HDTenEightyP/NetNews huggingface dataset:
From: MICHAEL.WILLETT@OFFICE.WANG.COM ("Michael Willett")
Newsgroups: bit.listserv.cwis-l
Subject: RAIDs for LANs, IBM, Workstations, VAXs, etc. at Universities?
Date: 5 Oct 92 22:42:43 GMT
Organization: Mail to News Gateway at Wang Labs

Would anyone know what RAID configurations universities are typically
installing?  -----  Michael.Willett@OFFICE.Wang.com

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

Regarding John Scoggin's request for information on RAID systems for
VINES, Storage Computer of Nashua, N.H. is currently showing its new high
performance RAID 7 disk array platforms at the September Banyan Users
Meeting.  They work equally well with NetWare, IBM systems, workstations,
the VAX, etc.

Standards-based, RAID 7 is designed for enterprise-wide computing and
overcomes performance limitations of earlier RAID architectures, providing
a  "real world sustained application performance improvement of 200% to
400%" and dropping the cost of storage to 16 cents/MB.  Their brochures
say they can "mix and match" up to 48 SCSI commodity (3.5 or 5.25 inch)
drives, up to 150 GB.  The RAID 7 disk array platforms come with an embedded
operating system and up to 12 SCSI-2 based host interfaces.  Besides servers,
Storage Computer's RAID 7 disk array platforms can connect to workstations
and midrange systems in addition to IBM's.  Multiple CPUs can be attached to
same disk array platform.

The RAID 7 platforms come with up to 256 MB of cache, eliminating any
reason for using performance-damaging CPU main memory disk RAM.

The drives are "hot plugable" for uninterrupted, transparent operation,
with a hot standby drive automatically replacing a failed drive.

There was a lot of activity yesterday at the Storage Computer RAID 7 booth
at the Banyan show as I walked by.  They were demoing what happens if a
drive goes down, showing the backup drive taking over.

For further information on Storage Computer's RAID 7 for the VAX, their
key contact is indicated to be John O'Brien, Director of Technical Services,
at Tel. 603-880-3005 or FAX 603-889-7232.

Michael.Willett@OFFICE.Wang.com
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Date:         Mon, 28 Sep 1992 17:35:00 BSC
Comments:     @FAPQ.FAPESP.BR - @FAPQ%FPSP.HEPNET - @BRFAPQ.BITNET - .BR gateway
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From:         gomide@FPSP.FAPESP.BR
Subject:      Apologies re: InterMeta course

PLEASE DO NOT SEND MONEY !
It is with regret that I perform this task. Dr. Gelson V. Gomes. a
professor of the University of Parana, Brazil, has exceeded this
privileges and announced a eletronic course:

> ____________________________________________________________
>        Mastering INTERNET Tools, Seizing METANET Power -
>                      The InterMeta Course
> ____________________________________________________________

I must apologize for this flagrant breach of network etiquette. Please
be aware that Dr. Gelson had no right to do so, since this is against
the rules of our ANSP network, and also against the Bitnet rules.
PLEASE DO NOT SEND MONEY!
I will not discuss what his motivations were. But his account has been
revoked, and there will be no such course through my network.

Please write by normal mail, to:
-> Gelson V. Gomes
-> 358, R. Alvaro Andrade - ap.1201
-> Curitiba PR BRAZIL 80610-240
to get more information on his objectives. He may want to give the
course by normal mail.  :-)

With regards,
--
Alberto Courrege Gomide | Fundacao de Amparo `a Pesquisa - (11)831-3357
Software Supervisor     | Rua Pio XI, 1500 - CEP 05468-901 - Sao Paulo
<gomide@fapq.fapesp.br> | FAX (11)261-4167 Telex (11)82014 - Brazil
(ACG8) - .BR Domain Technical Contact. |
--
From: owens@acsu.buffalo.edu (Bill Owens)
Newsgroups: bit.listserv.cwis-l
Subject: Re: Off Campus Access Policies
Date: 30 Sep 92 16:14:14 GMT
Organization: UB
X-Newsreader: Tin 1.1 PL5

Steve Cook (cook%bluemoon@HUB.UCSB.EDU) wrote:
>I would be interested in hearing how other campuses deal with
>acccess to their network from faculty and staff at home.  Is this
>a feature that's available for free or at cost?  

