HDTenEightyP/NetNews huggingface dataset:
Newsgroups: bit.listserv.wpcorp-l
Date:         Mon, 25 Jan 1993 14:23:08 CST
              <WPCORP-L@UBVM.BITNET>
From:         Melodie Lichty <CC37@SDSUMUS.SDSTATE.EDU>
Subject:      HP LaserJet IV drivers

Barry Moody asks:
> Has WP Corpn published drivers for the HP LaserJet IV?
> If so, are they available by FTP?

FYI, the HP IV drivers ship WITH the HP IV printer. Second, they
are available from WP Corp, but I don't know if they are
available via FTP. Our university subscribes to WP's update service
and we receive all maintenance updates and new drivers as they
become available.
=======================================================================
Melodie Lichty, Training Specialist     "Comedy is simply a funny way
SDSU Computing Services                  of being serious."
Brookings, SD  57007-1598                Peter Ustinov
Internet: Lichtym@cc.sdstate.edu
Bitnet: CC37@SDSUMUS
Organization: University Hospital MEB, IMSDD, F.R. Germany
Date: Thursday, 21 Jan 1993 17:07:48 MEZ
From: Bernd Strebel <UMM205@DBNMEB1.BITNET>
Newsgroups: bit.listserv.wpcorp-l
Subject: Re: wp51 locking up while hyphenating with qemm 6.03

Thanks to Joey and the guy who send me his solution via e-mail ( I erased his
file by mistake). The solution was the --> ST:M  <-- option in the qemm
setup . After killing it, everything worked fine, except the loose of ca. 10
k. However, I also tried to load high the other drivers, which was proposed
by the e-mail letter, not remembering i had good reasons not to do so. It
took me 2 hours and lot's of rebooting to find out, that every try to load
any of the drivers high let to another lock up.
Anyhow, thanx, and be careful with qemm.
Bernd
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X-Acknowledge-To: <ECON1286@MIZZOU1>
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Date:         Tue, 26 Jan 1993 13:52:06 CST
              <WPCORP-L@UBVM.BITNET>
From:         John Bigelow <ECON1286@MIZZOU1.MISSOURI.EDU>
Subject:      Re: Network transmission of Wordperfect documents
              25 Jan 1993 20:05:11 GMT from <drw@PHRAGMEN.MIT.EDU>

On Mon, 25 Jan 1993 20:05:11 GMT Dale R. Worley said:
>Has anybody had any success with transmitting Wordperfect documents
>over any of the networks (especially the Internet)?
>
Yes.  I've done it two ways: 1) using the 7-bit electronic mail format
in the CONVERT utilty provided with WP, and 2) using uuencode and pkzip.

The advantage of (1) is that anyone with WP will already have the software
they need.  The advantage of (2) is that you get a smaller file to send over
the net.

>Also, is there any good way to import/export TeX or LaTeX documents to
>Wordperfect?
I don't know.

+----------------------------------------------------------------------+
| John P. Bigelow             INTERNET: ECON1286@MIZZOU1.MISSOURI.EDU  |
| Department of Economics                                              |
| University of Missouri-Columbia                 GEMAIL:  J.BIGELOW3  |
| Columbia, MO 65211                                PRODIGY:  HHWF91A  |
| Voice: (314)-882-1763                           FAX: (314)-882-2697  |
+----------------------------------------------------------------------+
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Date:         Thu, 21 Jan 1993 11:12:31 EST
              <WPCORP-L@UBVM.BITNET>
From:         DAVISJ@PEMBVAX1.BITNET
Subject:      reply to Tim Brown on Advanced WP

Tim,
  Please send me the information about you advanced WP classes. Your Help in thi
s
matter is greatly appreciated. When I replied to your mail message I received
an error and the mail was deleted. My plans are to teach tables, math,
mail/merge, sorting, and macros in 4 hrs. Do you think I can cover all this
material in this length of time.  All input appreciated.
             Thanks alot, Jeannie Davis
                          DAVISJ@PEMBVAX1.PEMBROKE.EDU
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Newsgroups: bit.listserv.edpolyan
Date:         Wed, 27 Jan 1993 14:46:00 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         PLISKA1@PITTVMS.BITNET
Subject:      Chelsea and Private Schools

