i i i An Incomplete Guide to the Internet Chapter 1: What is the Internet? i i An Incomplete Guide to the Internet Chapter 2: Internet Etiquette i i An Incomplete Guide to the Internet Chapter 12: Resources on the Internet i i An Incomplete Guide to the Internet Chapter 3: Connecting to NCSA by Modem i i An Incomplete Guide to the Internet Chapter 4: Unix Commands i i An Incomplete Guide to the Internet Chapter 5: Electronic Mail i i An Incomplete Guide to the Internet i An Incomplete Guide to the Internet Chapter 6: Telnet i i An Incomplete Guide to the Internet i An Incomplete Guide to the Internet Chapter 7: FTP i i An Incomplete Guide to the Internet i An Incomplete Guide to the Internet Chapter 8: Eudora i i An Incomplete Guide to the Internet i An Incomplete Guide to the Internet Chapter 9 Apple Remote Access i i An Incomplete Guide to the Internet i An Incomplete Guide to the Internet Part III: Projects, Ideas, and Resources i i An Incomplete Guide to the Internet i An Incomplete Guide to the Internet Chapter 10: Current Internet Projects i i An Incomplete Guide to the Internet Chapter 10: Current Internet Projects i Chapter 11: Past Internet Projects i Chapter 11: Past Internet Projects i Chapter 12: Resources on the Internet i Chapter 12: Resources on the Internet i Chapter 12: Resources on the Internet i Chapter 12: Resources on the Internet i Chapter 12: Resources on the Internet i i An Incomplete Guide to the Internet Appendices i Chapter 12: Resources on the Internet i Appendix B: Gopher i Appendix C: Veronica i Incomplete Guide to the Internet i Appendix D: Jughead i An Incomplete Guide to the Internet and Other Telecommunications Opportunities Especially for Teachers and Students K-12 Compiled by the NCSA Education Group July, 1993 Why Incomplete? In these days of high-powered computing the human element is often neglected. Acronyms and abbreviations abound and can confuse even the most educated computer consumer. WhatUs more, those who do understand the concepts and jargon are often unwilling or unable to relay them to the novice computer user. This guide is meant to provide a helping hand in understand the Internet entity. It is by no means a complete guide; rather it is a general overview of what the Internet is and some of the resources available. In areas where the information presented is very general, alternate, more in- depth sources are cited, most of them available right from your computer. This guide will also provide you with ideas for using the Internet in a classroom as well as a personal environment. This guide was a group effort of the NCSA Education Program Students and was originally compiled by Brian Golden and Charles Farmer, two of the NCSA Education Program Student Consultants. If you have any questions about this manual, Internet, telecommunications, or the NCSA Education Program, please call Chuck Farmer at (217) 244-6122 or Lisa Bievenue at (217) 244-1993 or contact them via e-mail at cfarmer@ncsa.uiuc.edu (Chuck) or bievenue@ncsa.uiuc.edu (Lisa). Table of Contents Part I: Introduction to Internet 1 Chapter 1: What is the Internet? 3 Chapter 2: Internet Etiquette 7 Part II: Tools for Using the Internet 15 Chapter 3: Connecting to NCSA by Modem 17 Chapter 4: UNIX Commands 23 Chapter 5 Electronic Mail 27 Chapter 6 Telnet 33 Chapter 7: FTP 37 Chapter 8: Eudora Electronic Mail System 53 Chapter 9: Apple Remote Access 71 Part III: Projects, Ideas, and Resources 85 Chapter 10: Current Internet Projects 89 Chapter 11: Past Projects 145 Chapter 12: Resources on the Internet 159 Appendices 271 Appendix A: Archie Tutorial 275 Appendix B: Gopher Tutorial 283 Appendix C: Veronica Tutorial 289 Appendix D: Jughead 291 Part I Introduction to Internet Chapter 1: What is the Internet? The Internet is a worldwide collection of thousands of computer networks that can intercommunicate. All of them speak the same Rlanguage,S namely the TCP/IP (Transmission Control Protocol/ Internet Protocol) protocol suite. Users of any of the Internet networks can reach users on any of the other networks. The Internet started with the ARPANET, but now includes such networks as NSFNET, NEARNet, and others. Many other networks, such as BITNET, are tied to the Internet but are not an integral part of it. Approximately three to five million people use the Internet daily. The ancestry of the Internet is rooted in the ARPANET, a network developed by the Advanced Research Projects Agency (ARPA) to aid in the sharing of information and resources among researchers. The ARPANET, which was made operational in 1969, became an essential tool for remote login, file transfer, electronic mail and the sharing of information by interest groups. The ARPANET was growing in size while other networks were being developed. Soon the architects of the ARPANET recognized the need to communicate with other networks. They also realized that they needed new protocols (the NCP protocol suite that they had developed wasnUt able to cope with the diverse characteristics of other networks). Therefore they designed a new architecture and protocol suite called the ARPA Internet; the protocol suite was called TCP/IP. Since its creation in 1983, the Internet has grown exponentially in terms of numbers of networks connected to it. By 1985, the number was approximately one hundred. By 1987, the number had grown to two hundred; in 1989, it exceeded five hundred. According to tables kept at the DDN (Defense Data Net) Network Information Center (DDN NIC), there were 2,218 networks connected to the Internet as of January 1990. By April 1, 1993, this number had increased to 10,497 networks in 53 countries, and over 6000 networks are within the United States alone! NSFNET began providing backbone Internet service in July 1986 to permit supercomputer centers to communicate. NSFNET's scope has since expanded, and today it is the U.S. national research network. It has extended to the academic and commercial communities the TCP/IP services that were previously available to government researchers. NSFNET links mid level networks, which in turn connect networks at universities and commercial enterprises. Therefore, NSFNET, like the Internet of which it forms a large part, is itself a network of networks. The Internet communicates via gateways with other networks such as CompuServe, MCI Mail, BITNET, FIDONet, UUNET, and USENET. The Internet has several component networks (which themselves include other networks): % DDN (Defense Data Net ) % ESNET (Energy Sciences Network) % NSFNET (National Science Foundation Network) % TENET (Texas Education Network) and many, many more. Chapter 2: Internet Etiquette "Etiquette" means "ticket" in French. On the Internet, "netiquette" is your ticket to "traveling" (by FTP, TELNET, and electronic mail) without annoying others. HereUs a few tips to keep you in good standing with other users. %Never Forget that the Person on the Other Side is Human Because your interaction with the network is through a computer, it is easy to forget that there are people "out there." Situations arise where emotions erupt into a verbal free-for-all that can lead to hurt feelings. Strongly critical messages on the network are called "flames." The following will help you to avoid sending or provoking flames. Try not to say anything to others that you would not say to them in person in a room full of people. Please remember that when you send a message to a bulletin board or mailing list, people all over the world are reading your words. Don't attack peopleQtry to persuade them by presenting facts. Cursing and abuse only make people less willing to help when you need it. If you are upset at something or someone, wait until you have had a chance to calm down and think about it. A cup of coffee or a good night's sleep works wonders on your perspective. Hasty words create more problems than they solve. %Be Careful What You Say About Others Please rememberQthousands of people may read your message. They quite possibly include your boss, your friend's boss, your girlfriend's brother's best friend, and one of your father's beer buddies. Information posted on the net can come back to haunt you or the person you are talking about. Think twice before you post personal information about yourself or others. %Be Brief Say what you have to say succinctly and it will have a greater impact. Remember that the longer you make your article, the fewer people will bother to read it. %Your Postings Reflect Upon YouQBe Proud of Them Most people will know you only by what you say and how well you say it. Take some time to make sure each posting won't embarrass you later. Minimize your spelling errors and make sure that the article is easy to read and to understand. %Use Descriptive Titles The subject line of an article enables people to decide whether or not to read your article. Tell people what the article is about before they read it. A title like "Car for Sale" does not help as much as "66 MG Midget for sale: Beaverton OR." Don't expect people to read your article to find out what it's about Q many won't bother. Some sites limit the length of the subject line to forty characters, so keep your subjects short and to the point. %Think About Your Audience When you post an article, think about the people you are trying to reach. Try to get the most appropriate audience for your message, not the widest. Avoid abbreviations and acronyms, if possible, and define the ones you use. If your message is of interest to a limited geographic area (apartments, car sales, meetings, concerts, etc....), restrict the distribution of the message to your local area. Some areas have special newsgroups with geographical limitationsQcheck with your system administrator. If you want to try a test of something, don't use a world-wide newsgroup! There are newsgroups that are local to your computer or area, which should be used for this. Your system administrator can tell you what they are. %Be familiar with the group you are posting to before you post. You shouldn't post to groups you don't read, or to groups you've only read a few articles fromQyou may not be familiar with the conventions and themes of the group. One normally does not join a conversation by just walking up and talking. Instead, you listen first and then join in if you have something pertinent to contribute. %Be Careful with Humor and Sarcasm Without the voice inflections and body language of personal communications, it's easy for remarks meant to be funny to be misinterpreted. Subtle humor tends to get lost. Take steps to make sure that people realize you are trying to be funny. The net has developed a symbol called the smiley face, which looks like this: :-) It points out sections of articles with humorous intent. No matter how broad the humor or satire, it is safer to remind people that you are being funny. But also be aware that frequently satire is posted without explicit indications. If an article outrages you strongly, ask yourself if it may have been unmarked satire. Several self-proclaimed connoisseurs refuse to use smiley faces, so take heed or you may make a temporary fool of yourself. %Only Post a Message Once Avoid posting messages to more than one group unless you are sure it is appropriate. If you do post to multiple groups, don't post to each group separately. Instead, specify all the groups on a single message. This reduces network overhead and lets people who subscribe to more than one of those groups see the message once instead of having to wade through each copy. %Please "Rotate" Messages With Questionable Content Certain messages may be offensive to some people. To make sure that these messages are not read unless they are explicitly requested, they should be encrypted. The standard encryption method is to rotate each letter by thirteen characters so that an "a" becomes an "n." This is known on the network as "rot13"; when you rotate a message the word "rot13" should be in the "Subject:" line. Most of the software used to read network articles has some way of encrypting and decrypting messages. Your system administrator can tell you how the software on your system works. %Summarize What You are Following Up When you are following up someone's article, please summarize the parts of the article to which you are responding. This allows readers to appreciate your comments rather than trying to remember what the original article said. It is also possible for your response to reach some sites before the original article does! Summarization is best done by including appropriate quotes from the original article. Don't include the entire article, since it will irritate the people who have already seen it. Even if you are responding to the entire article, summarize only the major points you are discussing. %When Summarizing, Summarize! When you request information from the network, it is common courtesy to report your findings so that others can benefit as well. The best way of doing this is to take all the responses that you received and edit them into a single article that is posted to the places where you originally posted your question. Take the time to strip headers, combine duplicate information, and write a short summary. Try to credit the information to the people that sent it to you, where possible. %Use Mail, Don't Post a Follow-up One of the biggest problems we have on the network is that when someone asks a question, many people send out identical answers. When this happens, dozens of identical answers pour through the net. Mail your answer to the person and suggest that they summarize to the network. This way the net will only see a single copy of the answers, no matter how many people answer the question. If you post a question, please remind people to send you the answers by mail and at least offer to summarize them to the network. %Read All Follow-ups and Don't Repeat WhatUs Been Said Before you submit a follow-up to a message, read the rest of the messages in the newsgroup to see whether someone has already said what you want to say. If someone has, don't repeat it. %Check the Headers When Following Up Some software has provisions to specify that follow-ups to an article should go to a specific set of newsgroupsQpossibly different from the newsgroups to which the original article was posted. Sometimes the groups chosen for follow-ups are inappropriate, especially as a thread of discussion changes with repeated postings. You should carefully check the groups and distributions given in the header and edit them as appropriate. If you change the groups named in the header, or if you direct follow-ups to a particular group, say so in the body of the messageQnot everyone reads the headers of postings. %Be Careful About Copyrights and Licenses Once something is posted onto the network, it is *probably* in the public domain unless you own the appropriate rights (for example, if you wrote it yourself) and you post it with a valid copyright notice; a court would have to decide the specifics and there are arguments for both sides of the issue. Now that the US has ratified the Berne convention, the issue is even murkier. For all practical purposes, though, assume that you effectively give up the copyright if you don't put in a notice. Of course, the *information* becomes public, so you mustn't post trade secrets that way. Keep in mind that material that is UNIX-related may be restricted by the license you or your company signed with AT&T, so be careful not to violate it. You should also be aware that posting movie reviews, song lyrics, or anything else published under a copyright could cause you, your company, or members of the net community to be held liable for damages, so we highly recommend caution in using this material. %Cite Appropriate References If you are using facts to support a cause, state where they came from. Don't take someone else's ideas and use them as your own. You don't want someone pretending that your ideas are theirs; show them the same respect. %Mark or Rotate Answers and Spoilers When you post something (like a movie review that discusses a detail of the plot) that might spoil a surprise for other people, please mark your message with a warning so that they can skip the message. Another alternative would be to use the "rot13" protocol to encrypt the message so it cannot be read accidentally. When you post a message with a spoiler in it make sure the word "spoiler" is part of the "Subject:" line. %Spelling Flames Considered Harmful Every few months a plague descends on the network called the spelling flame. It starts out when someone posts an article correcting the spelling or grammar in some article. The immediate result seems to be for everyone on the net to turn into a sixth grade English teacher and pick apart each other's posting. This is not productive and tends to cause people to get angry with each other. It is important to remember that we all make mistakes, and that there are many users on the net who use English as a second language. There are also a number of people who suffer from dyslexia and who have difficulty noticing their spelling mistakes. If you feel that you must make a comment on the quality of a posting, please do so by mail, not on the network. %Don't Overdo Signatures Many people can have a signature added to their postings automatically by placing it in a file called "$HOME/.signature". Don't overdo it. Signatures can tell the world something about you, but keep them short. A signature that is longer than the message itself is considered to be in bad taste. The main purpose of a signature is to help people locate you, not to tell your life story. Every signature should include at least your return address relative to a major, known site on the network and a proper domain-format address. Your system administrator can give this to you. Some news posters attempt to enforce a four-line limit on signature filesQan amount that should be more than sufficient to provide a return address and attribution. %Limit Line Length and Avoid Control Characters Try to keep your text in a generic format. Many (if not most) of the people reading Usenet do so from eighty-column terminals or from workstations with eighty-column terminal windows. Try to keep your lines of text to less than eighty-characters for optimal readability. Also realize that there are many, many different forms of terminals in use. If you enter special control characters in your message, it may result in your message being unreadable on some terminal types; a character sequence that causes reverse video on your screen may result in a keyboard lock and graphics mode on someone else's terminal. You should try to avoid the use of tabs, too, since they may also be interpreted differently on terminals other than your own. %Summary of Things to Remember - Never forget that the person on the other side is human - Be careful what you say about others - Be brief - Your postings reflect upon you; be proud of them - Use descriptive titles - Think about your audience - Be careful with humor and sarcasm - Only post a message once - Please rotate material with questionable content - Summarize what you are following up - Use e-mail, don't post a follow-up - Read all follow-ups and don't repeat what has already been said - Double-check follow-up newsgroups and distributions. - Be careful about copyrights and licenses - Cite appropriate references - When summarizing, summarize - Mark or rotate answers or spoilers - Spelling flames are considered harmful - Don't overdo signatures - Limit line length and avoid control characters Part II Tools for Using the Internet Chapter 3: Connecting to NCSA by Modem Connections to the Internet vary according to your point of contact, hardware, and software. For specific dialing via modem procedures, please refer to the manual of your software. For specific logging in procedures, please refer to the organization that provides you with access to the Internet. This chapter explains how to connect to NCSA using a Macintosh with Macintosh software. You may connect to the Internet via other systems and networks, but this chapter will discuss specific numbers for NCSA. You may also connect to NCSA using any type of computer as long as you have telecommunications software for your computer. Simply dial the NCSA number (244-0662) following the instructions for your software. In this chapter we will also use, as an example, a telecommunications program called RZ-TermS, but the procedure is basically the same for most telecommunications software. Individual differences are expected, please refer to your owners manual for any problems. You should copy Z-Term onto your hard drive if you have one. You may also use any other communications software you are familiar with, e.g. Red Ryder, White Knight, or the Communications portion of Microsoft Works. Just make sure you enter the NCSA number to dial (244-0662). To start, double-click the Z-term icon Z-term Once the program has begun, go to the "Dial" menu and choose NCSA if it is part of the menu. If you do not see RNCSAS on the Dial menu, choose RDirectoryS and set up an entry for NCSA. To set up an entry for NCSA, click on New and enter the appropriate information: Now return to the Dial menu and select NCSA. The program will automatically dial the number to NCSA for you, and in a moment you will see In a few moments the connection will have been made. The RCONNECT 2400 NCSAS means that you have just connected to an NCSA machine at 2400 BAUD, which is defined by the speed of the modem. 2400 BAUD means 2400 bits (of data) can be sent and received every second. If your modem is a different speed the screen will show what speed you are connected. The terminal server will let you access any of NCSA's computers, simply by typing in the name of the computer. You should use the one called "landrew". In order to limit access to a computer, computer operators will often use a scheme of "passwords" and "logins". A login is the personUs computer name, with each user having a different one. The password is decided upon by the user. The computer will allow access only to those whose password matches their login. You cannot, for example, use your login and a friend's password. Your password is unique to your login. At this time, you should type your login, press return, and then enter your password (for security reasons, your password will not echo to the screen, so you will not see it). After a successful login, your screen will look something like this: You are now connected to NCSA. Chapter 4: UNIX Commands When you log on to NCSA machines, youUll notice that the screen is different in appearance from the Macintosh. That is because it uses a different operating system than the Mac. An operating system is the way that you communicate with the computer. The operating system that NCSA machines use is called UNIX. UNIX is a command line interface operating system, which means that you type commands on the keyboard, as opposed to moving and clicking a mouse, for example. Here are several commands in UNIX that you may find useful. Following each is a short description of what they do and options involved with each. This is not a complete list! If you want to know more about a command type Rman R, where is the command you want to know more about. alias Allows you to rename a certain command. For example, if you typed Ralias dir lsS, every time you typed RdirS the computer would return the same thing if you had typed RlsS. cd RChange DirectoryS -- changes directory to . Equivalent to opening a folder in the Macintosh operating system clear Clears the screen cp Copies the file and calls it diff Compares and and reports the differences finger Displays information about a user ftp Connects you to a remote site for file transfer help Displays on-line help about logout Terminates your session ls Lists the contents of a directory mail Send electronic mail to a user man Displays on-line information about mkdir Make a directory called more Displays one full screen at a time (type Tq T to quit) mv Moves or renames passwd Allows you to changes your password ph Local phone book service pwd Prints the working directory name (the one you are currently in) rm Permanently removes (deletes) files rmdir Remove a directory called talk Talk to another user telnet Directly connects you to a host computer vi Edits the file with the vi editor (pronounced RVee-EyeS) whereis Locates file . Similar to Find File in Macintosh operating system who Shows what users are on the system whoami Displays who your are write Sends a message to the user Chapter 5: Electronic Mail Mail in the Internet Using Internet you can communicate with anyone around the world who has a computer account. To mail someone type RmailS and then their address. To mail someone you need to know their login (The name you use to identify yourself to the computer) and the name of the computer system they are using. The Internet standard for naming computers is called the "domain system." This hierarchical system references values such as country, type of organization, organization name, division name, and computer name. Below is an example: joe@bitsy.mit.edu The information in a mail address becomes more global as you read from left to right. The user's name is always to the left of an @ sign. Computer and organization names are always to the right. In the example above, the person, Joe, receives his mail on a computer called "bitsy" at MIT. Because MIT is an educational organization, it is included in the top-level domain "edu". Other top-level domains are listed below: com commercial gov government mil military org nonprofit organization net network operation and informational centers Outside of the U.S., top-level domains are two-letter country codes such as these: au Australia il Israel jp Japan uk United Kingdom Finding Mail Addresses You can learn the electronic mail address of another person by asking him or by using one of the following resources: % A RpostmasterS at the recipient's organization can provide the correct address when you know the domain name of the organization. Send a message requesting help to postmaster@domain. % The DDN Network Information Center (DDN NIC) in Menlo Park, California, maintains a "white pages" directory of computer users, hosts, and domains on the Internet. You can use Telnet to access this database on a computer called nic.ddn.mil. Many computers also have a program called whois, which automatically accesses the DDN NIC database. NCSA machines have this program. Mail Program for UNIX This is an abbreviated manual entry for mail, a common electronic mail system. NAME mail - send or read mail Sending mail. To send a message to one or more persons, type mail and the names of the people to receive your mail. Press the return key. You are then prompted for a subject. After entering a subject, and pressing the return key, type your message. To send the message, type period (.) on a blank line. Reading mail. In normal usage mail is given no arguments and checks your mail out of the mail directory. Then it prints out a one line header of each message there. The current message is initially the first message and is numbered 1. It can be displayed using the print command. Disposing of mail. After reading a message you can delete (d) it or reply (r) to it. Deleted messages can be undeleted, however, in one of two ways: you can use the undelete (u) command and the number of the message, or you can end the mail session with the exit (x) command. Note that if you end a session with the quit (q) command, you cannot retrieve deleted messages. Specifying messages. Commands such as print and delete can be given a list of message numbers as arguments. Thus, the command delete 1 2 deletes messages 1 and 2, while the command delete 1-5 deletes messages 1 through 5. The asterisk (*) addresses all messages, and the dollar sign ($) addresses the last message. For example, the top command, which prints the first few lines of a message, can be used in the following manner to print the first few lines of all messages: top * Replying to or originating mail. Use the reply command to respond to a message. Ending a mail processing session. End a mail session with the quit (q) command. Unless they were deleted, messages that you have read go to your mbox file. Unread messages go back to the mail directory. - Prints out the previous message. If given a numeric argument n, prints n- th previous message. ? Prints a brief summary of commands. chdir (ch) Changes the user's working directory to that specified. If no directory is given, then the chdir command changes to the user's login directory. copy (co) Takes a message list and file name and appends each message