HDTenEightyP/NetNews huggingface dataset:
From: chenowet@rd1632.Dayton.NCR.COM (Steve Chenoweth)
Newsgroups: misc.education
Subject: Re: PhD qualifying exam
Date: 28 Sep 92 14:35:23 GMT
Reply-To: chenowet@rd1632.Dayton.NCR.com (Steve Chenoweth)
Organization: NCR Technology & Development, Dayton, Ohio

In article <Bv5Ivp.6GF@mentor.cc.purdue.edu> hrubin@pop.stat.purdue.edu (Herman Rubin) writes:
>In article <1992Sep24.051434.3405@cs.sfu.ca> arya@cs.sfu.ca (Arya Raychaudhuri) writes:
>>In many north american schools PhD candidates have to pass qualifying/comprehensive exam to demonstrate their "breadth of knowledge". However, it is often 
>>observed that very competent students fail to pass this exam. So the question
>>is: how good is the correlation between this exam and the overall expectations
>>from a PhD candidate? What are these expectations? Are there any better methods
>>to assess them? ...
>
>...I consider the PhD qualifying/comprehensive exam ans probably the best 
>indication of knowledge of the subject, and the ability to use it, that
>is available.  Course grades, etc., are rather poor indicators, because
>the amount covered is too limited, too much memorization is used, good
>problem course exams and even homework are rarely given, etc.  As someone
>who has been involved in the apparatus for more than 40 years, I consider
>comprehensive exams as the only meaningful data on subject understanding.
>

There are other big differences often cited, between these exams and regular
coursework.  These also support Dr. Rubin's general points:

1.  A committee must agree on the outcome of the exams, for each student.
While individual professors strive to make their tests and grading uniform,
this committee aspect gives the qualifiers a very different flavor.  The
committee thing probably helps to keep uniformity in course content, too.

2.  Dr. Rubin mentions the limited amount of material covered in courses.
Typically, the qualifiers cover material beyond what was given in required
grad courses, forcing the student to keep up with monographs in the fields
covered by the exams.  While each required course is an introduction to a
research area, the exams thus test a student's ability to work beyond that
introduction, on their own.

3.  Quite often, the exams require students to bring together knowledge from
different areas that may have been taught in separate courses.  This tests
their ability quickly to make use of the knowledge in new ways, etc.

4.  At some schools the exams have a written part with oral followup.  During
the latter, the professors mercilessly probe those areas where they felt the
students' knowledge was weak.  I've never seen such depth of testing in a
course.


-- 
Steve.Chenoweth@Dayton.NCR.com
Newsgroups: misc.education
From: mkotalik@norfolk.vak12ed.edu (Melvin Kotalik)
Subject: Adaptive Technology
Organization: Virginia's Public Education Network (Norfolk)
Date: Thu, 01 Oct 92 13:13:19 GMT

I am a teacher at Indian River High School in Chesapeake, VA
and I am interested in communicating and participating in a
special project involving adaptive students in technology.  I
teach graphic communications and I am looking for ideas to
stimulate interest.  If anyone is interested or has some
information about some special projects please get back with me.
Thanks - Melvin Kotalik.
Newsgroups: misc.education
From: anton@cc.gatech.edu (Annie I. Anton)
Subject: Re:  ADD is a fallacy
Summary: NOT!
Originator: anton@kong
Organization: Georgia Tech Software Research Center
Distribution: na
Date: Sun, 4 Oct 1992 16:55:20 GMT

As someone who truly understands dyslexia and ADD (I have both), I
find the statement that ADD is a falacy very hard to swallow.

I was told I was lazy - now I know that wasn't the case at all.  I just
couldn't concentrate or apply myself to any task long enough to get it
done.  I realize that Ritalin may not be appropriate for all kids w/ 
these problems.  BUT, I do know that teaching 'learning skills' doesn't 
cut it and probably never will (it helps but it isn't sufficient to 
combat the problem completely).  If it weren't for Ritalin,  I never 
would have made it through highschool, undergrad at Georgia Tech, the 
MS program at Georgia Tech, and I certainly would never have even dreamed 
of being in the PhD program here.  Granted, Ritalin isn't the only thing 
that got me through school, I worked twice as hard as all my friends and 
I had two wonderful parents that supported me all the way through 6 years 
of college even during the times when they thought I'd never make it.

