HDTenEightyP/NetNews huggingface dataset:
From: Jack.Loflin@p0.f721.n105.z1.fidonet.org (Jack Loflin)
Newsgroups: k12.ed.tag
Subject: Re: MathMagic
Date: 20 Nov 92 21:57:49 GMT
Organization: FidoNet node 1:105/721.0 - McMinnville K12Net, McMinnville OR

Yes, I can send and recieve messages on channel 2. I would like to get 
started as soon as possible



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Internet: Jack.Loflin@p0.f721.n105.z1.fidonet.org
From: Shawn.Komar@f410.n229.z1.fidonet.org (Shawn Komar)
Newsgroups: k12.ed.tag
Subject: Puzzle
Date: Thu, 19 Nov 92 13:59:48 PDT
Organization: FidoNet node 1:229/410 - A Fishing Hole, Oshawa ON

Ok All .. here is a 'nifty' little puzzle for you. (It's really kind of easy but it'll get you thinking ..
** How many statements are false/true? **
 
1. Exactly one statement is false.
2. Exactly two statements are false.
3. Exactly three statements are false.
4. Exactly four statements are false.
5. Exactly five statements are false.
6. Exactly six statements are false.
7. Exactly seven statements are false.
8. Exactly eight statements are false.
9. Exactly nine statements are false.
10. Exactly ten statements are false.
 
Enjoy,
                                                            -= Komar =-


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Internet: Shawn.Komar@f410.n229.z1.fidonet.org
From: Keegan.Clark@f109.n321.z1.fidonet.org (Keegan Clark)
Newsgroups: k12.ed.tag
Subject: Universe Quiz II
Date: Mon, 16 Nov 92 10:45:04 PDT
Organization: FidoNet node 1:321/109 - Pioneer Valley PCUG, Amherst MA

The following five clues refer to a specific object in space.  When responding,  
 please include the name of your school as the names of the first 10 schools   
that respond correctly will be listed on this board.  Individual students   
participating should include their school's mailing address as certificates   
will be sent to the first 4 individual students who respond correctly.    
Universe Quiz III wll be posted on Monday, Nov. 30th.                            

TO WHAT SPECIFIC OBJECT IN SPACE DO THE FOLLOWIING CLUES REFER?   

 ALL CLUES REFER TO THE SAME OBJECT.                                           
1.  It takes this object 29.48 earth years  to travel around a medium-sized  
star. 

2.  This mystery object has a density less than that of water.              

3.  The spacecraft that transmitted the first close-up of this object is   
Pioneer.                                                               

4.  This object has the greatest number of known moons.                  

5.  The  three spacecrafts that have visited this object are Pioneer          
II, Voyager  I, and Voyager II. 
                                                     

 WE HOPE  THAT YOU ENJOY THIS UNIVERSE QUIZ.  

 THE UNIVERSE QUIZ WIZARDS AT THE JAMES CLARK SCHOOL, AGAWAM, MA  
        Keegan Clark, Colleen Lawlor, and Megan Loomis






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Internet: Keegan.Clark@f109.n321.z1.fidonet.org
From: Harriett.Rubins@f680.n260.z1.fidonet.org (Harriett Rubins)
Newsgroups: k12.ed.tag
Subject: Re: TEACHER EDUCATION
Date: Thu, 19 Nov 92 13:34:00 PDT
Organization: FidoNet node 1:260/680 - Gananda Central Sch, Walworth NY

 > get some hands on time.   Would you and your group be
 > interested in
 > excccchanging notes over this system?  Perhaps your students
 > would find Atlantic Canada remote enough to beof interest. 
 > Do you have your students on line?   In the past year we have
 > had great fun with science olympics, a woorkshop called "Be
 > an Inventor"  and a study of bridge structures in the area. 
 > We especially liked our covered bridges.
 > --- TBBS v2.1/NM
 >  * Origin: * NEWBED:FREDERICTON,CANADA-Atlantic Canada K-12
 > Net (1:255/2)
Hi Steve!  The Foxfire Approach to teaching started in Georgia. 
There are a whole bunch of books published by kids (Probably in your 
library too!) by kids about their own lives.  Foxfire teaches kids 
by involving them in their own education through real life 
experiences.  Given the perameters of the syllabus, students choose 
how they will learn the material.  So... for example, my first grade 
students, were told that they needed to read more, learn about 
classification and explore something new, chose to explore rocks. 
They read abour different kinds of rock, went out and collected all 
the different ones they could find, classified them into different 
kinds and different hardness after doing some experiments, made a 
display for the rest of the k-5 school and wrote the "Hard Rock 
News".  That's just one group.  There are lots more, but the secret 
to success is ownership of the project, a product that causes them 
to reach and an audience outside their own group.  There's more, but 
that's it in a nutshell.  My fifth graders are doing an ecological 
study of local waters and pollution and whether this is having any 
effect on the local heron rookery.  Would your kids be interested in 
comparing notes?  We are about to have a line and modem extended for 
elementary students use.
We've had no experience with science olympics although we do have a 
schoolwide science fair and invention convention.  What is the 
workshop called "Be an Inventor"?  We also do Odyssey of the mind 
and field about six teams.  Can't wait to get your reply.  My kids 
would love to touch base with yours.  Harriett