to the end of the file. The copy command functions in the same way as the save command, except that it does not mark the messages that you copy for deletion when you quit. delete (d) Takes a list of messages as argument and marks them all as deleted. Deleted messages are not saved in mbox, nor are they available for most other commands. dp (or dt) Deletes the current message and prints the next message. If there is no next message, mail returns a message: at EOF. edit (e) Takes a list of messages and points the text editor at each one in turn. On return from the editor, the message is read back in. exit (ex or x) Returns to the shell without modifying the user's system mailbox, mbox file, or edit file in -f. headers (h) Lists the current range of headers, which is an eighteen-message group. If a plus sign (+) is given as an argument, then the next message group is printed. If a minus sign (-) is given as an argument, the previous message group is printed. help Prints a brief summary of commands. Synonymous with ?. hold (ho, also preserve) Takes a message list and marks each message in it to be saved in the user's system mailbox instead of in mbox. The hold command does not override the delete command. mail(m) Takes login names and distribution group names as arguments and sends mail to those people. mbox Indicates that a list of messages should be sent to mbox in your home directory when you quit. This is the default action for messages if you did not set the hold option. next (n, + or CR) Goes to the next message in sequence and types it. With an argument list, it types the next matching message. preserve (pre) Takes a message list and marks each message in it to be saved in the user's system mailbox instead of in mbox . Synonymous with the hold command. Print (P) Prints a message in its entirety, including specified ignored fields. print (p) Takes a message list and types out each message on the user's terminal, without printing any specified ignored fields. quit (q) Terminates the session. All undeleted, unsaved messages are saved in the user's mbox file in his login directory; all messages marked with hold or preserve or that were never referenced are saved in his system mailbox; and all other messages are removed from his system mailbox. reply (r) Takes a message list and sends mail to the sender and all recipients of the specified message. The default message must not be deleted. Reply (R) Replies to originator of the message. Does not reply to other recipients of the original message. save (s) Takes a message list and a file name and appends each message to the end of the file. The messages are saved in the order in which they appear in the mail directory, not in the order given in the message list. The filename, which is enclosed in quotes, followed by the line count and character count, is displayed on the user's terminal. size Takes a message list and prints out the size (in characters) of each message. The size of the messages are printed in the order that they appear in the mail directory. top Takes a message list and prints the top few lines of each. The number of lines printed is controlled by the variable toplines and defaults to five. type (t) Takes a message list and types out each message on the user's terminal, without printing any specified ignored fields. Synonymous with print. Type (T) Prints a message in its entirety, including specified ignored fields. Synonymous with Print. undelete (u) Takes a message list and marks each one as not being deleted. visual (v) Takes a message list and invokes the display editor on each message. write (w) Takes a message list and a file name and appends each message to the end of the file. Synonymous with save. xit (x) Returns to the Shell without modifying the user's system mailbox, mbox , or edit file in -f. Synonymous with exit. z Presents message headers in windowfulls as described under the headers command. You can move forward to the next window with the z command. Also, you can move to the previous window by using z-. If new mail arrives during the session, the user receives the message "You have new mail." Chapter 6: Telnet Telnet is a program which allows you to communicate with other computers. To communicate with another computer simply type telnet where is the name or IP (Internet Protocol) address of the computer (e.g. landrew.ncsa.uiuc.edu or 141.142.2.4 refer to the same machine). Every machine which is connected to the Internet has an IP address and each one is unique. If you just type RtelnetS with no host or with an invalid (non- existent) host, you will enter the interactive mode. This is indicated by the telnet prompt, which looks like telnet> You may also enter this mode if you accidentally give the wrong login or password to the host computer. To try to logon again, type a and you will return to the login prompt. If you typed the wrong host, you can also type close to close the connection. To logon to another host, type open at the telnet prompt (telnet> ). If you are already connected to another machine, you must close the connection first. Chapter 7: Teaching Your Computer How to Fetch or How to FTP FTP: What it is and why. The File Transfer Protocol (FTP) is the Internet standard for moving files from one computer to another. You can use the ftp command to copy computer files containing a variety of kinds of information, such as software, documentation, or maps. FTP is the name not only of the protocol, but also of the program the user invokes to execute it (e.g., by typing ftp host.bbn.com). Anonymous FTP, like Telnet, requires access to the Internet . Unlike Telnet, anonymous FTP is widely available. The term anonymous is used to denote the fact that most individuals logging into the remote machine do not have their own accounts but use the generic user account anonymous. Anyone can become an Internet traveler by using the ftp command. The following short tutorial should be sufficient to introduce the novice to using ftp. It is primarily designed for those users who are not directly connected to the Internet. For those individuals who are already connected, additional software packages, like Fetch for the Macintosh computer, exist. These programs greatly facilitate the process of file transfer. Because FTP is used to transfer files between two computers on a network, this tutorial assumes that you have access to a computer on the Internet and some familiarity with the Unix operating system. The tutorial begins at a point after you have logged into this computer. In this exercise, you'll be transferring a popular mail utility for the Macintosh family of computers. Named Eudora, this email utility is available at many anonymous ftp sites including ftp.cso.uiuc.edu in the directory /mac/eudora. For those owners of IBM computers or compatibles, PC-Eudora will become available, but is still in the testing stage at this time. If you're interested in a similar utility, there is one by the name of NUPop at the anonymous ftp host casbah.acns.nwu.edu in the directory pub/nupop. Simply replace the host and directory information in the tutorial with these. The file that you will want to transfer is nupop103.zip. Before you begin I'll be referring to the computer that is our initial Internet contact as the local computer and the computer that we ftp to as the remote computer. Prompts will be displayed in bold to differentiate them from computer output. Your prompt should look something similar to my Unix prompt - landrew.ncsa.uiuc.edu_51%. The prompt for the ftp program is ftp>. Underlined text indicates a user command and should be entered exactly as they appear. Lines in courier type face are output (what you will see on your computer screen that you didn't put there). Sentences in the standard type face are short descriptions explaining user input and computer output. And so we begin. Note: The program and the operating systems that are on the Internet are case sensitive. A file named 'readme' is different from a file named 'Readme'. Setting up a temporary directory For this tutorial, we'll be setting up a temporary directory in our Unix account on our local computer. I find that this is a good idea whenever I transfer files. See the Unix section of this manual, if you have additional questions about the commands 'mkdir' and 'cd' landrew.ncsa.uiuc.edu_51% mkdir tempdir This command creates a new directory named 'tempdir'. landrew.ncsa.uiuc.edu_52% cd tempdir By changing our current directory to the one we just created, we ensure that any files that we transfer will be placed into this directory. Opening a session landrew.ncsa.uiuc.edu_53% ftp ftp.cso.uiuc.edu With this command, we have told our computer to run the program ftp and to use the address ftp.cso.uiuc.edu. The ftp program will attempt to open a connection to the computer at this address. In the future, you will be knowledgeable enough about the resources on the Internet to want to ftp to a machine of your choosing. This can be done by replacing the address ftp.cso.uiuc.edu with any valid address of a computer on the Internet. If the connection attempt is successful, you will be asked to login. Connected to ftp.cso.uiuc.edu. 220 ux1.cso.uiuc.edu FTP server (Version 6.12 Fri May 15 15:45:18 CDT 1992) Name (ftp.cso.uiuc.edu:jduban): anonymous Since the computer at ftp.cso.uiuc.edu supports anonymous ftp, we'll be using the guest account anonymous. This will be true for virtually every machine to which you will ftp. 331 Guest login ok, send e-mail address as password. Password: At this point, they request that you enter your email address as a password. This is the case for virtually every anonymous ftp site on Internet. Note that your password does not appear on the screen. After your login, a short message similar to the following usually appears. 230- This is an experimental FTP server. If your FTP client crashes or 230- hangs shortly after login please try using a dash (-) as the first 230- character of your password. 230- 230- Please read the file /README 230- it was last modified on Fri Jun 5 11:06:41 1992 - 233 days ago 230- Guest login ok, access restrictions apply. The message contains pertinent information for users. It is in your best interest to read this message and any other files it suggests. These messages frequently let the user know when the site is available and what restrictions apply to anonymous logins. This message suggests that we read the file named 'README'. Generally, the information in any 'README' file is stored as text. The next section shows how to 'get' the 'README' file mentioned above and display it on your screen. Getting and reading a text file ftp>get README We've just told the computer to get us the file named README from the remote machine. The computer responds with the following. 200 PORT command successful. 150 Opening ASCII mode data connection for README (4248 bytes). 226 Transfer complete. local: README remote: README 4341 bytes received in 0.16 seconds (26 Kbytes/s) ASCII mode - indicates that the computer is transferring a text file Transfer complete - indicates that the transfer of the file was successful With the file on our local computer, we can use the following commands to display the file on the screen. ftp> !more README The ! allows us to give our local computer a command. We have invoked the program 'more' and told it to display the file named 'README'. Your screen will be filled with the contents of the 'README' file. For more information on 'more', refer to the Unix section of this manual. After reading the contents of the file, we're ready to move on. Navigation on the remote computer Let's see what else is in the current directory. The 'ls' command will help us achieve this goal. If you're interested in learning more about the commands like 'ls', please refer to the Unix section of this manual. For now just enter the following command at the prompt. ftp>ls -l We've requested a long listing (ls -l) of the current directory on the remote computer. Whenever an 'ls -l' is done the computer will respond with something similar to the following. 200 PORT command successful. 150 Opening ASCII mode data connection for /bin/ls. total 258 -rw-r--r-- 1 zinzow ftp 4248 Jun 5 1992 README drwxrwxr-x 11 root amiga 1024 Jan 13 22:56 amiga drwxrwxr-x 15 138 wheel 512 Jan 4 21:02 doc -rw-r--r-- 1 zinzow ftp 145528 Jan 2 1992 ftp.list drwxrwxr-x 8 root mac 512 Jan 21 00:57 mac 226 Transfer complete. 1825 bytes received in 0.32 seconds (5.6 Kbytes/s) To the new user, a long listing may appear to be chaotic and meaningless. But in truth there is a great deal of information to be gleaned from this listing. Of the items that would interest you, are those in the first, fourth, fifth and sixth columns. From the 1st column, you can tell whether the file is a directory (denoted by a 'd' in the left most position) or a file (denoted by a '- '). The 4th column shows the size of each entry in the directory in bytes (characters). The 5th column is the date when the file was last changed. The 6th column contains the names of the files. Individuals using guest access are usually restricted to which directories they can enter and which files that they can transfer. Later, when you explore the world of anonymous ftp on your own, do not be surprised to see a message indicating that you do not have enough privileges to access certain files or directories. Now that we know that there is a directory named mac, let's see what's in it. ftp> cd mac Change the directory from the current one to the sub-directory titled mac. 250 CWD command successful. ftp> ls -l Let's see what's in this directory. Again, we're using the 'ls' command, to list the files in the current directory (/mac). 200 PORT command successful. 150 Opening ASCII mode data connection for /bin/ls. total 50 -rw-rw-r-- 1 dlong 18842 Nov 5 1991 FAQlist.txt lrwxr-xr-x 1 root 22 Dec 10 19:57 MUG... -rw-rw-r-- 1 dlong 13593 Nov 3 1990 SIMTE... drwxr-xr-x 6 116 512 Nov 18 00:05 eudora drwxrwxr-x 2 root 512 Feb 18 1991 exec-pc drwxrw-r-x 2 zinzow 512 Jan 31 1992 local drwxrwxr-x 2 zinzow 512 Oct 29 20:51 sys7 -rw-r--r-- 1 root 9528 Jan 21 01:01 tar.out drwxrwxr-x 2 dlong 512 Sep 17 1991 utils drwxrwxr-x 2 root 1024 Jul 6 1992 virus 226 Transfer complete. remote: -l 584 bytes received in 0.14 seconds (4.1 Kbytes/s) The 5th line of the listing tells us that there is a directory named eudora. The Eudora program should lie within this directory ftp> cd eudora Change the directory from the current one to the sub-directory titled eudora. Note: We could have shortened the process by combining the multiple change directory commands into 1 command - cd /mac/eudora. This command would have brought us to the same directory in fewer steps. 250 CWD command successful. ftp> ls -l Get a listing of the files in the current directory (/mac/eudora). 200 PORT command successful. 150 Opening ASCII mode data connection for /bin/ls. total 3940 -rw-r--r-- 1 root 0 Jul 9 1992 .notar -rw-r--r-- 1 116 9660 Aug 16 1991 1.2Changes -rw-r--r-- 1 116 730150 Nov 2 21:52 1.2man.glue.sit.hqx -rw-r--r-- 1 116 826074 Jul 3 1991 1.2man.pm.sit.hqx -rw-r--r-- 1 116 17069 Oct 8 02:04 1.3Changes -rw-r--r-- 1 116 11407 Apr 2 1992 README -rw-r--r-- 1 116 11291 Oct 8 02:04 ReleaseNotes -rw-r--r-- 1 116 5890 Jun 5 1992 appendix-d drwxr-xr-x 3 116 512 Jan 12 22:59 beta -rw-r--r-- 1 116 838381 Jan 17 1992 comm1.i.sit.hqx -rw-r--r-- 1 116 88352 Nov 26 1990 diskcopy.hqx -rw-r--r-- 1 116 950580 Oct 17 1991 doc.i.sit.hqx -rw-r--r-- 1 116 459636 Oct 18 1991 eudora1.2.2.i.sit.hqx drwxr-xr-x 3 116 512 Nov 17 01:37 intl drwxr-xr-x 2 116 512 Aug 7 22:07 oldbeta -rw-r--r-- 1 116 7589 May 11 1992 srialpop.c drwxr-xr-x 2 116 512 Feb 18 1992 tables 226 Transfer complete. remote: -l 993 bytes received in 0.42 seconds (2.3 Kbytes/s) The file that we want is called 'eudora1.2.2.i.sit.hqx'. Additionally, it is also a good idea to get the 'README' file and one of the eudora manuals. This site has the complete Eudora manual in 2 forms; '1.2man.glue.sit.hqx' contains the manual in glue form and includes a program to read it, the '1.2man.pm.sit.hqx' file contains the manual in a Page Maker 4.0 file. We'll transfer '1.2man.glue.sit.hqx' since not everyone has a copy of Page Maker. For those individuals who don't have DiskCopy for the Macintosh, we'll need to transfer the file 'diskcopy.hqx'. Let's get these files. Transferring files Of the three files, the 'README' file is text file. No matter which remote machine that you connected to, the 'README' files will always be text files. The other two files have the suffixes .sit and .hqx. The suffixes indicate that these files are not text files but are actually stored in binary form. As such, we will have to tell ftp to transfer these files in a different manner. Note: See the "Archiving suffixes" section of this manual for more information about suffixes. We'll transfer the 'README' file first. Since it is a text file, we can use the same command that we used earlier. ftp>get README 200 PORT command successful. 150 Opening BINARY mode data connection for README (11407 bytes). 226 Transfer complete. local: README remote: README 11407 bytes received in 1.4 seconds (7.8 Kbytes/s) Usually, it is a good idea to scan the 'README' file for important information before transferring any other files. For the purpose of this tutorial it is not necessary but you can if you wish to do so. Remember the command that we used to display the 'README' file? Its !more README. Note: Since the names of two text files were the same, 'README', the first file has been overwritten and is now gone. This is true for any files that may have duplicate filenames; the older version will be over written. See the 'mv' command in the Unix section of this manual if you want to keep a copy of the older file. Before we transfer the next two files, we need to tell the ftp program that these files are binary and need to be transferred in binary form. This is achieved by the following command. ftp> bin 200 Type set to I. The transfer mode has been changed to binary. ftp> get eudora1.2.2.i.sit.hqx Get the file 'eudora1.2.2.i.sit.hqx'. The computer will tell us if the transfer was successful and how long it took. 200 PORT command successful. 150 Opening BINARY mode data connection for eudora1.2.2.i.sit.hqx (459636 bytes) 226 Transfer complete. local: eudora1.2.2.i.sit.hqx remote: eudora1.2.2.i.sit.hqx 459636 bytes received in 8.7 seconds (51 Kbytes/s) Since the transfer of the first file went smoothly, we can now get the manual that accompanies Eudora. ftp> get 1.2man.glue.sit.hqx 200 PORT command successful. 150 Opening BINARY mode data connection for 1.2man.glue.sit.hqx (730150 bytes). 226 Transfer complete. local: 1.2man.glue.sit.hqx remote: 1.2man.glue.sit.hqx 730150 bytes received in 21 seconds (34 Kbytes/s) We transfer the third file in the same manner. ftp> get diskcopy.hqx 200 PORT command successful. 150 Opening BINARY mode data connection for diskcopy.hqx (88352 bytes). 226 Transfer complete. local: diskcopy.hqx remote: diskcopy.hqx 88352 bytes received in 1.2 seconds (71 Kbytes/s) After transferring the last file we can now exit the ftp program. This is done using the following command. ftp>bye The ftp program responses with: 221 Goodbye. And places you back at your system prompt. Let's see what our local directory looks like. Remember how to do that? landrew.ncsa.uiuc.edu_54%ls The command 'ls' gives us a listing of the current directory but does not include all of the file information that 'ls -l' does. 1.2man.glue.sit.hqx diskcopy.hqx README eudora1.2.2.i.sit.hqx You should see the four files listed above. You now have these files at your local machine. For those individuals using modems, you may want to turn to the section of this manual that will walk you through transfer of the files to your personal computer. For those lucky individuals that have their personal computer directly connected to the network, you may wish to turn to the section on archiving suffixes and decompression. This section will help you extract the files from the archive you have just downloaded. This must be done to put the files into a usable form. Summary of the commands in the ftp tutorial This is designed to be a template for ftping any file from any Internet site. The name of the remote computer ftp.cso.uiuc.edu, the directory /mac/eudora and the files transfered can be easily changed to suit your own purpose. Prompts are displayed in bold to help differentiate them from user input. The prompt for the ftp program is ftp>. Underlined text indicates a user command. landrew.ncsa.uiuc.edu_51%mkdir tempdir Create a temporary directory to transfer files into. landrew.ncsa.uiuc.edu_52%cd tempdir Enter the directory just created. landrew.ncsa.uiuc.edu_53% ftp ftp.cso.uiuc.edu Start the ftp program & ask it to open a connection to a remote computer. In this tutorial we will be logging into the computer - ftp.cso.uiuc.edu. Name (ftp.cso.uiuc.edu:jduban): anonymous At the prompt, login as anonymous. Password: Enter your email address when it prompts you for a password. Ex. jdoe@ncsa.uiuc.edu ftp>get README Get the README in the default directory. It might contain important information. ftp> !more README Check to see what the system administrators have to say. ftp>cd /mac/eudora Change the directory to the one which contains the application. ftp>get README Get the README file in the /mac/eudora directory. It probably contains important information ftp>bin Change the transfer mode to binary. Necessary for all files other than text files. Text files do not have any suffixes like .hqx or .sit. ftp>get eudora1.2.2.i.sit.hqx Transfer the eudora application ftp>get 1.2man.glue.sit.hqx Transfer the Eudora 1.2 manual. ftp>get diskcopy.hqx Transfer DiskCopy. ftp>bye Close the connection and quit the ftp program. This will return you to your system prompt. The following commands are recognized by ftp: append local-file [ remote-file ] Appends a local file to a file on the remote machine. If remote-file is not specified, the local file name is used in naming the remote file. File transfer uses the current settings for type, format, mode, and structure. ascii Sets the file transfer type to network ASCII. This is the default type. bell Arranges for a bell to sound after each file transfer command is completed. binary Sets the file transfer type to support binary image transfer. bye Terminates the FTP session with the remote server and exits ftp. case Toggles the remote computer's file name case mapping during mget commands. When case is on (default is off), the remote computer's file names are written in the local directory with all letters in upper case mapped to lower case. cd remote-directory Changes the working directory on the remote machine to remote-directory. cdup Changes the remote machine working directory to the parent of the current remote machine working directory. close Terminates the FTP session with the remote server and returns to the command interpreter. cr Toggles the carriage return stripping during ascii type file retrieval. Records are denoted by a carriage return/linefeed sequence during ascii type file transfer. When cr is on (the default), carriage returns are stripped from this sequence to conform with the UNIX single linefeed record delimiter. Records on non-UNIX remote systems may contain single linefeeds; when an ascii type transfer is made, these linefeeds may be distinguished from a record delimiter only when cr is off. delete remote-file Deletes the file remote-file on the remote machine. dir [ remote-directory ] [ local-file ] Prints a listing of the directory contents in the directory, remote directory, and, optionally, places the output in local file. If no directory is specified, the current working directory on the remote machine is used. If no local file is specified, output comes to the terminal. disconnect A synonym for close. form format Sets the file transfer form to format. The default format is file. get remote-file [ local-file ] Retrieves the remote-file and stores it on the local machine. If the local filename is not specified, it is given the same name it has on the remote machine. The current settings for type, form, mode, and structure are used while transferring the file. lcd [ directory ] Changes the working directory on the local machine. If no directory is specified, the user's home directory is used. ls [ remote-directory ] [ local-file ] Prints an abbreviated listing of the contents of a directory on the remote machine. If remote-directory is left unspecified, the current working directory is used. If no local file is specified, the output is sent to the terminal. mdir remote-files local-file Obtains a directory listing of multiple files on the remote machine and places the result in local-file. mget remote-files Retrieves the specified files from the remote machine and places them in the current local directory. If globbing is enabled, the specification of remote files will first be expanding using ls. mkdir directory-name Makes a directory on the remote machine. mls remote-files local-file Obtains an abbreviated listing of multiple files on the remote machine and places the result in local-file. mput local-files Transfers multiple local files from the current local directory to the current working directory on the remote machine. open host [ port ] Establishes a connection to the specified host FTP server. If an optional port number is supplied, ftp attempts to contact an FTP server at that port. If the auto-login option is on (default), ftp automatically attempts to log the user in to the FTP server (see below). prompt Toggles interactive prompting. Interactive prompting occurs during multiple file transfers to allow the user to retrieve or store files selectively. If prompting is turned off (default), any mget or mput transfers all files. get and mget transfer files from the host on the primary control connection to the host on the secondary control connection put, mput, and append transfer files from the host on the secondary control connection to the host on the primary control connection. Third party file transfers depend upon support of the ftp protocol PASV command by the server on the secondary control connection. put local-file [ remote-file ] Stores a local file on the remote machine. If remote-file is unspecified, the local file name is used in naming the remote file. File transfer uses the current settings for type, format, mode, and structure. pwd Prints the name of the current working directory on the remote machine. quit A synonym for bye. recv remote-file [ local-file ] A synonym for get. rename [ from ] [ to ] Renames the file from on the remote machine, to the file to. reset Clears the reply queue. This command re-synchronizes command/reply sequencing with the remote ftp server. If the remote server violates the ftp protocol, resynchronization may be necessary. rmdir directory-name Deletes a directory on the remote machine. runique Toggles storing of files on the local system with unique filenames. If a file already exists with a name equal to the target local filename for a get or mget command, a .1 is appended to the name. If the resulting name matches another existing file, a .2 is appended to the original name. If this process continues up to .99, an error message is printed, and the transfer does not take place. The generated unique filename will be reported. Note that runique will not affect local files generated from a shell command (see below). The default value is off. send local-file [ remote-file ] A synonym for put. status Shows the current status of ftp. sunique Toggles storing of files on a remote machine under unique file names. The remote ftp server must support the ftp protocol STOU command for successful completion of this command. The remote server reports the unique name. Default value is off. tenex Sets the file transfer type to that needed to talk to TENEX machines. trace Toggles packet tracing. type [ type-name ] Sets the file transfer type to type name. If no type is specified, the current type is printed. The default type is network ASCII. user user-name [ password ] [ account ] Identifies the user to the remote FTP server. If the password is not specified and the server requires it, ftp disables the local echo and then prompts the user for it. If an account field is not specified, and the FTP server requires it, the user is prompted for it also. Unless ftp is invoked with auto login disabled, this process is done automatically on initial connection to the FTP server. verbose Toggles the verbose mode. In verbose mode, all responses from the FTP server are displayed to the user. In addition, if verbose is on, statistics regarding the efficiency of a file transfer are reported when the transfer is complete. By default, verbose is on. ? [ command ] A synonym for help. Command arguments which have embedded spaces may be quoted with quotation (") marks. Aborting a file transfer To abort a file transfer, use the terminal interrupt key (usually ). Sending transfers are halted immediately. Receiving transfers are halted by sending a ftp protocol ABOR command to the remote server, and discarding any further data received. The speed at which this is accomplished depends upon the remote server's support for ABOR processing. If the remote server does not support the ABOR command, an ftp> prompt appears when the remote server has completed sending the requested file. The terminal interrupt key sequence is ignored when ftp has completed any local processing and is awaiting a reply from the remote server. A long delay in this mode may result from ABOR processing, or from unexpected behavior by the remote server, including violations of the ftp protocol. If the delay results from unexpected remote server behavior, the local ftp program must be killed by hand. File-naming conventions Files specified as arguments to ftp commands are processed according to the following rules: 1) Standard input is used for reading and standard output is used for writing when the file name is specified by an en dash (-). 