HDTenEightyP/NetNews huggingface dataset:
Approved-By:  EDTECH Moderator <21765EDT@MSU.BITNET>
Newsgroups: bit.listserv.edtech
Date:         Mon, 14 Dec 1992 16:47:50 EST
From:         "Don E. Descy, Ph.D." <DESCY@VAX1.Mankato.MSUS.EDU>
Subject:      Re: Powerbooks

I have a pb 160 and use it all of the time.  We have an LC in the downstairs
office and NEVER use it.  We are always on the 160.  I Bought it for the
video outs.  Yes Charles, it does work on an LCD - that is why I bought it.
PB 160 to me was about $1825,  PB 145 is not that much less I do not think.  I
 would opt for the 160 BUT no 3rd part simms as yet or 3rd part fax/modem.
160 does not have the same guts as the 145.  It is not just a 145 upgrade
Don E. Descy
Mankato State University
DESCY@VAX1.Mankato.MSUS.EDU
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Date:         Tue, 15 Dec 1992 16:51:29 EST
From:         Edward Caffarella <ecaffare@dijkstra.UnivNorthCo.EDU>
Subject:      compressed video

I am responding to the recent question regarding compressed video
applications in education and training.

The major standard for moving compressed video television images
is the Px64 standard.  This is a worldwide set of standards for
the transmission of compressed video images and the associated
switching.  All major equipment companies now support this
standard.  Any machine supporting this standard can communicate
with any other machine using the standard regardless of the
manufacturer.  Many vendors supply their own protocols in
addition to the Px64 standard.

The carrier for the signal is less important now than it was a
couple of years ago.  The signal can be carried over several
different media depending upon the local needs.  The most common
is over T-1 telephone service.  We did some testing last year and
found that 1/4 T-1 (384 Kb) was very adequate for instructional
purposes.  DS3 service is probably overkill for compressed video
unless you can justify the bandwidth for other purposes.  Another
alternative for you may be the use of an inverse multiplexer.
This unit allows the user to dial up multiple lines so that you can
build bandwidth on demand.  This alternative works well in areas
served by digital exchanges.

The major equipment vendors for compressed video are:
VideoTelCom, Austin, Texas
Picturetel, Peabody, Mass.
Compression Labs, San Jose, CA

This is a quick overview of compressed video.  Please contact me
if you have further questions.
  oooOOOOOOOOOOO
 o   ____          :::::::::::::::::: :::::::::::::::::: __|-----|__
 Y_,_|[]| --++++++ |[][][][][][][][]| |[][][][][][][][]| |  [] []  |
{|_|_|__|;|______|;|________________|;|________________|;|_________|;
 /oo--OO   oo  oo   oo oo      oo oo   oo oo      oo oo   oo     oo
---------------------------------------------------------------------
Ed Caffarella                     Professor of Educational Technology
ECAFFARE@dijkstra.UnivNorthCo.EDU College of Education
voice 303-351-2687                University of Northern Colorado
FAX 303-351-2377                  Greeley, CO 80639
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Date:         Thu, 17 Dec 1992 08:32:10 EST
From:         "CHARLES SUNDIN, CHAIR, CHEMISTRY" <SUNDIN_C@ucs.uwplatt.edu>
Subject:      ToolBook

Brenda Pfaehler asked about TOOLBOOK.  I have it but I don't have the time
to use it.  I have been authoring in QUEST.  There is a TOOLBOOK list
which is very active.  Paul Schatz in the UW-Madison has authored in
TOOLBOOK and has marketed his "books".  Paul writes great computer
simulations.  I have not used his latest book.  I had an alpha version
and tried it on a 286 but so slowwwwwww.  (I see I neglected to mention
that Paul is also in Chemistry.)