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Internet: Harriett.Rubins@f680.n260.z1.fidonet.org
From: Shawn.Komar@f410.n229.z1.fidonet.org (Shawn Komar)
Newsgroups: k12.ed.tag
Subject: Nothing in particular
Date: Sun, 15 Nov 92 02:01:38 PDT
Organization: FidoNet node 1:229/410 - A Fishing Hole, Oshawa ON

All,
  Hi anyone!!  Could you- yes, you, the one with the hair - reply to this message with equally trivial jibberish? I want to see if this message thingy is working yet. Please answer this skill testing question ..
    1 + 1 = _ 
  Hey, don't go for that calculator! Solve it in your head! 
                                                            -= Komar =-


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Internet: Shawn.Komar@f410.n229.z1.fidonet.org
From: Peter.Macinnis@p0.f508.n711.z3.fidonet.org (Peter Macinnis)
Newsgroups: k12.ed.tag
Subject: Re: GIFTED ED.
Date: Fri, 20 Nov 92 22:00:00 PDT
Organization: FidoNet node 3:711/508.0 - The Bay, Neutral Bay NSW

G'day Jack who wrote to Jimbo to say:
JL>I agree with you on having to do with too much on the special ed. I have
JL>ben a tag student for some time and have not done much.

Shame, Jack, shame!  At least, I think that's what I mean, if what you
meant is that you are sitting back waiting for your teacher to give you
work to do.  On that assumption, here are a few ideas:

Have you ever thought of going out into the backyard at night, and
counting the meteorites?  The astronomy conferences will let you know
when showers are coming: do you have access to any of them?

How about taking a census of the leaf litter animals in your area, or
growing some crystals (or finding out more about crystals), or listening
to short-wave radio, or doing drawings made completely of dots (no lines
allowed!), or breeding black widow spiders for fun and profit, or maybe
you could bonsai your pet <old educator's joke, but I'm an old
educator!>.  How many plants grow in your garden?  How many weeds?  What
rocks make the steepest cliffs in your area?

Read some Icelandic sagas, or study pre- and post-Islamic mediaeval
Javanese history (really great stuff, believe me: look up Majapahit and
go from there), or learn twenty Chinese characters, or how to write your
name in Arabic script.  How many words can you find which make other
words when they are reversed, like "devil" and "lived"?

Hey!  These are really great ideas: I think I'll try a few of them
myself! <g>  The point is that you should get yourself going on
something different, something that is a challenge.  It's no good
griping because the teacher gave you nothing to do.

peter

 # BGQWK 1.0#36 #34



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Internet: Peter.Macinnis@p0.f508.n711.z3.fidonet.org
From: Lynn.Regan@f540.n226.z1.fidonet.org (Lynn Regan)
Newsgroups: k12.ed.special
Subject: new user
Date: Fri, 20 Nov 92 14:25:00 PDT
Organization: FidoNet node 1:226/540 - The Tele-Forum Netw, Columbus OH

Hi, I am looking forward to communicating with you. I know I spelled
your name wrong, and I'll rectify that next week, but I have to run now.
  ORIGIN-Gahanna Lincoln H.S. Mane BBS (Gahanna, Ohio)



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From: Soozi.Miller@f17.n3400.z1.fidonet.org (Soozi Miller)
Newsgroups: k12.ed.special
Subject: Whole Language
Date: Sat, 14 Nov 92 13:14:06 PDT
Organization: FidoNet node 1:3400/17 - MET NET BBS, Helena MT

How are the needs of the students having difficulty reading using
the whole language approach met?  Do the teachers take them aside
and teach them differently, or do then go back and build the
missing strategies?  Or do these students end up in special
programs?
     Sorry about the hard questions...I'm just a curious type!
Soozi---

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From: Soozi.Miller@f17.n3400.z1.fidonet.org (Soozi Miller)
Newsgroups: k12.ed.special
Subject: HB&J
Date: Sat, 14 Nov 92 13:03:02 PDT
Organization: FidoNet node 1:3400/17 - MET NET BBS, Helena MT