2) If the first character of the file name is a vertical line (|), the remainder of the argument is interpreted as a shell command. The ftp command then forks a shell, using popen(3) with the argument supplied, and reads (writes) from the stdout (stdin). If the shell command includes spaces, the argument must be quoted, as in ""| ls -lt"". A particularly useful example of this mechanism is: "dir |more". 3) If globbing is enabled, local file names are expanded according to the rules used in the csh(1) (compare to the glob command). If the ftp command expects a single local file, such as put, only the first filename generated by the globbing operation is used. 4) For mget commands and get commands with unspecified local file names, the local filename is the remote filename and can be altered by a case, ntrans, or nmap setting. The resulting filename may then be altered if runique is on. 5) For mput commands and put commands with unspecified remote file names, the remote filename is the local filename and may be altered by a ntrans or nmap setting. The resulting filename can then be altered by the remote server if sunique is on. Chapter 8: Eudora The Incomplete Eudora Manual For Macintosh users, an alternative to reading your mail through UNIX is using a program called Eudora. Eudora is a mail utility originally developed at the University of Illinois by Steve Dorner. Instead of logging in to a UNIX machine and reading mail through a command-line interface, Eudora lets you read your mail using only your Macintosh. Eudora takes mail from the UNIX machine and saves it on your Macintosh disk drive. You can page through the headers of your mes-sages and click on the ones you want to read. One feature allows you to have multiple mailboxes which you name yourself. This allows you to sort your messages by subject and keep them in their appropriate mailboxes. Eudora also allows you to attach files, like a Microsoft Word document, to a letter. Many other features are available through Eudora and are covered in the entire Eudora manual. This manual is available from many anonymous FTP sites, including ftp.cso.uiuc.edu in the directory /mac/eudora (see Chapter 7: How to FTP). System Requirements In order to use Eudora, these system requirements must be satisfied: %Macintosh System 6.04 or newer. %Telecommunications method (e.g., a modem or a high speed network connection) %Communications software (e.g., Apple Modem Tool and Communications Toolbox, or MacTCP) %Account on a computer with a POP 3 (Post Office Protocol 3) server. %Eudora program. Contents This Eudora manual is divided into three sections. The first section contains all of the information necessary to receive and send mail. The second section contains answers for some frequently asked questions (FAQ) about Eudora. The last section explains how to set up Eudora for each individual so that it will run properly. A. Eudora Tutorial A step-by-step tutorial for the beginner, explaining the basic features of Eudora. 1) How To Check For and Receive Mail 2) How To Create and Send A Letter a) Writing a completely new message b) Replying to a letter c) Sending your letter (and/or reply) d) Quitting Eudora B. Frequently Asked Questions (FAQ) Helpful tidbits that aren't necessary to use Eudora, but they help. 1) What are those pictures at the top of the New Message window? 2) How can I design a signature block? 3) What if I decide I don't want to send a letter I'm working on? 4) What if there are multiple Eudora users on 1 computer? C. Initial Setup For Eudora Gives basic guidance on the first time setup and individualization of Eudora so that you can use it to send and receive electronic mail. 1) Installing the Required Software 2) Opening Eudora 1.3.1 For The First Time 3) Telling Eudora Who You Are (Configuration) 4) Telling Eudora How To Act (Switches) 5) Telling Eudora About Your Modem (Communications) A. Eudora Tutorial The following instructions are meant to help you through the basic e- mail/Eudora steps (Eudora is a program that simplifies e-mail/UNIX commands). This "manual" is by no means complete nor even detailed. It was written with the hope that it would allow you to receive and send mail with very little knowledge about Eudora. If you can follow these basic steps, then you should be on the road to becoming an electronic mail expert! Oh yeah...Please don't be afraid to experi-ment! The best way to learn is just to tinker around and see what happens. Please make sure Eudora is properly setup (from section C: Initial Setup) before beginning this tutorial. 1) How To Check Your Mail Step 1: Start the Eudora program Double-click on the Eudora 1.3.1 icon. This opens up your individualized Eudora settings from the Initial Setup section (from the "Configuration" command under the Special menu). If you have multiple Eudora users on one computer, see B.4 in the FAQ section to learn the neces-sary Eudora start up method. Step 2: Get Your Mail Select the RCheck MailS command under the File menu (at the top of the screen). Eudora will automatically contact the mail server and transfer all of your mail to your Macintosh. You just have to sit and wait! To use the menu bar, simply place the mouse arrow on a menu item and click & hold the mouse button. "Hold" means that you don't let go of the button. Then "pull down" the menu by moving the mouse arrow down the screen. You'll notice that commands become highlighted as you move through the menu. Once you've highlighted the command you desire, simply let go of the mouse button. You've just given the computer a command! If you receive any mail, Eudora will open up your "In" mailbox window. It'll look something like the one below: Step 3: Read Your Mail Just double-click on the message you want to read. For example, I want to read the message from John Duban titled "Re: Cat's tail caught in LaserWriter II". I would just put the mouse arrow somewhere along the bottom five rectangles belonging to John Duban and double-click. By double-clicking on a message, it will open into its own individual window so you can read it. 2) How To Create and Send A Letter a) Writing A Completely New Message Step 1: Open New Message Window Select "New Message" under the Message menu. Note: There are two New Message commands in this menu. In fact there are several double commands here. The bottom commands with the "To" following them are shortcuts related to the "Nicknames" command under the Special menu. See a more complete manual for details. This command opens a letter that automatically lists you as the sender. A window will appear similar to the one below. The window is divided into two sections: the header and the body. The top part is called the header and is where you'll enter the address of the person(s) you're writing to. The bottom part is called the body and is where you'll actually type your message. Step 2: Fill In The Header a) Enter the person's e-mail address on the "To:" line. b) Use the TAB key on the keyboard or the mouse (point and click where you want the cursor to be) to move the cursor to the next header line. c) Type in the subject of your letter on the "Subject:" line. Be specific! d) For now just ignore "Cc, Bcc, and Attachments". They're not necessary for sending a message. Just move down to the body of the message window (the empty space at the bottom) in order to begin your actual message. Step 3: Write Your Message It's exactly like typing a "normal" letter! Just place the cursor into the body of the message window by using the TAB key or the mouse (point and click in the body) and start typing. Don't worry about hitting the RETURN key at the end of each line; Eudora's word wrap will take care of that (see What are those pictures at the top of the New Message window? in the FAQ section). Just use the RETURN key at the end of each paragraph. Note that the TAB key acts "normally" here; that is, now it moves the cursor to the right instead of down the page like it did in the header. Step 4: Prepare Your Letter For Mailing "Queue" your message by moving the mouse pointer to the Queue button and clicking (once). This places the letter into the Out mailbox so that you can mail it after you finish writing all of your letters (see the Sending Your Letter (and/or Reply) section). You can still go back and edit any queued letters (in the "Out" mailbox) until the time you send them. b) Replying To A Letter Step 1: Open Reply Window While you are reading the message, select "Reply" under the Message menu. You'll get a window with a pre-addressed letter back to the original author in the "To" header. Eudora also fills in the "Subject" header. Of course, you are automatically listed in the "From" header as well. In addition to the letter already being addressed, Eudora copies the original manuscript into this letter, each line being preceded by an arrow ">" (or more than one arrow depending directly on how many times a selection is sent back and forth between people). This allows you to edit the original manuscript in order to remind people what you're replying to. Step 2: Edit Letter Just edit the original part of the letter to your heart's content, then add your comments exactly as if you were writing a new message. You can place your comments anywhere you want, such as re-plying to each point right after it's listed or by placing all your points together at the beginning or end of the document. Step 3: Prepare Your Letter For Mailing Queue the message exactly like the previous section, A.2.a str redistribution or translations, address requests to the ALA Office of Rights and Permissions, 50 E. Huron Street, Chicago, IL 60611. ************************************************************************* e. d) Quitting Eudora DON'T FORGET TO QUIT!! When you're through dealing with your e-mail, you can quit the Eudora program by selecting the "Quit" command under the File menu. You don't want anyone to accidentally read your mail, do you? B. Frequently Asked Questions (FAQ) 1) What are those pictures at the top of the New Message window? means "John Hancock" or automatic signature block attachment. (See section B.2) symbolizes word wrap (versus hitting return after each line). symbolizes the tab function. refers to Eudora's ability to keep copies of the letters you mail. means "BinHex" text. Check this if you're sending a document to another Eudora user. You can activate or deactivate them simply by clicking (once) on their individual pictures. A check mark means it's activated. Their default settings are controlled in the Switches window (see the Initial Setup section C.4). 2) How can I design a signature block? Select "Signature" under the Special menu. Then type away! Once you've finished typing, click (once) in the upper left-hand box of the signature window to close it. I recommend that you use a format similar to the one below: You may notice that I left the first line blank. This is because Eudora puts your signature block under the last typed line. 3) What if I decide I don't want to send a letter I'm working on? You can "Discard" or "Save" any message you create. If you want to quit writing a message, simply click (once) in the message window's upper-left hand box to close it. Eudora will ask you to "Save" or "Discard" your work. Just click in your choice. 4) What if there are multiple Eudora users on 1 computer? In order to support multiple Eudora users on one Macintosh, you must create a Eudora folder (just like in section C.2 Opening Eudora 1.3.1 For The First Time) for each person. This is possible if you remove each Eudora folder from the system folder after it's been created. Then you can place those Eudora folders anywhere you want. Some people have one general mail folder containing folders with people's names on them. Inside each person's folder is their individual Eudora folder. Other people keep their Eudora folder on an individual floppy disk, while the Eudora 1.3.1 program stays on the computer. To start Eudora you must double-click on the Eudora Settings icon instead of the Eudora 1.3.1 icon. Remember, the Eudora 1.3.1 icon creates a new Eudora folder in the system folder if one is not already there! You want to open your individual Eudora setup, not create a new one. You can prevent people from using the Eudora 1.3.1 icon to start Eudora (and subsequently creat-ing a new, blank folder) by placing an empty folder (or a blank TeachText document) named "Eudora folder" into your system folder. Double-clicking on the Eudora 1.3.1 icon will then give you a reminder to use the Eudora Settings icon. Feel free to rename the Eudora Settings icon to something else, like "'s mail", as a reminder to double-click on that icon. (You could also make an alias of this icon.) Just remember that the Eudora Settings icon must remain in a folder with your mailboxes (In, In.toc, Out, Out.toc, Trash, etc...). C. Initial Setup For Eudora 1) Installing the Required Software To run Eudora you need to make sure you have the correct software. Obvi-ously, some version of Eudora is required! This manual talks about version 1.3.1 because it's readily available at many anonymous FTP sites. Refer to Chapter 7: How to FTP to learn how to obtain Eudora if you don't already have it. As long as Eudora is somewhere on your hard disk (i.e., not on a floppy disk), it's installed! If it's on a floppy disk, just copy it onto your hard disk. There are other communication software files that you need within your system folder, depending on the type of connection you have to your mail server. Below, sections a and b differentiate between the different requirements. a) People using only a modem need a file called "Apple Modem Tool" placed in their extensions folder (within the system folder). Also, it must be version 1.1.1 or later; otherwise the Eudora program will give you error messages (you can check to see what version you have by clicking once on the Apple Modem Tool icon and selecting the "Get Info" command under the File menu). ?? b) People using a SLIP connection or a high speed network connection need MacTCP in their control panels folder (within the system folder). The Apple Modem Tool is not required in this case, even if you are using a SLIP connection over a modem. System 6 users need some software called "Communications Toolbox" installed into your system folders. System 7 automatically incorporates this software into its operating system. There's no easy way to determine if it's already installed; but if it's not, then Eudora will tell you that you need to install it. 2) Opening Eudora 1.3.1 For The First Time When using Eudora for the first time, simply double-click on the Eudora 1.3.1 icon. A folder entitled "Eudora Folder" will appear in your system folder. This contains your initial mailboxes and a very important file called "Eudora Settings". When the Eudora program is open, the menu bar at the top of the screen looks like this: When you click & hold the mouse button down on one of these menu words, it offers you more selections related to the title word. For instance, under "Edit" there are various commands such as Cut, Copy, and Paste which are used to alter text. To select a menu item, just drag down the mouse until the com-mand is highlighted and release the mouse button. 3) Telling Eudora Who You Are (Configuration) Select "Configuration" under the Special menu. A window should appear on your screen that looks something like the picture below, except most of the boxes will be empty. POP account: To use Eudora you need to have an account on a computer that runs a POP 3 (Post Office Protocol) program, such as NCSA's Sun computers. In the "POP account" box, enter your login name and the full (domain) name of the computer, separating them with an "@" sign. In other words, your e-mail address goes here. For example, Jane Doe is a teacher at Golden Rule Elementary School in Urbana, Illinois. NCSA gave her an account with a login name of "jdoe" on a computer called "ncsa.uiuc.edu". She would enter jdoe@ncsa.uiuc.edu as her name and address in the POP account box. Please note the placement of the periods in the address; they're important! Connection Method: There are two choices here, depending on the type of connection you are using: a) If you only have a modem connection, Communications Toolbox should be selected as the connection method. This means that you're using the Communications Toolbox software for communications. b) If you have a SLIP connection or a high speed network connection, then you should select MacTCP as your connection method, indicating that you're using MacTCP software. SMTP Server: To send mail, you need access to a computer with an SMTP (Simple Mail Transfer Protocol) program. This does not require a login. If your POP account is on a computer that also runs an SMTP program (like NCSA's server), you don't have to put anything in this box. Otherwise, you have to type in the name of your SMTP server. The previous page listed the minimum amounts of information that Eudora needs within the "Configurations" settings in order for you to send and receive mail. The selections not talked about above can be used, but they're not necessary for Eudora to function. Feel free to imitate the picture or to read about more settings below to find out what they mean! Otherwise, continue with the next section: Telling Eudora How To Act (Switches). Real Name: Just type in the name you want to be known as. For example, Jane realizes that not everyone will know who "jdoe@ncsa.uiuc.edu" really is. So in this box she enters Jane Doe in order to let people know who's writing to them. It adds a nice human touch! Return Address: Use this box to indicate what you'd like to state as your return address on outgoing messages. For most people this will be the same as your login name and address, but some people have more than one e- mail account. You can leave this blank, and Eudora will use your exact POP account address as your return address. If you do enter something here, be careful! If you accidentally mistype your address, replies to your messages will never get back to you. Check For Mail Every ? Minute(s) If you enter a number greater than zero in this box, at regular intervals Eudora will automatically check to see if you have mail, and it will transfer any mail it finds to your Macintosh. So if you enter 10, Eudora will contact your mail server and check for your mail every ten minutes starting from the time you open up the program. If you leave this empty, Eudora will default to 0 minutes; meaning you'll have to manually ask Eudora to check for your mail (select "Check Mail" under the File menu). Keep in mind, this automatic checker only works while the Eudora program is opened up and running! Ph Server: This space allows you to enter the name of a computer that runs a "phone book" program (which you use by selecting "Ph" under the Special menu). Not everyone has access to these programs, so you should ask your system administrator about this capability. Dialup User Name: Some people who use a modem with the Communications Toolbox need a secondary user name during the dialup process (NCSA does not). If this is your case, you enter your secondary login name here. If you're not sure, contact your system administrator. Application TEXT Files Belong To: This simply tells Eudora which word processing software you would like to use if you save a Eudora message as a document (by selecting "Save" under the File menu). Just use your simplest or most favorite word processor program! Automatically Save Attachments To: If this option is checked, Eudora will automatically put file attachments that come with messages into a folder of your choice. For my mail messages, the folder I have designated to receive mail attachments is labeled "attachments", and I keep it in my Eudora folder. To change where the attached mail messages go, just click on the large box and select a different location and/or folder. 4) Telling Eudora How To Act (Switches) Select "Switches" under the Special menu. There's a lot of preference choices in the switches window below, so we'll just concentrate on "Immediate Send" and suggest you make your window look like ours. Eudora will run fine if you completely ignore this step. But if you make sure that "Immediate Send" is not checked, then you'll save yourself time and a lot of phone calls (with the modem). Instead, Eudora will queue your outgoing letters (see section A.2.c Sending Your Letter (and/or Reply)) so that they'll be bundled and all sent at the same time. This is like going out to the mailbox with five letters at once rather than making the trip five separate times! ?? The following switches, which appear in the window above, can also be controlled within every one of your outgoing messages: Word Wrap Tabs In Body Use Signature BinHex 'TEXT' Keep Copies Section B.1 discusses how to change these switches from inside your messages, so that you don't have to go back into this window every time you want to change one of these settings. Again, if you would like more specifics on any of the switches settings, please feel free to read a more detailed manual, experiment, and/or contact someone here at NCSA! 5) Telling Eudora About Your Modem (Communications) Note: You only have to make these settings if you are using a modem and have selected "Communications Toolbox" as your connection method within the Configuration window. Select "Communications" under the Special menu. A window should appear on your screen that looks something like the picture below (the phone number won't be entered): Phone Settings: These settings are self-explanatory! If you have an NCSA account, you do need to know that there are three phone numbers to the NCSA terminal servers: 244-0662/63/64. Of course, you can put any phone number in here, but unless you have an account at that location (and enter the required information within the "Configuration" window) you won't find any mail. Remember that some phones require you to dial "9" in order to get an outside line. This number must be included in the box (Eudora dials no differently than you do)! Modem Settings: Eudora simply wants to know what type of modem is hooked up to your computer. Check the modem or its instruction manual for the brand name (e.g., Apple Data Modem 2400). To change this setting, click & hold the upside down triangle " " in the box to see your options. Then drag the highlighted area to your desired selection and let go. Port Settings: Worry about the "Baud Rate" in this section. Baud rate indicates how fast information is transferred (bits per second). All you have to do is set this box equal to the baud rate of your modem (e.g., 2400). This information can be found in the modem's manual or it may be listed on the modem itself. Current Port: Select the picture of the port in the back of your computer that you plugged the modem cable into. If you plug it into the hole with the phone picture, click on that picture. Chapter 9: Apple Remote Access Apple Remote Access Apple Remote Access (ARA) is a software package from Apple Computer that allows the user to connect to a network via modem. While ARA requires system 7 and 2 modems (one for each computer), it greatly enhances the versatility of the Mac. Equipped with ARA, a user can now work at home while still having direct access to their Mac at work or school. Moreover, ARA can grant the remote user access to every Mac or printer that is on the same network as the host Mac. Remote file exchange has never been easier. Once connected the user simply opens the Chooser and selects the desired printer or Mac. ARA will mount the remote hard drive on their Mac, just as if it were directly connect to the computer. While the transfer speed will not approach that of a dedicated network, transfer rates using ARA are limited only by the speed of the modems. By employing modems with transfer rates of 9600 baud or greater, a user can achieve faster data transmission than many terminal servers which operate at 2400 baud. The ease with which this is achieved is remarkable. Connecting for the First Time: A first time user of ARA will be presented with the following window: Before filling in the requested information, the user should first check the settings that ARA will be using. The window in which the settings are changed is brought up by selecting the 'Remote Access Setup' item in the 'Setup' menu. The new window should be similar in appearance to the following: It is essential that you get the Modem: and Port: settings correct. These are determined by your hardware configuration. Modem: is the type of modem connected to the Mac. And Port: is the port through which the computer and the modem communicate. After the changing the settings to reflect the correct hardware configuration, it's time to enter the information used to connect to the host computer. Your window might look something like the following: Rarely will a user be allowed to connect as guest. By selecting 'Registered User' the user will need to enter their name and password. These will most likely be set previously by the owner of the host computer . After the telephone number, user's name and password have been entered, it would be a good idea to save the information. At this point all that's left is to try to connect to the remote host. The connection can be initiated by clicking in the 'Connect' box in the above window. The user should see the following sequence: At this point your Mac is connected, via telephone line, to the remote host. Simply select the 'Chooser' item in the menu. This will bring up the Chooser window. Selecting this icon, brings up a list of computers that are currently on the network. Selecting this icon, brings up a list of printers that are currently on the network. The network may be divided into separate zones. Each building or special group typically has their own zone. By selecting the appropriate zone, the name of the computer to which you want to connect will appear in the File Server box on the right. After selecting the desired zone and computer, clicking on the Okay button will bring up the following window: Here the user will indicate whether or not they wish to connect as a guest or register user. While Guest connections are usually very restrictive, Registered User connections are only given out to those that have a valid reason to connect. If connecting as a registered user, the user will need to enter his login name and password for that machine. If the password has not been set, now is the time to do it. After a connection has been made, a window similar to the following will appear. These are the hard drives currently connected to the host machine. Moe is grayed out, indicating that the user does not have access to that drive. Highlighting the desired drives and clickingllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll llllllllllllllllllllllllllllllllllllllll the user is connected to a remote drive, simply highlight it and select 'Make Alias' in the 'File' menu. The alias will appear next to the icon that is highlighted. The alias can be placed anywhere. A likely place is in the Apple Menu folder. Simply by opening the alias the user will be able to access the remote drive. This action will bring up the next window. This is the password that is required by the computer that the user is calling. After entering it, the