[Note: A more up to date version of the Incomplete Guide is available
 at ftp.ncsa.uiuc.edu under the directory /Education/Education_Resources/
 Incomplete_Guide/, but only postscript and MS Word versions are available.
 This copy is retained for those with only ASCII text viewing capability.
    -InterNIC Information Services]
                  
                              
                              
                     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.  What's 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 "language," 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 wasn't 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.  Here's 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 people-try 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 remember-thousands 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 You-Be 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 - 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
limitations-check 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 from-you 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 What's 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 newsgroups-possibly 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 message-not 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 files-an 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 "Z-Term", 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 "NCSA" on the Dial menu, choose "Directory" 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 "CONNECT 2400 NCSA"
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 person's 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, you'll 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 "man
<command>", where <command>  is the command you want to know more about.

alias  Allows you to rename a certain command.  For example, if you typed
"alias dir ls", every time you typed "dir" the computer would return the same
thing if you had typed "ls".

cd <directory>  "Change Directory" -- changes directory to <directory>.
Equivalent to opening a folder in the Macintosh operating system

clear  Clears the screen

cp <file1> <file2>  Copies the file <file1> and calls it <file2>

diff <file1> <file2>  Compares <file1> and <file2> and reports the differences

finger <user>  Displays information about a user

ftp <site>  Connects you to a remote site for file transfer

help <topic>  Displays on-line help about <topic>

logout  Terminates your session

ls Lists the contents of a directory

mail <user>  Send electronic mail to a user <user>

man <topic>  Displays on-line information about <topic>

mkdir <directory>  Make a directory called <directory>

more <file>  Displays <file> one full screen at a time (type 'q <return>' to
quit)

mv <file>  Moves or renames <file>

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 <file>  Permanently removes (deletes) files

rmdir <directory>  Remove a directory called <directory>

talk <user>  Talk to another user <user>

telnet <host> Directly connects you to a host computer

vi <file>  Edits the file <file> with the vi editor (pronounced "Vee-Eye")

whereis <file>  Locates file <file>.  Similar to Find File in Macintosh
operating system

who  Shows what users are on the system

whoami  Displays who your are

write <user>  Sends a message to the user <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 "mail" 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 "postmaster" 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 <host>

where <host> 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 "telnet" 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 <return> 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 <host>

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           Start the ftp program &
ftp.cso.uiuc.edu                        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):         At the prompt, login as
anonymous                               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 <CTRL/C>).  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 messages 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 experiment!  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 necessary Eudora start up method.

Step 2:  Get Your Mail

                        Select the "Check Mail" 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 replying 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 step 4.
  

c) Sending Your Letter (and/or Reply)

                        After you've typed and queued all of your messages, send the
                        mail to the "post office" by selecting "Send Queued Messages"
                        under the File menu (at the top of the screen).
                        
                        Eudora will contact the computer server and physically
                        transfer your mail to that computer.  The computer will sort
                        and send your letters to their respective addresses.  If
                        you've misaddressed any of your letters, they'll be sent back
                        to you, just like the post office.
                        

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 creating 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 "<your
  name>'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.  Obviously, 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 command 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 clicking on the Ok button will cause the
icons for the drives to appear on your desk top.  To copy a file to the remote
drive, simply find the desired file and drag it to the desktop or into the
local drive.  Copying to the hard drive is just as simple.  Occasionally some
folders may have a belt around them.  This indicates that the remote user does
not have the privileges to access that folder.



Connecting Using a Alias:

Connecting can be greatly simplified by creating an alias to the remote drive.
When 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 "chat".
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 "speed up"
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 "net news"
on Internet) are a collection of groups that are dedicated to specific issues.
For instance, a news group called "rec.music.beatles" 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 "Ask the Scientist" 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 other's 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
<tel.>   716-375-2024
Department of Mathematics                                                  <e-
mail> 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

<arains@johnstn.cerf.fred.org> ----------------- 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 1870756  ??   50 795   ??  ?? 3863  ?? 240  ??