I agree that perhaps the Chelsea/Private School issue is crowding the EdPoly
system.  I just wish Clinton would say why he made the choice to send her to a
private school and perhaps that would soften the situation.  Many, if not most,
of the Presidents sent their children to private schools in and around
Washington. Sometimes people get on their (Public School) boards in their
hometowns yet their children go to private schools.  Many times these people
meet with criticism but when they were elected to their boards people knew this

and I often wonder why they criticize later.  Clinton did not say ahead of time
that Chelsea would attend a private school if he was elected.  Perhaps if he
had and said why then people would understand.

Ann
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Date:         Tue, 26 Jan 1993 15:15:06 MST
              <EDPOLYAN@ASUACAD.BITNET>
From:         bob stout <AORXS@ASUACAD.BITNET>
Subject:      great books

September 21, 1992 issue of THE NATION contains recommendations by
various public figures, academics, etc. of books about education
worth reading.  Books not yet on our list (as I remember our list) are:

Murayama, M. All I asking for is my body.  (a novel)
Darder, A.  Culture and power in the classroom: A critical
            foundation for bilingual education.
Woodson, C.  The mis-education of the Negro.
Giroux, H. Border crossings and the politics of education.
Blumenfeld, W.  Looking at gay and lesbian life.
Willis, P.  Learning to labour.
Phillips, K.  The politics of rich and poor.
Henry, J.  Culture against man.
Kluger, R.  Simple justice.
Polanyi, M.  Personal knowledge.
Wigginton, E.  Sometimes a shining moment.
Bond, H.M.  Education of the Negro in the American social order.

Robert T. Stout     Arizona State University.
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Date:         Fri, 22 Jan 1993 14:04:40 -0500
              <EDPOLYAN@ASUACAD.BITNET>
From:         RSN@NIHCU.BITNET
Subject: Re: Clinton and Baird

Zoe Baird had to withdraw from consideration to head the Justice
Department, which oversees the Immigration and Naturalization
Service, whose laws regarding the use of undocumented alien
labor she knowingly and deliberately flouted.  For two years,
she did not pay social security for people she had employed--
and she and her husband are both attorneys!  This is not at all
analogous to which school Chelsea Clinton wants to attend--if
I were her, I'd want to go to Sidwell Friends too, and I'd hope
that my parents would approve and support that choice (as they
did).  He's paying for Sidwell Friends out of his own pocket, and
not whining that the government should be giving him a voucher to
help him afford his choice.
Bob Stonehill
Director, ERIC Program
U.S. Dept. of Education
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Date:         Tue, 26 Jan 1993 21:31:24 MST
              <EDPOLYAN@ASUACAD.BITNET>
From:         Gene V Glass <ATGVG@ASUACAD.BITNET>
Subject:      Send a message to Riley

Dear Networkers:

     My colleague, Ursula Casanova--who has an office down the
hall--spends her leisure time editing the News and Comment
section of the EDUCATIONAL RESEARCHER (the house organ of the
American Educational Research Association). Yesterday, Ursula
said it would be a good idea to get Secretary of Education Riley
to address the question of priorities for education research over
the next four years (or more, if he is of an optimistic turn of
mind). And to give him something to play off of, since he might
not enter office with a detailed agenda for education research,
why don't we--meaning, you and I and all of the people who read
here at EDPOLYAN and occasionally pen a thought or two for public
consumption--sketch out an agenda and get him to react to it?
"Good idea," I says, "I'll post it." And here it is.

     What should be the federal agenda for education research in
the next decade? Where should the priorities be placed for
educational research and development? Where should OERI (the DOE
Office of Educational Research and Improvement) put its money?

     If you supply the answers, Ursula and I will compile them,
edit them, and she'll will publish them in the March issue of the
Educational Researcher. Then she plans to get an appointment with
Riley and show him what is published and interview him to get his
reactions to the proposed agenda. Sounds to me like a good way to
spend a cold afternoon in January; you could do worse with the
afternoon (go ice fishing, change the anti-freeze, sharpen your
ice skates, try to pry your tongue off of that sled runner--it's
75 Fahrenheit degrees in Phoenix today). Let's set a deadline of
a week hence. Of course, we will repost to the LIST whatever we
come up with.