We've been providing a modem string ever since dialin modems became
available, starting at 300bps. It's always been free. 

>Is there a way
>to size the number of modem ports available?  

We continuously monitor the modems and keep an eye on peak periods, and
determine a number to add each budget year. We average 8 or 16 new
modems per year. The monitoring used to be done with a little box
that had to have a tap cable on every modem, and didn't have capacity
for the whole string; now we do it with SNMP on the Xyplex terminal
servers that the modems attach to.

>How
>many modems do other campuses have for general access?  

We have 12x1200bps, 64x2400bps, and 32x14400bps for a total of 112
lines. 16 of the 14.4 lines are just being added now. Yes, we saw the
string fill up about three days a week last spring...

>p.s.  I left off the obvious questions regarding student access: do
>you allow off campus access to the campus by students?  If so, what
>are the numbers/ratios?  If students are treated differently than
>faculty/staff/administrators - what is the rationale?

No difference, everybody contends for the same string. Some staff here
at CIT have modems on their workstations which they use as 'dedicated'
dialins, but that's optional. There may be other people on campus who
do the same, but I've not heard of any.

A peculiarity of our dialstring is that we have two foreign exchange
lines for people living up north of the campus, in an area served by a
separate local telco. Depsite being fairly close, they would have to
pay for a toll call to campus. The lines are quite expensive but very
heavily used (in fact, we're considering several requests to add more
lines presently).

As far as non-UB users accessing the network, the servers have filters
which prevent connecting to Internet hosts, and there is a policy of
not giving accounts on UB machines to outsiders. However, there is
a project (which I'm not involved in) to start a Freenet host here, 
which will have a separate dial string. I don't know if it will have
any sort of subscription fee setup...

Bill.
Bill Owens                                              owens@acsu.buffalo.edu
108 Computing Center                              uunet!acsu.buffalo.edu!owens
Buffalo, NY 12460                                                 716/645-3511
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Date:         Fri, 2 Oct 1992 15:45:40 GMT
From:         "(Peter Flynn)" <pflynn@CURIA.UCC.IE>
Subject:      RE: Banned Computer Material 1992

Under *Ireland*, add "also the whole alt.sex hierarchy and some individual
alt. groups".

Perhaps we should start an alt.vice.presidents (maybe there is one :-)

///Peter
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From: b130729@hp9000.csc.cuhk.hk (Lam Siu-chung)
Subject: POP PC client under Win3.1
Keywords: POP, Window
Organization: The Chinese University of Hong Kong
Date: Mon, 28 Sep 1992 13:32:27 GMT

I want to get a POP mail client that is running on the Window3.1.  Does
anyone know that?

I have tried to use the QVTWin/Net version 2.6, but it does not work.
It cannot send all my mail to the mail server, but it can get the mail.
I do not know the reason.

If anybody know that application, please let me know

Thanks!


Mr Lam


====================================================================
| Lam Siu-chung                   Centre for Environmental Studies |
| The Chinese University of Hong Kong                              |
|>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>><<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<|
|Phone : (852) 609-6973           Fax : (852) 603-5174             |
|                                                                  |
|InterNet : b130729@hp9000.csc.cuhk.hk                             |
|BitNet   : b130729@cucsc.bitnet                                   |
====================================================================
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Newsgroups: bit.listserv.mbu-l
Date:         Fri, 2 Oct 1992 11:30:00 EDT
From:         WWOOD@LUCY.WELLESLEY.EDU
Subject:      Re: Basic writing, again and again

Ron Shook, I just read your message.  I think your presentation of schemata
--or rather, of schema theory--was what I was trying to get at in my
Goerdel, Escher, and Bach blithering.  I bow to one with a greater handle
on the theory and jargon than I.

Wini
From: MROSE01@UKCC.UKY.EDU (mer)
Newsgroups: bit.listserv.mbu-l
Subject: re: what is critical thinking
Date: 29 Sep 92 15:49:23 GMT
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              28 Sep 1992 08:54:55 EST from <jporter@MACE.CC.PURDUE.EDU>

Jim:

              This issue of phronesis is very interesting, because it
              asks/presumes what are the structures, within the domain
              of ethos, that enact prudential thought constrained by
              the rhetorical situation.