SITE: Clare, Michigan, USA
CURRENCY: Dollars DATE: October 26, 1991
1.48.79.79 1.89 1.392.374.19  ?? 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 ??   ?? 1.271.16

SITE: Lake, Michigan, USA
CURRENCY: Dollars DATE: October 26, 1991
1.691.69.681.75 1.492.492.49  ?? 1.29 .63 1.793.89 .89 .99 1.23

SITE: Farwell, Michigan, USA
CURRENCY: Dollars DATE: October 26, 1991
1.69.691.191.79 .80 2.292.89  ?? 1.89 .69 1.992.50 .79 .99 1.20

SITE: Farwell, Springfield, IL, USA
CURRENCY: Dollars DATE: October 26, 1991
1.701.041.051.70.93 2.366.36 1.881.43 .53 1.803.21 .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 <bseiger@igc.org>















                         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.
What's 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
                        What's 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
















                         Chapter 12:
                  Resources on the Internet
     This appendix is a collection of bulletin boards, telnet or FTP
resources, and other locations for future ideas and potential projects. A
short description of each is included here for your convenience. Please report
any errors or out of date information to cfarmer@ncsa.uiuc.edu so that we can
update the resources for the next edition.

Invitation to Join LabNet                                   165
     A mailing list to encourage collaboration between K-12 Science Educators.
Chemistry Related listservs                                 166
     Mailing lists that discuss several different areas of Chemistry
Environmental Resources via Modem                           168
     Sources for environmental education materials.
Network Accessable (Gopher) Chemistry Resources             171
     A sources for Chemistry education materials available via Gopher.
EnviroGopher                                                172
     EnviroGopher contains archives of the EnviroLink Networks, as well
as a compilation of many other on- and off-line information.
EcoGopher                                                   173
     EcoGopher is a new information service located at the University of
Virginia devoted to the collection and dissemination of environmental
information.
The HyperChem Project                                       174
     This is a set of 14 stand-alone computer tutorials on general
chemistry concepts, each includes a self test and an index.
PHYSSHARE                                                   175
     How to join an high school physics resource and discussion network.
Telnet to FEDIX                                             176
     How to FEDIX, a BBS that has information on federal education and
research programs, used research equipment, funding sources, etc.
NASA Spacelink                                              177
     How to connect to the NASA Spacelink BBS.
Lunar and Planetary Institute                               179
     The LPI Center for Information and Research Services provides
resources on geology, geophysics, astrmomy and astrophysics.
Space And Science Related Network Resources                 180
     A list of telnet sites and email lists with space related material.
Science Awareness List                                      183
     The SAIS List was formed in hopes of creating a forum for exchanging
innovative ideas about making science more appealing to students.
NCDC Weather Data                                           184
     Online weather data and observations.
Great Lakes Information on-line                             185
     Great Lakes Information Services is available for FTPing.