following series of windows will appear: At this point you need to enter the password that allows you access to the remote drive. After the correct password is entered, the remote drive's icon will appear on the users desktop. Much shorter and simpler than the first method. Disconnecting From the Remote Host: There are a couple of steps that are necessary to disconnect from the remote host. First you need to drag the icons of the remote drives to the trash. Then, from within ARA click the disconnect button. Failure to do so will leave the phone connection open, needlessly running up the users phone bill and preventing others access to that host. The ARA status window should briefly look like the following: Part III Projects, Ideas, and Resources This section will discuss networking projects and offer a few ideas. There are several categories which can be used to describe projects that use Internet and other networks. Some of these categories are real-time (interactive), electronic mail and bulletin boards. Most projects can use any of these methods and each method has a particular advantage. Interactive projects have immediate feedback and a more informal feel. A good comparison would be a phone conversation. Electronic mail (e-mail) is just like sending a letter, it has the same advantages and disadvantages as real mail (although e- mail is much faster than surface mail). There tends to be a longer turn around time than interactive projects and more complete responses. Electronic bulletin boards invite a large number of people to discuss your topic or question. Some of these people may just ask questions or give an electronic nod of approval, but they may also debate your point by posting opposing views. The particular method which you might want to use depends on the project and your equipment. An Interactive project requires the most preparation and is the most demanding on resources. Most interactive projects are some form of a RchatS. Chat is jargon for having a set up where two or more users can communicate directly. As one user types a message on their machine, that message is being sent to all of the other people in the chat at the same time. To set up a chat, one must first find a host for the chat, such as Cleveland Free Net, that is available when you want and is willing to be the host. Coordinating all parties involved tends to be the most difficult part of a chat. Electronic mail is a good method for projects that do not have time constraints. It might take as much as five to seven days to get a response with electronic mail. This allows time for delivery, reading, composing a response, and the return delivery. It does not allow for responses that need research and assumes that the recipient checks their mail two to three times a week. Many schools do not have the resources or freedom to allow their classes to check their mail everyday. A prearranged schedule may help to Rspeed upS responses. If everyone checks their mail only on Friday afternoons, then it would take two weeks to get a reply. But, if you check your mail on Tuesday and the other party checks their mail on Friday, then you should have your response when you check your mail the following Tuesday. If you are sending mail to people who check their mail at least once a day, like most of us at NCSA, then you may even get a response the next day. Using e-mail also helps students to develop their letter writing and grammatical skills. Bulletin boards are the middle ground between chatting and e-mail. Newsgroups are similar to bulletin boards. News groups (more commonly called Rnet newsS on Internet) are a collection of groups that are dedicated to specific issues. For instance, a news group called Rrec.music.beatlesS is a forum for the discussion of the Beatles and related issues. There are news groups for just about any topic you could imagine: alternative lifestyles, education issues, comic books, etc. When you send a message to a bulletin board or a news group, that message is sent to millions of potential readers. Any of those readers may choose to post an answer or comment to your note. You or anyone else may post a rebuttal and so on. Most postings will get an answer within a day or so. It is not unusual for more obscure topics to go unanswered or to have a controversial posting generate twenty or more responses in a single day. This method is a good way to seek advice or answers. Chats, e-mail, and bulletin boards are three basic methods of doing network projects, but the number of possible projects is only limited by imagination. One simple use of the network is to use it as an expert resource. You can send e-mail to college professors or post a note to a group and get the information faster than searching for the data in all of the libraries in town. You can also have your students use the network as a resource for a project or just to ask questions. Several systems offer electronic question and answer services. You can also set up a mentor type program with more advanced students or even university people. The NCSA RAsk the ScientistS program is an example. In this program, elementary and middle school students send questions to advanced high school science classes using e-mail and the high school students research the questions and respond with an understandable answer. Internet is an international system, so you can use the network to communicate with people in other countries. You can compare cultures or work on a project together. Some current projects using the international aspect are the Global Grocery List and Glasnet. Both of these projects are described in detail in following chapters. Some federal and public agencies have their own bulletin boards. NASA has a board which contains a large volume of information concerning their current or past projects. The National Science Foundation also maintains a bulletin board for monitoring projects or checking on grants. Most bulletin boards are run either by educational sources or computing agencies. Cleveland Freenet and FrEdMail are examples of educationally based bulletin boards, even though these two both are very different. These boards are discussed in depth in other sections of this manual. There are also bulletin boards, such as CompuServe, which are excellent software and technological information resources. Chapter 10: Current Internet Projects This appendix contains a collection of current projects or projects that reoccur seasonally or annually. Most of these projects have periodic deadlines for preregistration or participation. All of the information necessary to participate in a project has been included. The following is a list of the projects followed by a brief description, the page number for the full article is listed on the right. Ask the Scientist 93 Grade schools student submit science questions to AP classes. Ask Prof. Maths 94 Any student or teacher in grades K-8 may ask ANY mathematics related question and the Prof. Maths team will respond within two school days. The Global Schoolhouse (SAFER Water Project) 95 Students will be asked to investigate the problems created by water run- off and to design a public awareness program that can be implemented in their own communities, and then shared globally. CoSN News 96 The Consortium for School Networking (CoSN) is a membership organization of institutions formed to further the development and use of computer network technology in K-12 education. Story Scramble 99 Second and Third Graders summarize, scramble, and then exchange stories with other classes. Then the students try to unscramble the story based on grammitical clues. Navigating the Internet: An Interactive Workshop 100 Where to retrieve the lesson plans and materials related to an online Internet class. Kids Weathernet 101 The purpose is to bring together as many classrooms as possible in a joint sharing of weather and climatic data. Tele-Fieldtrips 102 Promote knowledge sharing by taking virtual fieldtrips or providing the fieldtrip for others. The Reynoldsburg Geography Project 107 After exchanging a few letters, the students will then be instructed to learn as much as possible about the other student's country through research. Longest Day of the Year 109 Comparing duration of longest solar day against longitude and latitude in varied locations. GEOGAME 110 Students try to locate other participants locations using a series of clues. Environmental Problems discussion 113 Student e-mail discussion of environmental concerns and related issues. Global Grocery List 114 Students compare prices of common items around the world TeleOlympics 117 Students compete in events locally and then the best are matched electronically against the best students from all around the world KIDS-ACT (What Can I Do Now?) 120 Welcome to KIDS-ACT - the space set up for 10-15 year old young people who want to discuss what THEY can do NOW to achieve their future visions. Biomes Project 121 Exchange of information, data, pictures, and possibly specimens of plants, soil and rocks from their biome with students from other biomes. NEWSDAY 122 Students gather and post articles and then assemble a newspaper from either their own or otherUs articles. Judging for the best paper is done by participants. SuperQuest 131 The Computational Science Challenge for High School Students and Teachers promoting the study of high school science through the use of computing resources. Grand and Everyday Challenges for Education 132 Challenges designed to develop students problem solving skills, especially working collaboratively with others, both locally and remotely. Stream Study 134 Compare water quality with other schools. Math Magic Project 135 Math Magic will motivate students to solve open-ended math word problems and use modems to write their solutions. KIDLINK 136 Global dialog for kids 10-15. Communicate with children from other cultures. Project IDEALS 138 Students are cast as high level negotiators discussing international problems in this role playing simulation design to encourage students awareness of world events. Big Computer Pals 140 Big Brother/Sister interaction across the networks and aimed at the handicapped. Noon Observation Project 141 Students calculate the circumference of the earth using the length of a shadow at noon. Data from other locations is collected over the net. Ozone Study Networking Project 143 World wide ozone measuring and study. An Acid Rain Study 144 International comparison of rain and stream acidity. University of Illinois at Urbana Champaign HPCC in Education National Center for Supercomputing Applications Ask the Scientist! NCSA Education Program Fall 1993 % Do you know... ...how many seconds the light takes to travel from the Sun to each planet in the Solar System? ...how many sums a supercomputer can perform in one second? ...how long ago the first human being appeared on Earth? ...the internal chemical composition of a star? ...what global warming is and why the earth is in potential danger if we don't take care of it? ...how old Beethoven was when he wrote his first musical composition? ...how many people inhabit our planet and what the life conditions are in other countries? ...which are the most spoken languages over the world? % Do you want to know these answers? Do you have more questions? Are you interested in science? Why don't you... Ask the Scientist! If you are a middle school student with questions about science, please let us know. We have created this program for you, we want your questions! If you are a high school student interested in using state-of-the-art technology in computers and communications to start your role as a scientist now, just give us a call! If you are an interested middle or high school science teacher, we need your ideas and your class to get involved. Please register for the Ask the Scientist program at NCSA. We will have a seminar on November 19, discussing the goals and benefits of this project. You can participate! For registration or more information please call John Duban (217-244-5677), or send e-mail to jduban@ncsa.uiuc.edu Ask Prof. Maths Any student or teacher in grades K-8 may ask ANY mathematics related question and the Prof. Maths team will respond within two school days. Prof. Maths encourages both students and teachers to ask questions relating to content and pedagogy. Please post questions directly to: Maths@sbu.edu Prof. Maths will not post responses to the whole network. Please include your personal address so a response may be e-mailed directly to you. An archive of questions with responses will be available via anonymous ftp to ftp.sbu.edu in the subdirectory pub/prof.maths Timothy D. Kurtz 716-375-2024 Department of Mathematics KURTZ@SBU.EDU 102 De La Roche Hall St. Bonaventure University St. Bonaventure, NY 14778 THE GLOBAL SCHOOLHOUSE The Global Schoolhouse makes its debut with the S.A.F.E.R. Water Project (Student Ambassadors for Environmental Reform) Students, their parents, and teachers are invited to participate in a very exciting and significant Global Schoolhouse project that will combine the elements of student problem solving skills, environmental issues, global conscientiousness, and modern information technologies to accomplish a common goal. They will be asked to investigate the problems created by water run-off and to design a public awareness program that can be implemented in their own communities, and then shared and replicated globally. They will help make the world's waters safer by becoming student ambassadors for environmental reform. Dependence on toxic chemical has serious consequences for our environment and is compromising our future. Improper use or disposal of motor oil, antifreeze, pesticides, fertilizers, agricultural by-products, rock salt, household cleaning products, paints, solvents, and waste products contribute to serious water contamination through urban runoff, also known as nonpoint source pollution. Students have the power to play an important role in making their neighborhoods and the global environment safe from toxics and protecting the earth's water quality. Many regulatory agencies and educational programs have already been established to address the issue of urban runoff. Therefore, students will be encouraged to gather, compile, analyze, synthesize, organize, and share existing information in order to generate a strategic plan that will apply their findings in a useful and effective manner. Students will produce a newsletter and a calendar from collaborative their research. Four 5th through 8th grade classrooms are currently conducting research on the environment. These classrooms, located in California, Tennessee, Virginia, and London, are reading Vice President Gore's "Earth in the Balance: Ecology and the Human Spirit" (Houghton Mifflin, 1992). In conjunction with their reading, the students are investigating the problems created by water run-off and are designing a public awareness program that can be implemented in their own communities. These same programs can later be replicated in other communities throughout the world. Throughout the Global Schoolhouse project, the classrooms will interact with each other through the use of FrEdMail and the Internet. The four original partner schools will engage in several special video teleconferences that will be conducted over the Internet using the Cornell CU- SeeMe software for the Apple Macintosh. Several guest speakers have been invited to help moderate this video teleconference, allowing the classrooms to present their findings and engage in a mutual dialogue about the environment and what can be done by both students and national leaders. The Global Schoolhouse project will be aired on television during National Science and Technology Week (April 26-May 1), a yearly event conducted by the National Science Foundation to showcase programs of particular note. The implementation of this project is being made possible through funding and support from the National Science Foundation, and donations of equipment and services from CERFnet, FrEdMail, Pac Bell, Sprint, Apple Computers, Cisco, Cayman, JDL Technologies, Cornell University, and other companies not yet determined. CoSN NEWS ABOUT CoSN The Consortium for School Networking (CoSN) is a membership organization of institutions formed to further the development and use of computer network technology in K-12 education. Members represent educational, institutional, and commercial organizations with an interest in advancing the state of the art in all aspects of electronic computer networking. For more information contact CoSN at: P.O. Box 65193, Washington, DC 20035-5193 Telephone: 202/466-6296 cosn@bitnic.bitnet JOIN COSNDISC CoSN hosts a mailing list which provides a forum for discussion of issues relating to the development of networking facilities for the K-12 community. To join COSNDISC send an e-mail message to: LISTSERV@bitnic.bitnet. Include the following information in the body of the message: Subscribe COSNDISC, your first and last name. MAJOR HARDWARE DONATION FROM DEC Digital Equipment Corporation has approved a donation of over $50,000 in hardware, software and services to CoSN. The equipment includes two DEC 5000 workstations with extra memory and large disk drives; two laptop and one PC- level machine. In addition, the donation provides for software and for maintenance support. The equipment enables CoSN to provide two key services to the K-12 community. One of the workstations will be installed at SURAnet, where it will be connected to the network and will serve as CoSN's "presence on the net". The other machines will be used for traveling demonstrations of Internet access for educational purposes. Thank you DEC for your commitment and support of CoSN and K-12 computer networking! CoSN SERVER A portion of the equipment donation from the DEC is being set up at SURAnet in College Park, Maryland. This equipment will form part of a new Internet domain, cosn.org, and will provide services to CoSN members and the educational community at large. Members are invited to join the Technical Committee and help set up and maintain these services. The new facility should be operational by the end of the month. CoSN NOW IN GOPHERSPACE! Thanks to the donations of equipment and time from IBM, EDUCOM and CoSN member Marco Hernandez, CoSN now has its own Gopher server! Gopher is a tool that allow easy access to text files, databases and other searchable resources. The gopher address is: cosn.educom.edu. Come visit! NETWORKING FOR EDUCATION IN THE CAPITAL Bills to move the National Research and Education Network (NREN) forward are in process. In the Senate, S.4 is the relevant bill; Title VI deals with information infrastructure and technology, calling for networks to improve education, to provide library services, and to support health care and manufacturing. A similar bill is being developed for introduction in the House. H.R.89 was introduced in the House; it would set up a program of technology grants to the states and would establish an Office of Technology reporting directly to the Secretary of Education. A bill with similar intent (but a lot of other provisions, as well) is in the works in the Senate. - John Clement CoSN COMMITTEES Members are encouraged to join the following recently formed committees: (Note that e-mail address of chairs' are in brackets.) -Policy Focuses on the legislative issues which must be addressed to ensure the development of a network which adequately serves the needs of the nation's schools [cstout@tenet.edu, NY0026@mail.nyser.net ] -Technical Addressing the technical issues which must be resolved as the network is put in place [rdc@vms.cis.pitt.edu] -Curriculum Seeks to catalog current telecommunication projects and develop standards for excellence for future projects [gsolomon@nycenet.edu] -Professional Development Addresses the techniques and practice of on-line instruction [franko@bigsky.dillon.mt.us] -Vendor Liaison Group Facilitates the interaction of business members of the Consortium with participating departments of education, school districts and teachers. [Contact jfenwick@attmail.com for more information] -Membership Committee CoSN is beginning a major membership campaign . To join, contact Bobbi Kurshan at: [kursan@vtvm1.bitnet]. You don't need to be a member of this committee to contribute. If you know of groups CoSN should contact, please forward their names, affiliations, phone numbers,land and e-mail addresses to Ellen McHugh: [mchugh@bitnic.bitnet] or call 202/466-6296. Also share information about CoSN and K-12 networking with your colleagues. If you need brochures or additional newsletters, contact Ellen. CONFERENCES, COMMITTEES & PRESENTATIONS The following is a list of recent CoSN presentations: -Library of Congress' Network Advisory Committee, (Dec) -Coalition for Networked Information, Teaching and Learning Group (Jan) -American Association for the Advancement of Science, Technology Coordinators for the pilot projects in Project 2061, the Science Curriculum Initiative (Jan) -Florida Education Technology Conference (FETC) (Feb) -American Association of School Administrators (AASA) (Feb) -Michigan Association for Computer Using Learning (MACUL) (Feb) -National Forum on Educational Statistics, Automated Information Retrieval Systems (AIRS) working group (Feb) -Computer Systems Policy Project (Mar) -American Society for Information Sciences (ASIS) midwinter regional meeting Potomac chapter (Mar) INSIDE CoSN -Board Chair, Connie Stout, was named to the National Research Council panel conducting a mid-course study of the National Research and Education Network(NREN). -Executive Director, John Clement has been spenting one-half of his time with the National Science Foundation's Education and Human Resources Directorate program officers on access and use of the Internet for professional development and educational support. UPCOMING CONFERENCES November 10-13, 1993 Dallas, TX - CoSN full membership meeting held in conjunction with the Second International Symposium on Telecommunications in Education and Tel-Ed '93. COSNDISC SUMMARY Wonderfully varied new Internet resources have been posted on COSNDISC. The following are some highlights from recent months: *Communet: New listserv for community networking *BBS-L: New listserv for BBS startup and growth *Internet and CMC: A new listing of documents *Margaret Honey to host 24 on-line teacher seminars *BreadLoaf offers workshop grants for rural teachers *White House and Federal Register now have Gopher Servers *FARNET calls for stories about K-12 internet access *K-12 Listservs listing posted *K-12 "Barriers to Technology" discussion led by Connie Stout We encourage readers' contributions and suggestions to the CoSN Newsletter. Published by the Consortium for School Networking, P.O. Box 65193, Washington, DC, 20036-5193. Phone: 202/466-6296 FAX: 872-4318 Editors: Laurie Maak [lmaak@netcom.com] and Frank Odasz [franko@bigsky.dillon.mt.us] Story Scramble To any second or third grader teachers: Earlier this year we asked for partner classes to participate in a project in which our second graders selected a story, summarized it, and listed the main events in random order. We wanted to send these stories to classes which would order the events correctly based on the transition words our second graders used as clues and send them back to us. We hoped to find at least four partners. Because of technical problems we have only partially completed this activity but found it to be a very worthwhile activity. Not only did our second graders get to assess their communication skills but they have set up a dialog with their partner classes and are planning some more projects. We would really like to find several more classes which would participate with us in this project even though there are not many weeks left until the end of school. If you feel that your class has time and would benefit from this project please contact us. Sincerely, Annette Rains, Media Specialist and Diane Jones, Second Grade Teacher and other second grade teachers at Clayton Primary School, Clayton, (Johnston County) North Carolina ----------------- 35.05.00N, 78.12.00W Annette Rains K-12 Teacher at CLAYTON PRIMARY, JOHNSTON COUNTY CLAYTON, N. C. Navigating the Internet: An Interactive Workshop The following information on obtaining the materials for on on-line workshop on the internet. The address are: BITNET LISTSERV@UBVM INTERNET LISTSERV@ubvm.cc.buffalo.edu Leave the subject blank and in the message area enter the following: get navigate filelist Don't put any other text in the message. You will shortly receive the index. To receive a copy of a message simply send a message to either LISTSERV@UBVM or LISTSERV@ubvm.cc.buffalo.edu. Again no subject and in the body enter: get filename_1 get filename_2 You may put up to five request in one mail message. They are exceptionally well done and worth the effort. As an added bonus there are now temporary passwords to explore CARL Uncover and OCLC. Anyone who wants the sessions can pick them up themself from eitherlistserv or anonymous ftp: listserv send e-mail to either listserv@ubvm (on BITNET) or listserv@ubvm.cc.buffalo.edu (on Internet) No Subject: necessary First line in body of mail: index navigate Decide which session you want. Then send the command: get navigate 92-000xx where xx currently runs from 01 through 42. Anonymous FTP ftp ubvm.cc.buffalo.edu [This is a vax/vms machine but does not follow some of the conventions you may be accustomed to.] login: anonymous [for some: user anonymous] password: your-userid@your-node ftp> cd navigate [Ignore case of files shown & directions in top directory about CD FTP220. You can *GET* a Read-Only file to read on your own machine. Note cd command to change directories, not: set default. Also, 'Up' does not work. ftp> dir ftp> get navigate.92000xx [first GET the list of files. Note that (where xx is same as above) the conventions for specifying directory and file differs (at least from Umass VAX/VMS)--so where directory shows space, insert period '.' between directory name and file name. Also, file is incorrectly specified here; should be a hyphen after 92, thus: get navigate.92-00021 or whatever number you're seeking. ftp> quit Kids WeatherNet A Project for Elementary Classes Collecting and sharing Weather and Climate Data Background: During the last two years my class has informally shared weather data with several schools throughout the US using internet and bitnet. This experience has exceeded my wildest dreams in bringing science and the real world into the classroom. For the coming year I believe that it would be a tremendous opportunity for other schools to join the exchange of weather data. Purpose: The purpose is to bring together as many classrooms as possible in a joint sharing of weather and climatic data. How to Obtain: The actual collection of weather data can be as simple or as complex as you care to make it. My class set up a weather station which provides us with daily weather information. Or the weather data can be taken daily from a local newspaper. Or perhaps, you would collect some data and take some from the paper. Also, an inexpensive weather cube from Radio Shack will provide instant weather data from the National Weather Bureau radio station. Types of Weather Data: The types of weather data would include the recording of the high & low daily temperatures, precipitation, and a short paragraph describing the weather for the week. The description can range from a one or two sentence summary of the weather to explaining local conditions such as drought, storms, first frost, first snow, etc. Climatic Data: The climatic data helps explain how seasons, weather data and astronomy come together to influence our weather. This type of data would include sunrise and sunset times for one day each week and a general description of the current season. Sending the Data: The weather data would be sent to each of the participating schools each Monday. If you have any questions and would like to participate, send a note along. We would look at starting on August 31st. Hope to hear from you, Bill Wallace Manzano Day School Albquerque, New Mexico Bitnet: ECHO@UNMB Internet: ECHO@BOOTES.UNM.EDU Tele-Fieldtrips Purpose: a. Motivate students to observe, learn, and report more effectively on school excursions b. Give other students vicarious access to first-hand information about local, regional, and national museums, aquariums, libraries, and other places which can help students learn about their world. Grade Level: All grades Content Area: Science, Social Studies, History, Geography, Literature, Art, Music Project Summary: Your local educational resources are a gold mine of information for you and your students. You probably don't think about it, but people in other places would love to learn about your museums, historical sites, geological and archaeological sites, natural wonders, libraries, national and state parks and nature preserves, zoos and aquariums, archives, scientific labs and archives, universities and colleges, and businesses and industries. This project encourages your students to look at your own local resources with new eyes and share their visits, observations, and discoveries with students and classes all over the world. If you can't visit one of these places yourself, the reports written for your class will contain much useful and unique information which is sure to be of interest to your students. The Fieldtrips project involves three simple steps: 1. Send us the approximate dates and destination of the field trip(s) you expect to take in 1992-1993. Also, send us the local destinations that your students may be inclined to attend apart from official school activities, as part of a family or youth group activity. 