Ritalin has its down falls (side effects).  But the benefits definitely
outweigh them.  I've been taking Ritalin for 15 years now (I'm 25 years
old).  I'd take those side effects and more if I knew it meant making
it to where I am today.  I plan on taking it till I'm completely done
w/ school and if necessary I'll continue taking in the years to follow.
When people find out that I take Ritalin, they usually freak out and
say "But Annie, your NORMAL!" -- Until people realize that yeah, you
can be successful and 'normal' even if you happen to take a medication
called 'Ritalin' we're going to continue to have people (who don't know
what they're talking about and have never experienced the pain of living
with a hidden disability day in and day out) opening their mouth to
utter garbage like 'ADD is falacy'.  If ADD is a falacy and Ritalin is
so bad then why am I doing what my elementary & highschool teachers said
I'd never be able to accomplish? Did Ritalin not have anything to do 
with it?  Is the fact that now (with Ritalin) I can concentrate a 
fallacy - and just miracle?  I guess that until you've lived w/ ADD and 
have taken Ritalin appropriately, (or unless you have a family member
with it) you can never really understand.

A lot of parents don't want to accept the fact that their kids may have 
ADD or dyslexia b/c they are afraid of the label (I guess).  It's not
that big of a deal.  If you deal with it appopriately, you can lead a 
perfectly normal life (if you're willing to work a little bit harder than 
most people).  Which will make you all that much more desireable to 
prospective employers because they see that you had to overcome a lot
more than the average person get where you are.

Just my $0.02 worth,

Annie I. Anton

-- 
 _   /|          Annie I. Anton
 \'o.O'   ACK!   Georgia Tech Software Research Center
 =(___)=         Ga Tech  --  1990 National Champions!!!!
    U    PTHFT!  Internet: anton@cc.gatech.edu
Newsgroups: misc.education
From: ffuentes@tolten.puc.cl (Fernando Fuentes SCC)
Subject: History Curricula
Organization: Pontificia Universidad Catolica de Chile
X-Newsreader: Tin 1.1 PL5
Date: Tue, 29 Sep 1992 19:18:04 GMT

I'm lookin for a curricula of a History carreer in some university in
United States, Spain, England, and Italy. I need it in order to do a
comparision with the curricula of chilean history carreers. I'll thanks,
if there is somebody that can send me some information.


Fernando Fuentes
SECICO 
Pontificia Universidad Catolica de Chile
Vicuna Mackenna 4860, Santiago, Chile 
ffuentes@tolten.puc.cl 
Newsgroups: misc.education
From: abd4w@poe.acc.Virginia.EDU (Amado Boutista Deguzman)
Subject: Re: Japanese Physical Education Colleges
Organization: University of Virginia
Date: Wed, 30 Sep 1992 08:31:42 GMT

Apparently, there's a gtch in the system.  Please note my
Bitnet address:

abd4w@Virginia
From: stevep@snowhite.cis.uoguelph.ca (Steve X. Portigal)
Newsgroups: misc.education
Subject: Waldorf system of education???
Date: 29 Sep 1992 19:59:56 -0500
Organization: UTexas Mail-to-News Gateway
NNTP-Posting-Host: cs.utexas.edu

 My girlfriend is thinking about going to teachers college next year and is
interested in something called the Waldorf School. I had never heard of it
before, it seems a little new-agey or something. There are very few 
teachers colleges and of course very few actual schools, so there won't
be many places for her to teach if she manages to get into the program.