Weather and research data available via Internet.           186
     How to obtain various kinds of weather information from different
sources.
Updates to the Incomplete Guide to the Internet             191
     How to obtain updated versions of this guide via anonymous FTP.
The KIDSPHERE Mailing list. [This used to KIDSNET]          192
     How to join the KIDSPHERE subscription service for K-12 educators
and how to access the KIDSPHERE/KIDSNET archives..
KidzMail-A List for Elementay Children                      194
     The purpose is to promote 'Kids Exploring Issues and Interests
Electonically'.
KIDLIT-L                                                    195
     A forum for discussing the study and teaching of literature for children
and youth.
Announcing: A Curriculum Disscussion Listserver             196
     A forum for discussing curriculum development and issues related to
curriculum.
Teaching Success Stories (Bulletin Board)                   197
     A forum for discussing successful teaching ideas.
LM_NET                                                      199
     A World-Wide Discussion Group For School Library Media People.
The Jericho Project                                         200
     EUIT's project which is designed to "break down the walls" in
today's classrooms through the use of modern information technologies.
Scholarly Communications FTP Server                         201
     An FTP server for all scholarly electronic journals published at VPI.
PUBLIB                                                      202
     A listserv discussion group devoted to public library issues and how the
Internet related to them.
HILITES                                                     203
     Background information on and instructions for joining a teacher's
collaborative learning activity mailing list.
FrEdMail on the Internet (SCHLNet)                          206
     Information on SCHLNet, which is the adaption of the FrEdMail system
     for the Internet.
Daily Report Card news service (America 2000 report)        208
     How to join a subscription service that provides daily updates on
progress towards the goals of the America 2000 program.
Library of Congress Catalog                                 209
     Catalog search resource and instructions for use.
Library of Congress Information System (LOCIS)              210
     LOCIS includes millions catalog records and over 10 million records for
other types of information.
Teacher Contact Files                                       211
     How to get the "teacher contact" files. The files contain
introductions from teachers, administrators, educators and parents
interested in telecommunication activities for k-12 students.
K-12 Network                                                212
     Description of the K-12 networks and sample channel assignments.
ERIC Database                                               215
     This file contains bibliographic information and abstracts for a variety
of EDUCATIONAL documents from the Educational Resources Information Center.
Internet Library Guide                                      217
     A resource for identifying and using library catalogs on the Internet.
USDA/CYFER-NET resources                                    218
     Resources for USDA and the Children Youth Family Education Research
Network.
A Resource Guide to Listservers                             219
     Explanation of "listserv" and information on how to join differnet
lists and a brief selection of education related listservs.
Directory of List of Lists                                  224
     How to get the full "List of Lists" for the LISTSERV information service.
ARCHIE by Mail at the University of Nebraska                225
     An archie server that allows communications via electronic mail.
Special Internet Connections                                226
     Interesting telnet and FTP sites, especially those of interest to Science
Teachers.
Anonymous FTP FAQ                                           234
     Frequently Asked Questions about FTP and their answers.
Network Resource Mailing List                               238
     A mailing list for the "latest finds on the Internet."
FAQ from comp.sys.mac                                       239
     Frequently Asked Questions from a newsgroup about macintosh computers.
Contains many general troubleshooting tips.
Gopher Frequently Asked Questions                           248
     Common Questions and Answers about the Internet Gopher.
"archie-an Electronic Directory Service"                    253
     The archie service is a collection of resource discovery tools that
together provide an electronic directory service for locating information in
an Internet environment.
Veronica- an Archie for Gophers                             256
     Veronica offers a keyword search of most gopher-server menus in the
entire gopher web.  As Archie is to ftp archives, Veronica is to gopherspace.
Questions About Network Resources                           257
     Locations for other Internet resource guides.
Public Information Networks (Freenets)                      258
     Public access information and discussion networks.
Mining the Internet                                         259
     How to get abstracts from an Internet training and usage conference.

Information Sources: Computer Mediated Communication        260
     A list of information sources and computer mediated communication
sites on the Internet.
Directory of Ejournals                                      263
     How and where to obtain the "Directory of Electronic Journals and
Newsletters"
Internet Access for Individuals                             264
     Contacts for individuals wishing to gain access to the Internet
privately.
Gutenberg Electronic Books Project                          266
     List of electronic books available and information on the Gutenberg
project.
HYTELNET                                                    268
     HYTELNET, a utility which gives instant-access to all Internet accessible
library catalogs, FREE-NETS, CWISs, BBSs, Gophers, WAIS, etc.
                  Invitation to Join LabNet

Invitation to Join LabNet
"The greatest benefit of LabNet to me has been the feeling of confidence and a
feeling of belonging to the science teaching community."  A LabNet Teacher

                                  LABNET IS ACCEPTING NEW MEMBERS
o Are you a high school science teacher interested in a more hands-on, project-
based approach in your classroom?
o Are you interested in learning to use a telecommunications network for
information sharing and conversations with your colleagues across the country?

If so, then the LabNet project may be just what you're looking for.  By
joining the telecommunications LabNetwork on America Online, you will become
part of a nationwide effort to promote, expand, and strengthen the community
of high school science teachers dedicated to improving their practice.

For more information and an application, write to:
TERC
Attn: LabNet
2067 Massachusetts Avenue
Cambridge, MA 02140
or Internet:                                Jill_Carroll@TERC.edu
America Online                                          JMCarroll

LabNet is funded by the National Science Foundation and is administered by
TERC, a nationally recognized non-profit research and development organization
dedicated to improving science and mathematics education.  TERC will help with
the cost of telecommunications charges.


                 Chemistry Related Listservs

Dr. James L. Pazun provided the name of a server for a list-of-lists
(FTP.NISC.SRI.COM (192.33.33.53)). The list is quite long. I have extracted a
sublist using chem and biochem as search words. That sublist is appended here.
It may not contain all relevant hits.