2. Each month, beginning in September, we will publish a list of destinations submitted, along with your tentative field trip schedule if included. 3. Check the Fieldtrips database each month. If you see field trip destinations which are pertinent to your curriculum and which interest you, send your questions to that class prior to their visit. The class will go on their field trip "armed" with your questions, and will have greater incentive to observe and report back to you. Your students, in turn, will be highly interested in reading and evaluating the replies. Both groups of students will benefit from the experience. Project Coordinator: Nancy Sutherland, FrEdMail Foundation PO Box 243, Bonita, CA 91908 619-475-4852 email: fieldtrip@bonita.cerf.fred.org Registration: First attached file is the registration form. Complete the form and email it back. REGISTRATION: 1992-1993 To register please complete and return the following information to: fieldtrips@bonita.cerf.fred.org If your system receives FrEdMail's "Fieldtrips" newsgroup you can tune into the latest news and participate in ongoing discussions there. If you can't find the FrEdMail "Fieldtrips" newsgroup on your system, then answer yes to the first question and we will add you to our Fieldtrips mailing list. Complete this form if you are TAKING an excursion, and/or you are REQUESTING information about an excursion destination. If you would like information about a field trip destination not listed in the database, then submit your questions and the registration form below to fieldtrips@bonita.cerf.fred.org. We will include your request for information in the next database we publish: perhaps a teacher who has that trip scheduled will respond. Add me to mail list: Your full name: Your email address: Your school: District: SCHOOL address: School voice phone: Home voice phone: Grade(s) taught: Subject(s): Please complete one or both: Submitting Field Trip Destination Where is your excursion destination? What are tentative dates of your visit? Please attach a description of the education "significance" of your excursion destination. Describe the kinds of things your students will see, and the kinds of things you expect them to learn during the excursion. Requesting Field Trip Information About what place/excursion destination do you want more information? Is this excursion destination listed in the database? (If so, send this registration and your questions to BOTH FrEdMail and to the teacher listed in the database.) Please attach a list of questions your students have raised about this place (see the sample questions in the project description). PROJECT DESCRIPTION This project attempts to solve two common problems that teachers have. 1. Many teachers find it difficult to motivate their students to seriously observe, study, evaluate, and report on the places and things they see and hear on a class field trip or excursion. 2. Often, teachers have no or limited first-hand information or knowledge of many of the things we teach and study about in our classes. This project will help you solve one or both of these problems. REPORTING ON A CLASS EXCURSION One thing the Process Writing movement emphasizes is that when students have a sympathetic, interested audience and something to say, they will readily and even eagerly write. Moreover, they will take greater interest in "sounding" erudite and "smart" to their audience... especially if their audience is their peers (See "The Effect of Distant Audiences on Student Writing", _AERA_ Journal, Summer, 1989.) When your students go on your excursion armed with specific questions and requests for information addressed to your class from distant places, they will have significant incentive to gather relevant information, to process it, and write reports back to their questioners. Compared to excursion reports written for you or their classmates, you will find their reports to be more fluent, better organized, more substantive, and more informative. Furthermore, your will be more willing to write, proofread, revise, and edit their work. They will be more careful about their spelling, punctuation, grammar, and vocabularies. Finally, they will enjoy it more when they know their audience is not only interested in what they have to say, but are in fact counting on their accurate and factual reporting. LEARNING FROM OTHER CLASS EXCURSIONS This project provides an opportunity for your students to obtain and read a significant quantity of informative and interesting first-hand information about subjects and distant places they are studying. It will increase their motivation and interest in extending their learning. They will want to read everything that comes back, and they will ask more questions and look more critically at the information received in comparison to other sources of information they have been studying. PLACES TO VISIT You no doubt have many local educational resources which are gold mines of valuable information for you and your students. In many cases, people in other places would love to learn about your museums, historical sites, geological and archaeological sites, natural wonders, libraries, national and state parks and nature preserves, zoos and aquariums, archives, scientific labs and archives, universities and colleges, and businesses and industries. HOW TO PARTICIPATE This project encourages your students to look at your own local resources with new eyes and share their visits, observations, and discoveries with students and classes all over the world. Even if you won't take a formal class excursion this year, consider registering for one of your local resources which your students are likely to visit with their parents or a youth outing. If you can't visit one of these places yourself, the reports and answers written for your class will contain much useful and unique information which is sure to be of interest to your students. 1. Register a. Register for field trip destinations in your area: complete the registration form in Attached file 1 and mail it to: fieldtrips@bonita.cerf.fred.org. Include in your registration a brief description of the field trip destination for the benefit of teachers who may not be familiar with it. Include the tentative dates, if any, of your schedule field trip. b. Register to receive information: If you are looking for information about a place not listed, send in the registration form in Attached file 1 and include the places you wish to learn about, including specific questions your students have posed. 2. Each month the FrEdMail Foundation will publish an updated schedule of field trip destinations and requests for information based on your input. 3. Each month, look over the field trip schedules for destinations and requests for information that may pertain to your situation. 4. If you find a field trip destination that interests you, then: a. Have your students do some preliminary background reading on the destination(s) that interest you. b. Have your students brainstorm and generate questions relating to your curriculum and their reading which a visit to the field trip destination could be expected to answer. See the example questions later on. c. Send your questions via email, along with a registration form, to the FrEdMail Foundation at: fieldtrips@bonita.cerf.fred.org, and ALSO to the teacher listed in the database. Include a friendly preamble to your list of questions: description of your own class, community, and so on. Your questions will be posted to the mailing list. 5. Prior to and following your own excursion a. Prior to your excursion, have your students read and discuss the questions you may receive. If you don't receive any questions, have your students pose their own questions which they think other students may be interested in learning about. Let your students select questions to research and answer during and after your excursion. This may be done solo, or as duets, trios, or quartets. If possible, point your students to the best resources available on the excursion. Give them strategies to pursue in order to gather and remember relevant information. b. Following your excursion, conduct a group-writing project in which the class, or a subset of your class, write a general summary report of the excursion which will interest your partner students. c. Have each of your student researcher write up their findings in answer to "their" question(s). This activity presents an excellent opportunity to conduct process-writing activities in which students read one another's work, individually, in small groups, or as a large group activity. The emphasis should be on giving each author appropriate feedback so that they can revise and improve their own writing. Students should be encouraged to be helpful and supportive of one another's work, regardless of ability or execution. Even your slowest students will benefit from the process of listening and sharing as students help and support one another in developing the best answers possible. d. Send your summary and the answers to your questions to both your partner teacher and the FrEdMail Foundation at fieldtrips@bonita.cerf.fred.org. We will electronically publish your field trip summaries and questions on FrEdMail's Field trip newsgroup. At the end of the year we may also publish a selection of excursion summaries in hard copy format available for the cost of duplication and processing. SAMPLE QUESTIONS Our class is very interested in zoos. Since you are visiting the San Diego Zoo, would you answer these questions for us? 1. We have heard that the San Diego Zoo is not only a zoological garden but a botanical garden. Can you tell us some interesting plants that are at the zoo? 2. We've heard a lot about Gorilla Tropics and Tiger River. Can you describe these exhibits and tell if you think they're better for the animals than cages? 3. What was your favorite animal and why did you like it? 4. Do you think the San Diego Zoo is really doing anything to save endangered species. If so, what? 5. What are some of the endangered species the zoo has and how do you think keeping them in zoos helps to save them? 6. Should zoos be places to exhibit animals or protect them or both? SAMPLE SUMMARY Our trip to the San Diego proved to be very interesting and educational. We had a lot of questions from other classrooms across the country that really gave us a good focus. First of all, the San Diego is famous not only for its wonderful collection of animals - the largest of any zoo world wide - but also its beautiful collection of plants, many of which are extremely rare and even extinct in their natural habitat. We had never really noticed all the plants before or had just considered them a part of the landscaping, but they are just as important as the animal collection, and worth a great deal of money. We all feel our zoo would not be nearly so nice without the beautiful plants. Zoos used to be a place where animals were caged so that people could look at them and little attention was given to their comfort or needs. Now days zoo keepers are very concerned about the needs of the animals in their care, especially at the San Diego Zoo. Most of the animals are in large enclosures that resemble their natural habitat as much as possible. One of the reasons for this is that many of the animals are endangered, and by keeping them in large healthy surroundings, we can make sure they stay healthy and reproduce so that they can be released into the wild again. Also, if we keep them in enclosures that are like their natural habitat, we can study their habits more closely and discover what we can do in the wild to help them survive better. Gorilla Tropics is a good example of how the zoo is trying to place animals in an environment where they feel comfortable and at home. The gorillas used to live in a largely concrete enclosure but now live in a grassy enclosure with trees, hills and hiding places. Since the gorillas have been in this enclosure at least one female has given birth and successfully mothered a young gorilla, something the zoo has had trouble with until now. We thought the gorillas seemed much calmer and happier in their new enclosure. All around the zoo different exhibits stress the importance of protecting our endangered species. Tiger River includes an exhibit showing the products we buy which come from the rain forest and cause it to be depleted. If we all tried not to use these products, we could help save the rain forest and the animals that live there. There is also an exhibit which tells which kinds of fur bearing animals are endangered and which furs we should not be wearing. The zoo prefers that people not wear furs at all. They think furs look better on animals than on humans. We all agreed. THE REYNOLDSBURG GEOGRAPHY PROJECT The Geography Project is designed to link students from different countries together for the purpose of studying foreign cultures as well as research techniques. The major goals of the project are to: A) hone students skills in researching scientific and social information and map interpretation. B) promote students to communicate with others in other countries. C) help students to develop an understanding of the differences between scientific fact, presumption and errors based on misinformation based upon stereotypes and prejudice. The project will link individual students, or small groups of students together via Electronic Mail. After exchanging a few letters, the students will then be instructed to learn as much as possible about the other student's country through research. They may look at maps, books, magazines, and any computer generated data they can find. One example of a resource on our side is the World Book of Facts, which is compiled by the American Central Intelligence Agency. It has facts about climate, population, major businesses and major economic influences in most major cities and countries. The book is available on our local Information System. Students will use that and other sources to learn as much as possible about the other country. After the research is complete, each student must write "A Day in the Life of the other student." The paper should include what each student thinks the other student's life is like. What are schools like? What do the students do for fun? What kind of work/responsibilities do they have outside of school? What is family life like? What are most students' attitudes about the future? These questions should be answered to the best ability of the student who has researched the other country. So If John Smith, of Reynoldsburg, is working with a student in Japan, he would communicate with a student from there, and then begin research, using as many sources as are available to him. He will then write a paper entitled "A day in the life of ______." The student in Japan will do the same thing, studying the American student.. When the papers are finished, they are sent to the student in that country. When each student receives the paper about their life, they will critique it. Obviously, they will discover mistakes. John Smith may not understand how Japanese life has become modernized while the Japanese student may have flase assumptions about what Americans do with their leisure time. In the critique, each student should point out which observations are correct and which are wrong. Then each will write about what their day-to-day life is really like. In this way, the students will use research tools to learn about real people in other cultures, and have the opportunity to separate myth from fact - stereotypical prejudice from actual social behavior. This is the main idea behind the project. I am open to suggestions for enhancing the project in other directions. Our students working on the project will range in age from 16-18, but since many will be working with English as a second language, I think a greater range of ages is possible for other participants. It is my belief that this project will promote Global understanding and the scientific process of geographic analysis of maps and other data. If you have teachers or students interested in discussing this project further, please have them contact one of the two teachers listed below. Thank you, William Gathergood -Computer Coordinator wgatherg@magnus.acs.ohio-state.edu Rob Sass -Geography Teacher rsass@magnus.acs.ohio-state.edu Longest day of the year ! Greetings, The summer solstice, the longest day of the year in the northern hemisphere will be on June 20th, 1992. What this means is that the duration of daylight; the time from sunrise to sunset will be the longest, for the year. Within a few days following the 20th, this daylight period will begin to get shorter again, by about 2 to 3 minutes per day. Here in the southern Connecticut region, New Haven, located at 41 degrees 18 minutes North latitude, 72 degrees 56 minutes West longitude, the sun will rise at 5:18 am and set at 8:28 PM (Eastern Daylight Saving Time), giving us 15 hours and 10 minutes of daylight. The farther north one travels the longer the period of daylight. Within the Arctic Circle, the sun remains above the horizon for several weeks. I would like to hear from anyone who would be willing to contribute the name of their location, coordinates, time of sunrise - sunset (for June 20th) and duration of daylight for that date. Hopefully a collection of this data would yield a pattern by which my eighth grade Earth Science students may better understand this phenomenon. I would be willing to share the results of this survey, to the best of my ability, through KIDSNET. Please send data or comments to : Internet address: ADAMST@VENUS.YCC.YALE.EDU On the subject line please enter "For Bill Lang" Our mailing address is : Bill Lang, Earth Science teacher E. C. Adams Middle School Church Street, Guilford, Connecticut 06437 Telephone: (203) 453 - 2755 GEOGAME: Geography Game First Call Date: School year 1992-1993 Date: This project will be conducted three different times: October 19, 1992 January 11, 1993 April 5, 1993 Purpose: Learn geography terms, learn how to read and interpret maps, increase awareness of geographical and cultural diversity Subjects: Geography, social studies, writing Grade level: Middle-Upper Elementary; open to all grade levels Summary: Your class answers eight questions about your own location, including information about latitude, typical weather, land formations, etc. We collect responses from all participants, scramble the locations, and return the list of answers and the scrambled sources back to you. You students use maps, atlases, and other reference materials to match the description of each location with the name of the corresponding city. At the conclusion of the project we will post the correct answers. The "winning" class is the first class with the most correct solutions to the game. This has been a perennial favorite project, one which will excite your students and lead you into the exciting world of online communications. Number of participants: 10-20 sites; If more than 20 sites respond we will open another section. Project Nancy Sutherland, FrEdMail Foundation Coordinator: PO Box 243, Bonita, CA 91908 619-475-4852 email: geogame@bonita2.cerf.fred.org HOW TO REGISTER: First attached file is the registration form. Complete the form and email it back to the address indicated. REGISTRATION: 1992-1993 To register please complete and return the following information to: geogame@Bonita2.cerf.fred.org Register for Which Project: October 19, 1992 ______ January 11, 1993 ______ April 5, 1993 ______ Your full name: Your email address: Your school: District: SCHOOL address: School voice phone: Home voice phone: Grade(s) taught: Subject(s) To avoid confusion please refer to GEOGAME whenever you correspond with us so that we can match you up with the proper project. GEOGAME TIME LINE This project will be conducted three different times: October 19, 1992 January 11, 1993 April 5, 1993 This time line is a summary; dates are for the October 19 project. Complete details are in the next section October 5: Deadline for registration October 5: Begin researching the answers to the GeoGame questions about your local community. October 15: Have your students compose your answers according to the format described below. October 19: Send your answer file as a message to: geogame@bonita2.cerf.fred.org October 26: We will assemble all responses and mail them to all participants. October 27-30: Download the game files we send. Print them out and distribute them to your students. Discuss with them strategies they might use to match locations with descriptions. November 2-November 13: Upload your answers which match the locations with your descriptions. November 16: We will mail the results of the game, "winners" will be announced. GENERAL PROCEDURE 1. FILLING OUT THE DESCRIPTION FOR YOUR CITY Start with a whole-class discussion of the game and go over the identifying characteristics of the 8 description items. Discuss latitudes, time zones, land forms, points of interest, tourist attractions, state capitals, and nearby rivers as needed. Divide your class into groups of two or three and give them each a question. Have them do a little research in the library or with local maps to find the answer to their question. Come back together in a whole-class discussion and elicit the answers to each group's question. Have a student in the class act as a 'secretary' to compile the answers. Type up the 8 answers and Email them to the Project Coordinator by the deadline date. Please help us by using the example below as your template. We will assemble your answer EXACTLY as you send them to us. If your answers are ambiguous or erratically formatted we will NOT be able to include them in the project. ANSWER TEMPLATE City: Lancaster, Pennsylvania 1. Latitude: 40 degrees 2. Time Zone: Eastern 3. Winter: Cold & snowy!-High today: 40/Low: 20 Dress: Heavy coats, boots, gloves, hat 4. Closest river: Susquehanna River/gently rolling farmland 5. Tourist Attractions: Amish farms 6. Population: 386,600 7. Direction from capital: Southeast 8. Famous For: Home of former president, James Buchanan; location of Franklin & Marshall College 2. PLAYING THE GAME A week after the deadline, we will email a file containing all of the participating classes and their location descriptions. While you are waiting, gather a few materials for the class so that students can break up into small groups to begin the process of matching locations up with descriptions. (Large United States map showing time zones & latitudes, set of encyclopedias for individual state maps, AAA road maps, Rand McNally Road Atlas, Almanac, etc.) When you receive the GeoGame file from us, duplicate enough copies of the city/state locations to give one to each child in your class. Print out the descriptions, divide your class up into 4 or 5 groups and give each group an equal number of the descriptions. You might want to set aside two or three 20-30 minute "Research Periods" for the groups to try to match up their descriptions with the city/state locations. Or, you may want to set up a reference corner in the library or your classroom where students can go work on the project during their free time. When your students have done the best job they can on the match ups, type the number of the description which matches next to the name of the City/State on the list which we sent you. Email it us by the deadline date listed in the timeline. 3. WHO WINS THE GAME? After the final deadline, we will email the results. The "winning" classrooms will the earliest ones with which matched the most locations with their correct descriptions. 4. GEOGRAPHY GAME QUESTIONNAIRE 1. What is the latitude of your city? 2. In which time zone are you located? 3. Describe the winter season in your area. Include temperatures, precipitation, and seasonal dress. 4. List any prominent land forms in your area and name the closest river. How far are you from this river? 5. Name the points of interest or tourist attractions in your area. 6. What is the population of your city? 7. In what direction is your city from the state capital? 8. For whom or for what is your city famous? Interested in "Environmental Problems & Solutions"? Aloha from Hawaii, Hi folks! We have some students in Honolulu from intermediate schools (7th and 8th graders) and high schools (9th to 12th graders) who would like to keep in contact with students from the other countries, and to learn about things related to "Environmental Problems and Solutions". If anyone of you who's willing to share your time with us, please send us your E-mail address(es), and we will have our students to reach you. Thank you! Maria Wong Teleclass International E-mail address: johnw@uhccvx.uhcc.hawaii.edu Global Grocery List Imagine a "global grocery shopping spree", where you could buy food from any place in the world. would you get oranges, or hamburger? What would shopping there be like? What kind of money would you need to pay for your groceries? For the third year now, I'm asking the question, "How much does food cost in your town?" The Global Grocery List project is a very simple activity, designed for beginning FrEdMail users and old pros alike. The project is on- going, so there is no timetable. You just collect your local grocery prices at your convenience, email them to me, and keep checking your mail box for the price lists of other participants. Why Global Grocery List... The "Information Age" is here. Nearly everything we do deals directly with or results from the use of information. This information comes in many forms, but much of it is in table format, i.e. grade books, bills, price lists, etc. Global Grocery List will use telecomputing to generate a living, growing table of peer collected information to be used by classes of all levels and subject areas. Prices from around the world can be used in math, science, social studies, health studies, and writing. They can be used to practice calculations, as an information basis upon which to draw conclusions, and as a springboard for writing assignments. So break out your modem and lets start shopping. DETAILS... Step 1: This project involves the teacher: * sending students to the local grocery store(s) and calculating the average price for each of the items in my shopping list, * entering your name, class grade and subject, location, currency, and prices on a text file, note: Prices should be in your own currency. This will require more students to experience converting from foreign currencies. * then emailing the file to me, FrEdMail: DWARLICK@NCSDPI Internet: dwarlick%ncsdpi.fred.org@cerf.net Step 2: ...me... * entering your prices and related information onto a file with all previously received prices and emailing that file back to you, * adding your address to a CONFERENCE/MAILING LIST so that you will receive future compiled price list files, * regularly posting the compiled price list file on FrEdMail's IDEAS bulletin board and possibly on Internet fileservers, Step 3: ...and you volunteering to email to me... descriptions of how you use information collected from GGL, and the results of any tests or research you may conduct comparing student outcomes based on GGL collected data tables and textbook sample data tables., note: The time has come that we need to show how telecomputing projects enhance instruction. Please tell us how this project helps in motivating students to learn and develop shills by providing them real time, peer supplied data. Below is the grocery list. It will be most helpful to me if you make your price list look as much like my grocery list as possible. Teacher's name: Class Grade & Subject: Location (City, State, Country): Currency (Dollars, rubles): ITEM QUANTITY PRICE HAMBURGER 1 pound RICE 1 pound ORANGES 1 pound SUGAR 5 pounds ALL PURPOSE FLOUR 5 pounds WHOLE MILK 1 gallon CHOCOLATE 1 pound POTATOES 5 pounds BUTTER 1 pound CORN 1, 16 oz. can PEANUT BUTTER 1, 12 oz. jar COFFEE 1 pound WHOLE CHICKEN 1 pound EGGS 1 dozen PREMIUM UNLEADED GAS 1 gallon The following table includes grocery prices that have been collect since the date indicated. All of these prices were transmitted to my electronic mail box via the FrEdMail network, and other numerous networks that exist beyond the FrEdMail-NSFNet gateway. Many thanks to the teachers and other education professionals who have contributed to this instructional project. The prices below are intended to serves as a springboard for instructional activities in many subject areas and to provide for the integration of technology and multi-cultural studies into other non-related subject areas. DATE: October 26, 1991 P E A N H C U A H P T M O O O C B R C T B B C H U A S F O A U U O I R R N U L M L T T C T F C E G I G G O I A O T O T F K G G E C E A U L T E E R E E E G A R E S R R K E S R N R E N S S SITE: Nagaokakyoshi, Kyoto-fu, Japan CURRENCY: YEN ?? 