HDTenEightyP/NetNews huggingface dataset:
From: clin@eng.umd.edu (Charles Lin)
Subject: Re: Magnet schools
Date: Sun, 10 Jan 93 02:13:57 GMT
Organization: College of Engineering, Maryversity von Uniland, College Park
Originator: clin@feedback.eng.umd.edu


In article <C0M5Av.Au0@watserv1.uwaterloo.ca>, idfriedm@hertz.uwaterloo.ca (id friedman) writes:
>Ishay
>
>P.S I am interested in knowing exactly what Perot accomplished in the
>     Texas educational system reforms.

   I seem to recall someone posting that one effect Perot made to education
was that no one could really flunk, and that the idea was to keep people in
the same grades, if possible.   That person suggested that it was not such
a good idea because he wasn't able to tailor the teaching to the needs
of the student, partly because people in one grade (like the fourth) had
to all use the same text for reading.   

    Of course, my memory could be a little faulty.

--
Charles Lin
clin@eng.umd.edu
From: jammer@eskimo.com (Lyle Harwood)
Newsgroups: misc.education
Subject: The Stock Market, and futures
Date: 8 Jan 93 09:19:34 GMT
Organization: -> ESKIMO NORTH (206) For-Ever <-
X-Newsreader: TIN [version 1.1 PL6]


Hey, guys, I want to buy and sell futures and stocks through the
little curly wire on the back of me Mac.
Does anyone know where I can look for a newsgroup, a book, information,
take a class?
Thanks!

Jammer
Newsgroups: misc.education
From: hrubin@pop.stat.purdue.edu (Herman Rubin)
Subject: Re: Ethical question about reviewing papers for a conference
Organization: Purdue University Statistics Department
Date: Sun, 10 Jan 1993 20:18:38 GMT

In article <1993Jan09.195642.19414@eng.umd.edu> clin@eng.umd.edu (Charles Lin) writes:

>In article <1993Jan9.113916.27542@fuug.fi>, an3329@anon.penet.fi writes:
>>I'm a graduate student and I have a bit of a problem
>>with my advisor.  He gave me some papers to referee,
>>and these papers were submitted to a conference to
>>which I have also submitted a paper. The problem is
>>that these papers are very similar to the paper which
>>I submitted, and so they will be competing directly 
>>against my paper. I told him that I could not act as 
>>an impartial reviewer, and I asked to have someone else
>>review the papers, but he refused.  (He is also the
>>conference co-chairman).  He said that it was perfectly
>>acceptable for me to review the papers, but I don't believe 
>>him.  What do I do?  I was thinking of refusing to review
>>the papers by not submitting a report, and just let the
>>deadline slip.  Please respond by posting because this 
>>site does not have secure e-mail. 


>    Though I am not really familiar with the reviewing process, it seems
>as if there is something of an ethical dilemma.   On the one hand, since
>the work is similar to yours, you would seem qualified to make some judgments
>on the work.   On the other, you may have some quota of papers that should
>be accepted, and you may feel that there is a perception that you rejected a paper
>to make yours look good.

>    Given that your advisor is your advisor, and that you may not have
>anyone to back you up on this, I would probably suggest that you go
>ahead and review it.   Also, given that you feel that there may be
>ethical problems, one would assume that you would be able review the
>papers without ulterior motives because you are already worried about
>improprieties.

>    You could also consider trying to talk to other professors to see whether
>this is really a problem, though professors can be friends with one another, 
>and you may feel the need for confidentiality.

Except in very unusual circumstances, one should be extremely cautious in
refereeing papers which may compete with ongoing research.  Also, it is not
uncommon for faculty to ask their students to make a preliminary review of
a paper, with the faculty member being the final judge, but I would never
do this if the student's current research may be affected in any way by
knowing the contents of the paper.  Even here, it seems to me that the
advisor is bound to respect the wishes of the student not to referee.