              JohnB seems to adopt this capacity/constraint as justifying--
              giving reason for an enduring stability to the rhetorical
              situation without recourse to transcendence.

              What will determine, then, the function if not the being
              of phronesis--as it must necessarily engage the operations
              of rhetorical invention in response to a given circumstance,
              as the means of persuasion are gathered?

                                        Inquiring minds wanna know......mer
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Date:         Tue, 29 Sep 1992 21:46:23 -0400
From:         Nick.Carbone@WRITING.UMASS.EDU
Subject:      Reply to Basic Writing

     I suffered through grammar drills as a student.  And I suffered through t
them again as a teacher in a program that required me to devote one day a
week (out of three class meetings) to working in the grammar book.  As much
as I suffered as a student--boredom, a sense of disconnection from anything
real, a feeling like I was going through motions and wasting time--I suffered
more as a teacher watching students suffer the way I had.
     Learning grammar from drills has nothing to do with learning to write, with
learning to like writing, with learning ways to make writing useful and worth
doing.  It comes, I suppose from all the analogys I've heard from teachers
devoted to it, from treating English as a foreign language, assuming that like
students in Italian 101, your students need to learn verb forms, about re-
strictive and nonrestrictive clauses, and such stuff as that.  So the premise of
 the class is to treat the student as alien, as one foreign to his own language,
 to say to her that you're not part of our culture, you can't write and think
like us, so you have to do this instead.
     Don't do it.  It'll make their trip through the follow-up writing course
all that much harder to make it.  They'll be as unsure and befuddled as immi-
grants who had their names changed by customs officials for the sake of the
official's comfort.  Let them write and try to shape their own identities
and thoughts rather than deny them any at all and expect them to behave
as if they have them.
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Date:         Mon, 5 Oct 1992 10:54:00 CST
From:         GOS@UHDBIT.BITNET
Subject:      Re: computer anxiety

Ellen,
   Well, how much do you want to know about my diss?  Really, I don't want
to bore the megabunnies so send me your E-mail address and I'll give you
all the details you want!  The bottom line is, kids aren't born with CA, we
create it.  Kids with no computer experience have no CA.  More important,
we are creating a new underclass by moving society to electronic modes and
leaving CA kids behind.  Many don't even make it to college.  If they do,
their options are severely limited.
   Yes, I got a job.  University of Houston-Downtown.  I limited my search
to warm weather beach areas (I live twenty minutes from the beach) and was
able to find just what I wanted!

Michael
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From: DHROBERT@SAMFORD.BITNET (David H. Roberts)
Newsgroups: bit.listserv.mbu-l
Subject: Re: class size
Date: 6 Oct 92 15:59:58 GMT
Organization: Samford University Writing Programs
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Lisa:
At Samford, we hold freshman level courses to 22 for the regular courses
and 18 for basic writing.  Advanced courses top off at 20.

   __________________________________________
   David H. Roberts
   Director of University Writing Programs
   Samford University
   Birmingham, AL 35229-2207 USA
   Voice: (205) 870-2964; Fax: (205) 870-2384
   Bitnet:  DHROBERT@SAMFORD
   CIS:     72630,3633
   ------------------------------------------
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Newsgroups: bit.listserv.mbu-l
Date:         Tue, 6 Oct 1992 07:48:42 CDT
From:         "(ellis)" <nse2@RA.MSSTATE.EDU>
Subject: Re: class size

Freshman comp classes are capped at 24; tech writing classes are capped
at 22.
Nancy Ellis
nse2@ra.mstate.edu
Mississippi State Univ
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Date:         Thu, 1 Oct 1992 22:09:27 --500
From:         "David E. Schwalm" <IACDES@ASUACAD.BITNET>
Subject:      Re: Basic writing, again and again

 *** Reply to note of 10/01/92 13:49
 Imitatio has a long tradition from the ancient progymnasmata to more recent
 "copy book" texts. Erasmus was big on imitatio. I don't recall who it was who
 said that anyone who would write well should give his days and nights to the
 study of Addison. Franklin claims to have learned by imitation. Churchill said
 he copied Gibbon in longhand. Malcom X learned to write by copying the
 dictionary.
   And so on. I'm not sure that this is something that should become a
 "pedagogical technique" in a college writing course. It IS something that
 should be a regular part of the K-16 writing curriculum.