 I'd just like to hear about this from anyone that has an opinion or
experience about the school or their reputation or their teaching program.
Just basically bewildered and curious about the whole thing...

thanks,

Steve Portigal
-- 
/*************************************************************\
|  Steve Portigal  University of Guelph  Guelph, Ontario      |
|  stevep@snowhite.cis.uoguelph.ca (519) 824-4120 x 3580      |
\*************************************************************/
From: be799@cleveland.Freenet.Edu (Sean Hillyard)
Newsgroups: misc.education
Subject: Re: SAT's
Date: 4 Oct 1992 09:54:46 GMT
Organization: Case Western Reserve University, Cleveland, OH (USA)
Reply-To: hillyard@msc.cornell.edu
NNTP-Posting-Host: hela.ins.cwru.edu


From article <1992Oct3.202856.25755@murdoch.acc.Virginia.EDU>, by bel3a@poe.acc.
Virginia.EDU (Barbara English Labrecque):
[...]
> Leaving the question of the validity of the SATs aside (it is
> supposed to predict success in college- females score 61 points
> lower and yet earn higher grades), the best way to study would

I asked this question in another group when this was brought up
but got no response; I'll try here.

How closely was this actually looked into?  A possible explaination is
just a different distribution of majors--math/science has been hit
less hard by grade inflation than the arts.

SEH
From: John C. Mallery <jcma@ai.mit.edu>
Newsgroups: misc.education
Subject: MAC Hypercard Stack of Clinton-Gore Position Papers and Speeches
Date: 28 Sep 92 11:38:53 GMT

A MAC Hypercard Stack of Clinton-Gore Position Papers and Speeches is
now available. If you would like a copy (800K / 1 disk), please send a
note to Michael (msagosta@cs.unlv.edu), who along with JBLIII authored
the Mac stack.

John Mallery
Join the Clinton/Gore '92
         Volunteer Email Campaign
Send To: CLINTON-WINS@Mail.Clinton-Gore.ORG
Subject: Volunteer Info
Newsgroups: misc.education
From: rmusick@rvgs.vak12ed.edu (Robert Musick)
Subject: HELP - HUMAN GROWTH AND DEVELOPMENT - THESIS/TERM PAPER
Organization: Virginia's Public Education Network (Roanoke)
Date: Tue, 29 Sep 92 15:02:33 GMT

I am a former psychology professor and am interested in
research in Human Growth and Development.  If anyone has a
paper on this topic please respond to EMAIL
rmusick@rvgsvak12ed.edu - Thank You in advance for your
cooperation.
From: sll5q@poe.acc.Virginia.EDU (Sung Lee Lim)
Subject: Spanish teachers
Organization: University of Virginia
Date: Wed, 30 Sep 1992 21:16:20 GMT

	Hi, my name is Kathleen Lim and I'm in the Curry School
at University of Virginia.  I'm interested in teaching Spanish
but I'm afraid I might not be an effective teacher because I'm not
a native speaker.  What do suggest to overcome this fear?  So
you have any suggestions to improve my Spanish?  I've heard
that the best thing to do is to live abroad to fully learn
Spanish.  Any more suggestions?  
	If you can write me back with your ideas, I would
appreciate it.  Thanks for your time.

				-Kathleen Lim
				(sll5q@virginia.edu)
Newsgroups: misc.education
From: john@jlc.mv.com (John Leslie)
Subject: Re: Retention  Was: Re: Year-round schooling
Organization: John Leslie Consulting, Milford NH
Date: Sun, 27 Sep 1992 00:29:46 GMT

In article <holly.224@mailhub.scf.lmsc.lockheed.com> (Holly Wise) writes:
>
> I think the biggest advantage of year-round schooling is that kids don't
> forget what they learned the year before.

In article <Bv1uo4.6s2@mentor.cc.purdue.edu> (Herman Rubin) writes:
>
> If the curriculum were designed to use not just what was learned the
> previous term, but even earlier, this problem would essentially disappear.

In article <OTIS.92Sep24100911@emerald.idbsu.edu> (Otis Kenny) writes:
>
> Reading, writing and the basic arithmetic tables (addition, and
> multiplication) are not simply ideas, but fall more on the level of
> skills. 

   Indeed.  These are worthy educational goals.