As a faculty member of long standing, I believe that the advisor's rights
should be strictly limited to advising.  I personally consider that your
advisor should remove himself from the position, and do this in such a
way that your degree prospects are not affected.
-- 
Herman Rubin, Dept. of Statistics, Purdue Univ., West Lafayette IN47907-1399
Phone: (317)494-6054
hrubin@snap.stat.purdue.edu (Internet, bitnet)  
{purdue,pur-ee}!snap.stat!hrubin(UUCP)
Newsgroups: misc.education
From: clin@eng.umd.edu (Charles Lin)
Subject: Re: Magnet schools
Date: Sat, 09 Jan 93 05:16:45 GMT
Organization: College of Engineering, Maryversity von Uniland, College Park
Originator: clin@feedback.eng.umd.edu


In article <86362@ut-emx.uucp>, andy@ccwf.cc.utexas.edu (Andrew Hackard) writes:
>Don't make school mandatory.
>
>That sounds pretty radical, I know, but think about it.  A kid who
>doesn't want to be at the school in the first place isn't getting
>anything out of being there, and there's a strong chance he's actually
>disrupting the learning of the students who DO want to be there.  This
>kid would no doubt be far better served by finding something to do which
>he finds more engaging -- a job, perhaps.  I also think we shouldn't
>restrict schools to just kids.  If someone drops out or is graduated
>without actually possessing basic skills, I think they should be allowed
>back in to complete their education.
>
>If that sticks in your craw, then offer tax incentives to parents for
>every kid that actually IS in school, and they might actually take more
>interest in how their kid is doing.
>

    There is another way, but it may end up with problems similar to
the ones in Japan.   Tie everything into education.   Make the top
positions only available to those who graduate from the top schools.
While this is perhaps even more controversial, it would certainly
make education VERY important.   The bad news is that it would stress
getting certain scores on tests, and doing well on exams above all else,
and that doing well, not for learning's sake, but to get good jobs.

--
Charles Lin
clin@eng.umd.edu
From: ndallen@r-node.pci.on.ca
Newsgroups: misc.education
Subject: U.S. Government Releases Directory of Education Resources
Date: 7 Jan 1993 10:46:44 -0600
Organization: R-node Public Access Unix - 1 416 249 5366
NNTP-Posting-Host: cs.utexas.edu


Here is a press release from the U.S. Department of Energy.

 Federal Government Releases Directory of Education Resources
 To: National Desk, Education Writer
 Contact: Steven E. Fried of the U.S. Department of Energy,
          202-586-5806

   WASHINGTON, Jan. 6  -- For the first time ever, 
American students, teachers and parents will have
access to a comprehensive listing of educational resources in
their local area, as well as throughout the nation.  The "Guidebook
to Excellence: A Directory of Federal Facilities and Other Resources
for Mathematics and Science Education Improvement" was released
today at a White House press conference.
   Copies of the guidebook may be obtained by calling or writing
the contact listed below.
   James D. Watkins, secretary of energy and chairman of the
Federal Coordinating Council for Science, Engineering, and
Technology, Committee on Education and Human Resources (FCCSET-CEHR)
hailed the guidebook as "An impressive achievement in the
government's quest to make the most of its resources, and improve
mathematics, engineering, technology and science education in
America."
   Watkins added, "imagine how useful the guidebook will be.  A
teacher or parent anywhere in the U.S. can now look up those
nearby federal laboratories and other state and regional
facilities that sponsor science and mathematics initiatives, and
obtain the name and phone number of someone who can help.  Using
this directory, students of all ages will be able to take
advantage of the tremendous scientific resources the federal
government has to offer."
   On Nov. 16, 1992, President Bush signed Executive Order 12821
on Improving Mathematics and Science Education in Support of the
National Education Goals, making education part of the mission of
each federal agency and empowering those agencies to utilize
their resources to improve science and mathematics education in
America.  The Guidebook to Excellence enables teachers, parents
and students to take advantage of the federal laboratories,
scientists and equipment made available by the Executive Order.
   Educators, parents and anyone else wishing to receive a copy
of the Guidebook to Excellence should call 615-576-8401, or write
to the Office of Scientific and Technical Information, P.O. Box 62,
Oak Ridge, Tenn.  37831.
 -30-
-- 
Nigel Allen, Toronto, Ontario    ndallen@r-node.gts.org
Newsgroups: misc.education
Subject: Motivational speakers?
From: forcer@netlink.cts.com (Nicholas Rahaghi)
Date: Sat, 09 Jan 93 20:38:39 PST
Organization: NetLink Online Communications, San Diego CA


I was just wondering. I would like a motivational speaker to come and 
give a speech to a class.  It seems that motivation is running low. VERY 
LOW! We need HELP!  If anyone knows how to contact motivational speakers, 
or anything such as rates, recommendtions, etc. please  e-mail me!! 
Thanks much!