Charles Sundin, UW-Platteville
SUNDIN_C@ucs.uwplatt.edu
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Date:         Thu, 17 Dec 1992 16:17:36 EST
From:         Jonathan Enos <J_ENOS@FANDMLIB.BITNET>
Subject:      Faculty Rewards for Using Technology

Greetings.  I'm trying to build the case to my Dean and the appropriate
tenure review committee's that there needs to be a recognized reward
structure for faculty to encourage them to use educational technology in a
meaningful way in their teaching.  "Recognized structure" implies granting
faculty release time to develop materials (or learn new technologies and
methodologies), having tenure and promotion committees treat multimedia
"publications" with similar weight as traditional paper publications, and
rewarding faculty technology innovations with some sort of "in-house"
recognition.  I see this as the major hurdle for those of us who are
responsible for helping faculty integrate technology into their teaching.
I realize this is not news to anyone on this list.
        I'm beginning a literature review on this and would like to know if
anyone could send me information about what types of "reward structures"
are in place in your institutions; how difficult were they to put in place;
and are they working.  I will summarize and post the result of the
responses on the list.  Thanks for your help and have a happy holiday
season.
--Jon
___________________________________________
Jonathan Enos, Ed.D.
Director, Academic Technology Services
Franklin and Marshall College
Lancaster, PA 17604-3003
Voice:(717) 291-4019            Fax:(717) 399-4446
Internet:J_Enos@FandM.edu
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Date:         Mon, 14 Dec 1992 08:05:19 EST
From:         Wayne Debly <DEBLY@ADMIN.HumberC.ON.CA>
Subject:      Re: Windows or OS/2 in a Student Lab Environment

One of the problems I have run into with OS2 and non-IBM machines is the lack
of a number of device drivers.  Non-IBM folks are just not writing the drivers.
Most frustrating when you are trying to get something working.

----------------------------------------------------------------------
 FROM:    WAYNE DEBLY                  | OFFICE:  (416) 675-3111 X4121
          ACADEMIC COMPUTING  RM:H233  |          (416) 675-5040
          HUMBER COLLEGE               | FAX:     (416) 675-9528
          205 HUMBER COLLEGE BLVD.     |
          ETOBICOKE, ONTARIO  M9W 5L7  | INTERNET:
          CANADA                       | DEBLY@ADMIN.HUMBERC.ON.CA
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Date:         Fri, 18 Dec 1992 11:30:48 EST
From:         stan kulikowski ii <STANKULI@UWF.BITNET>
Subject:      omnicode on micros?

  does anyone know what it would take to convert a microcomputer (say 386
or 030 class) into an omnicode text device?  i am primarily concerned with
displaying files containing the 16-bit character codes-- and then primarily
monolingual subsets of the 65K characters at any one time.  i am thinking
there must be either software or hardware which can load useful parts of the
omnicode into a char table to replace the standard 8-bit ascii we display now.
most msdos machines now process 16-bit chars, but the second byte is used
screen colors and blinking and stuff like that.  i am hoping there is a way
to finese the omnicode into the display.

  anyone know of such a beast?
                              stan

    .                  stankuli@UWF.bitnet
   ===
   | |     close your eyes, my darling, or three of them at least
   ---                                          -- old venusian lullaby
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Date:         Sun, 13 Dec 1992 15:12:47 EST
From:         Gleason Sackman <sackman@plains.nodak.edu>
Subject:      The GreenDisk 1#3 (from ANN-LOTS)

---------- Text of forwarded message ----------
Date: Sat, 12 Dec 1992 06:08:07 PST
From: Patt Bromberger <patt@squid.tram.com>
To: Multiple recipients of list ANN-LOTS <ANN-LOTS@VM1.NoDak.EDU>
Subject: The GreenDisk 1#3

>>>>>>>>>>  The GreenDisk Paperless Environmental Journal  <<<<<<<<<<<
          -  October- November, 1992.  Volume 1, Number 3  -

This issue's focus is on biodiversity and includes:

- The complete text of the Conservation of Biological Diversity Treaty,
  Chapter 15 of Agenda 21 from the Earth Summit.

- Worldwatch Institute paper #108, _Life Support: Conserving Biological
  Diversity_, by John C. Ryan, complete text, including tables and
  reference section.

- The Smithsonian's _Biological Conservation Newsletter_, September
  and October, 1992. Includes extensive conservation research bibliography.

- A listing of biodiversity projects and resources around the world.

Also included are these regular features:

- A listing of upcoming conferences and meetings.

- Announcements of university level programs in environmental studies,
  training programs, field projects, research assistanceships.

- The names and addresses of over 400 environmental organizations.

- Employment, internships, and other opportunities within the
  environmental community.

- A keyword and phrase searching program.