John, 
     HB&J is the initials for a publishing company: Harcourt,
Brace, Jovanovich which has publishing houses in New York, Chicago,
San Francisco, and Atlanta.  New York is likely their main
location.  HB&J publishes textbooks, including basal reading
series. When Whole Language swung the pendulum away from basal
based reading instruction, of course, the publishers then tried to
develop materials which could meet the new needs of schools. 
Harcort Brace is one of those publishers. Sorry I was not specific
on this.  If I was at my office, I'd even have an address and phone
number for you.  Soozi

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From: Soozi.Miller@f17.n3400.z1.fidonet.org (Soozi Miller)
Newsgroups: k12.ed.special
Subject: Mainstreamed Spec. Ed.
Date: Fri, 20 Nov 92 13:52:15 PDT
Organization: FidoNet node 1:3400/17 - MET NET BBS, Helena MT


 >    Must stop......you talk about traveling a great deal, what
 > is your actual "job" in your school district.
I work for a special education cooperative, which is basically a central office which provides specialists to rural schools.  I am an itinerant special education teacher consultant.  I presently serve 8 schools in a 2 1/2 county area, driving about 2,000 miles each month..  Our cooperative serves 5 counties in N.Central Montana.  Instead of doing direct teaching of the sp.ed. students at my 8 schools, I supervise classroom aides and/or classroom teachers who do the special teaching.  I get to teach some of

 the kids occassionally.  I do lots of program development, design, & planning; write IEP's, do evaluations, give inservices.  My job is much more supervisory and consultative in nature. I've worked in sp.ed. for 10 years in a variety of settings, and I love my present situation.  I therefore work in several different sized school districts, but am employed by the cooperative.  I believe there are similar cooperatives in Washington as a university professor at Montana State indicated he had worked in a sim

ilar position to mine when he lived in Wa.
 >    Daughter:  there are adult services available in
 > Vancouver, 13 miles from Camas, but because of my work
 > schedule its almost impossible for me to get her into those
 > settings.  I've not given up.  Through my research I've
Don't give up.  When my brother-in-law lived with us (Autism), my husband and I arranged our wild schedule so that one of us could drive the 17 miles to adult services for him each day.  Many times this 17 miles was in the opposite direction from where we were headed.  For my husband especially, as he attends college in a town 37 miles W. from our home, the day center is E. of us.  It really crimped our lives as the hours were very tight: 8:30 a.m. to 3:30 p.m. But we had no choice as his brother can not b

e left unattended...it was our adult day care.  Luckily, after some real trying times with my administrator, things became more flexible for me...and I made it through 1 1/2 years of such a schedule.  The benefits for my Bro. in law were greate, and he now lives in a group home near the center.
    Catch you later....


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From: Carol.Cote@f12.n246.z1.fidonet.org (Carol Cote)
Newsgroups: k12.ed.special
Subject: BEHAVIORAL OBJECTIVES
Date: 17 Nov 92 04:03:00 GMT
Organization: FidoNet node 1:246/12 - The Staff Room, Windsor ON

* In a message originally to Soozi Miller, Tim Ames said:
 TA>Soozi, I am a teacher at an alternate school in Vancouver,
 TA>British Columbia. The alternate schools  [20 approx] in our
 TA>school board have agreed to use IEPs for our students. It is
 TA>a long form that includes behavioral objectives as well as
 TA>specific info. on the skills and grades the students have
 TA>acquired. Since we have put these IEPs on computer, I could
 TA>upload a copy as an enclosure [I think I can do this] if you
 TA>are interested in looking at it.
 TA>Let me know, Tim

 TA>--- TBBS v2.1/NM
 TA> * Origin: ED-NET Vancouver BC CANADA (1:153/734)
MY HUSBAND IS A SPECIAL SERVICES CONSULTANT FOR THE WINDSOR BOARD OF EDUCATION IN WINDSOR ONTARIO AND WOULD APPRECIATE A COPY.
ADDRESS IT TO RICK COTE, SPEC. ED. SERVICES CONSULTANT, 451 PARK WHOOOPS    2493 VIA VITA, WINDSOR, ONTARIO, N9E 4C7
THANKS

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From: Tim.Ames@f734.n153.z1.fidonet.org (Tim Ames)
Newsgroups: k12.ed.special
Subject: Re: EMOTIONAL RELATIONSHIPS
Date: Wed, 18 Nov 92 20:27:25 PDT
Organization: FidoNet node 1:153/734 - ED-NET 9600, Vancouver BC