YOUR NAME HERE

--                    
INTERNET:  forcer@netlink.cts.com (Nicholas Rahaghi)
UUCP:   ...!ryptyde!netlink!forcer
NetLink Online Communications * Public Access in San Diego, CA (619) 453-1115
From: charlynk@execu.execu.com (Charlyn Keating)
Newsgroups: misc.education
Subject: Survey
Date: 12 Jan 93 21:26:40 GMT
Distribution: usa
Organization: Execucom Systems Corp


I'm conducting an informal survey regarding computer education for
young children.  If you live in the New Orleans area, and have
school-age children, please contact me via Email at 
charlynk@execu.execu.com.  Thanks!

Charlyn
From: waohe@uniwa.uwa.edu.au (WA Office of Higher Education)
Newsgroups: misc.education
Subject: Re: Quality of universites in Australia
Date: 7 Jan 1993 11:52:52 +0800
Organization: The University of Western Australia
NNTP-Posting-Host: uniwa.uwa.edu.au
X-Newsreader: Tin 1.1 PL5

Geir Torheim (geirt@Lise.Unit.NO) wrote:
: Hello,
: 
: I am thinking of getting a Master of Science in software engineering.
: 
: Of several reasons, I want to go to Australia and study.
: 
: It has been very difficult to find info on this here in Norway. And the info I
: found, did not make me happy:
: 
: The university of Sidney had 22 000 students and 1000 in the teaching staff,
: while e.g. MIT had 10 000 students and 2000 in the teaching staff.
: (1000 professors). NTH in Norway had 6200 students and 750 professors,
: dunno how many in teaching staff. (Year of 91-92)
: 
: Anybody who can comment on the quality of Australian universities compared
: to European and American universities? 
: Which Australian universities would you recommend for an MsC in software 
: engineering?
: 
: 
: Thanks,
: 
: -Geir
: 
: PS
:   If I posted to the wrong newsgroup, please give me a pointer to the
:   correct one(s)!
: 
: -- 
: Geir Torheim                             email: geirt@lise.unit.no

Just to possibly set the record straight, the University of Sydney is 
one of Australia's prestigious universities.  It is likely that Geir's
figures, if correct, refer to a different definition of _professor_.

In Australian universities, the title _professor_ is usually reserved
for administrative and academic heads of departments.  Most teaching
staff are referred to as _lecturers_.

The total enrolment at U of S in 1991 was 29 967 of which 22 303 were
full-time.

I will cross-post this to aus.education which may elicit more information
from Sydney (2000 miles to the east!)

Jeff Oliver
Western Australian Office of Higher Education
Perth, Western Australia.
Xref: sparky misc.education:5747 soc.culture.african.american:13692
From: djohns@elm.circa.ufl.edu (David A. Johns)
Newsgroups: misc.education,soc.culture.african.american
Subject: Re: What A White Person Learned in College About AfAm Culture
Date: 8 Jan 93 11:35:13 GMT
Followup-To: misc.education
Organization: University of Florida, Gainesville

In article <1993Jan4.081435.2354@ucbeh.san.uc.edu> turnerbl@ucbeh.san.uc.edu writes:

# A perception is going around that poor balck students can't learn
# because of the schools that they are in.  This has been disproved
# again and again by the waves of immigrant asian students from poor
# schools who still score in the top of their schools as well as top
# in the SAT/ACT tests.  Students, not schools, make these choices.
# It always comes back to the kid.

Well, yes, but the kids have to learn their values somewhere.  It
seems to me that parents have to learn what sort of support kids need
to thrive in school (for instance, the TV is off on week nights) and
parents have to be collectively strong enough to counter the lure of
the peer culture.

David
Newsgroups: misc.education
Subject: Seminar Program
From: forcer@netlink.cts.com (Nicholas Rahaghi)
Date: Sat, 09 Jan 93 20:31:12 PST
Organization: NetLink Online Communications, San Diego CA


The seminar program (At least it is so in San Diego) is created to insure 
a fair education to smart kids. According to the dept. of education, the 
seminar kids are special-ed. They get special ed monies.  Why? Because 
just as a slow learning child would feel uncomfortable in a regular class 
room setting so would a smart child in a normal boring setting.

In my opinion, this is more than fair. I see special-ed students, in 
which thousands of dollars is spent on each year.  The district buys them 
laptops, instructors, tutors and more. The seminar kids recieve about (I 
believe this is the figure-if not less) $100 extra money to be spent on 
seminar classes.  The Intelligent sector of this society needs to recieve 
attention.  True, IQ tests are not necessary valid ways of testing 
smartness in a person but they are one way. After all, who are we to say 
who is smart :-< . But The same IQ test is used to prove that people are 
mentally handicapped and thus require extra attention. It is only fair 
for it to be used in this case as well.