CHMINF-L on LISTSERV@IUBVM.BITNET
The Chemical Information Sources list is intended to serve as a discussion
medium and information source for any topic related to chemistry and the
sources used to find information about chemical compounds.  News about
existing reference sources, the appearance of new primary, secondary, or
tertiary printed or machine-readable sources, pricing and availability,
bibliographic instruction--all are fair topics for distribution as long as
they have some link to chemistry.
To subscribe, send mail or a message to LISTSERV@IUBVM.BITNET which contains
the following command in the body:
                    SUBSCRIBE CHMINF-L yourfirstname yourlastname

Owner:  Gary Wiggins WIGGINS@IUBACS.BITNET or WIGGINS@UCS.INDIANA.EDU

Chemistry@osc.edu
The Computational Chemistry List is maintained by Ohio Supercomputer Center.
This list is not restricted to particular computational chemistry software or
methodology.  Examples of topics discussed include: quantum chemistry,
molecular mechanics/dynamics, molecular modeling, molecular graphics, etc.
To subscribe to the list, send a short note stating your name, affiliation and
e-mail address to: CHEMISTRY-REQUEST@oscsunb.osc.edu
                                            or JKL@OHSTPY.BITNET.

To get more information about the list (rules for posting, accessing archives,
etc.) send the following one-line message to OSCPOST@oscsunb.osc.edu or
OSCPOST@OHSTPY.BITNET send help from chemistry The information will be
automatically forwarded to you via e-mail.

                                                           Owner:
                                                                      Mr. Jan
Labanowski                                                            Ohio
Supercomputer Center
                                                                      E-mail:
jkl@osc.edu                                                           1224
Kinnear Rd

JKL@OHSTPY.BITNET
Columbus, OH 43212-1163, USA
                                                                      Phone:
614-292-9279                                                          FAX:
614-292-7168


FORENS-L@FAUVAX.BITNET (BITNET) or FORENS-L@ACC.FAU.EDU (Internet)
Forens-L is an unmoderated discussion list dealing with forensic aspects of
anthropology, biology, chemistry, odontology, pathology, psychology, serology,
toxicology, criminalistics, and expert witnessing and presentation of evidence
in court.
Membership to this discussion list is open free of charge to all interested
individuals or organizations.

            To subscribe, send mail to FORENS-REQUEST@ACC.FAU.EDU
(BITNET-restricted users send to FORENS-REQUEST@FAUVAX) with this
                                     request in the message body:
                                SUBSCRIBE FORENS-L Your Real Name

                                   To post a message, send it to:
                          FORENS-L@ACC.FAU.EDU or FORENS-L@FAUVAX

All questions, requests for information, etc., should be sent to the List
Owners.  Technical issues should be addressed to the List Manager.

                                                     List Owners:     M. Yasar
Iscan (Iscan@acc.fau.edu, Iscan@FauVax)

Ronald K. Wright (RKW@MedExam.FtL.FL.US)
                                                    List Manager:     Ralph P
Carpenter (Ralpho@acc.fau.edu, Ralpho@FauVax)

SAFETY%UVMVM.BITNET@VM1.NODAK.EDU
Mailing list for people interested in the various environmental, health and
safety issues and problems on college and university campuses.  These can
include life safety issues (fire protection, trip and fall and other general
safety issues), chemical safety issues (waste disposal, laboratory safety,
meeting regulations), biological hazards and radiation safety.  Both users of
hazardous materials and people administering campus safety programs are
welcome on the list.

BitNet users can subscribe to the list by issuing the following interactive
command on CMS:  TELL LISTSERV AT UVMVM SUBSCRIBE SAFETY your_name where
"your_name" is your real name, not your login Id. Non-CMS BitNet users can
join by sending mail to LISTSERV@UVMVM with the command:  SUB SAFETY your_name
in the TEXT/BODY of the message.  Non-BitNet users can join by sending the
above command in the text/body of a message to
LISTSERV%UVMVM.BITNET@VM1.NODAK.EDU.

