HDTenEightyP/NetNews huggingface dataset:
Organization: University of Illinois at Chicago
Date: Tue, 12 Jan 1993 07:57:28 CST
From: <U38026@uicvm.uic.edu>
Newsgroups: misc.education,uic.org.the-student
Subject: Re: What Students Can Do About TUITION!
 <1993Jan06.045056.26994@eng.umd.edu>

In article <1993Jan06.045056.26994@eng.umd.edu>, clin@eng.umd.edu (Charles Lin)
says:
>
>    I was watching a C-SPAN coverage of Harvard's president, Neil Rudenstein,
>giving a speech to the National Press Club.   It seems that he claimed that
>tuition rises are not entirely unfounded.   If I recall, he said that back
>in the fifties and sixties, fees and such increased at something like 5%
>a year, even though many people thought that fees never changed much
>during that period.   The reason, he claims, is that salaries rose at
>a comparable rate during that same time.   However, while tuition is
>rising faster than inflation in the eighties and nineties, salaries have
>not kept up, and so it is more difficult for families to keep up, and
>that certain expenditures from universities (computers, etc.) have increased
>in prices faster than inflation.
>
>    I'm sure he has a more thorough version of this speech written down
>somewhere.
>Given that I have little data on the subject, I can't really make comments on
>it.
>
>--
>Charles Lin
>clin@eng.umd.edu
***********************************************************************
Well, I here at University of Illinois at Chicago (UIC) tuition has
risen 346% since 1980.  While the consumer price index (the indicator
that represent the price of staples like milk,bread,flour,etc.) has
risen 50%.  Yes, and real wages have went down.  It's not a matter of
the cost of education but who are the people who control our
institutions.  Here at UIC, there is constant expansion of new buildings
and administrative control of Chicago land research projects.  It is not
the cost of educating the students that is problem, but the interest and
drive of the university to remain a Research I university at all costs.
Less than 18% of the total budget for UIC goes towards instruction.
It's up to the students to fight for their educational rights.  The
students need to get back their parents tax dollars and organize to make
their universities accountable to them.

\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/
If you have any questions, comments, or like sources of information send
me mail at U38026@uicvm.uic.edu.
************************************************************************
"What good is it, if a country should have all the knowledge of
science and history, and only a few have access to the knowledge."

"An affordable and qualitative education is a right, not a privilege."
************************************************************************
Newsgroups: misc.education
From: john@jlc.mv.com (John Leslie)
Subject: Re: Magnet schools
Organization: John Leslie Consulting, Milford NH
Date: Sun, 10 Jan 1993 20:19:25 GMT

hrubin@pop.stat.purdue.edu (Herman Rubin) writes:
>
> But having children travel to schools for special work should be
> reduced; it is too costly, especially in time.  In this electronic
> age, we can provide specialized classes without physical movement.

   Obviously!

   Now, what do we need to start doing it?

John Leslie <john@jlc.mv.com>
Newsgroups: misc.education,sci.edu
From: val@news.ccutah.edu (Val Kartchner)
Subject: Learning curve.  Documentation?
Organization: University of Utah Computer Center
X-Newsreader: Tin 1.1 PL3
Date: Fri, 8 Jan 93 19:04:49 GMT

Recently, an editorial was published in a journal which is produced locally
titled "That Dreaded Learning Curve".  Here are the most relevant sections
from the article:

     "Let's start with a definition of /learning curve/, from ... /American
     Heritage Dictionary, Third Edition/: "A graph that depicts rate of
     learning, especially a graph of progress in the mastery of a skill
     against the time required for such mastery."

     "By convention, graphs involving time usually depict it along the
     x-axis. ... We could label the y-axis [mastery]."

     [Graph showing Tic-Tac-Toe with a very steep learning curve compared
     with learning to speak Arabic.]

     "As a quick learner, you stopped misusing the term /steep learning
     curve/ the instant you saw my little chart. ..."

I believe that the dictionary gleans it's definition from usage, and that
actual usage is the definition.  (A dictionary only serves to attempt a
concise definition.)  Usage puts KNOWLEDGE UNITS (gained over time) on the
y-axis and Proficiency on the x-axis.  The portion of the /learning curve/
that is most used is the part from "not useful" to "useful" on the x-axis.
This reverses his graph's slope.

We disagree, but we have dropped it until I can find further third-party
documentation to support my position.  I would prefer references to widely
available sources, but sections from more obscure but authoratative sources
would be acceptable.  I am posting from Weber State University (ignore the
header that says U of U), so I could look up sources in academic journals.
We even have a masters of education program at WSU, so educational journals
would be fine.