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From: cdt@sw.stratus.com (C. D. Tavares)
Newsgroups: misc.education
Subject: Re: USAA awards and scholarships legitimate?
Date: 5 Jan 1993 22:13:56 GMT
Organization: Stratus Computer, Inc.
Distribution: usa
NNTP-Posting-Host: rocket.sw.stratus.com
Keywords: scholarships, awards

Woops!

In article <1id11bINNm8l@transfer.stratus.com>, cdt@sw.stratus.com (C. D. Tavares) writes:

> The kicker here that you ought to notice is that, despite your child's 
> objective achievement, his teacher's nomination, and the "Academy's" 
> purported mission to "recognize excellence," your child will somehow
> still go completely recognized if you don't pony up at least $10.
                     ^ un !
-- 

cdt@rocket.sw.stratus.com   --If you believe that I speak for my company,
OR cdt@vos.stratus.com        write today for my special Investors' Packet...

Newsgroups: misc.education
From: hrubin@pop.stat.purdue.edu (Herman Rubin)
Subject: Re: Computerized Testing: Info Requested
Organization: Purdue University Statistics Department
Date: Tue, 12 Jan 1993 20:46:13 GMT

In article <1993Jan12.163525.9122@mcshub.dcss.mcmaster.ca> kenm@maccs.mcmaster.ca (...Jose) writes:

>	McMaster University is having to abandon its currently-supported
>computerized-testing system because we are doing away with the VAX/VMS
>systems that it is run on.

>	Before we run out an buy a new testing package or invest the time
>and money into recoding/porting our old system, we are considering whether
>we should even provide this service.

>	I would greatly appreciate information from faculty, students and
>staff from other universities and colleges about how on-line testing (ie.
>test written and scored on computers, for non-computer courses) is used.
>Any suggestions of MS-DOS- or Unix-based packages (commercial, shareware, 
>in house) would also be very welcome.

I would advocate not only abolishing anything which smacks of multiple-
choice questions.  I know very well why it is being done, but to use the
old adage, anything worth doing is worth doing well, and computerized
testing does not measure anything worth measuring.  Sometimes there 
might be no alternative, but I have seen no situation involving grades
in a university where this is the case.

Now if one can test ingenuity and understanding how to attack a problem,
rather than looking at the answer, this could be a place where computers
are a useful and valuable tool.  I can see a computer program checking
the correctness of a formal proof, and not issuing a grade (other than
absolutely correct) but informing the grader of possible or actual errors.
But this kind of package does not exist.
-- 
Herman Rubin, Dept. of Statistics, Purdue Univ., West Lafayette IN47907-1399
Phone: (317)494-6054
hrubin@snap.stat.purdue.edu (Internet, bitnet)  
{purdue,pur-ee}!snap.stat!hrubin(UUCP)
Newsgroups: misc.education,comp.edu,comp.sys.apple2,comp.sys.atari.st,comp.sys.amiga.marketplace,misc.forsale.computers,misc.forsale.computers.other,misc.forsale.computers.pc-clone,misc.wanted
From: barothwe@floyd.cca.cr.rockwell.com
Subject: Donate That Un-used Computer To Us
Date: Tue, 12 Jan 93 13:06:49 -0600
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X-Mts: smtp


		------======<<<<<<(((((     )))))>>>>>>======------

		 Got hardware and software you don't use anymore?

		------======<<<<<<(((((     )))))>>>>>>======------

		Got enough money that you can afford to be generous
		    with that which others can put to good use?

		------======<<<<<<(((((     )))))>>>>>>======------


        I am co-chairman of the "PTF Education Committee" (PTF is
Parent-Teacher-Fellowship) for a private, non-profit, Christian elementary/
middle school in Cedar Rapids, Iowa. We have three known-to-be-working Apples
and one IBM PC. We also have some misc. stuff that has recently been donated
by people that read this newsgroup. The school's name is Isaac Newton 
Christian Academy. Money is tight, and the roof needs repair, so usually 
fund raising tends to be directed towards things other than computers. :-(

        We are, right now, working on establishing a "Computer Lab", and have
been soliciting donations.