        Coordinator: Dayna Flath <DMF%UVMVM.BITNET@VM1.NODAK.EDU>


ORGCHE-L on LISTSERV%RPICICGE.BITNET@CUNYVM.CUNY.EDU
Organic Chemistry mailing list.  To facilitate the interchange of ideas,
information, computer programs, papers, to announce opportunities for doing
collaborative efforts (teaching and/or research activities) between
specialists in Organic Chemistry and related areas.
    To subscribe to the list send mail with the following line to
                        LISTSERV%RPICICGE.BITNET@CUNYVM.CUNY.EDU:
                                     SUBS ORGCHE-L Your_Real_Name

 If you do not receive mail confirming your subscription, contact
MSMITH%AMHERST.BITNET@CUNYVM.CUNY.EDU and he will add your name to the list.

                                     Coordinator: Asuncion Valles
                       <D3QOAVC0%EB0UB011.BITNET@CUNYVM.CUNY.EDU>

  Environmental Resources via modem "toll free 800# access"

We know that not everyone is on the Internet (yet!), and surprisingly, most
government agencies are not accessible via the Internet yet, either. So, we
tracked down several good sources related to environmental matters, and
present them here for you to use. The NetPower Resource Guide features
hundreds of such services available via modem and Internet-accessible, too.
This list is largely modem dialup sites available with toll free access.

#1
U.S. Environmental Protection Agency
Office of Research and Development BBS
Center for Environmental Research Information
Peter Preuss, Office Director
26 West Martin Luther King Boulevard
Cincinnati, Ohio 45268

Telephone:                                         (513) 569-7272
By Modem:                          (800) 258-9605; 9,600 bps, 8N1

The ORD BBS is an online, text-searchable database of every one of the more
than 16,000 ORD publication produced since 1976. Each citation includes,
title, authors, abstract, ordering information, and much more.

The ORD BBS offers messages, bulletins of new information, and public domain
files. There are five specialty areas: water, regional operations, expert
systems, biotechnology, and Quality Assistance/Quality Control. Software, news
and information files available.

Getting Connected to ORD BBS
This is a direct dialup BBS, so use your modem to call the number above. There
are no password requirements and there is no cost to use the system. Although
the EPA doesn't actually advertise this, there are many software programs
available for downloading. This is an extremely interesting BBS, with free
software and information that you just won't find elsewhere.

#2
U.S. Environmental Protection Agency
DRIPSS BBS
Drinking Water Information Processing Support System

Telephone:                                         (202) 382-7276
                                                                      (703)
339-0420
By Modem:                                          (800) 229-3737

The purpose of this BBS is to facilitate the exchange of information between
various environmental professionals supporting state drinking water programs.
You will find information regarding most states.

# 3
U.S. Environmental Protection Agency
SWICH BBS
Office of Solid Waste Management

Telephone:                                         (800) 677-9424
By Modem:                          (301) 585-0204; 2,400 bps, 8N1

Online source of journals, reports, studies, and training materials.
Information on solid waste issues, meetings, conferences, source reduction,
recycling, composting, training,legislation, special wastes.
There is so much topical information on this system, that you have to visit it
to believe it. Teachers can use this system in many ways - you won't exhaust
it in an entire year.

# 4
US Environmental Protection Agency
Wastewater Treatment - Small Flows Clearinghouse
West Virginia University
Morgantown, West Virginia

By Modem:                     (304) 293-5969 inside West Virginia
                                                                      (800)
544-1936 nationally

The information on this BBS concerns wastewater technology and small community
wastewater project finance and management.

# 5
Virginia State University & USDA
The National Biological Impact Assessment Program
Virginia Polytechnic Institute
Blacksburg, Virginia

Voice:
(703) 231-3747
By Modem:
(800) 624-2723  national access

(703) 231-3858; 2,400 bps, 8N1
Internet:                                                  ftp to
ftp.vt.edu
  retrieve files from                      pub/user/biotechnology

Information on the safe evaluation of the performance of genetically modified
organisms in the environment. Agricultural/environmental bio-technology.
National toll-free access with remote connections to provide access to news,
and numerous databases; messaging system online. Monthly news report on
national and international biotech developments. Research news is also posted
about biological control agents for crops and gardens. More details by logging
on to the ALF bulletin board.
There is no charge for the system, but callers using the toll-free line are
limited to thirty minutes per call, one call per day.