			Thanks in advance,
				-=:[ VAL ]:=-

P.S.: Any correspondance should be addressed to val@csulx.weber.edu instead
     of using the address in the header.

P.P.S.: If I'm wrong, then tell me too.  This is an open topic for discussion.
     However, please give documentation to support your position.
--
|================== #include <disclaimer.h> ==================///=============|
| "AMIGA: The computer for the creative mind" (tm) Commodore /// Weber State  |
| "Macintosh: The computer for the rest of us"(tm) Apple \\\///   University  |
|== "I think, therefore I AMiga" -- val@csulx.weber.edu ==\///= Ogden UT USA =|
From: cortese@skid.ps.uci.edu (Janis Maria Cortese)
Subject: Re: What A White Person Learned in College About AfAm Culture
Newsgroups: misc.education
Organization: University of California, Irvine
Date: 10 Jan 93 09:12:33 GMT

>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.

This comparison is altogether too simplistic.  The differences between
Asians and African-Americans are a large as the differences between any
other two groups on Earth.  This is like saying that any two
disadvantaged groups are fundamentally the same, subsuming all of their
rich cultural histories and vibrant differences by just lumping them
together under the rubric "Not White."  No, I'm not saying that AfAm
students and Asian students are not both at a disadvantage, but I'm also
not saying that the problems they face are the same.  AfAm students do
not face a language barrier, whiile Asians were not brought to this
country in chains.

Would you say that because Asian students do well in graduate physics
that women should also?  Not all disadvantaged groups are the same.  We
are as diverse as any peoples on this planet.   

Regards,
Janis C.


Newsgroups: misc.education
From: val@news.ccutah.edu (Val Kartchner)
Subject: Re: Racism Defined ...
Organization: University of Utah Computer Center
X-Newsreader: Tin 1.1 PL3
Date: Mon, 11 Jan 93 18:09:58 GMT

A few years ago, the president of the NAACP was in a controversy about racism.
When confronted directly by reporters, his response was "I can't be a racist
since I'm a minority."

I disagree.  I hope that this isn't the view of the rest of the NAACP.

Any opposing points of view?
--
|================== #include <disclaimer.h> ==================///=============|
| "AMIGA: The computer for the creative mind" (tm) Commodore /// Weber State  |
| "Macintosh: The computer for the rest of us"(tm) Apple \\\///   University  |
|== "I think, therefore I AMiga" -- val@csulx.weber.edu ==\///= Ogden UT USA =|
Newsgroups: misc.education,uic.org.the-student
From: clin@eng.umd.edu (Charles Lin)
Subject: Re: What Students Can Do About TUITION!
Date: Wed, 06 Jan 93 04:50:56 GMT
Organization: College of Engineering, Maryversity von Uniland, College Park
Originator: clin@feedback.eng.umd.edu


    I was watching a C-SPAN coverage of Harvard's president, Neil Rudenstein,
giving a speech to the National Press Club.   It seems that he claimed that
tuition rises are not entirely unfounded.   If I recall, he said that back
in the fifties and sixties, fees and such increased at something like 5%
a year, even though many people thought that fees never changed much
during that period.   The reason, he claims, is that salaries rose at
a comparable rate during that same time.   However, while tuition is
rising faster than inflation in the eighties and nineties, salaries have
not kept up, and so it is more difficult for families to keep up, and
that certain expenditures from universities (computers, etc.) have increased
in prices faster than inflation.

    I'm sure he has a more thorough version of this speech written down somewhere.
Given that I have little data on the subject, I can't really make comments on
it.

--
Charles Lin
clin@eng.umd.edu
Newsgroups: misc.education,sci.edu
From: petel@sequent.com (Pete Lancashire)
Subject: Re: Smart kids (Was Re: Magnet schools)
Organization: Sequent Computer Systems, Inc.
Distribution: na
Date: Sat, 9 Jan 93 06:19:12 GMT

wayman@lamar.ColoState.EDU (Jeffrey Wayman) writes:

>In article <1993Jan8.222319.19498@sequent.com> petel@sequent.com (Pete Lancashire) writes:
>>
>>[smart kid, put down by peers]
>I'm not entirely certain that extracurricular activities aren't as 
>important as academics in the situation of a tremendously gifted child.
Neither am I, but....
>Of course, being pushed into something is another story.  A student
>like this needs balance in his life more than anything.  Athletics
>(that's what was mentioned here) can provide that along with other
>experiences that can teach him as much as any classroom ever could.  if
>the kid likes something other than academics, let him at it. 
....in this case the kid liked his academics, but academics are not
considered, how can I put it, .. high on the social scale, the kid
likes sports, like most, but he feels that his success can only come
from sports, not from academics.