292 113 2200 1870 756 ?? 50 795 ?? ?? 3863 ?? 240 ?? SITE: Clare, Michigan, USA CURRENCY: Dollars DATE: October 26, 1991 1.48 .79 .79 1.89 1.39 2.37 4.19 ?? 1.93 ?? .55 1.89 .79 .89 1.23 SITE: Mt. Pleasant, Michigan, USA CURRENCY: Dollars DATE: October 26, 1991 ?? 1.59 ?? 1.49 .99 1.88 ?? ?? .59 .31 2.65 ?? ?? 1.27 1.16 SITE: Lake, Michigan, USA CURRENCY: Dollars DATE: October 26, 1991 1.69 1.69 .68 1.75 1.49 2.49 2.49 ?? 1.29 .63 1.79 3.89 .89 .99 1.23 SITE: Farwell, Michigan, USA CURRENCY: Dollars DATE: October 26, 1991 1.69 .69 1.19 1.79 .80 2.29 2.89 ?? 1.89 .69 1.99 2.50 .79 .99 1.20 SITE: Farwell, Springfield, IL, USA CURRENCY: Dollars DATE: October 26, 1991 1.70 1.04 1.05 1.70 .93 2.36 6.36 1.88 1.43 .53 1.80 3.21 .96 .89 1.21 Many thanks to the following teachers for contributing to the Global Grocery List Project: Dave McLane D. Sapp Nagaokakyoshi, Kyoto-fu, Japan Farwell, Michigan, USA D. Berrup Springfield, Illinois, USA ..................................................................To contribute prices from your town, just email them to: FrEdMail: SDCOE!NCSDPI!DWARLICK (This address will be effective November 5, 1991) Internet: dwarlick%ncsdpi.fred.org@cerf.net Academy One TeleOlympics THE NATIONAL PUBLIC TELECOMPUTING NETWORK ACADEMY ONE TELEOLYMPICS MAY 5-12, 1992 "The important thing in the Olympic Games is not to win but to take part, the important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well. To spread these precepts is to build up a stronger and more valiant and, above all, more scrupulous and more generous humanity." De Coubertin ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The National Public Telecomputing Network (NPTN) will be hosting the Academy One TeleOlympics on May 5-12, 1992. This project is in honor of the real Olympics to be held this summer in Barcelona. It is open to any school in the world (for children ages 6-18) who has the ability to send/receive internet or bitnet electronic mail. The TeleOlympics is a project where students go out into their schoolyards on the same day and "compete" in events involving running, jumping, and throwing. Results are then posted via computer and modem to the Academy One area of any participating NPTN affiliate system. Below is a basic description of the TeleOlympics events and registration procedures. Schools from fifteen countries are expected to be participating in this project. You can participate if you have email access through Internet or Bitnet Users from around the world may also send their messages of good luck and congratulations to the athletes and they will be posted to the Press Box. Group Classifications: Class A = grades 10-12, ages 15-18 Class B = grades 7-9, ages 12-14 Class C = grades 4-6, ages 9-11 Class D = grades 1-3, ages 6-8 List of Events: 50 m run tennis ball throw long jump (choose either standing or running for your school) 400 m run (for all ages) 800 m run (for Class A and B) 1600 m run (for Class A participants only) Rules: 1. All times will be recorded in 1/100 of seconds. (x.xx) 2. Tennis ball throw recorded to the nearest meter mark. 3. Long jump will be recorded to the nearest decimeter. 4. Each participant will have two opportunities to throw the tennis ball and the farthest distance will be recorded. 5. All results will be posted directly to the Score Board, or emailed to xx188@cleveland.freenet.edu using the official report format. All students names must show both first and last names. Report format will be sent to those who register. 6. All results must be received by 2400 EST on Monday, May 11, 1993 in order to qualify for the International Awards. Any results received after that time will not count, but will be posted to the Scoreboard. 7. If your school can not conduct the actual athletic events during May 5-11 due to conflicting events, you may run the events earlier. However, you may not run them later and still be eligible for the awards. So be careful of weather conditions and plan ahead to get all of your students through the events and the results posted by the deadline. You may also pre-write all of your email for the Opening and Closing Ceremonies, but you may not actually send it until the day of those events. Special Wheelchair Rules: 1. When doing the long jump, a student gets one attempt to push on the wheel. The distance is measured from the starting line to the middle of the axle of the large wheel on their chair where the chair comes to a full stop. Distances are recorded to the nearest decimeter. Opening Ceremonies: The Opening Ceremonies will include a real-time chat on the Cleveland Free- Net and an exchange of email between all participating schools. The chat will be held on channel +TeleOlympics on Tuesday, May 5, 1992 at 11:00 am EST. Those who can not attend can still participate in the email exchange. More details on both the chat and the email exchange are included in the section on Educational Activities below. Closing Ceremonies: The Closing Ceremonies will include a real-time chat on the Cleveland Free-Net and an exchange of email between all participating schools. The chat will be held on channel +TeleOlympics on Tuesday, May 12, 1992 at 11:00 am EST. Those who can not attend can still participate in the email exchange. More details on both the chat and the email exchange are included in the section on Educational Activities below. Educational Activities: 1. Opening and Closing Ceremonies - IRC chat. The IRC chat is a real-time computer conversation where all participants gather in the Cleveland Free- Net's multi-user cafe and engage in a dialogue simultaneously. You must have both telnet capabilities to participate and a Cleveland Free-Net id. It takes 4 weeks or more to get an id, so you must begin this process immediately. The purpose of these chats is to greet each other and exchange wishes of good will, good luck, and/or congratulations. Small talk is the nature of this chat as opposed to specific exchange of information, which can be done via email exchange. 2. Opening and Closing Ceremonies - email exchange. On the Opening Day, each participating school should send a letter to each and every other participating school, wishing them good luck. On the Closing Day, letters of Congratulations should be sent to every other participating school. These letters can include additional information and questions as desired, and potentially lead to establishing permanent keypal relationships with these other schools. A list of internet/bitnet addresses of all participants will be mailed out during the day or two prior to the Opening Ceremonies. 3. During the weeks prior to the TeleOlympics, schools are encouraged to post weekly reports on the progress of training of their athletes, weather conditions, or additional information of interest. This could include, but not limited to, stories of the Ancient Olympics, word searches in any language with the subject being the Olympics, and/or interviews/stories of athletes from their community who have participated in the Olympics. Student who know they will be attending the Summer Games or who have attended the Winter Games may also share their experiences/excitement. These reports should be posted to the Press Box area of the TeleOlympics Menu in Academy One. Those unable to post directly to the Press Box may email their postings to Linda Delzeit at xx188@cleveland.freenet.edu and request that it be posted. 4. Participating schools may also begin to contact each other and exchange private email as the registrations get posted to the Parade of Nations/ Schools area of the TeleOlympics menu in Academy One. Regular updates of who is involved will be mailed to those participants who have only email contact with Academy One. 5. The top three winners in each of the events and in each of the boys and girls age classifications will have their names, school identifications, national flags and a short biographical sketch posted to the Victory Platform. Teachers will be responsible for supplying the biographical sketches of all winners. It is advised that these biographies be one of the educational activities that each student prepares in case they are a winner. They can also be used to exchange with students in other countries. Registration: Schools wishing to participate in the Academy One TeleOlympics must fill out the form below and email to >> xx188@cleveland.freenet.edu attention: Linda Delzeit. >> Name of School: Name of Contact Person: Email id of contact person: School mailing address (must be complete so certificates can be mailed out at the completion of the event) Approximate number of students competing: Ages/grades of students competing: A description of your school: Please include such things as type of school (public/private), hours you attend class, size of classes, subjects taught, grades included, size of school, conditions under which you will compete (track/grass field). A description of your community: Please include such things as size/type of community (city, rural) population, and the most popular attraction/event in your community. KIDS-ACT (What can I do now?) Welcome to KIDS-ACT - the space set up for 10-15 year old young people who want to discuss what THEY can do NOW to achieve their future visions. Regard it as an extension of the KIDS-93 question #4 below. Participation is free BUT before you start sending messages to others in KIDS-ACT, please make sure that you have responded to the four KIDS-93 questions: 1) Who am I? 2) What do I want to be when I grow up? 3) How do I want the world to be better when I grow up? 4) What can I do now to make this happen? This is important because it is the only way we can make sure that everyone who has participated in KIDS-93 is included in the master KIDS-93 database. Please send your responses to these four questions to the following address: RESPONSE@VM1.NODAK.EDU KIDS-ACT is for you to: * learn about what others do to achieve their personal ambitions, and about what they plan to do to make this world better when they grow up. * find others who think like you. Together you can make things happen! Newspapers and news shows on TV and radio all over the world have already covered the KIDS-91/KIDS-92 projects. People are interested in what you have to say. Those of you who are interested in the topic of children's rights and the UN Convention on the Rights of the Child are in the right place. Those of you who have formed environmental clubs might want to use this space to coordinate projects and activities with your counterparts around the world. You are free to use KIDS-ACT however you want. Your messages will not be edited in any form. It would be great if some of you would volunteer to be "moderators" which means that you would help to keep people on the subject, summarize information every once in a while, and otherwise help the discussion to flow. This is a valuable skill that might help you to get a job sometime in the future and KIDS-93 organizers will be glad to give you hints as a private message if you want. Anyway, jump right in! And remember, KIDCAFE is the place to go if you are looking for a penpal or want to chitchat about subjects like pets, music, school, etc. while KIDS-ACT is for serious discussion. Everyone looks forward to seeing what you come up with in KIDS-ACT! Remember to check out the other KIDS-93 forums, if you have not done that already. They are: KIDLINK The project's official information "channel". --- If you don't subscribe to this list, then you won't know what is going on. KIDCAFE a get-together, get-acquainted place for kids RESPONSE our "data base" of responses to the 4 questions KIDLEADR an informal meeting place for KIDS-93 coordinators and others KIDPROJ for various approved school projects KIDPLAN day-to-day coordination of KIDS-92 To get some practical tips about "How to use KIDS-93", send an electronic message to LISTSERV@vm1.nodak.edu (or LISTSERV@NDSUVM1 on BITNET) with the TEXT of your message containing the following line: GET KIDLINK TIPS BIOMES EXCHANGE PROJECT Following is an invitation to teachers who would be interested in a telecommunications project involving the exchange of biome data and information. The starting date will be mid-January. The goal is to have students research their own biome and compare it to other biomes. Themes to be covered will include- adaptation, climate, plant and animal life, soil and water, geologic features, changes through time and human impacts. Grade level participation is variable. My students are 6th graders but 9th and 10th grade teachers have also expressed interest in the project. Classroom groups will research specific topics (see below) about the local biome. The group will present a written and oral report to their own class. This information will also be made available to participating schools. Each classroom group will then be responsible for learning and informing their class about their topic in the other biomes. Following is a list of topics which will be researched by the groups. To participate in this project do not feel obligated to have your classes research all of these topics. We would love to have you participate to whatever extent you and your classes can. Group 1- Your location- latitude and longitude. General location of biome in the world. Elevation. Climate- I will be having a group making weather measurements all year. Group 2- Plants- names, pictures, specimens, endangered species, adaptations to the area, etc... Group 3- Animals- names, pictures, specimens, endangered species, adaptations to the area, etc... Group 4- General landscape- pictures Human uses and impacts Soil types- descriptions, effects on plants, samples. Group 5- Water- samples and analyses. Fossils- samples (named), age and their habitat, how the area has changed. Rocks- samples, types (sedimentary, igneous, or metam.) If you have students collect specimens and pictures for exchange with other students these will, of course, need be sent via US mail (Snail mail). If a group is ready to send or receive plant, soil, water, mineral or fossil samples they will ask via e-mail who would like to make an exchange. The actual exchange would then occur using US mail. I will keep a list of all participating classes and will make this list available to all of the teachers. Data and other information will be sent electronically. Kirk Beckendorf Fredericksburg Midlle School Fredericksburg, Texas kirkb@tenet.edu NEWSDAY Project Project Name: NEWSDAY Date: November 6, 1992 Purpose: To address and improve: * Academic skills - reading, writing, editing, revising, interviewing, literature appreciation and understanding * Social Skills: cooperative learning, leadership, listening, discussing, encouraging, sharing. * Technical Skills: word processing, file management, keyboarding; telecommunications: terminal software commands, uploading and downloading. Summary: NEWSDAY is a multi-curricular project in which students in each participating school produce a local newspaper based on the news dispatches submitted on the NEWSDAY news wire by cooperating student correspondents. Students become news gatherers and reporters, editors, layout and graphics artists, and publishers. Participation on a national and international scale leads to understanding of broad issues which transcend local concerns. This project can involve your students in weeks of cross-curricular activity. Schools may use a wide variety of methods to produce the papers, ranging from simple word processor cut and paste to full DTP packages. Participants will receive a newspaper produced by each of the other participants in the NEWSDAY project. Grade Levels: Upper elementary, junior high, high school. Material coming off the news wire will appeal to all age levels. This is an excellent project to encourage profitable inter-grade participation. Content Area: Many content areas may be included during NEWSDAY. By deciding what kinds of articles and features to write, you can include a focus in almost any content area. Possible content areas: Writing Reading Language Art Social Studies Science Environmental Science Number of Minimum of 10, Maximum of 30. If fewer than 10 schools participants: register NEWSDAY will be canceled. When 30 registrations are received we will open registration for a another NEWSDAY section. Newsday Theme: Cultural Diversity (see project description) Project Nancy Sutherland, FrEdMail Foundation Coordinator: PO Box 243, Bonita, CA 91908 619-475-4852 Email: newsday@bonita.cerf.fred.org Registration: First attached file is the registration form. Complete the form and email it back to the address indicated. NEWSDAY REGISTRATION Only bonafide participants in NEWSDAY will be eligible to receive copies of newspapers produced by this project. In order to be a bonafide participant, you must: a. register by sending the information below b. upload at least five of your best articles (but no ore than 10) on NEWSDAY c. agree to send a copy of your newspaper to each of the other participants (as many as 30 newspapers) d. agree to upload an electronic edition of your newsletter for dissemination to interested teachers online. e. agree to send the FrEdMail Foundation three copies of your newspaper, of which at least one of them must be on white paper suitable for reproduction. To register for NEWSDAY, please complete and return the following information to: newsday@bonita.cerf.fred.org Your full name: Your email address: Your school: District: SCHOOL address: School voice phone: Home voice phone: Grade(s) taught: Subject(s) TIME LINE This time line is a summary. Please see following sections for further instructions. Send questions, comments, suggestions (but not news articles) to newsday@bonita.cerf.fred.org. September 1 - October 22 Register to participate in NEWSDAY by filling in the registration form in attached file #1; mail it to: newsday@bonita.cerf.fred.org Introduce your students to the concepts and practices involved in the production of a newspaper and write a Hello File which will introduce you to the other participants. October 23 Project Coordinator sends you a complete list of all participants. October 28 Upload your "Hello File" to send to other participants. October 26 - November 6 Begin researching and writing articles, planning layout and collecting graphics. November 6 NEWSDAY: Upload your articles. ALL articles MUST be uploaded by the afternoon of November 10. (Note: send each article in a separate message. Ensure each article is identified with author's name, age, school, district, city, country, and teacher.) Use one of these addresses: FrEdMail: forum topic PROJ.NEWSDAY Usenet: newsgroup SCHL.PROJ.NEWSDAY Email: send email to NEWSDAY-LIST@BONITA.CERF.FRED.ORG November 9 - 13 Scan bulletin board and download articles to use in your newspaper. (You may find a few strays showing up as late as November 27.) November 16 - December 4 NEWSWEEK: Select and edit articles from the news wire, and combine them with local articles. Layout and publish your newspaper. Merge a text version of each article into a disk-based version of your newsletter. December 7 1. Mail a copy of your printed newspaper to each of the other participating schools. 2. Upload your disk-based version of the newspaper. January 13 Upload evaluation of the Newsday project. GENERAL PROCEDURE 1. NEWSDAY will be November 6, 1992 2. NEWSDAY Theme will be Cultural Diversity. In view of the controversies surrounding the various ceremonies and demonstrations attending Columbus Day this October, the one constant we can all celebrate is our own unique racial, ethnic, religious, and cultural roots and contributions to our shared culture. There are many directions you may wish to take this with your students. They could report on Columbus Day events in your region. They could write essays on how they view the discoveries and subsequent events of Columbus voyages, particularly as it affected their own families. They could investigate and report on the various local ethnic associations and their activities in your area. They could interview spokespersons of various community activist groups which have adopted specific positions regarding Columbus Day. The various viewpoints brought to light by this project should be of keen interest in every community. Not all of your articles need to address the theme of Cultural Diversity, nor does all of your newspaper be devoted to this theme. Your students may choose to devote as much or as little of the space available as they wish to this theme. 3. Prior to NEWSDAY, have your students compose a HELLO FILE containing several essays about your class, school, neighborhood, and community. Have them take several surveys to identify favorite books, foods, styles of music, hobbies, and so on, and share the results. (Let's avoid favorite TV programs this time around.) Merge ALL of your class essays into one large text file (see Attached file #4 on preparing student files for uploading.) Then send this file to: newsday- list@bonita.cerf.fred.org 4. Preceding NEWSDAY your students will learn about newspaper production, gather news, and write news dispatches. According to the standards outlined below, your board of editors will select the news dispatches to submit to the NEWSDAY wire service. 5. On NEWSDAY, November 6, your students will upload their news dispatches to one of these NEWSDAY Conferences. FrEdMail: proj.newsday Usenet: schl.proj.newsday Email: newsday-list@bonita.cerf.fred.org It may take 24-48 hours for articles to begin arriving at your site for you to download 6. Beginning November 9 your students will download news dispatches from other participating schools to use in their newspaper. 7. Your boards of editors will read, select, and edit both locally written and downloaded articles for printing in their newspaper. 8. By Monday December 7 (or as soon thereafter as possible) you will mail a copy of your newspaper to each of the other collaborating sites. 9. Upload the disk-based version of your final newspaper to one of the newsday conferences listed above. 10. Following receipt of the other newspapers, your students will read them and in the process compare their own contribution. 11. The FrEdMail Foundation is interested in your students' reactions to the Newsday project. We invite your students to write a final summary report of their experience and tell us what they did, how they benefited, and their overall evaluation of the project. We welcome suggestions and constructive criticisms. Send your final summary or evaluation to newsday@bonita.cerf.fred.org on or before January 13. ADDITIONAL DETAILS THEME This NEWSDAY's theme is Cultural Diversity. You are encouraged to base your newspaper around this theme, but you may include other material. PREPARATION 1. Register to participate by sending in the registration form found at the end of this announcement. 2. Introduce students to the concepts and practices involved in the production of a newspaper. This may be done through a unit of work covering newspaper production. Contact your local newspapers for assistance. Many larger city newspapers have an educational division which provides curriculum materials for students. Students should read, study, and discuss real newspapers. They should note the way articles are written and material is presented. 3. Divide your class into newspaper teams, with each student assigned to one or more roles. Teams would include researchers, reporters, editors, photographers and artists. See section on "Who Makes the Newspaper?, below. 4. This Newsday announcement includes two lessons which you may find useful in preparing your students to become newspaper reporters and editors. DESIGN YOUR NEWSPAPER APPEARANCE Your students must make many decisions regarding the final appearance of the newspaper: 1. The name of the newspaper 2. The design and appearance of the banner or masthead. 3. The number of pages to print 4. The news sections to include (news, feature articles, editorials/opinions, sports, entertainment, and so on.) 5. The general layout, including whether or not to have columns, the order of news sections, and the amount of space devoted to each section. 6. The kind of graphics which will be included (photos, original sketches, Print Shop-type graphics, clip art. Photographs may be photocopied if you use a Letraset Dot Screen). WRITE YOUR ARTICLES, STORIES, FEATURES You will use many locally written articles in your newspaper. Therefore, every student should be involved in the days prior to NEWSDAY in writing and producing the various features you expect to include. 1. LOCAL STORIES: Students will research and develop interesting stories on your local area. Help them identify "news worthy" stories: history, accomplishment, "famous" people, places, or things. Have them include interviews and "man on the street" opinions and points of view. Of interest might be cultural or multicultural events in school or the community. Also, success stories/tragedies: What can we learn? 2. STATE, NATIONAL, INTERNATIONAL STORIES: These are appropriate topics for NEWSDAY, especially if you can get local angles: Effects on local businesses, schools, and so on. Get opinions and reports on major news stories from community leaders, including their views regarding the effects of these stories on your local community and economy. Ellis Island might prove to be a valuable mini unit for your class and an excellent article subject. Perhaps there are students in your class or school whose great grand parents passed through Ellis Island. 3. Look over the list of NEWSDAY participants and make a note of their locations. If during the time of preparation any major news national/international news stories break in one of those locations it may be of interest to write a report of that news from the way it is reported in your local news media. Consider interviewing students from the participating school in that area, via telephone or email, to give it a first-person immediacy. 4. SURVEYS: During the preliminary on-line discussions leading up to NEWSDAY, participants may wish to discuss and identify one or more surveys to conduct at each participating school. For instance, a survey on cultural percentages in the school or community would provide some interesting data from across the network which could then be synthesized and reported by each local team. Students will find it interesting to compare news stories written by different students using the same data. In order to do this someone must prepare and distribute to each NEWSDAY participant an appropriate survey instrument. Surveys will not count toward your maximum number of articles. 5. EDITORIALS: Any issue is fair game for editorial comment, subject to the limits of good taste. You might consider whether the melting pot or salad bowl analogy is better suited to the United States. Be sensitive to the varying ages and locations of your correspondents. What may be appropriate for your local school may be too hot for other places. It may be best to avoid certain topics. 6. INTERVIEWS: See attached file #6 for a sample lesson plan on developing articles based on an interview. You must adapt and change this lesson to conform with the theme of this newsday. 7. OTHER SECTIONS: Look at the section below on Newspaper Sections. Decide what sections you want to include in your newspaper and have students begin work on producing them (for instance, crossword puzzles, acrostics, or political cartoons.) 