# 6
U.S. Environmental Protection Agency
Pollution Prevention Division
PPIC-PIES, Pollution Prevention Info Exchange
Office of Environmental Engineering
MC 7409
401 M Street, SW
Washington DC  20460

Telephone:                         (202) 260-3557 (Beth Anderson)
By Modem:                                          (703) 506-1025
                                                                      (800)
special permission required

Provides access to pollution prevention information, technical experts,
calendar of events, case studies, program summaries, documents. A tremendous
amount of information, searchable by key words.  Access is free. State
agencies, and perhaps schools, may use a special toll free number to access
the system. For approval to use the 800 number, call Rob McCurdy (703)-821-
4670, Technical Assistance Division, or leave a message for the sysop online.

In the Classroom
Callers to these online databases will find a great deal of information, but
little in the way of classroom-type projects. Teachers may find that a good
way to utilize these services is to post a message in re a class project or
problem, or request for additional information and ask for an expert to
volunteer to become a mentor-tutor to the class. Don't expect a volunter
devote in hours of time, but you will find that many of the other users on
these systems are experts in their field, and will gladly answer a few
questions, review a proposed project and give pointers.

 Network-Accessible Chemistry Resources Summarized on Gopher

As part of the InterNIC (Internet Network Information Center) project, the
first list of chemistry-related resources accessible via the Internet has been
posted on Gopher.  This list includes ftp sites, mailing lists, email
contacts, etc.  The InterNIC chemistry database is located in the Chemistry
section of the Gopher hierarchy:

  Remote Gopher Resources via Univ. of Minnesota
     Internet file server (ftp) sites
       InterNIC: Internet Network Information Center
          InterNIC Information Services (General Atomics)
            Internet Information for Everybody
               Things to Do on the Internet
                 Chemistry
Comments are welcome, as is information on other ftp sites, mailing lists, or
other network-accessible chemistry-related resources.  Please forward all
replies to Nick Nystrom at nystrom@psc.edu.
          Nicholas A. Nystrom, Ph.D.
          Pittsburgh Supercomputing Center
          InterNIC Field Specialist in Chemistry
          nystrom@psc.edu

                        EnviroGopher

The EnviroLink Network is proud to announce the opening of EnviroGopher, the
environmental information gopher server.

EnviroGopher contains archives of the EnviroLink Networks, as well as a
compilation of many other on- and off-line information.  EnviroGopher presents
this information in a simple and easy format  that is self-explanatory.  Try
it out, experiment with it, let us  know what you think.  Remember that this
is still in development  stage, so there will be many more nifty features
added in the future.
There are several ways in which to access EnviroGopher:
Telnet to EnviroGopher
^^^^^^^^^^^^^^^^^^^^^^
type "telnet envirolink.hss.cmu.edu"
username: gopher
password: envirolink
****WARNING: The Gopher Application will be started immediately, this  release
has several bugs that we are trying to work out.  There will  be changes in
the near future to this form of access.
>>>see the bottom of this message for other gopher servers that you  can log
in to, and then switch to EnviroGopher<<<
The Gopher Application  -- Get it for your computer!!
^^^^^^^^^^^^^^^^^^^^^^
There are many different types of Gopher Applications, they are  usually a lot
easier to use than logging in directly to the server.   Experiment with them
and see which one you like the best.
Step 1:  If you are on a workstation, type "gopher envirolink.hss.cmu.edu"
(if this doesn't  work, then you have to access the Gopher through other
means, i.e.  telnet or by getting the application through step 2)
Step 2:  If you are on a PC of any sort, there is a compatible  application
for you that is available by anonymous FTP from:  boombox.micro.umn.edu   in
the /pub/gopher directory.
>>Once You Have the Application or Are on Your Own Gopher Server<<
Almost every Gopher server has a directory that says, "Exploring  Other Gopher
Servers"  Choose this directory and then look under  "North America" and then
"General" under the gopher name:  EnviroGopher.
Choose this and you are in!

Other Gopher and Information Servers
  North America
     General
       Envirogopher

                          EcoGopher

In preparation for the offical premiere of EcoGopher during Earth Week '93,
EcoGopher is going public for suggestions, comments, and most especially
CONTRIBUTIONS.
EcoGopher is a new information service located at the University of Virginia
devoted to the collection and dissemination of environmental information.
From what's happening in Central Virginia to the latest information hot off
the Internet mailing lists, this Gopher server has been designed with easy
access as its top priority.

Got information you're keeping on an FTP site?
Worried that FTP is too complicated for novice net users?