>>His math teacher was the only one who seemed to care, but she was new,
>>and (I can't blame her) didn't want to risk loosing her job. Both his
>>history and english teachers were basketball coaches.

>The only one who cared about what?  
His academics, he is currently getting D's and F's in math, english, and
history, sorry forgot to say this in the first post. (see below)

>I think coaches get a bad rap about only caring that kids get into sports.
>Granted, there will be those coaching zealots who only care that a kid
>can play, but I'd guess 98% of the high school coaches have the kid's
>interest in mind.  And yes, I thought about that statement!!  :-)
My big concern was that his academic teachers were also coaches (small
school system) and when I tried to get time to work them their coaching
time took priority. The math teacher was the only one who was willing to
spend time (her own time) to work with me.

-pete
Pete Lancashire
petel@sequent.com
Newsgroups: misc.education,soc.culture.african.american
From: n5@pnet16.cts.com (S. Ravenkamp)
Subject: k<Vg3=b: hMKQ43~d$hAQgz=[
Organization: People-Net [pnet16], NCTAMS EASTPAC
Date: Thu, 7 Jan 1993 21:55:03 GMT


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UUCP: humu!nctams1!pnet16!n5
ARPA: humu!nctams1!pnet16!n5@nosc.mil
INET: n5@pnet16.cts.com
Newsgroups: misc.education
From: annegh@dhhalden.no (ANNE GRETHE HEPSO)
Subject: Advertising
Organization: Ostfold College
Date: Tue, 12 Jan 1993 18:03:30 GMT

Could someone give me a list of names and adresses of well known colleges 
or universities where they offer Visual Communication or Advertising as a 
majorsubject?

 


Newsgroups: misc.education
From: an3329@anon.penet.fi
Subject: Ethical question about reviewing papers for a conference
Organization: Anonymous contact service
X-Anonymously-To: misc.education
Date: Fri, 8 Jan 1993 21:46:08 GMT

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. 
 
-------------------------------------------------------------------------
To find out more about the anon service, send mail to help@anon.penet.fi.
Due to the double-blind system, any replies to this message will be anonymized,
and an anonymous id will be allocated automatically. You have been warned.
Newsgroups: misc.education
From: Crawford_Kilian@mindlink.bc.ca (Crawford Kilian)
Subject: Re: Racism Defined ...
Organization: MIND LINK! - British Columbia, Canada
Date: Sat, 9 Jan 1993 00:48:53 GMT

The ability to enforce one's racist views isn't limited to people in
executive positions. During the LA riots last spring, a Vancouver radio
reporter was threatened by a couple of black kids. When he suggested they
wouldn't want to hurt an old guy, one of them said, "You're white," and they
proceeded to knock his teeth out. If that wasn't racist behavior, tell me
what it was.


--
Crawford Kilian   Communications Department   Capilano College
North Vancouver BC Canada V7J 3H5
Usenet: Crawford_Kilian@mindlink.bc.ca
Internet: ckilian@first.etc.bc.ca

Xref: sparky misc.education:5627 soc.culture.african.american:13403
From: andy@ccwf.cc.utexas.edu (Andrew Hackard)
Newsgroups: misc.education
Subject: Re: Magnet schools
Date: 9 Jan 93 01:19:37 GMT
     <1993Jan7.200126.13933@wam.umd.edu>
Organization: The University of Texas at Austin, Austin TX

kckbxr@next16pg2.wam.umd.edu (Robin Hood) writes:
>In P.G. County, MD, there are a variety of magnet schools offerred.  I  
>think that this is discriminatory at this age-level.  I don't see the need  
>to concentrate on the magnet school programs on the hs-level when there  
>aren't enough funds to educate the general public properly.  

It provides students who know what they want to do with their lives an
opportunity to get a head start on their college classes -- or whatever
classes they need; personally, I think a voke ed magnet school would be a
superb idea.  I don't really think that magnet schools siphon any more
many than regular schools, and most magnets I've seen admit neighborhood
kids in any event, just like a regular school.

Part of the problem is that it seems like you're pulling the "good",
motivated students out of the regular schools and leaving only the less
motivated ones.  I'm not sure I agree with that, but I have a solution
which may or may not make sense.

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.

--
--Andrew Hackard                                 If I spoke for UT, this post
  andy@ccwf.cc.utexas.edu                        would make even less sense.
Newsgroups: misc.education
From: clin@eng.umd.edu (Charles Lin)
Subject: Re: Racism Defined ...
Date: Wed, 06 Jan 93 21:54:37 GMT
Organization: College of Engineering, Maryversity von Uniland, College Park
Keywords: Racism, Racialism, Power, etc.
Originator: clin@feedback.eng.umd.edu


In article <11620@sun13.scri.fsu.edu>, nayak@dirac.scri.fsu.edu (Krishna Nayak) writes:
>
>the way I have always understood it, is that Racism is not simply about
>making an attempt to oppress/subordinate a particular group.  