Mary, Our school is an alternate school in Vancouver that deals only with 
students that have been referred by social workers. My self awareness group 
now has ten students in it and it is a voluntary class that they agree to 
attend on tuesdays and thursdays for 1 hour. I agree with your beleif that 
these kids want affection and intimacy; however, they are understandably 
mistrustful of their parents, friends, and other adults [incl. teachers] 
because of their past. My students seem to be similar to yours, but it 
appears that our environment allows us to become more involved with their 
personal lives [we have 20 students and 5 staff], and I have the freedom to 
teach just about anything I want. In our self awareness class, we are now 
looking at Erik Eriksons 8 stages of psychosocial development, and how we get 
stuck in earlier stages [trust, autonomy, intimacy], and what we have done to 
survive and feel safe. We are also able to ask for help? or coordination 
from/with  social workers, foster parents, genetic parents, probation 
officers and job finders if the students are agreeable. By the way, my 
students also like physical contact, and I can sometimes hug them, or play 
wrestle with them, or just put my arm around them. This must be done with 
awareness since most of my students have been physically or sexually abused. 
If you have any ideas I can use with my students let me know. If there is 
anything I can let you know about- let me know that too. Hasta la later, Tim


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From: Soozi.Miller@f17.n3400.z1.fidonet.org (Soozi Miller)
Newsgroups: k12.ed.special
Subject: Holiday Cheer
Date: Fri, 20 Nov 92 14:31:17 PDT
Organization: FidoNet node 1:3400/17 - MET NET BBS, Helena MT


I'm so enjoying seeing all the chatter on special ed.  This is to wish everyone of you a happy holiday to those celebrating the U.S. Thanksgiving this next week!!
    What kind of things do you do in your classrooms to make the holiday season special for our special kids?
    (;  Soozi, your K-12 moderator


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From: Soozi.Miller@f17.n3400.z1.fidonet.org (Soozi Miller)
Newsgroups: k12.ed.special
Subject: Artic. Question
Date: Sat, 14 Nov 92 13:06:03 PDT
Organization: FidoNet node 1:3400/17 - MET NET BBS, Helena MT

Kay,
     Since you are a speech therapist, I thought I pose my most
recent case question to you.  I am searching for a method/materials
to teach a severe phono child (7 yr old) to read.  His articulation
errors are numerous.  Not that long ago his speech was
unintelligible.  In my initial attempts to research this out, one
of my reading difficulties texts cites some research by G.L. Bond,
and M. Monroe suggesting a "visual-mental" word analysis method
and suggests teaching severe artic. kids to read by silent reading
with the teacher and/other students modeling the sounds.  What are
your ideas on this?  I'm looking for materials, also, which could
be taught by a regular classroom teacher or instructional aide, as
we use an itinerant sp.ed. service delivery model...I don't do the
direct teaching.  Thanks.  Soozi---

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From: Soozi.Miller@f17.n3400.z1.fidonet.org (Soozi Miller)
Newsgroups: k12.ed.special
Subject: BEHAVIORAL OBJECTIVES
Date: Fri, 20 Nov 92 13:54:16 PDT
Organization: FidoNet node 1:3400/17 - MET NET BBS, Helena MT


 > acquired. Since we have put these IEPs on computer, I could
 > upload a copy as an enclosure [I think I can do this] if you
 > are interested in looking at it.
That sounds interesting, I'm always interested in seeing how other places do things.  Soozi
P.S.  Hopefully I can figure out how to receive an enclosure.


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From: Tim.Ames@f734.n153.z1.fidonet.org (Tim Ames)
Newsgroups: k12.ed.special
Subject: Re: SELF AWARENESS
Date: Wed, 18 Nov 92 20:42:39 PDT
Organization: FidoNet node 1:153/734 - ED-NET 9600, Vancouver BC

This answers your second note. Our kids are 13-18, and range form 
intelligent but behaviorally disruptive to kids working at grade 2 or 3 level 
and tending to disappear when things get tough. Most of our female students 
get pregnant, and about half try to keep their kids [1/2 get abortions]. The 
gang members we have are either in Vietnamese or White gangs [we get very few 
black kids]. About 35-40% of our kids are currently on probation [attendance 
at school is usually part of the requirement].
All of our female students are sexually active [all have been sexually 
abused], and some of our male students have been sexually abused [and most 
physically abused or neglected] and we have spent time talking about it. 
They are surprised and eventually appreciative of the fact that others have 
experienced the same abuse, felt similar pain and self doubt, as well as 
resentment and mistrust. We have also talked about how these traumatic 
experiences have resulted in them "not wanting to know" and doing poorly at 
school and in relationships with lovers, friends and adults. The kids open up 
slowly, and keep testing the waters to see if it is safe; and our staff 
acknowledges that process, and they watch us to see what our judgements of 
them will be. Hopefully, they eventually will risk acting constructively to 
expand their lives. My guess is that maybe 1/3 of our students work enough 
out to live happy, interesting lives with options they enjoy choosing.
Stay in touch, Tim