-------**********======================================**********-------
GENE V GLASS                                    ATGVG at ASUACAD.BITNET
College of Education                            ATGVG at ASUACVAX.BITNET
Arizona State University       Internet Address:ATGVG@ASUVM.INRE.ASU.EDU
Tempe, AZ 85287-2411
602-965-2692
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Date:         Sat, 23 Jan 1993 00:26:20 -0500
              <EDPOLYAN@ASUACAD.BITNET>
From:         Michael G Hines <HINESMG@PURCCVM.BITNET>
Subject: Re: What is school for?

[Discussion from Mike and Alan on education as a service provision.]

>For public schools to be a service in the sense you're talking about
>(i.e., where one is allowed take their education tax dollars with
>their child and buy the "service" they want) would require a major
>shift in the philosophy of schooling in the US.  In other words: NOT!
>
>Alan Ogletree
>Houston, TX

I understand the NOT.  But I think you do know where I was headed :)

**********************************************************************
*                         Michael G Hines                            *
*    Student of Computer Information Systems at Purdue University    *
*                      hinesmg@vm.purdue.edu                         *
*                         hinesmg@purccvm                            *
**********************************************************************
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Date:         Fri, 22 Jan 1993 09:12:00 CDT
              <EDPOLYAN@ASUACAD.BITNET>
From:         "John O. Wong" <JOHNWONG@MACC.WISC.EDU>
Subject:      Re: Clinton's school choice

Lord, lead me into the company of those who seek the truth,
And deliver me from those who have found it (in some party plank or platform).


                                    # John Wong (608)263-3025
                                    # johnwong@wiscmacc.bitnet
                                    # johnwong@macc.wisc.edu
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Date:         Thu, 28 Jan 1993 12:51:00 -0400
              <EDPOLYAN@ASUACAD.BITNET>
From:         Aimee Howley <ESS016@MARSHALL.MU.WVNET.EDU>
Subject:      Re: A message to Mr. Secretary

Gene--

Ought there be some attention paid in framing a research agenda "wish list"
to the goal of including practicing teachers and administrators in the
research loop?  Since education isn't a science but a discussion, as you
suggest, the question of who should be privy to the discussion is as
relevant as the question of what they should discuss.

--Aimee Howley; Marshall University
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Date:         Wed, 27 Jan 1993 01:23:45 -0500
              <EDPOLYAN@ASUACAD.BITNET>
From:         Mark Steinberger <mark@CSC.ALBANY.EDU>
Subject: Re: Send a message to Riley

A major issue for education research now is evaluation.

It is important to develop good tests of student progress and then
use them to work on improving the results of our educational programs.

--Mark
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Date:         Thu, 21 Jan 1993 11:54:00 PST
              <EDPOLYAN@ASUACAD.BITNET>
From:         "t.schiff" <IZZYAB3@UCLAMVS.BITNET>
Subject:      trivia question

Peter,
  You're trivia question was interesting, but Jeopardy beat you
 to it.  It was the one of the "answers" in a game last week.
 Nice try in stumping us!
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Date:         Wed, 27 Jan 1993 15:31:15 -0500
              <EDPOLYAN@ASUACAD.BITNET>
From:         JFCOVALE@SUVM.BITNET
Subject: RE:

John W:

Close.  Try it this way: an individual does not make her choice as a matter of
public policy, and public policy is not a private choice.  If public policy
chose to not allow disposable children or neglected neighborhoods, the issue
of where any one individual chose to live and/or educate her children would
be less of a crisis.  If al schools were decent, if all neighborhoods had
decent services and protection, a family's decision to send their child to
private school or to move to the suburbs would become less a matter of soul
searching for the chooser, and less a tragedy for those left behind.  But for
that top happen, tjhose who can choose must care about those who can not.  The
alternative is hostage taking, or worse.