    What is the difference between an attempt and actually doing it?
Whether it succeeds or not?

>
>I can "attempt" to subordinate someone by attempting to beat them up.
>But if I don't have the POWER to win the fight, I do not really constitute
>racism, because I have not subordinated the enemy in any way at all...

    I have read where blacks have said that they were followed in stores
or watched to see if they were going to steal something.   Depending on
how racism is defined,  this may or may not be considered an act of
racism.   If it is, then making fun of the way some whites dance might
also be construed as racism.

>Similarly, (taking a more commonly talked about situation), I would need
>executive power, if I wanted to restrict a particular ethnic group from
>being hired by my company.  without power, I am doing nothing.

    So if Spike Lee hires an all-black crew, is that racist?  I'm not
saying one way or the other, but one could say he has power.  If it isn't,
then a Latino or white or American Indian director who hires all Latinos, or whites, 
or American Indians can be considered racist.   In addition, one can
also look at members of the company preferentially treating one race
over another without there ever being an official policy.  For example,
if taxi cab drivers prefer picking up women or whites, then one might
say that there is no executive power, but the effect is the same as if
there had been.

>I always thought that having the subordinating ideas in your mind
>was one thing (racialism), and that to actually constitute RACISM
>you would need the Power to implement your views.  

   I think the distinction ought to be made.  Nevertheless, people
have a hard time separating the two.   If I call you an ABCD, then that
may not be a racist act, though it may be a racialist act.  Not knowing
the definition of racialism, I would have to defer the definition
to someone like you who knows more about the topic.

--
Charles Lin
clin@eng.umd.edu

Newsgroups: misc.education
From: arromdee@jyusenkyou.cs.jhu.edu (Ken Arromdee)
Subject: Re: Magnet schools
Organization: Johns Hopkins University CS Dept.
Date: Sat, 9 Jan 1993 03:08:11 GMT

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.

How do you do this without also making easier the situation where the kid
_does_ want to be at school, but the parents don't (say, so the kid can get a
job and get money for the family)?
--
"On the first day after Christmas my truelove served to me...  Leftover Turkey!
On the second day after Christmas my truelove served to me...  Turkey Casserole
    that she made from Leftover Turkey.
[days 3-4 deleted] ...  Flaming Turkey Wings! ...
   -- Pizza Hut commercial (and M*tlu/A*gic bait)

Ken Arromdee (arromdee@jyusenkyou.cs.jhu.edu, arromdee@jhunix.hcf.jhu.edu)
From: turnerbl@ucbeh.san.uc.edu
Newsgroups: misc.education
Subject: Re: USAA awards and scholarships legitimate?
Date: 5 Jan 93 17:05:30 EST
Followup-To: misc.education
Distribution: usa,world
Organization: Univ. of Cincinnati

In article <1993Jan5.193201.17143@cbnews.cb.att.com>, baf@cbnews.cb.att.com (bernice.a.fink) writes:
> My son's Spanish teacher was solicited by an organization that calls
> itself the "United States Achievement Academy" (USAA) to nominate his
> top students for an "International Foreign Language Award" (IFLA).
> The teacher submitted my son's name and we received a mailing from
> USAA requesting that we submit biographical information and an
> optional picture for publication in their "National Awards Yearbook".
> The mailing offers copies of the yearbook at $39.95 for book with
> picture and bio, $35.95 for book with bio only, and $9.95 to get
> picture and bio published without getting a copy of the book.
> The mailing says that scholarship opportunities will be sent 
> on receipt of the biographical information.  The address is in
> Lexington, Kentucky.   
> 
> Can anyone tell me if the USAA is "dedicated to the recognition of
> achievement" as they claim?  Or is this simply a way of selling books?
> Please respond only with facts - not opinions.   Thanks!
> 
> 					"B" Fink   baf@angate.att.com


It's a scam, they pull this on college students too.  I got awarded a greek all
american doo-hickey in college.  They promised to send me a copy of the page,
at no cost, just for submitting my bio, never got it.  I am sure I would ahve
gotten it if I had bought any of the plaques, key chains, "key"s or what not
they had to offer.

They are in the business of sell books, do not be fooled.  Stick with who's who
and get your student something nice for graduation.

B Turner
Admissions 
University of Cincinnati
	"opinions are mine alone, nasty remarks will be giggeled at"
Newsgroups: misc.education