8. GRAPHICS: Have your photographers, artists begin creating the supporting artwork. Ethnic artwork would be of particular interest. SELECT ARTICLES FOR UPLOAD 1. Your students will select ONLY THE BEST articles for upload on NEWSDAY (Maximum: 10 articles, plus any surveys taken.) Prior to upload, have your authors edit and revise and incorporate suggestions so as to generate the best possible articles to represent your class and school. 2. You should act as the "Editor in Charge" and ensure that uploaded articles have been thoroughly proofread and edited. If necessary, some articles may include a brief preface. Accuracy in spelling and punctuation is important. 3. During this time student editors should be identifying which local articles and features will most likely be included in the newspaper. They should suggest changes and send them back to reporters for re-write when appropriate. UPLOAD ARTICLES ON NEWSDAY 1. Prepare: - Have computer(s) set up for students to use - Have formatted disks for students to save their articles - Have your modem ready to go 2. On NEWSDAY Upload ONLY THE BEST articles (Maximum: 10 articles). EACH article should clearly identify the author, author's age, school, district, city, country, and teacher. 3. UPLOAD EACH ARTICLE AS A SEPARATE MESSAGE. DO NOT merge and send batches of files. For each article, type a CATCHY, RELEVANT SUBJECT as the message header or subject field to ensure people will read your news item. 4. Upload your articles to one of the following addresses, depending on what service you have available: FrEdMail: Upload directly to PROJ.NEWSDAY Usenet: Upload directly to SCHL.PROJ.NEWSDAY Email: Send articles to NEWSDAY-LIST@BONITA.CERF.FRED.ORG DOWNLOAD ARTICLES 1. Prepare - Have computer(s) set up for students to use - Have formatted disks for students to save their articles - Have your modem ready to go - Have printers with new ribbon and enough paper to print articles - Have a large pin board to pin up articles when assembling the paper - Have your "DTP" program read to go - Scissors, glue, paper, etc. - Pagemaker, Publish It, etc., ready 2. Twenty four to forty eight hours after NEWSDAY have your senior editors log into your email system and scan the NEWSDAY subject headers. They should read and capture or download to disk all articles they may wish to include in your newspaper. 3. Student editors should consider downloading more than one article on a given subject, as they may be able to re-write and combine the articles into one better article. 4. Editors should print out at least 2 copies of all downloaded articles. SELECT AND EDIT ARTICLES 1. Student editors should read and select both downloaded and locally produced articles. This will no doubt involve discussion and decision making. 2. If several articles have been written on the same subject (including both downloaded and local articles) the editors may wish to assign reporters the task of synthesizing the articles into one. If this is done, be sure to include the names of contributing reporters and their schools. 3. Editors should edit articles so that they are appropriate for your newspaper. This may require cutting, padding, and changing and revising language. 4. Editors should select headlines for each article that are short, pertinent, and eye-catching. 5. Merge each finished article into one or two large files which will become a disk-based version of your printed newspaper. You will upload a text-version of this newspaper to the newsday mailing list. ASSEMBLE THE NEWSPAPER The compositors and layout people will take the finished articles and lay them out for the newspaper. This may involve a DTP program or it may involve printing them out on the best printer you have and using scissors and glue to put them together. Graphics (photos, sketches, cartoons, clip-art, graphics programs) should be included to add visual interest to your production. PUBLISH THE NEWSPAPER Print enough copies of your newspaper to give to each student in your class, plus one for each of the participating schools, plus three for the FrEdMail Foundation. Mail your newspaper to each participating site. Also, upload your disk-based version (converted to ASCII text) to newsday@bonita.cerf.fred.org. FOLLOW-UP It is always a good idea to follow up the NEWSDAY activities. Below are some possible activities: 1. Have your senior editors write an evaluation of the NEWSDAY project and post their reactions, comments, suggestions, and criticisms on the NEWSDAY wire for other schools to read. Label these messages "Student Comment." (Your comments are invited also. Label them "Teacher Comment.") 2. Share your NEWSPAPER with other classes in your school. 3. Get feedback from parents and other readers. 4. Place several copies of the newspaper in the school library. 5 Have your students write and edit a letter which describes the NEWSDAY process, how telecommunications was used, and how they produced the newspaper. Then send a personalized copy of the letter and a copy of your newspaper to: your principal president of your local PTA your superintendent president of your Board of Education local newspapers Chamber of Commerce The importance of this kind of public relations to foster understanding and acceptance of telecommunications technologies cannot be emphasized enough. Who Makes the Newspaper? Newspaper Sections News Classified Weather Star signs Finance Real Estate Crosswords Sports Advertising Social Gossip Politics Fashion TV/Cinema Guide Cartoons Headlines Book/Movie Reviews Newspaper Workers Reporters Typists Copy Writers Accountants Lawyers Editors Printers Compositors Designers Collators Salespeople Researchers Cartoonists Writers Advertisers Meteorologist Board Members Leadership Positions Editor in Chief: Supervises and coordinates the entire newspaper production system and every phase of production. Has final say on job assignments, editorial policy, news content and layout. Managing Editor: Organizes the journalists to cover particular stories and feature items. Responsible for seeing that the reports are finished. Also oversees the assembly, printing and distribution of the paper. Editorial Writer: Writes statements of editorial opinion for the newspaper. The comments should reflect the attitude of the majority of the class or group involved in producing the paper. Copy Editor: Checks each story for accuracy, style, and grammatical errors. Also indicates how corrections can be carried out. News Editor: Assemble the stories and prepares the pattern of layout for each page. Also responsible to write headlines for each article. Art Staff: Responsible for the graphics on the page. Also design or arrange the heading for the paper. Reporters: Gather information and write the articles and stories. Usually they have a specific area or topic to cover, e.g., world news, current affairs, politics, human interest, sports, etc. Feature Writers: Research and write special features and articles. These can cover a wide range of topics. The remaining attached files will be sent to you when and if you register for this project. SuperQuest The Computational Science Challenge for High School Students and Teachers Promoting the study of high school science through the use of advanced computing resources. A science project and a computer are all you need to become a part of SuperQuest, the national science competition for high school students and teachers. Winners will attend one of five SuperQuest Summer Institutes to explore the world of computational science through hands- on experience! SuperQuest challenges high school students to use advanced scientific computing to explore and understand science and mathematics. The 1993 competition is just getting underway, so get your team together now! SuperQuest teams are made up of one or two teacher- coaches and four students from grades 9 through 12. Teams can submit one group project or individual student projects. Problems can be from any scientific, engineering, or mathematics discipline, as long as they require computing resources for analyzing, modeling, or visualizing important aspects of the project. Students and their teacher-coaches may want to analyze patterns in music, study traffic jams, study the formation of snowflakes, or visualize ultrasonic surgery. The teams with the best projects are SuperQuest winners. PRIZES Winning teams will participate in an exciting three-week Summer Institute to learn about advanced scientific computing and computational science. Travel to a nationally known advanced scientific computing center, in addition to room and board, will be provided by the SuperQuest program. This is just the start of a year- long adventure in exploring science back home, as students continue their research using workstations awarded to their high schools as part of the SuperQuest program. The winning schools will also receive network access and time on a high- performance computer to allow the students ample resources to complete their projects and to allow the teacher-coaches to use the computer in their math or science classroom. Winners also receive stipends of $3,000 for each teacher-coach and $1,000 for each student. SuperQuest is a partnership of the Cornell Theory Center, the National Center for Supercomputing Applications, the Northwest Regional SuperQuest Center, Sandia National Laboratories, and the University of Alabama in Huntsville/Alabama Supercomputer Network, with support from the National Science Foundation and corporate sponsors. In 1992, SuperQuest received support from Digital Equipment Corporation, IBM, Cray Research, Inc., Intel Corporation, Cisco, Inc., Advanced Digital Communications Consortium, and other corporations. FOR MORE INFORMATION Send in the requested information below via electronic mail to superquest@tc.cornell.edu, or call 607-255-4859, for an application booklet- it explains SuperQuest rules and includes entry forms and information for teams, schools, and parents. Get your booklet now; it will help you get started (Booklets are available hard-copy only). The registration deadline is March 1, 1993. Grand & Everyday Challenges for Education Want to involve students in real world problem solving activities? Join in the Grand & Everyday Challenges for Education. Questions and problems and other challenges, both "grand" and everyday, will be posed by folks for whom these are real challenges. These will be sent electronically to interested school groups so that they can find ones relevant to their curriculum. They can then interact with the challenge posers and develop solutions. Groups of students and teachers will be able to form "tele-task forces" to work together over the network to solve challenges. Successful solutions will in some cases lead to a reward for the school group. Goals: To develop students problem solving skills, especially working collaboratively with others, both locally and remotely. To have students learn skills and knowledge within a broader, more motivating context. Grade levels: This project can involve students of any grade level or ability level. The ways in which students become involved can vary, but all are welcome to participate. Duration: This project will run throughout the 1992-1993 school year. If you send us a list of what topics you'll be dealing with during which periods of the year, we'll send you those challenges that are related to those topics. Content Area: All content areas can be involved. Attached are some examples of how we plan to have this project work. If you're interested in participating in the Grand & Everyday Challenges for Education, send me a message and I'll add you to our electronic mail list and send you further information. Project coordinator: Jim Levin University of Illinois 210 Education Building, 1310 S. 6th St., Champaign, IL 61820 FrEdMail address: jlevin@uiuced2.uiuc.fred.org Internet address: jim-levin@uiuc.edu Here are some examples of how the Grand & Everyday Challenges for Education can work: Grand Challenges A world class mathematician posts on an unsolved theorem that's important to the progress of his work. A high school math class teacher selects that challenge and poses it to her students, who apply a new piece of visualization software to the problem and develop some promising new approaches which assist the mathematician in developing a new way to thinking about the theorem that allows an innovative solution. A panel of ecological experts is concerned with the issue of how to increase the rate of recycling plastics. They are particularly concerned about the impact of "juice boxes", since they are a composite of plastic, paper, and aluminum. They post as a challenge how to deal with the problems raised for recycling of "juice boxes". Two elementary school classes chooses to consider this challenge jointly. They interview their fellow classmates about what they like and dislike about juice boxes, they interview their parents about why they buy them, they observe the ways that they and their classmates use and dispose of them. They consider alternatives to juice boxes, and develop an alternate that they write up and submit back to the ecological panel, which considers it, and includes it in their report to Congress, which changes regulations about the manufacture of such containers to encourage the more effective solution suggested by the elementary school class and refined by the panel. A team of scientists developing state-of-the-art supercomputer-based models of tornadoes posts a description of a puzzling mismatch between their model and data from a set of recent tornadoes in Illinois. A middle school science class in Illinois examines aspects of the model though their network connection, accesses additional weather information about those tornadoes from their online state weather database, and formulates some new hypotheses to explain the anomalies. They communicate electronically with the team of scientists to clarify some aspects of the mismatch, and to get suggestions for ways to test those hypotheses by applying the model to additional tornado data. Then the class submits the surviving hypotheses back to the team of scientists for further investigation. Everyday Challenges A local park district is in the process of deciding where to locate a new playground structure. They'd like to conduct a survey to help them decide. They post their challenge, and a local elementary school teacher organizes her class to formulate the questions, collect the data, enter it into a statistical analysis program, and print out the results. A university professor, as part of her research project, needs to know what middle school students think about advertising on Saturday morning TV. She posts the challenge, then several schools together take up the challenge, conducting the surveys, analyzing them, and sending a report and the data to the professor. A local agency serving homeless people faces a shortage of child care workers. It posts the challenge. A group of schools contact the homeless shelters in their areas, and compile a list of different ways in which child care is provided. One approach, to work with a local retirement home to involve retired people as child care providers, is proposed as a solution to the challenge. Details of how that solution works in another location are provided, along with some suggestions of modifications that would make the solution more effective in the challenge location. Stream Study Hello All, We are planning to collect info on Venango County streams in October and we are interested in hearing from others who conduct stream studies and have data available. The first year we did this project, we limited the work to the pH of the water. Last year, in addition to pH, we measured total dissolved solids. We plan on adding to the project again this year. In the past two years, we collected data at over 100 sampling sites in the Venango Co. area but tested only once during the year - in October. This year we may select just a few streams and take monthly samples, repeating the broad survey every 5 yrs. or so. If you are interested in stream studies, will be doing a project this year, or have data to share, send a note to: Gary Morford gmorford%FSD@edinboro.edu MathMagic Project MathMagic Project EXCITING NEWS! There is now a project which will motivate students to solve open-ended math word problems and use language arts skills to write their solutions. MATHMAGIC is a project which accomplishes this and provides an opportunity for students from around the world in a collaborative effort. INTERNET MATHMAGIC--Working from each individual school (site), students team with groups from other sites to solve problems which have been posted by MATHMAGIC. These problems are discussed and solved through communications between teams. After working the problems, MATHMAGIC teams submit one solution format which requires that they state the problem, discuss the various strategies, and explain the solution. K12NET FIDO MATHMAGIC--Students at all grade levels work on the posted cycle in six-week increments. They work with thier teams or individually at their site. They are allowed to post questions or start discussions during the cycle to further enhance their solutions. Once solution formats are received, evaluators examine the final submission. Teams are not ranked, but achievement is recognized. The results are posted on the MATHMAGIC board and in a newsletter published by MATHMAGIC headquarters on a six-week basis. This project provides an answer to the common problems math teachers around the world encounter. It provides the motivation for students to write and solve word problems in math. In addition, students develop needed skills in the use of a computer and modem while expanding their world through communication with other students. For more information about MATHMAGIC, please contact: Alan A. Hodson Carol Hooper 900 S. Cotton 1201 Pebble Hills El Paso, TX 79901 El Paso, TX 79936 (915) 533-5566 (915) 592-7787 FAX: (915) 775-6126 FAX: (915) 590-7034 ahodson@tenet.edu cshooper@tenet.edu alanh@laguna.epcc.edu FidoNet 1:381/64 FidoNet 1:381/64 ============================================================= All of MATHMAGIC files and problems are available via file request MATHMAG1.LZH from 1:381/64 (11 K). Also, Internet users can procure them as an FTP from laguna.epcc.edu. Introduction to KIDLINK Global dialog for kids 10 - 15 KIDLINK is a grassroot organization, which in two years has had 6,200 children from 45 countries participate in a global dialog. The work is organized in 12-month projects with names like KIDS-91, KIDS-92, and now KIDS- 93. The latter will continue until May 1993. KIDLINK's purpose is the dialog itself. There are no political objectives. All children in all countries between the age of 10 - 15 are invited. Participation is free, but the children have to reply to the following four questions before being allowed to join the dialog with the other children: 1) Who am I? 2) What do I want to be when I grow up? 3) How do I want the world to be better when I grow up? 4) What can I do now to make this happen? Here is a sample response received from Grahamstown, South Africa: 1) MY name is luthando mqulwana and I am from Alice (S.A) my home language is XHOSA and I was born in SOUTH AFRICA. I go to college at ST ANDREW'S COLLEGE (S.A).I AM 14,3 years old and am in std 8. Since I went to school I have only been to four school but I have never been expelled but am a rebel in my sort of way. You must enjoy life while you can. 2) when I grow up I want to be a doctor and I think I will have to put a lot of effort to be that. 3) I would like every one to live in peace to love each other and care for each other. This is the world God created for us so we must take care of it hope that happens. 4) I want to pray that happens and I hope you do that too. WHAT EDUCATORS SAY KIDLINK has been eagerly seized by educators all over the world. Claus Berg, a Danish teacher, is one of them. In his view, KIDLINK has the following offerings: * it breaks down frontiers between people from many different countries and cultures. The kids learn from each other and make friendships across the World - and maybe they'll also improve their knowledge of a foreign language! * the kids learn, that others have the same thoughts about global problems: war, ethnic conflicts AND the Environment. KIDLINK gives them a fantastic opportunity to discuss, how to solve their (and ours!) common problems. Giuliano Ortolani, a teacher at the Guido Reni School in Bologna, Italy, tells the following story: "Then we have seen hundreds and hundreds of mails coming from all the world, we have seen kids pursue the English teachers to translate the mails and to write answers. We have seen the boys write pages of peace on their school- newspapers. If this is a game it is a good game!" Barbara Manchee, Pittsford Middle School, New York, USA in a message dated January 24, 1992: "The 4 questions make KIDLINK unique. How great it is to give kids the chance to really think about their place in the world, how they imagine their future, and what they can do to make a difference. The kids who are excited can get reinforcement and the kids who are depressed or have a negative outlook can get a dose of the outlook of other kids their age who have a different perspective and good positive ideas." APPLICATIONS - EXAMPLES Teacher: Mike Burleigh, of the Oldfield House School, in Hampton, UK: Age of Students: Primary (6 to 11 years) Plans for Using the KIDS-XX Project: Motivating students to communicate through writing to develop basic language skills. Working with other school/class groups on science/arts/humanities studies within common themes (list with dates available on request) interested in exchange of videos and books made by pupils etc. Subject Area of Expertise or Interest: Qualified art, special needs and science teacher. Interested in Global Networking to develop links with disadvantaged children/communities. Teacher: Sally Laughon, NorthCross School, Roanoke, VA, USA Age of students: 13-18 Plans: Incorporate cultural exchanges with other students. Excite students with academic challenges and encourage environmental responsibility. Develop projects that span the curriculum. Interest: Interdisciplinary telecommunication projects. I teach computer courses in our Upper School, ages 13-18, but help with telecommunications activities throughout the school. I maintain this file, so I can learn a little about mainframe computers at Virginia Tech and North Dakota! Teacher: Wolfgang Reinfeldt, Caecilienschule Oldenburg (Pluto Project, Uni Oldenburg), Germany. Age of students : 12-19 years Plans for using KIDS-92 Project: a) Pupils with technical ambitions shall establish international contacts. b) Pupils with social ambitions shall find technical equipment useful. c) Both groups shall help each other and use the facilities without help from teacher. FOR MORE INFORMATION General information about the current KIDLINK project, KIDS-93, is available by electronic mail. To get this information, send a request to LISTSERV@vm1.nodak.edu (or LISTSERV@NDSUVM1 on BITNET) The TEXT of your request should contain the following commands: GET KIDS-93 GENERAL An "electronic book" about KIDLINK is also available by anonymous FTP. For information about how to get the KIDSHOW "book", add the following GET command in the message to the LISTSERV: GET KIDS-93 KIDSHOW You may also write Odd de Presno at opresno@extern.uio.no for information. Project IDEALS Promoting an International Dimension in Education via Active Learning and Simulation Project IDEALS is a computer-assisted learning environment based on multi-site, semester-long, socially-interactive simulations. Computer technologies allow distant teams to communicate, hold real-time teleconferences, and to obtain feedback on their performance and progress. Project IDEALS is firmly based on the principles of experiential learning; it encourages students to become fully involved, motivates them to work hard, and helps them take responsibility for their own learning. Objectives * To develop competence and confidence in communicating with people from other cultures, and so help create international friendships. * To give students greater knowledge and understanding of international events and issues (e.g., global environmental problems) and to provide a context for interdisciplinary studies. * To enhance professional skills in such areas as team work, decision making, problem solving, leadership and negotiation, and to develop computer literacy, clear writing and critical thinking. Structure The central component of Project IDEALS is a large-scale simulation assisted by computers and telecommunications. Students take on the roles of high-level negotiators representing various countries at an international conference. The country teams are situated at different campuses (usually one team per campus) and communicate using computer networks and specialized simulation management software. The ultimate goal of each simulation is for teams to negotiate an agreement related to some international situation -- for example, to hammer out the text of a treaty governing the emissions of CFCs, the use of the ocean's resources, or the future of Antarctica. Scenarios may involve real or hypothetical countries. In Project IDEALS, the experiential learning cycle is paramount, emphasizing the importance of regular and structured reflection on experience to convert it into learning, which in turn becomes the basis for further practical experience. Computers and telecommunications In order to participate, each site needs a minimum of one microcomputer (e.g., BBC, IBM compatible, Macintosh), a modem, a printer, a telecommunications package, and a simple word processor. Faculty and students do not need any special computer skills in order to participate. Each site will also need access to the Internet (NSFNet) telecommunications network. The main simulation management software, called Polnet II, is situated at the University of Alabama. It allows messages to be sent to any number of other teams at other sites and for those teams to sign on at any time to retrieve those messages and to send their own. It also enables teams to participate in real-time teleconferences, in which several teams communicate in a synchronous, conversational mode. Finally, it collects feedback and research data. Further information For further information, please contact: Catherine Schreiber-Jones, Assistant Director, E-mail: cschreib@ua1vm.bitnet or ua1vm.ua.edu or David Crookall, Director: E-mail: crookall@ua1vm.bitnet or ua1vm.ua.edu Project IDEALS English/Morgan, Box 870244 Telephone: 205-348-9494 University of Alabama Facsimile: 205-348-5298 Tuscaloosa, AL 35487, USA Big Computer Pals Big Computer Pals is a Big Brother/Sister interaction across the Networks and aimed at the handicapped. There is no restriction on the type of handicapped and has included sensory, mobility, educational, and emotional. The list Bicompal@sjuvm.bitnet is a "personals" listing where people find big and little pals. Most of the interactions are then done through private mail, so I really have only a glimpse of the interactions that are taking place by looking at the proceedings. What is available on the logs however makes for some heart warming reading. Let me know if you are interested in subscribing. Bob Zenhausern, Ph.D. CompuServe: 72440.32@compuserve.com St. John's University Bitnet: drz@sjuvm.bitnet SB 15 Marillac Phone: 718-990-6447 Jamaica, NY 11439 Fax: 718-380-3803 Given this e-mail address I am still not sure how to subscribe to Big Computer Pals. You can reply to me at You can reach me at jdantoni@uva386.schools.virginia.edu Noon Observation Project This is the CLASSIC NOON OBSERVATION PROJECT wherein students calculate the circumference of the earth. Project name: THE NOON OBSERVATION PROJECT Purpose: Use simple measurements and calculations to determine the north-south circumference of the Earth. Content area: Math, trigonometry, elementary statistics, science & social science. Background: Over 2,000 years ago Eratosthenes made a remarkably accurate measurement of the earth's north-south circumference. This project requires collaboration of students in places at different latitudes of the earth to make some simple measurements, share data, problem solve the algorithms required, and then replicate and share their results. This a real, practical experiment which may provide lots of practice making measurements and using trigonometry, and statistics. General Procedures: 1. At least two sites must collaborate whose latitudes are different enough to give a significant difference in measurements. 