important, indicator of
the importance of education.

It is, admitedly, more quantifiable than personal hapiness,
decreases in racial, religious and ethnic stereotyping, etc --
which is what I hope our educational investment is buying.

Still, I'd like to see the research you ask about.

Patrick
-- 
|-------------------------------|
|++Patrick Golden++             | 
|Virginia Space Grant Consortium| 
|Hampton, VA  23666             |
Newsgroups: misc.education
From: solman@athena.mit.edu (Jason W Solinsky)
Subject: Re: SAT's
Organization: Massachusetts Institute of Technology
Date: Fri, 9 Oct 1992 18:03:04 GMT

In article <1992Oct6.230716.28433@murdoch.acc.Virginia.EDU>, cah5d@curry.edschool.Virginia.EDU (Craig Andrew Herring) writes:

|> Although it has been proven that SAT's are culturally biased,

It has NOT been proven that the SAT's are culturally biased. Society has adopted
that excuse because it is not PC to believe that on group might do better than
others. This is despite that fact that it is well known that certain minorities
get an inferior public education and that women are accidentally discriminated
against by their teachers. In fact, given what we know about the education of
those groups, it would be reasonable to predict that blacks, hispanics and
women would score lower on the test.

Please also note that the SAT's are supposed to be measuring scholastic aptitude.
Aptitude is a CAPACITY for learning. It is extremelly reasonable to believe that
capacity would NOT correlate precisely with grades. It is also reasonable
to believe that things like race and gender would have an EXTREME
effect on that fraction of one's capacity that is actually used. It has been my
experience that males, much more so than females, feel a large amount of pressure
to be viewed by their peers as doing very little work. That alone could explain
the lack of consistancy between the SATs and grades (of course the inability of
the test to measure anything tangible is also a likely candidate.)

|> 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