EcoGopher is the answer.  By providing information at the touch of a  few
keys, this Gopher server makes information access fantastically easy.
Is there room for YOUR information?  Most certainly.  We want to make this a
service for information providers as well as information seekers. Under some
circumstances, we can even set up an automatic e-mail filter which takes your
information and puts it directly into EcoGopher!
How to use Gopher:
1) Look under 'virginia' in the list of US servers at U.Minn.
                                                                      We're
right there!
 2) If you don't even know what Gopher is:
                                                                      Open a
telnet session to

'ecosys.drdr.virginia.edu'.
                                                                      Login as
'gopher'.
 3) If you can't telnet anywhere:
                                                                      Set your
modem to N-8-1 and call (804)924-0577.
                                                                      At the
prompt type "connect ecosys.drdr"
                                                                      Login as
'gopher'.
We hope to hear from lots of you soon!
The EcoGopher Development Team
Division of Recoverable and Disposable Resources
University of Virginia
gopher@ecosys.drdr.virginia.edu
     The HyperChem Project: General Chemistry Tutorials

This is a set of 14 stand-alone computer tutorials on general chemistry
concepts, developed by Don Peterson at U.C. San Diego with NSF and Dreyfus
Foundation support. Each includes a self test and an index to look up certain
keywords. All are available by anonymous FTP from archive.umich.edu in the
path /mac/misc/chemistry.
Atomic Structure 1
            Electromagnetic Radiation, Atomic Spectra, Bohr Model
                Part one of two related but standalone tutorials.
Atomic Structure 2
Orbital Types, Orbital Energy, Orbital Filling, Electronic Configuration.
                Part two of two related but standalone tutorials.
The Periodic Table
                 Organization, Major Trends, Trends in Chemistry.
Mole Concept
What a mole is, why to use it, Molecular Mas, Formula Mass, Mole Calculations.
Stoichiometry Part 1
Chemical Formulas, Percent Composition, Formula from Percent Composition,
Molecular Formula.
                                                 Part one of two.
Stoichiometry Part 2
Chemical Equations, Calculated Yields, Limiting Reagent, Observed Yield.
                                                 Part two of two.
Acid & Bases Part 1
Basic Concepts, pH, Strong Acids and Bases, Weak Acids and Bases.
                Part one of two related but standalone tutorials.
Acid & Bases Part 2
                 Neutralization, Titration, pH of Salts, Buffers.
                Part two of two related but standalone tutorials.
Chemical Equilibrium
Equilibrium State, LeChatelier's Principle, calculating equilibriums,
Heterogenous Equilibriums.
Chemical Kinetics
Basic concepts, rate laws, temperature, and catalysis.  Quite graphical.
The Gaseous State
States of Matter, Ideal Gas, Using the Ideal Gas Law, Calculating Molar Mass,
and Dalton's Law.
Kinetic Theory
Basic Principles, Major Conclusions, Speed Distribution, Graham's Law.
Oxidation and Reduction
           Basic Concepts, Oxidation Number, Balancing Equations.
Thermochemistry
Energy/First Law, Heat and Work, Heat of Reaction, Hess's Law, Heat of
Formation.
                          PHYSSHARE

We are running a pilot project in networking at Penn State through the ITEC
(Information Technology Education for the Commonwealt) Center and the Center
for Academic Computing. We are working with high school physics teachers at
this time and will offer training in telecomputing and using the network in
the near future. We are calling the project PHYSHARE. The following is a brief
announcement. I can provide more detailed information on request.

PHYSHARE has been organized to promote the shareing of resources by high
school physics teachers. The objective is to create a framework where physics
teachers can use the network to attack complex or time consuming problems by
having each make a small contribution to the total effort. The first project
is the creation of a test question database for the physical sciences.
Teachers are submitting copies of tests containing questions they have created
(no copyrighted material please). The ITEC Center at Penn State is classifying
these questions and typing them into files based on the classificaiton. The
files will be available as e-mail distributed by PHYSHARE. The ITEC Center has
developed a BASIC program in Applesoft BASIC which will assemble tests from
these files. The program is at the alpha test stage. As it is refined, it will
be ported to MS-DOS. Long range plans include a hypercard version to take
advandtage of graphics on the Mac. These resources will be freely distributed
with the teachers maitaining the rights to the questions to prevent any
commercial exploitation. The list went on line October 31, 1991.