> Skills are lost over time, and this type of skill development
> is helped in a year-round school environment. 

   I can't help being reminded of Thomas Sowell's piece about surrounding
the building next door.  Do we truly believe it's worth $8,000 per student
per year to teach something which will last less than two months?

John Leslie <john@jlc.mv.com>
From: stillmmd@cnsvax.uwec.edu (Mark Stillman)
Newsgroups: misc.education
Subject: dissection simulation software needed
Date: 1 Oct 92 10:52:49 -0600
Organization: University of Wisconsin -- Eau Claire

I am looking for Mac or MS-DOS software to replace dissection in college-level
biology courses.  I need the company names,phone numbers, cost, liscensing
info, and any other information you can give me.

E-mail me at Stillmmd@cnsvax.uwec.edu.

Thanks a million,
Mark

Newsgroups: misc.education
From: summers%sanctum.cs.utah.edu@cs.utah.edu (Jim Summers)
Subject: Looking for PenPals for High Schoolers
Organization: U of Utah
Date: 30 Sep 92 11:04:40

I'm looking for some penpals for my mother's High School Computer
Class.  They are on the internet (though have no news access) and are
eager to meet other students with similar access.

If anyone is teaching a similar class (this is a pilot program in
Tennessee) anywhere else please contact me and I will link you up.

jim

Newsgroups: misc.education
From: mdt5h@poe.acc.Virginia.EDU (Marc Daniel Taglieri)
Subject: Re: Retention  Was: Re: Year-round schooling
Organization: University of Virginia
Date: Thu, 1 Oct 1992 01:33:46 GMT

My name is Marc Taglieri and I am a third year student at the
University of Virginia.  Currently I am enrolled in the Curry
School of education in a five year Athletic Training and
Physical education program.  The idea of a round school system
are absolutely ludicrous.  The problem with our school system
across the country is not the fact that students don't sit in
class year round.  The problem is much greater than that.  It
lies in the quality of teachers and their willingness to put in
the extra time as well as the influence of parents on the youth
of America.  So many great, brilliant people have flourished
through the "summer's off" school system.  Therefore, I would
see no cause for amending the system.  The other important
thing is that of the world. The world is a very educational
device which is implemented through experiences.  If students
are in the classroom all year round they will not have the
opportunities to develop in a socially and wordly manner.
Xref: sparky misc.education:3502 alt.activism:17028
From: dillhoff@aslws01.asl.dl.nec.com (Doug Dillhoff)
Subject: Drug Prevention Programs
Organization: NEC America, Inc. Irving, Texas
Distribution: usa
Date: Thu, 1 Oct 1992 21:07:24 GMT

I have recently learned that my child (3rd grade) was being taught
a drug prevention program in public school. Since this was done without
my knowledge I did some research about this program and some of the
other programs that are taught in the area.

The names of some of the programs are as follows: Project Charlie,
Pumsey the Dragon, Duso the Dolphin and Quest. So far I have not 
found any studies that show these programs work. I have found several
articles opposing these programs including several psychiatrists
and psychologists that say these types of programs should not be used.
For the sake of brevity I will not list all of the negative findings.

These programs use values clarification, imagery, hypnosis and the
affective teaching method. The children are taught to develop their own
values apart from and possibly opposing the values of their parents.
There is rarely any mention of drugs in these programs. They generally
speak of building the childs self esteem.

One of the psychiatrists that developed the foundation for these
teachings (the affective teaching method) has now began to oppose
these programs. His studies show that more the 80% of school children
don't need this type of teaching and should be taught a fact based
drug prevention program.

Anyways, these programs are being taught in almost all school districts
across the nation and there is currently a lawsuit against one of
them in NY.

I guess what disturbs me the most is that school officials in my
district tend to ignore the negative findings of these programs. And
have yet to show me a single study that show they work.

Does anyone have any additional information, for or against these
programs? Please provide the source of your information.