	We ask that if you have ANY Apple, Atari ST, Amiga or MS-DOS
hardware/ software items, partial systems, or complete systems, you
would SERIOUSLY consider donating these to our school. Even if it is an
item that needs repair, we'd be happy to accept it IF we know the
repair costs involved before it is
shipped to us.

	Even though we will appreciate any donation, here are some specific
	things we are looking for at this time:

		o  EGA graphics monitor for an IBM XT
		o  WordPerfect 4.2 for an IBM PC
		o  Educational software for an IBM PC
		o  Additional IBM PC's
		o  Color monitor for an Apple II+
		o  Educational software for an Apple II+, IIe or //c
		o  Typing Tutor III for Apple II or IBM PC
		o  Amiga 500 Systems
		o  Atari ST Systems
		o  Power Supply for the original Commodore C-64

	REMEMBER... this is a BONA FIDE non-profit organization!

Thank you for your consideration and support,

Bruce Rothwell

===============================================================================
  Bruce Rothwell                            \ /~~~~~~\     Opinions expressed
  barothwe@floyd.cca.cr.rockwell.com         X        )    are mine, but they
  Rockwell Int'l - CCA                      / \______/     might be shared by
  Cedar Rapids, IA                                              multitudes !!
===============================================================================




Xref: sparky misc.education:5761 misc.entrepreneurs:3916
Organization: Penn State University
Date: Sun, 10 Jan 1993 23:08:00 EST
From: <ZQH@psuvm.psu.edu>
Newsgroups: misc.education,misc.entrepreneurs
Subject: Parasites of U.S. economy
 <1993Jan4.201248.4828@island.COM> <C0Cz4r.2yM@world.std.com>
 <4146@randvax.rand.org>

In <4146@randvax.rand.org>
edhall@rand.org (Ed Hall) writes:
>Personally, I'm more worried about China, whose economy is growing so
>explosively that it could well overtake Japan's in the next two decades.
>The Japanese might wind up looking positively genteel in comparison.
>
>                -Ed Hall
>                edhall@rand.org
>

I hope this is just your personal viewpoints since your company is
quite respectable in making recommendations to U.S. government.

The uniqueness of imports from Mainland China is that most of them
are labor-intensive product which is competing with other 3rd-world
countries, while imports from Japan are taking high-pay U.S. jobs
out of America and wiping out entire U.S. industries on by one.

(I'd like to buy U.S.-made TV and VCR, where are they???)

Moreover, in the process of economic reform toward the free-market
capitalist economy, Mainland China are buying technology-intensive
products from U.S., generating a lot of high-pay jobs for U.S.
workers (e.g. Mainland China is the top customer of Boeing Aircraft Co.
with US$4.6 billions in outstanding order, and still increasing
--- a US$800-million contract for 6 Boeing-777 was signed last month).
As Mainland China's economy develops, more and more U.S. products
will be bought for her huge infrastructures.

One of FUNDAMENTAL difference of Mainland China from other countries
such as Japan is that China has the resources while others have to
import almost everything --- that's why once those countries become
industrialized, they will have to suck blood from U.S. economy in
order to import raw material and energy to sustain their lifestyles.
For example, Japan has to import about 5 million barrels of oil a day,
at US$20 per barrel, that is US$36 billions a year --- this is the
amount Japan has to suck from U.S. for importing oil alone, not counting
other essential raw materials.

(A sidenote:  Mainland China is #3 energy producer in the world
 and exporting oil to Japan at about 200 million barrels a year).

I wish I have more time to write about this:  once Mainland China
becomes fully industrialized, it'll be truely the world's largest
consumer market without having to suck blood from others' economies
(just like U.S. --- both U.S. and China have all natural resources
needed for industries).

Another point:  once a country without natural resources becomes
industrialized, it will become a parasite, sucking blood from
U.S. economy and taking high-pay jobs out of U.S.

James Huang
Newsgroups: misc.education
From: clin@eng.umd.edu (Charles Lin)
Subject: Re: Magnet schools
Date: Fri, 08 Jan 93 00:39:02 GMT
Organization: College of Engineering, Maryversity von Uniland, College Park
Originator: clin@signal.eng.umd.edu


In article <1993Jan7.235227.26013@julian.uwo.ca>, roberts@gaul.csd.uwo.ca (Eric Roberts) writes:
>What kind of exams are used? I hope they don't use IQ tests....

    I don't think they use IQ tests.   Perhaps someone whose gone to one of these
schools can tell us.

--
Charles Lin
clin@eng.umd.edu

Newsgroups: misc.education