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Internet: Tim.Ames@f734.n153.z1.fidonet.org
From: Tim.Ames@f734.n153.z1.fidonet.org (Tim Ames)
Newsgroups: k12.ed.special
Subject: Re: BEHAVIORAL OBJECTIVES
Date: Wed, 18 Nov 92 20:11:00 PDT
Organization: FidoNet node 1:153/734 - ED-NET 9600, Vancouver BC

Thanks, Deborah. If there is any similar type of information that I can 
provide, let me know. Tim


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From: DEBORAH.KING@f200.n301.z1.fidonet.org (DEBORAH KING)
Newsgroups: k12.ed.special
Subject: Re: BEHAVIORAL OBJECTIVES
Date: Sat, 14 Nov 92 22:14:00 PDT
Organization: FidoNet node 1:301/200 - The Electronic Trib, Albuquerque NM


I'll get them out to you, Tim, as soon as I lay my hands on them.



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From: Lynn.Regan@f540.n226.z1.fidonet.org (Lynn Regan)
Newsgroups: k12.ed.special
Subject: Hearing Impaired
Date: Fri, 20 Nov 92 14:21:00 PDT
Organization: FidoNet node 1:226/540 - The Tele-Forum Netw, Columbus OH

Hi Nina,
 I have just joined the network, so I'm probably a little late in
replying to thise request. I taught the hearing imparied for 20 years. I
currently am teaching at the 7 and 8 grade levels, but my special ed
group does not include any hearing impaired at the moment, but we do
have some students at the elememtary levels. If you are interesed, I
could see if the computer labs in their buildings would be available for
telecommunications with you.
 While I was teaching the hearing impaired, I became very intrigued with
computers and technology and how they could benefit the HI. I have since
moved on to use technology as a major part of my teaching tools. Would
be interested in knowing if you use technology with your students;.
  ORIGIN-Gahanna Lincoln H.S. Mane BBS (Gahanna, Ohio)



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Internet: Lynn.Regan@f540.n226.z1.fidonet.org
From: Mary.Haunreiter@f114.n105.z1.fidonet.org (Mary Haunreiter)
Newsgroups: k12.ed.special
Subject: Gang
Date: Thu, 19 Nov 92 17:39:36 PDT
Organization: FidoNet node 1:105/114 - The Electronic Educ, Washougal WA

This is a reply to the second message.  I don't know if you read in one of my other messages that I have five adopted Vietnamese sons. When you mentioned Vietnamese gangs my interest perked up.  We have a large group of Vietnamese gang members in Portland and I see these kids often because I spend lots of time at grocery stores and restaurants in the Vietnamese areas.  Most of the problem Vietnamese kids in this area have no real families but were brought here by "paper relatives" and then dumped.  I"ve ha

d my kids for almost 12 years and they were sponsored by relatives and dumped. I found them and took them home with me, otherwise I don't know what would have eventually happened to them.  The Chinese have a great influence on the Vietnamese gang situation both for adults and young men.  But they provide security and a support for these kids who have no family support.  Most of these kids are also much older than what is on paper, which means in many case you aren't dealing with a 16 years old but a 21 yea

r old.  Everytime I read about an incident involving a Viet gang member and they say he was only 18 I know he is probably 21 or 22,especially if guns are involved.  My two boys that go to Western in Bellingham are both Vietnamese.  The Vietnamese culture can be very complex and frustrating, I've learned alot, one important thing is to be careful, this I learned from my older boys.  My oldest is 27 now.
If there should be anything you'd like to know about Viet culture, I can probably tell you.  I speak a little of the language and understand quite a bit.


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From: John.Chisholm@f2.n255.z1.fidonet.org (John Chisholm)
Newsgroups: k12.ed.special
Subject: Re: HB&J
Date: Thu, 19 Nov 92 21:35:44 PDT
Organization: FidoNet node 1:255/2 - NEWBED, Fredericton NB

Thanks Soozi. Our school uses a varity of sources. We have a grade 3 to 6 
series put out by Nelson called networks, as well as classroom libraries 
compiled by the teachers.
JohnC.

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