But I still prefer to ask the policy question: what does a rhetoric of care
translate to as a public policy or a legislative program.  It is far too easy,
it seems to me, for us all to sound (and feel) righteous without seriously
considering what we should do as a people about the fact that there are
hundreds of thousands in our schools, kids we see every day, who come from
homes where they are beaten or neglected, or whose parents cannot feed them
or provide decent housing or medical care or clothing because they cannot
get jobs, or who come to schools where they must practice playing dead, or
attend schools that cannor educate because of conditions that have everything
to do with social policies and very little to do with either the children
themselves or their parents.  I am assuming (should I be??) that we all recog-
nize these conditions as wrong.  And we can all pojnt to someone to blame.
But that does not help the children.  If we are about educational policy,
should we devote some consideration to what we can do to help the children
of the powerless?

POLICY is not unrelated, in etymolgy or in practice, to POLITICS.  As a people
we would not allow the nomination of Zoe Baird to go through; we expressed our
strong feelings on the fat Elvis/ thin Elvis controversy.  Why do we find
hungry children, homeless families, and crumbling schools less urgent?  And
what might we DO?

Am I now re-asking Gene's question???  Or trying to answer it?


****************************************************************
*                                                              *
*                    John F. Covaleskie                        *
*      Cultural Foundations of Education and Curriculum        *
*  259 Huntington Hall                                         *
*  Syracuse University                 Maloff Towers, #2       *
*  Syracuse, NY  13244                 Chittenango, NY  13037  *
*  315/443-3343                        315/687-5595            *
*                   JFCOVALE@SUVM.BITNET                       *
*                                                              *
****************************************************************
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Date:         Mon, 25 Jan 1993 08:47:00 CDT
              <EDPOLYAN@ASUACAD.BITNET>
From:         "John O. Wong" <JOHNWONG@MACC.WISC.EDU>
Subject:      Stuyvesant High and Syracuse

I read an article in the NYT today (1.25.93) titled "Syracuse U. Plans Link to
New High School."  A number of interesting ideas apparently will be put to
work, including full college scholarship at Syrause ($19,000 p.a. today) upon
graduation for students with a wide range of abilities.

Stuyvesant High in Manhattan is renamed as "High School for Leadership and
Public Service."  Syracuse's Maxwell School of Citizenship & Public Affairs
will play an active role in this new link.

I am not too familiar with the scenary at Syracuse or Stuyvesant. I do know
that the Maxwell School has a very good reputation, and Stuyvesant is easily
among the tops academically in the nation esp. when it comes to science
education.

We do have a number of prominant academics from Syracuse active on this LIST.
Would any of you care to share with us the details and your insights?  Is the
"Cultural Foundation" involved?  This is a "public high" linking up to a
"private U."  What about the SUNYs and CUNYs?  Any roles for them?



                                    # John Wong (608)263-3025
                                    # johnwong@wiscmacc.bitnet
                                    # johnwong@macc.wisc.edu
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Date:         Tue, 26 Jan 1993 17:47:00 CST
              <EDPOLYAN@ASUACAD.BITNET>
From:         JE01@SWTEXAS.BITNET
Subject:      RE: kunin

I am a former Vermonter, and former Vermont school board member.  (Actually,
I'm not a former Vermonter -- you can't be one unless your grandparents and
parents were -- overheard at school board meeting: "Just because the cat had
her kittens in the oven doesn't make um muffins.")

Back to the point.  She is pro schooling -- supportive of raising money to
support k-12, less supportive of higher ed, although well disposed.  She was
willing a time or two to really go to the mats.