- An index to magazines and newsletters of environmental organizations.

- The _Environmental Computer Networking Newsletter_.

- The full text of 40 recently published environmental press releases.

- Listings of recently published books, reports, videos and environmental
  education materials.

             For subscription information please contact:

          The GreenDisk, PO Box 32224, Washington, DC, 20007.
EcoNet <greendisk> Internet <greendisk@igc.apc.org> CompuServe <70760,2721>

                              - end -

-----------------------------------------------------------------------------
Gleason Sackman                           BBS:       sackman@sendit.nodak.edu
Coordinator                               Internet:  sackman@plains.nodak.edu
SENDIT - NoDak's K-12 Telcom Network      Bitnet:    sackman@plains.bitnet
BOX 5164,  NDSU Computer Center           Voice: (701)237-8109
Fargo, ND  58105                          Fax:   (701)237-8541
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Newsgroups: bit.listserv.edtech
Date:         Thu, 17 Dec 1992 08:56:54 EST
From:         EDTECH Moderator <21765EDT@MSU.BITNET>
Subject:      Flames on EDTECH

Lately I've been getting a lot of flames directed to the EDTECH
list.  For newer users, flames tend to be messages written in
anger or jest whose purpose is to criticize, insult, or express
other negative thoughts about or to other members of the list,
specific groups in the general population, or other postings in
general.  Generally I let such messages cool in my inbasket for
awhile, and often return them with the suggestion that they
be sent by private mail or posted to alt.flame instead.
I have recently been getting repeated demands that I post some
such messages.

So I am reiterating for everyone that EDTECH follows the standard
adopted by most other moderated lists across the network, and does
not post inflamatory material when I catch it.

The owners of the list feel that the list should carry only
material related to Educational Technology.  Sometimes it's
a tough call, and perhaps I have sent along some messages I
shouldn't or deleted something innocent and humorous.

In general I do not send out direct insults about individuals
or groups or sharp criticisms of other postings that do not add
to the discussion (but whose only purpose is to express irritation).
Criticisms that add to an ongoing discussion, if presented in a
relatively professional tone are quite welcome, however.  I also hold
messages clearly written in anger that will tend to evoke a forest fire of
similar responses.  One liner quasi-humorous quips about a message (unless
they are very funny and clearly relevant) are also usually returned.
The reason for this is that generally people reading 20-100 messages
per day can't remember what the quip was referring to anyway and
are irritated by receiving it.  And such quips often provoke a
series of similar material, which proceeds in some strange direction
very quickly.

As I said, usually I return flames after I let them cool for
awhile.  This is low on my list of priorities for running the list,
however, so somethimes I don't get around to trying to compose
a sweet return note for a few weeks.

Resending the flame to me several times does not increase my
interest in posting it however, as it tends to indicate to me that
the amount of anger, etc., fueling the communication is definitely
not appropriate for posting to the list.

So as not to point too much toward individuals, I am posting this
as a general policy statement.  I do appreciate the lively discussions
which we often have, but recommend directing excess irritation toward
reasoned communications oriented primarily around issues in Educational
Technology, and handling personal upsets privately off the list.

Thanks for your help with this.

Vickie L. Banks
EDTECH Moderator
21765EDT@MSU.EDU
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Date:         Mon, 14 Dec 1992 10:44:35 EST
From:         "ACAD1A::JFJRG" <JFJRG@ALASKA.BITNET>
Subject:      Multi-media in middle schools

I would like to contact a person or persons who are presently involved with
doing multi-media work in middle school or high school classrooms.  I would
prefer to make contact with those who are using Dyna-Com or similar.  Please
address answers direct to JFJRG@Alaska.Bitnet.