2. On the given date (or within a day or two on either side, depending on weather conditions) students will conduct their measurements outdoor at high noon, local time. 3. Using a standard meter stick, at precisely high noon local time, each team of students will: a) lay out a piece of paper flat on the ground b) hold the meter stick perfectly vertical c) mark on the paper the end of the shadow at one minute intervals over a twenty minute period. d) several measurements should be made by several different students or teams of students ... the more the better. e) measure the length of the shadow cast by the meter stick to the nearest centimeter and these measurements will then be analyzed by the students. 4. The data along with the time at which local high noon was observed (the time of the shortest shadow) will be sent to the other sites involved in the project. 5. This data along with the latitude and longitude measurements for each site should be enough information to use trigonometry to make a fairly accurate calculation of the Earth's circumference. Additional details: 1. This project could be the basis for some really good problem solving for your class. Using your own algorithm, this could be a contest to see who, using this data, gets the closest results. Or, this could lend itself to some interesting discussions between students at the cooperating schools to come up with a joint algorithm. 2. This project also will consider whether we should use the median or modal values of the shortest lengths of the shadows rather than just a simple average in the calculation of the circumference of the earth. Which measure will give the most accurate result? We will also plot the data in various ways using stem-and-leaf charts and box-and-whisker plots and publish them for the participants in the project. 3. Plotting of each site on maps using e & longitude will enable each site to calculate north-south distance, and east-west distance between sites. Knowing the north-south distance is essential to solving this problem. 4. Background information on Eratosthenes of Cyrene about his accurate calculation of the earth's circumference will be sent on request. This information was gathered by Al Rogers from the online version of Grolier's Academic American Encyclopedia. We will also supply Appleworks templates to help you and your students analyze the data. An Ozone Network We are looking for schools and colleges interested in being involved in an ozone measuring network. The idea of this project would be to create a classroom-based, research quality network for total ozone column measurements and to integrate these measurements into a curriculum that addresses the underlying science and puts it into a larger social context. The ozone measurements would be based on designs developed by TERC and Forrest Mims III, utilizing differential measurements of the intensity of solar radiation in the ultraviolet using narrow-band interference filters. With the cooperation of NOAA, these units will be calibrated against Dobson spectrometers so that they will be capable of measuring the ozone thickness to an absolute accuracy of 3%. We will then be able to maintain calibration by making periodic measurements when the TOMS instrument is overhead and, with the cooperation of NASA, comparing the space-based data with our ground observations. The international concern about ozone, combined with the ability to contribute to its scientific study, creates the ideal atmosphere for learning. Students will want to know how to interpret their data, what the implications of their measurements are, what the ozone issue is, what the long-term predictions are, and what they can do about atmospheric change. We will assemble a series of educational resources that address these issues and the related background science topics suitable for students in a wide range of grades, from middle school through college. We will provide guidance for teachers at these different levels on how to use the materials. We will also use the network to create a community of schools participating in the experiment. The combined data from all participant measurements will be available on the network together with software for easy display and analysis. The network will be a place to go for ideas for further research and also contain current news about scientific, regulatory, political, and education issues related to ozone, creating a way for students to link into current events. Ideally, a class will be organized so someone from the class makes one or two measurements every day and contributes the results to the network. Then, at some point during the year, two to eight weeks of class time would be devoted to the project, analyzing the data from the network, learning the science, and discussing the larger issues. Students will be encouraged to continue their work and expand into related research. At TERC, we are currently developing a proposal to fund this network. If you are interested in participating, we would appreciate a letter of support--it would help us get funding. We need teachers and faculty willing to make the measurements and teach the concepts, we need scientists who could help interpret the data and communicate with students, and we need volunteers to contribute news to the network and to moderate electronic conferences. Please send letters of support to: Robert Tinker, TERC, 2067 Mass. Ave., Cambridge, MA 02140 or e-mail to (Internet) bob_tinker@terc.edu Acid Rain Study At Patch High School in Stuttgart, Germany we have started collecting precipitation samples (rain, snow, sleet) for pH analysis to coincide with a study being done by two students at School 1173 in Moscow (Lena and Masha). We will be willing to post our results in this conference and topic. We are also doing an analysis of the drinking water in this area and will post those results here also if requested. Larry and students at Patch High School, Please feel free to post your results of acid rain studies here. Others may join the effort. I have requests from many schools around the USA for samples of "Acid Rain" (two this week by letter). Of course the only possibility right now is the study of "Acid Snow" which the Russian schools did last year. At any rate, we will be collecting samples and analyzing them ourselves and positing our results here. looking forward to seeing your data. Bruce gl.tech moderator Original-Sender: Bruce Seiger Chapter 11: Past Projects This appendix contains a number of past projects. These projects are included as a potential source of ideas. The following is a list of included projects followed by a brief summary. Virtual Track Meet 149 Students perform events at their schools and then the results are posted to Cleveland Freenet for international competition. WhatUs Japan 151 Students answer questionnaire about Japan, which is answered by Japanese students. Telecomputing Activity Plan Contest 153 Contest for the best use of telecomputing in the classroom. Computer Programming Contest 154 Student programming challenge. Space Mission Simulations 155 Electronic simulations of four different space missions with students acting as different groups involved with a launch (crew, mission control, recovery team, etc.). Architecture Challenge 157 Students build popsicle stick structures and subject it to various tests. The best are compared against other participants. Zero G School Design 158 Students design solutions to zero gravity problems and submit for discussion. K-12 VIRTUAL TRACK MEET HELD On October 10th and 11th, the National Public Telecomputing Network (NPTN) staged the world's first "virtual track meet." Seventeen K-12 schools from four countries (Canada, Finland, New Zealand and the U.S.) went out into their schoolyards on the same day and "competed" in three events involving running, jumping, and throwing. Individual results, as well as class averages, were then posted via computer and modem to the Cleveland Free-Net Community Computer system, where a "leader board" and "Meet Headquarters" were maintained. Below are shown the winners of the "Class Average" competition (the individual boy and girl winners, by age categories, was too long to send here, but can be seen on the Cleveland Free-Net). This October meet was a preliminary event to a much larger "TeleOlympics" program which will be held in May of 1992 in honor of the real Olympics which will be held later that summer. The May TeleOlympics is expected (at this time) to involve over 6000 students, from at least a dozen countries around the world. The TeleOlympics is just one of many special NPTN projects that is a part of it's "Academy One" program, and designed to involve K-12 students and teachers in telecomputing activities. For more information on how your school can participate in the TeleOlympics or any other Academy One activity, please feel free to contact: Linda Delzeit NPTN's Director of Education at: (Internet) aa621@cleveland.freenet.edu or (BITNET) aa621%cleveland.freenet.edu@cunyvm --------------------------------- <<< SCHOOL/CLASS AVERAGES - FINAL RESULTS >>> As of: 12:00 EST (+5 GMT) 10/14/91 17 of 17 schools reporting CLASS B: Grades 7-9 (Ages 12 - 14) 50 METER RUN CAN 1. 8.2 - Westsyde Elementary (Beck) - Kamloops, BC CANADA USA 2. 8.6 - Horace Mann Middle School (7th Grade #2) Lakewood, OH FIN 3. 8.7 - Sarkijarvi Elementary School - Evijarvi, FINLAND USA 3. 8.7 - Emerson Middle School (8th Grade #2) - Lakewood, OH LONG JUMP (in meters) USA 1. 3.40 m - Jefferson Intermediate School - Cleveland, OH USA FIN 2. 3.20 m - Herttoniemi Elementary School - Helsinki, FINLAND CAN 3. 3.15 m - Westsyde Elementary (Sigurdson) - Kamloops, BC CANADA CAN 3. 3.13 m - Westsyde Elementary (Beck) - Kamloops, BC CANADA THROW (in meters) USA 1. 35.5 m - Jefferson Intermediate School - Cleveland, OH USA FIN 2. 33.0 m - Sarkijarvi Elementary School - Evijarvi, FINLAND USA 3. 30.2 m - Emerson Middle School (8th Grade #1) - Lakewood, OH USA CLASS C: Grades 4-6 (Ages 9 - 11) 50 METER RUN USA 1. 8.20 - University School - Shaker Heights, OH USA FIN 2. 8.65 - Sarkijarvi Elementary School - Evijarvi, FINLAND CAN 3. 8.85 - Ucluelet Elementary School - Ucluelet, BC CANADA LONG JUMP (in meters) CAN 1. 3.00 m - Queen's Park Elementary - Pentictin, BC - CANADA USA 2. 2.97 m - Horace Mann Middle School - Lakewood, OH USA FIN 3. 2.96 m - Sarkijarvi Elementary School - Evijarvi, FINLAND THROW (in meters) USA 1. 32.10 m - San Marino School (Slutsky) Buena Park, CA USA CAN 2. 29.47 m - Ucluelet Elementary School Ucluelet, BC CANADA USA 3. 27.00 m - Emerson Middle School (6th Grade #2) - Lakewood, OH USA CLASS D: Grades 1-3 (Ages 6 - 8) 50 METER RUN CAN 1. 10.10 - Queen's Park Elementary (Elder) Pentictin, BC - CANADA FIN 2. 10.45 - Sarkijarvi Elementary School - Evijarvi, FINLAND CAN 3. 11.30 - Queen's Park Elem. (Craig/Cousin) Pentictin, BC - CANADA LONG JUMP (in meters) CAN 1. 2.97 m - Queen's Park Elementary (Elder) Pentictin, BC - CANADA CAN 2. 2.10 m - Queen's Park Elem. (Van Herwaarden/Philips) BC - CANADA CAN 3. 1.80 m - Queen's Park Elem. (Craig/Cousin) Pentictin, BC - CANADA THROW (in meters) USA 1. 20.4 m - Carver School, Cerritos, California - USA CAN 2. 20.0 m - Queen's Park Elementary (Elder) Pentictin, BC - CANADA CAN 3. 15.4 m - Queen's Park Elem. (Van Herwaarden/Philips) BC - CANADA Tom Grundner Internet: aa001@cleveland.freenet.edu BITNET: aa001%cleveland.freenet.edu@cunyvm Voice: 216-368-2733 WhatUs Japan A CULTURAL UNDERSTANDING PROGRAM FOR THE BORDERLESS WORLD by APICNET (JAPAN) PROGRAM GUIDE FOR OVERSEAS PARTICIPANTS * SYNOPSIS * As our world is getting to be borderless, various conflicts between nations are about to increase. Most of these conflicts seem to arise from the lack of mutual recognition. In order to build better relationship, we should keep trying to understand each other. A cultural understanding program "What's Japan?" is intended to promote understanding of Japan to both Japanese students and foreign students by exchanging questions and answers concerning Japan interactively through computer networks. We think that understanding each culture is very important for the emerging borderless world because it would be the first step for the needed mutual recognition, and we are sure that computerized personal networks are of great help. The program is proceeded with the following steps. Note that every communication is made by the use of electronic mail and computer conferencing, which is very quick and interactive even though the communication is global scale. (1) We ask foreign students to fill the questionnaire about Japan. (2) Japanese students review the results and present what Japan is. (3) Q & A session about Japan. (4) We try the same questionnaire to be compared with the first one. * ELIGIBILITY * (1) PARTICIPANTS Participants should be students from elementary school through university and their teachers. We expect that a teacher play the role of a coordinator in the class. Every class coordinator and other individual participants are required to fill an application form to participate. (2) COMPUTER NETWORKS Tokyo-based APICNET is the home system for the program. Participants from overseas could get access to APICNET directly through international packet switched networks or could send/receive messages to/from APICNET Secretariat through either Dialcom Mail System or academic networks such as Internet and BITNET. We will give free accounts to those who want to get access to APICNET directly. (3) LANGUAGES The language is basically either English or Japanese. We anticipate the students studying Japanese use the Japanese language. Though we expect most participants who use Japanese send messages using Roman characters for the technical reason, in the case that you happen to have a Japanese terminal, we'd like you to send messages using two- byte-based Japanese characters (kanji / hiragana / katakana). I should tell you that Apple Macintosh is easily turned to a Japanese terminal if it's fed by some special software. Contact us for the details. And using FAX is another way to join the program in Japanese, even in your SHODO calligraphy. * CHALLENGES * We regard this program as a challenge to pioneer a new style of cross cultural exchange which happens in global electronic age. The followings are our challenging items; (1)TO OVERCOME THE GEOGRAPHICAL DISTANCE We have seen a lot of cross cultural exchanges everywhere, but all of them couldn't have been realized without physically visiting to the remote place. By using international e-mail we can easily communicate with people in different countries. What is more, the exchange would not end up with a single event but people could keep in touch with each other continuously and semi- permanently. (2)TO OVERCOME THE LANGUAGE BARRIER In face-to-face meetings people are required to communicate in realtime. Especially in the case of the meeting with people of different language, the communications sometimes get people frustrated because of the language barrier. Since the communications through computer networks are based upon its store-and-forward function, people don't have to be hastened to respond in realtime. You can write your message in accordance with your thinking speed and you can read other messages very carefully after downloading them from the host to your own terminal. We are sure that this method enable participants to communicate substantially. We would find it alternative learning environment of foreign languages. (3)TO SUPPLEMENT THE INFORMATION FLOW OF MASS MEDIA Owing to the enlargement of the coverage of mass media, we could even know about the happening in the opposite side of the planet a few hours after the event. But the things are that its information flow is one-sided and that it's limited to only highly prioritized news. Communications by e-mail enable people to exchange information interactively at personal level, so that it could supplement the information flow of mass media. * EFFECTS * It is expected to see the following effects. *to develop presentation ability *to recognize one's cultural identity by comparison with different culture *to recognize common / different / universal aspects of each culture *to motivate to study foreign languages *to motivate to study cross culture things * SCHEDULE * (1) Call for applications. (2) The first questionnaire about the image of Japan. (3) Evaluation of the result of the questionnaire and online presentation about Japan. (4) Exchange of questions and answers about Japan. (5) The second questionnaire about the image of Japan. (6) Evaluation of the result of the questionnaire. TELECOMPUTING ACTIVITY PLAN CONTEST '92 Sponsored by the ISTE Special Interest Group for Telecommunications This contest is open to entries from or sponsored by SIG/Tel members in good standing as of March 15, 1992. A SIG/Tel membership form is attached below. Describe an effective activity plan for incorporating telecomputing into the classroom that you have used or would like to use in your classroom using the template below. Make sure you explain why telecomputing is important to your lesson. Limit the entry to no more than two pages (132 lines). The activity plan will become the property of SIG/Tel and may be used by SIG/Tel or ISTE in subsequent publications. SIG/Tel plans to publish the best entries. If plans are published, the names of all authors will be included in the publication. Any profits from the sale of the publication(s) will go to the SIG/Tel treasury. Entries MUST be submitted ONLINE by March 15, 1992. Paper entries will NOT be accepted. The entry MUST be sent here on the Internet as private e-mail to kathyk@tenet.edu. Your entry will be acknowledged online by return e-mail. If you do not receive an immediate acknowledgment, please message again or notify Kathy Kothmann at phone: 409-693-8134. Entries will be judged on originality, practicality, appropriateness of using telecomputing versus other approaches, use of today's technology, indications of student learning, student appeal, class management, and clarity of activity plan description. There will be five winners selected. Prizes will be awarded at the annual SIG/Tel meeting June 14 or 15 at NECC '92 in Dallas, Texas. The prizes will include subscriptions to the network projects such as AT&T Learning Circles and valuable telecomputing accessories. Winners will be notified by May 1, 1992 so that they can arrange to attend NECC or appoint a representative to accept the prize. Winners need not be at NECC to receive the prize. Computer Programming Contest The International Computer Problem Solving Contest (ICPSC) is an annual event that challenges teams throughout the world to create original solutions to a set of five problems within two hours using a computer and a programming language. The purpose of the ICPSC is to challenge the very best computer problem solvers in grades 4-12 yet still make it possible for beginners to have some success. Teams of one to three members each enter the contest in the Elementary (grades 4-6), Junior (grades 7-9), or Senior (grades 10-12) division. Their assignment: solve all five problems using Logo, BASIC, Pascal, C or in 1992, Hypertalk. How It Works The materials for running the contest along with a confidential set of problems and sample solutions are distributed to local contest directors (like yourself) who have agreed to conduct the contest locally during the last week in April P usually the last Saturday. Local directors are free to offer any local recognition by rewarding the best local teams in any way they choose. However, if a team solves all five problems, a difficult task, then their solutions are sent to us for re-grading and ranking among all teams that solved five problems. Certificates are sent to each team member in this category and the top ranked teams receive a plaque for their school. 1992 New in 1992 will be a Hypertalk Division for elementary, junior and senior students who have learned how to program using Hypercard for the Macintosh. The design of the contest will be slightly different and programs will be judged by submitting hypercard stacks on disk rather than program listing and sample runs on paper. This contest will be developed with the help of Joseph Hofmeister of Cincinnati Country Day School. Joe is the co-author of Learning With Hypercard published by South-Western Publishing Co. The 12th Annual ICPSC will be held on Saturday, April 25, 1992 with Friday April 24 , and Monday April 27 as the alternate dates. To receive a free copy of the ICPSC newsletter Compute It! send a e-mail message to piele@cs.uwp.edu or write to: Donald T. Piele ICPSC P.O. Box 085664 Racine, WI 53408 414-634-0868 piele@cs.uwp.edu Space Mission Simulations We are attempting to make the final preparations for the Feb. 20th space simulation in John Glenn's honor. We are calling it ACADEMY ONE SALUTES SPACE EXPLORATION. This is a walk through space history with simulations of historical missions being re-enacted by schools willing to do the necessary research and work. This mission will run on the Cleveland Free-Net as no other networks or affiliate stepped forward to run a mission. All postings will be made to the Cleveland Free-Net. Schools without a CFN id will be able to email their reports to xx188@cleveland.freenet.edu and the reports will be posted to the appropriate newsgroup. At the current time, we have schools simulating Friendship 7, Apollo 11 and the Hubble Telescope. We have other schools reporting on solar activity, simulating NASA stations worldwide, and giving weather reports. Several schools have indicated their interest to participate, but not what they will to do at this time. Below is a copy of the About file for the February 20th simulation. I hope it will give you some ideas of what you can do. Let's make some final decisions quickly and let me know ASAP if you are participating and what you will be doing. Menu for Feb. 20th mission: <<< ACADEMY ONE SALUTES SPACE EXPLORATION >>> 1 About the Simulation 2 List of Participating Schools 3 Simulation of Friendship 7 mission 4 Simulation of Apollo 11 mission 5 Simulation of the Hubble Telescope 6 Reports from simulated NASA stations worldwide 7 Space Trivia 8 What were you doing when... 9 Press Box About the Simulation Ohio Senator John Glenn has observed previous Academy One space simulations and has sent official congratulatory letters to University School. In commemoration of the 30th anniversary of his historic flight of Friendship 7, Academy One is beginning an annual SALUTE TO SPACE EXPLORATION. This event will pay tribute to all pioneers of the space programs around the world and be a special way for students to learn about the history of the space program in the United States and elsewhere. Any school with the ability to connect to Academy One on any network can participate in this project. A school can either research one of the historic space missions and conduct a simulation at their school, posting reports to Academy One hourly, or a school can assume a supporting role to a simulation. Each simulation is carefully researched to allow students to re-enact it as closely as possible to the actual events. The time may be condensed to allow the simulation to fit into a school day. Reports on each simulation can include, but are not limited to, the following: - description of the social atmosphere at that time; events which were taking place around the world - information on the real astronauts (if applicable) - the purpose of that mission and the impact on the space program as a result of its success or failure - spin-offs from the space program into our daily lives Schools who wish to participate in this SALUTE TO SPACE EXPLORATION, but who do not wish, or are unable, to be a part of a simulation, can contribute to the SPACE TRIVIA area. Examples of such contributions might be a) a listing of the Soviet space missions that were taking place at about the same time as the simulations being conducted; or b) reports on the development of space food or the history of rockets. Although, not a direct part of the simulations in progress, each report adds to the learning process by informing us of other developments in the space program. Two areas are available for all readers to add their messages. The first area is entitled, "WHAT WERE YOU DOING WHEN..." and is a place where readers can describe their memories of the space program. Of particular interest is what you were thinking/feeling as you watched the space program on television or listened to it on the radio. Did you believe it? Did it give you a strong sense of pride in your country? The second area where readers can post is the PRESS BOX. Your messages of encouragement and congratulations mean so much to the students taking part in this project. The realization that you are reading their reports and taking an interest in what they are doing gives them incentive to learn more, as well as, a stronger sense of accomplishment. Please post them directly, or send them to xx188@cleveland.freenet.edu and we will post them for you. Architecture Challenge What's the tallest structure you can build out of 100 3/8" wide popsicle sticks that can: 1) support a Grade A Large egg and 2) withstand the Big Bad Wolf Test (the biggest lungs in the room blow on it as long and hard as possible; if the structure stands, it passes)? We at the Playing to Win Saturday Science Project challenge you to come up with interesting, strong structures to perform this engineering feat! *Use only Elmer's Glue for adhesive (and ONLY for adhesive). *Egg must be hard-boiled, with the shell intact (with yolk inside). Submit your winning and unusual designs -- both written descriptions and either a picture or gif file -- to: mnk00501@llwnet.linknet.com (which is WNET's Learning Link, based in NYC) or via mail to: Carmela M. Federico Playing to Win 1330 Fifth Ave. New York NY 10026 Apple, Mac, or Amiga format are all acceptable. Suggestions for Activity: * Present students with various shapes (tripod, geodesic dome, pyramid, globe, arches, etc.) and in a hands-on fashion demonstrate why some shapes are stronger and more stable than others. *Present information about domes, flying buttresses, the Eiffel Tower, and other architectural structures. *Have students plan their structure, and to sketch and write down their plans. *Building day!!! Allow glue to set before testing the structure. *If possible have students draw their structures using a CAD or drawing program. Or take a picture, and scan that picture in as a GIF file. ************************************* I have no firm deadlines for this project. Please notify me if you wish to participate, or if you have any suggestions. Let me know when you plan for the project to take place, and if my students may write to yours via Internet and/or snail mail. I plan to complete this project with two different sets of students by the middle of June. I look forward to hearing from you. Zero-G School Design Please do NOT reply to me. Send replies to: FrEdMail: ....!sdcoe!bonita!jim-levin@uiuc.edu Internet: jim-levin@uiuc.edu --------------------------------------------------- Design A Zero-g School What would it be like to go to school in a zero-g environment? How would teachers and students work together in a classroom? How would you go down the hall? What kinds of sports and games would be played in physical education classes? How would students dance at school dances? What kinds of subjects would students learn? The next Zero-g World Design Challenge is to develop a design for a school in a free-fall environment like a space station. If you've participated in the previous zero-g design challenges, this challenge can provide a meaningful context for integrating those designs: for food service (lunchroom), for physical education (zero-g games and sports), for moving down a hallway from class to class. If you're new to the Zero-g World Design Project, this is an excellent place for you to start. There are several ways in which you can specify your design. You could describe (either in text or in graphics) the layout of the school and describe the way that your design would be used. Or you could provide a "day in the life" description of typical students and teachers in a zero-g school. Please send me a note if you want to tackle this design challenge, and I'll send more details. If you're interested in tackling just a part of school life in zero-g, let us know and we'll try to match you up with others with the same interests. If you're willing to be a resource for others tackling this challenge, please let me know as well. Jim Levin Internet: jim-levin@uiuc.edu FrEdMail: jlevin@uiuced2