-- 
Doug Dillhoff            Any opinions expressed are strictly  
dillhoff@asl.dl.nec.com  my own and have nothing to do with   
(214) 518-5351           NEC America, Inc.
Newsgroups: misc.education
From: frankjo@lonex.rl.af.mil (Joseph W. Frank)
Subject: Certification - NH
Organization: RL
Distribution: usa
Date: Tue, 29 Sep 92 13:38:09 GMT

I am considering a move to the state of New Hampshire and would like any
information that is available on teacher certification in that state.  I
have an undergraduate degree in N-9 mathematics and a graduate degree in
education from the State University of New York.  I also have NY provisional
certification in two areas: 1- N-6 with a 7-9 math extension and  
                            2- 7-12 Math

I would be curious how my present certification would transfer to NH.  Also,
if someone could forward the address of the state education department, I
would appreciate it.  All help and advice is welcome.... this is the first
time I have tried a long distance job search.  Thanks.


                -- Joe 


Newsgroups: boulder.general
From: kehoe@netcom.com (Thomas David Kehoe)
Subject: Climbing story
Organization: Netcom - Online Communication Services (408 241-9760 guest)
Date: Sat, 3 Oct 1992 16:05:01 GMT

A couple months ago I unsuccessfully tried to talk a friend 
into helping me write an article for a local climbing rag he 
was reading.  Maybe someone else will help me -- I'm not 
even sure what the publication was.

The story is about three Boulder climbers who fly to New 
York City to take care of some legal matter, some relative's 
will or something.  They go to the very large law firm, and 
are told to see their attorney, take the elevator to the 
53rd floor, turn right, turn left, turn right, etc.  They're 
tired from the long flight and the hassles of Manhattan, so 
they go to the 53rd floor, turn left, turn right, turn left, 
etc., and -- you guessed it -- the three climbers, and their 
two dogs, and stuck on a ledge outside the 53rd floor for 
six days, until someone rescues them.

As I don't climb, I don't know all the details and inside 
jokes needed to fill in the story, e.g. whether they wore 
Lycra, rationed their Power Bars, etc.
-- 
"Why my thoughts are my own, when they are in, but when they are out
they are another's." - Susannah Martin, hanged for witchcraft, 1692.
Thomas David Kehoe          kehoe@netcom.com         (408) 354-5926
Newsgroups: boulder.general,co.general,misc.forsale
From: mark@whosnext.rmNUG.ORG (Mark Nathan)
Subject: FOR SALE: 1980 Honda XL500 - $500
Reply-To: mark@WhosNext.rmNUG.ORG
Organization: Rocky Mountain NeXT Users' Group
Date: Sun, 4 Oct 1992 22:46:03 GMT


For Sale:

	1980 Honda XL500 On-road/Off-road Motorcycle
	12,590 miles

Cost:

	First $500 cash takes it.
	I'm desparate to sell, and this is the absolute lowest I'll go.

Good Points:

	Runs great
	Cheap (a $1 per cc)
	Simple to maintain and fix
	Hasn't been driven much over the last 1-1.2 years
	Comes with:
		Clymer manual (excellent for fixing/maintaining bike)
		Original Owner's Manual
		Title
		13 and 14 tooth sprockets (for dirt or city gearing)
		
Bad Points:

	Dent in right side of fuel tank
	Taillight currently doesn't work (this recently happened and
	  probably needs new bulb or electrical work)

Contact Me:
	
	Easiest way is to reply by Email
	Can call: 786-9063	(anytime until 1:00 AM)
		  494-1704 	(anytime until Midnight)
		  492-2818	(work - ask for Mark, lve msg)

---
Mark Nathan
Center for Space Construction
University of Colorado at Boulder

		mark@WhosNext.rmNUG.org      [NeXTmail welcome]
-- 
Mark Nathan
Center for Space Construction
University of Colorado at Boulder
Newsgroups: co.ads,boulder.general
From: glenn@rintintin.Colorado.EDU (GLENN ROBERT ALAN)
Subject: Computer for sale
Summary: Zenith 286, HD, color monitor
Organization: University of Colorado, Boulder
Date: Mon, 5 Oct 1992 06:55:20 GMT

Zenith Data Systems Z-200 PC for sale
-------------------------------------

* 80286 - 8 MHz
* 20 meg mfm HD
* Color EGA monitor
* 512K ram
* 1.2 & 1.44 meg floppies

Asking $450 but all offers considered.
Let me know how much you think it's worth.