Jon Griffin
Marie Drake Middle School
Juneau, Alaska
JFJRG@Alaska.BITNET
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Date:         Wed, 16 Dec 1992 10:55:52 EST
From:         STEVE <CI52@UKANVAX.BITNET>
Subject:      Re: Prograph

Erika asks about Prograph.  I also am interested.  I am about to but it,
because of the good educational discounts and I want a stand-alone
programming package.  I am fluent in hypertalk but would like a language
that deals with complex calculations faster and with more accuracy.
Steve Tripp
ci52@ukanvax.bitnet
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Date:         Fri, 11 Dec 1992 17:16:16 EST
From:         Gleason Sackman <sackman@plains.nodak.edu>
Subject:      Mac authors wanted (from PACS-L)

---------- Text of forwarded message ----------
Date: Thu, 10 Dec 1992 18:19:06 CDT
From: KDUNN@sscvx1.bitnet
To: Multiple recipients of list PACS-L <PACS-L@uhupvm1.bitnet>
Subject: Mac authors wanted

----------------------------Original message----------------------------


Macintoshed Libraries 6.0 seeks contributions for print, HyperCard,
and CD-ROM editions.

Macintoshed Libraries is an annual collection of case studies on the use
of the Apple Macintosh in academic, public, school, and special libraries.
Published since 1987 by the Apple Library Users Group in Cupertino,
California, thousands of copies of Macintoshed Libraries have been
distributed in both printed and HyperCard forms to readers around the
world. It is one of the most significant resources on practical
applications of computers to library operations available today.

Macintoshed Libraries will expand in 1993 with its availability on a compact
disk containing QuickTime movies, filmed in libraries using Macintoshes
in their operations. It will also continue to be produce in its traditional
print and HyperCard editions.

The editors of Macintoshed Libraries are soliciting manuscripts for next
year's edition. Please request an Author Kit as a guide for the preparation
of your manuscript and movies from:

Edward J. Valauskas
Library
Superconducting Super Collider Laboratory
2550 Beckleymeade Avenue, MS 2010
Dallas, TX 75237

Internet: valauskas@sscvx1.ssc.gov
BITNET: VALAUSKAS@SSCVX1
AppleLink: G0094

voice: (214) 708 6236
fax: (214) 708 0016

-----------------------------------------------------------------------------
Gleason Sackman                           BBS:       sackman@sendit.nodak.edu
Coordinator                               Internet:  sackman@plains.nodak.edu
SENDIT - NoDak's K-12 Telcom Network      Bitnet:    sackman@plains.bitnet
BOX 5164,  NDSU Computer Center           Voice: (701)237-8109
Fargo, ND  58105                          Fax:   (701)237-8541
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Date:         Thu, 17 Dec 1992 16:17:01 EST
From:         "George.Allen" <ALLENG@MSU.BITNET>
Subject:      Light Gravity.

In consideration of the considerable interest shown in "gravity" as a social
construct, I thought that the following ad -- which appeared in my
snail-mailbox yesterday -- might appeal to fellow readers who were not so
privileged:

        More than a fragrance.
          It's a force of nature.

           GRAVITY
                for men.

        You couldn't resist it,
                even if you tried.

 I just hope Santa Clause doesn't read this list! Happy Holidays  *-<8-)}

 George Allen <alleng@msu.edu>
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Date:         Sun, 13 Dec 1992 15:15:17 EST
From:         MUFFOLETTO@iscsvax.uni.edu
Subject:      Re: What is IQ?

Hello Gary..

But there IQ tests and the like have, or should or could have, a
different purpose, which is to identify people whose potential is obscured
by behavioural or other factors

How does one know when one has reached one's potential... let alone
someone eles's?

I like to think that I hit my potential back in 3rd grade and have been
working beyond that since then......

bob muffoletto
muffoletto@uni.edu
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X-Resent-From:  "M. Young" <MYOUNG@UCONNVM>
Newsgroups: bit.listserv.edtech
Date:         Mon, 14 Dec 1992 08:08:36 EST
Comments:     Resent-From: EDTECH Moderator <21765EDT@MSU>
From:         EDTECH Moderator <21765EDT@MSU.BITNET>
Subject:      Re: Gravity as a social construction

>I meant that gravity is a concept invented and used in our society to exlain
>some physical phenomena.
>Steve Tripp
>ci52@ukanvax.bitnet
*********************
>The concept, sure.  But the phenomenon described by that concept, no.
>the phenomenon exists apart from social negotiation.
>herb lin
>HLIN@NAS

The social construction of knowledge is neither a philosophical issue nor an
issue of what is really "out there" in the "real" world.