She takes the time to inform herself about the issues, and appears to actually
think about implications, etc. without just playing politics.
Also important -- she has a sense of humor.
cheers, Jill

======================================================
 Dr. J. Ellsworth              Technology Department
 Southwest Texas State University
 JE01@SWTEXAS
======================================================
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Date:         Wed, 27 Jan 1993 15:35:09 EST
              <EDPOLYAN@ASUACAD.BITNET>
From:         "Michael S. Hines" <MSHINES@FREH-03MS.ADPC.PURDUE.EDU>
Subject:      long range planning

>and I often wonder why they criticize later.  Clinton did not say ahead of time
>that Chelsea would attend a private school if he was elected.  Perhaps if he
>had and said why then people would understand.

that would take long range planning.  he had to deal with the situation
for the moment (getting elected).  now he has to figure out what to do
with it all.

we get another choice in three years and 360 days now.  but who is
counting.

have we heard what the ed ploy is for the new admin.

will America 2000 survive central support (i understand it has strong
local support).

where is the initiative for higher ed? (the equivalent of America 2000)?

do we expect more central control of higher ed...at the state or national
level....what do you think?
----------------------------------------------------------------------
Internet:  mshines@ia.purdue.edu      |  Michael S. Hines
Bitnet:  michaelh@purccvm             |  Internal Auditor-EDP
Purdue WIZARD Mail: MSHINES           |  Purdue University
GTE Net: (317) 494-5845               |  1065 Freehafer Hall
                                      |  West Lafayette, IN 47907-1065
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Date:         Tue, 26 Jan 1993 21:31:55 -0600
              <EDPOLYAN@ASUACAD.BITNET>
From:         alano@VNET.IBM.COM
Subject:      homeschooling

Several weeks back Michael Hines asked the question:

>As I recall in reading some literature on standardized testing, private
>schools usually fare better.  How does home schooling compare...anyone
>know?

The National Center for Home Education (NCHE) provided some statistics
in an October 1992 press release.  The results were from the testing
of 10,750 homeschool children in all grades (K-12) and in all 50
states.  The standardized test was the "Stanford Achievement Test, 8th
Edition" and was made available to the homeschoolers by the Home
School Legal Defense Association (HSLDA).  The testing complied with
publisher-generated guidelines to ensure integrity in test
administration.

According to the data presented, the composite scores ranked 15 to 32
percent above the (public school) averages.  The highest average
composite was 82 in kindergarten, the next highest average composite
was 77 in 11th grade.  The lowest average composite was 65 in 2nd
grade.

If there are any specific questions, I can try to answer them.  Of
course you must realize that this is a relatively small sample size
(since I read in a DOE report that the estimated homeschool population
is about 300,000 students).  In addition, the number of students
tested in the higher grades was very small.  (This likely due to
homeschooling being a rather recent phenomenon.)

Alan Ogletree
Houston, TX
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Date:         Fri, 22 Jan 1993 11:14:42 -0700
              <EDPOLYAN@ASUACAD.BITNET>
From:         WILLD@BYUVAX.BITNET
Subject: RE: What is a school for?

It seems to me that we as educators are constantly exposing students to
"character education" through the values we hold and live out in our
relationships with students.  For example, to the extent that we assume we
are responsible for their learning instead of reminding them that they are
responsible, we are sharing a value that encourages students to attribute
responsibility to others.  Values are implied even if they are never
discussed openly by our lives.  So how can we make "rationale" statements
about what values we will and will not teach as part of the curriculum?
Each teacher is teaching a variety of values through interactions with each
student at every moment of the day!
David D. Williams    Instructional Science Department
201-C MCKB    Brigham Young University    Provo, UT 84602
Voice:  801-378-2765      Fax: 801-378-4017
Internet: willd@yvax.byu.edu. Bitnet: willd@byuvax.bitnet
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Date:         Tue, 19 Jan 1993 10:49:57 -0500
              <EDPOLYAN@ASUACAD.BITNET>
From:         U56E3@WVNVM.BITNET
Subject:      Re: Can we name great books?

On Ben Levin's "great books"--

Perhaps what is awry in so many classrooms is that so few teachers do read
anything, particularly anything of the sort Ben posts.  Not in the putative
discipline, right?  The point is not really a core list, but any (and many) of
the thousands of such works, wherever the path leads one.  For too many
people--students and teachers alike, alas--the path is a dead end.  The "rigor"
and "discipline" of a canon can suffice only as a beginning; but any canon
must be mutable and its virtue may lie principally in its deconstruction, as
our postmodern friends are likely to remind us.

CRAIG HOWLEY, ERIC/CRESS, P.O. BOX 1348, CHARLESTON, WV  25325
1-800/624-9120
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