 -- David E. Schwalm, Assoc. Provost for Academic Programs
 ___Arizona State University West
 ___4701 West Thunderbird Rd.
 ___Phoenix, AZ 85069-7100___(602) 543-4500
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Date:         Fri, 2 Oct 1992 09:58:44 CDT
From:         "David H. Roberts" <DHROBERT@SAMFORD.BITNET>
Subject:      Re: Basic writing, one more time
              2 Oct 1992 06:34:14 EST from <jporter@MACE.CC.PURDUE.EDU>

Jim Porter:  Ihad been thinking of either EJ or LA for the audience.  But
JTW would be just as good.  My thinking has also been to precede the
letter with a short explanatory note to set the context.  And it just
occured to me that Compositon Chronicle might consider it, but the
drawback is that the circulation is so small.  And perhaps CSSEDC Quarterly
--whatever its new name is--might also consider it.

Thanks for the suggestions.

dave roberts
samford university
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Date:         Sun, 4 Oct 1992 05:33:17 HST
From:         James Shimabukuro <JAMESS@UHUNIX.BITNET>
Subject:      Re: Imitatio

David E. Schwalm: We know that the writing process is, at one level,
sequential, and at another, recursive.  However, I don't know if we have a
developmental model for writing that could clearly dictate sequential, K-16
steps.  At the college-level, we often sequence classes at the
"developmental" or nontransfer-level in the following way: vocabulary or word
study, at the lowest; the sentence at the next; then the paragraph; short
narratives; expository prose; etc.  This approach appears to be logical, but
I'm not sure that it really works.  My guess is that we ought to be
concentrating on narratives, in its various forms, in the developmental
levels.  Next, expository prose based on student-generated subjects that lend
themselves to academic writing principles and strategies.  Then,
discipline-specific prose and forms, including critical reviews of
literature.
Jim Shimabukuro
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Date:         Wed, 30 Sep 1992 08:08:34 -0600
From:         RONRON@USU.BITNET
Subject:      Re: Basic writing, one more time

Thank you David for that help with the Hartwell artricle.  But my memmory is
even worse than that.  The Kolln article is not "Closing the Doors on Alchemy"
as I suggested, but "Closing the Books on Alchemy."  It's all that
aluminum. Ron Shook
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Date:         Tue, 6 Oct 1992 14:51:00 CDT
From:         Tamra Mabe <YKFTM@TTACS.BITNET>
Subject:      test

Hi! I'm new to the net and just trying to see if I can do this "sending" stuff c
orrectly.

Tamra Mabe TTU
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Date:         Mon, 5 Oct 1992 15:48:12 -0500
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From:         "(Johndan Johnson-Eilola)" <jeilola@MTU.EDU>
Subject:      Imitatio & Schemata & Jazz

Ron--I read Grimes in a day and a half last year, but I'll continue anyway.
If we assume a limited amount of processing (this may or may not be true),
and if the student has to devote a large amount of that processing to
letter-by-letter copying of a text, won't that impair the learning (even
imperceptible at the time) of a macrolevel structure?

I think this is also where I get lost in Martin's use of the comparison
between jazz and comp--back when I used to play sax, I spent most of my
time reading sheet music. I argue that most of that time was spent in
learning the necessary *motor skills,* not in learning high-level
structures. But--and here's where I can cede something to imitatio--after I
had run through a song a few times from the sheet, I could start to pull
out things to improvise from. I'm sure a good musician can do this from the
first reading/hearing. But, then, a lot of our students probably write at
about the level I played sax.
- Johndan Johnson-Eilola
  Humanities Department                       internet: jeilola@mtu.edu
  Michigan Technological University             bitnet: jeilola@mtus5
  Houghton, Michigan 49931                       phone: 906.487.3252
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Newsgroups: bit.listserv.mbu-l
Date:         Fri, 2 Oct 1992 08:57:43 --500
From:         SLATIN@UTXVM.BITNET
Subject:      Re: Basic writing, again and aga

Douglas Hofstadter says: "It is the organization of memory that determines
what concepts are."  Maybe that has something to do with the kind of results
people are reporting from memorization exercises?