We ALL construct our knowledge of the concept of gravity in a social context.
I fall down, ask why and Mommy says gravity.  I spill milk, ask why, Mommy say
gravity.  No one can argue that the experiences I used to develop my notion of
gravity are the same as anyone else's, nor were they constructed in isolation,
just between me and abstract gravity! Gravity as an idea is part of our culture
and is socially re-invented in each new child's mind.

MICHAEL YOUNG, PH.D.             INTERNET:MYOUNG@UCONNVM.UCONN.EDU
U-4, 249 GLENBROOK RD            BITNET: MYOUNG@UCONNVM
STORRS, CT 06269-2004            APPLELINK: YOUNG.MIKE
(203) 486-0182                   AM. ONLINE: MIKE YOUNG
FAX: (203) 486-0210
It's easy to be a humorist when you have
the whole government working for you -- Wil Rogers
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Date:         Fri, 18 Dec 1992 07:30:53 EST
From:         G26506@jpnac.bitnet
Subject:      Re: social constructions

What is *not* a social construction?
The physical world is not a social construction.  The plants, animals and
minerals which exist cannot be a social construction.  They simply are.
Whatever we do with them or however we act/react/interact with them is
irrelevant to the fact that they exist for their own sake and not for
society.  If they could talk to us, they would probably tell us to mind
our own business and go find Timothy Leary for more help.
David Riley
Hachinohe Institute of Technology
Hachinohe-shi  Aomori   Japan
G26506@sinet.ad.jp // G26506@jpnac.bitnet
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Date:         Mon, 14 Dec 1992 17:03:19 EST
From:         "CHARLES SUNDIN, CHAIR, CHEMISTRY" <SUNDIN_C@ucs.uwplatt.edu>
Subject:      Computer Fees

On Fri, 11 Dec 1992, I wrote:

> I maintain it is in society's best interest to have the best and the
> brightest go into areas in which they are the best and brightest rather
> than into areas which would have lower tuition, fees, etc.

On Mon, Dec 14 Gary Davis wrote:

>But the best and brightest and MOST MOTIVATED could be given scholarships
>to pay their way.  Some of these subsidies could come from the less good
>and less bright but more affluent (and still competent) who want to
>participate in these expensive programmes.

It is in society's best technological and economical interest to have
the best and the brightest go into areas in  which they are brightest.

However, it is also in society's best sociological and
survival interests to have the competent but less affluent have the
opportunity to enter the higher paying areas which probably are also
more expensive to teach.

Subsidies should not come from selected fellow students.

Excuse this duplicate message.  The first was garbled in editing when I
was informed of other messages coming through.  Oh, for a new system.

Charles Sundin, University of Wisconsin-Platteville
SUNDIN_C@ucs.uwplatt.edu
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Date:         Wed, 16 Dec 1992 19:32:21 EST
From:         "William F. Gilley" <USAWFG01@asnusa.asn.net>
Subject:      RE: have your tried........?

Brenda Pfaeler asks----
<of IBMs higher education applications. Have any of you used
<TookBook for
<the development of educational materials at that level? If so,
<does it
<really work as "slick" as it seemed?

We have used it at the University of South Alabama and it
works great.  You need at least a 386 -33 to get reasonable
performance. But at today's prices 486-66's are available for
approximately $2,500.

You might also be interested in
TOOLB-L@UAFSYSB.UARK.EDU

Bill Gilley
usawfg01@129.66.20.14
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Date:         Fri, 18 Dec 1992 23:59:58 EST
From:         dsmith@mcis.messiah.edu
Subject:      Re: Toolbook & Authorware

Concerning Authorware Professional:

This program is extremely expensive; HOWEVER, I remember reading in an InfoWorld
review sometime in the last six months that it is available at an EXTREMELY low
price to educators.  Although I don't currently use the product, I remember that
article and would advise those considering purchasing the product to double
check with the publisher/manufacturer (I'm not sure who that is, but the message
I just read said it was Macromedia) on educational discounts.

.......................................................................

Item Subject: signature
-----------------------------------------------------------------
   |\  /|                    David K. Smith
   | \/ |essiah              Academic Software Manager
   |    | /~~~\              Computing Services
         |     ollege        Internet: dsmith@mcis.messiah.edu
          \___/
---- GRANTHAM, PA 17027  (717) 766-2511   FAX:(717) 691-6002 ----
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