Robert Glenn (303) 786-4660 or E-mail glenn@rintintin.Colorado.EDU
Newsgroups: boulder.general
From: olsonkk@ucsu.Colorado.EDU (Kirk Olson)
Subject: The Naildrivers (a band)  anyone heard them?
Organization: University of Colorado, Boulder
Date: Tue, 29 Sep 1992 05:26:00 GMT

Has anyone heard The Naildrivers perform in Boulder yet?  I have heard
they are pretty good, but I have not heard them yet.

Kirk
-- 
Kirk Olson

olsonkk@ucsu.colorado.edu
olsonkir@luther.uni.edu
Newsgroups: boulder.general,cu.general,co.politics
From: bwg@teal.csn.org (Bryan Griffin)
Subject: Help buy TV Ads for Marrou/Lord Libertarian Pres. Campaign
Organization: Colorado SuperNet, Inc.
Distribution: co
Date: Mon, 5 Oct 1992 19:25:53 GMT

 The Boulder County Libertarian Party has negotiated some local cable TV ads 
for the Marrou/Lord campaign, and we would appreciate any contributions 
any Libertarian lurkers out there might be willing to make. Currently we've 
committed $600 to purchase 90 spots on local cable in the last week of
October. We can use  contributions to help pay for these ads, as well as to 
purchase others if we can raise more money.
  I'll post additional info when we confirm when the spots will air, they will 
be playing on CNN, Discovery, and TNT.
   Contributions should be made out to BCLP, marked for "TV Ads", and sent to:
        BCLP
        2888 Bluff St. #224
        Boulder, Co. 80301

  It isn't necessary, but if you send a contribution I'd appreciate it if you
send me email so we'll know sooner how much money is coming, this is
sort of a last minute effort. There is some lead time in getting the ads
purchased, and if we get enough money to purchase more we need to know soon.

		Bryan Griffin
		bwg@csn.org
Newsgroups: boulder.general,cu.general
From: bwg@teal.csn.org (Bryan Griffin)
Subject: come find out more about Andre Marrou, Libertarian Pres. Candidate
Organization: Colorado SuperNet, Inc.
Distribution: co
Date: Mon, 5 Oct 1992 19:46:49 GMT

 There are only 4 presidential candidates on the ballot in all 50 states and
DC, and the press only seems to acknowledge 3 of them. If you are tired of
Perot, Clinton, and Bush, come and hear about the other alternative, 
Andre Marrou.

The Boulder County Libertarian Party holds an outreach meeting for the general
public, as well as Libertarians, on the 2nd Wednesday of each month at 7pm
at the James Pub and Grill, 1922 13th. Street, which is just off the Pearl
Street Mall on 13th. The October meeting will be held next Wednesday,
October 14th. 

 This month we will show a video tape of LP presidential candidate Andre 
Marrou, taken at a rally in Denver on September 4th. In addition, after the
tape there will be time for people to socialize and discuss libertarian ideas 
with people active in the LP. We will also have free literature availible 
describing the philosophy of the LP, in addition to books, bumper stickers, 
etc., that you may purchase.  

  We urge any Libertarians out there to come even if you already feel you
understand our philosophy. It is a chance for you to meet people in the local
group, and consider getting involved with us. In addition to being an outreach
meeting, this is currently also serves as the only meeting for the general
Boulder LP community. The more people that come to these meetings, the more 
likely new people are to come back. So please consider coming to these 
meetings for the same reasons you are going to vote Libertarian.  
 The Boulder group is relatively new, and we are still trying to build a 
critical mass of people in order to make an impact on local Boulder, and 
Colorado politics. 


Bryan
bwg@csn.org

Newsgroups: boulder.general,co.ads,co.general,cu.general