John Slatin
UT Austin
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Date:         Mon, 5 Oct 1992 06:49:17 CDT
From:         "(McDonald James C)" <jcm5337@USL.EDU>
Subject: Re: Wyoming Resolution

In the middle of the conference, on Saturday morning, a newspaper story appeared
about the cuts in higher education and announcements of tuition increases that
gave the response of the student member of the Board of Regents:
    Morice said students resent having to bear the cost of higher tuition when
  they see a number of professors receiving salaries of "$85,000 and $95,000
  and teaching only one class."
    Students' ideas for offsetting the tuition increase included calls for
   deans and department heads to teach more classes and requiring professors
   who are involved in research to alos increase their classroom participation.
    Morice pointed out the master plan for higher education says the primary
  purpose for the colleges is to educate the students.

So public perception of higher education is a problem.  None of the people at
the conference have class loads or salaries anywhere near Morice's figures,
and outside LSU, very few faculty across the state come close to Morice's
picture.  Very few English departments in the state adhere to ADE guidelines
that research faculty should teach no more than nine hours a semester and
teaching faculty no more than 12.
  People tell me that Louisianans as a whole do not greatly support higher
education.  I don't know.  But I do agree that we can't come across as whiners
to the public and the anecdote strategy you suggest will be useful.  But we
are addressing several audiences.  We address the public and the legislature to
restructure the state's tax and revenue situation and to distribute budget cuts
equitably instead of having higher education make up half of the state's
shortfall.  We address governing boards and administrators about what to do if
and when the cuts come and eventually meeting the Wyoming Resolution standards.
    Jim McDonald
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Date:         Tue, 29 Sep 1992 13:39:54 CDT
From:         "David H. Roberts" <DHROBERT@SAMFORD.BITNET>
Subject:      Re: Basic writing, one more time

On Tue, 29 Sep 1992 09:44:01 -0600 <RONRON@USU> said:
>Karen -- The best treatment on the subject that I know of is Pat hartwell's
>"Grammar, Grammars, and the Teaching of Grammar,"  in (damn I forget --
>either _CCC_ or _CE_ somewhere in the 80's).
>


Karen:  RonRon's memory is failing him - again.  The Hartwell article is
in Colleg English, Volume 47, Number 2, February 1985, pp 105-127.  It's
also anthologized in Dick Graves' Rhetoric & COmposition, 3rd ed, from
Hienneman/Boynton Coook.  But RonRon is right:  it's becoming acknowledged
as the definitive statement regarding the teaching of grammar.
David Roberts
Samford University
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Date:         Fri, 2 Oct 1992 11:26:00 EDT
From:         WWOOD@LUCY.WELLESLEY.EDU
Subject:      Re: Basic writing, again and again

So the "Yellow Rose of Texas" gambit is still floating around.  I am one
of those who was ruined for life (20 years ago to this day, I believe)
when, in Survey of American LIt I, I was told to sing "I Heard a Fly
buzz when I died" to the tune of "The Yellow Rose...." (Try it!)  To
this day I cannot read Emily Dickenson seriously, much as I would like
to.

Interestingly, I was repeating this tale to a friend (a computer scientist)
at dinner the other night, in a different, but related, context.  We were
discussing the pervasiveness of certain canonical forms, first certain
speech rhythms that our kids internalize so easily (nyah, nyah, nyah, nyah
nyah, nyah!--you know how to read that!), list intonation, that disturbing
rising intonation that girls use these days to turn every assertion into a
question.  This led to a discussion of canonical rhythms in music, hence to
the Golden Rectangle and the Fibonacci sequence.  I guess there's nothing
original in this line of thought (it's probably straight out of _Goedel,
Escher, and Bach_), but perhaps it does add something to the current
discussion of memory.  Rhythms do carry meaning and perhaps shape meaning;
they do carry cultural associations.  And etching those rhythms in the
brain, however it happens (creating new neural paths?) may well create
a template which may be used to generate new, but rhythmically familiar
utterances.

If any of this makes sense.

Wini at Wellesley
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