To join PHYSHARE send e-mail to listserv@psuvm. You are sending mail to a
computer program so you can leave the subject line of the message blank. In
the body of the message type:

subscribe physhare yourfirstname yourlastname

then send the message.
                       Telnet to FEDIX

There are several pieces of information on this system and it is very well
worth the time (over 1 hour they give you for logon time) that you can spend
on it. It will ask you to register and ask your some questions. To get to it,
TELNET 192.111.228.1 ( fedix.fie.com ) and logon as fedix .

* Federal Education and Research Programs
* Used Govt. research equipment
* New funding for specific research and educational activities from the
Commerce Business Daily, The Federal Register and others.
* News and Current Events
* Minority Assistance Research and Educational Programs


                 NASA SpaceLink Information

Those of you who have not seen the NASA SpaceLink bulletin board I would like
to offer a description of this nice resource.

There are two ways to read this bulletin board:
1. Direct dial:
At the appropriate prompt of you communication package type in the phone
number:
                                                  1-205-895-0028.
2. Use telnet:
                    At the UNIX prompt of your computer type in:
Telnet 192.149.89.61       or
Telnet spacelink.msfc.nasa.gov

At the first screen read and follow the instructions carefully. The system is
menu driven and the main menu looks like this:
1. Log Off NASA Spacelink
2. NASA Spacelink Overview
3. Current NASA News
4. Aeronautics
5. Space Exploration: Before the Shuttle
6. Space Exploration: The Shuttle and Beyond
7. NASA and its Centers
8. NASA Educational Services
9. Classroom Materials
10. Space Program Spinoffs/Technology Transfer
11. International Space Year (ISY)

Enter an option number, 'G' for GO TO, ? for HELP, or
press RETURN to redisplay previous menu...


Choosing 9. for classroom materials you will see options such as:
Classroom Materials
0. Previous Menu
1. Main Menu
2. Living In Space Activities
3. Space Science Activities
4. Commercially Available Software for Aerospace Education
5. How to Obtain NASA Educational Publications
6. Astronomy Information
7. Very Lo-Res "Graphics"
8. Film/Video List
9. Careers in Aerospace
10. NASA Educational Fact Sheets
11. Computer Programs & Graphics
12. Key Dates (by Ralph Winrich)
13. Materials from Outside Organizations
14. 1990-1991 High School Debate Topic Information
15. Liftoff to Learning Series--Educational Videotapes
16. Miscellaneous Aeronautics Classroom Activities
17. Using Art to Teach Science

Enter an option number, 'G' for GO TO, ? for HELP, or
press RETURN to redisplay previous menu...


Select living in space.
Living in Space
0..Previous Menu
1..Main Menu
2..Food Lesson Plans
3..Clothing Lesson Plans
4..Health Lesson Plans
5..Housing Lesson Plans
6..Communication Lesson Plans
7..Working Lesson Plans
8..Space Station Research & Design, 7-12
9.."Down on the Moon" Activity

Enter an option number, 'G' for GO TO, ? for HELP, or
press RETURN to redisplay previous menu...

Living in Space
Food Lesson Plans
0..Previous Menu
1..Main Menu
2..Background, 1-3
3..Background, 4-6
4..Background, 7-12
5..Grades 1-3
6..Grades 4-6
7..Grades 7-8
8..Grades 9-12

Enter an option number, 'G' for GO TO, ? for HELP, or
press RETURN to redisplay previous menu...

There are nice science activities you can choose to do with your classes to
learn more about food. Some description of kitchen equipment such as ovens is
also available here.

There is tons of other interesting information you may want to check out !
                LUNAR AND PLANETARY INSTITUTE

The Lunar and Planetary Institute's databases are available on the Internet.
The LPI Center for Information and Research Services provides resources on
geology, geophysics, astrmomy and astrophysics. Support services are provided
for other departments, such as publications, and computer. Materials on these
topics are available. The files may be accessed at lpi.jsc.nasa.gov. Login as
lpi. No password is required.

The available files are:

+ Journals - A catalog of our journal holdings.

+ New Arrivals - A file of our latest arrivals of books, documents and
journals.

+ Book Catalog - A catalog of our monograph and monographic series holdings. A
limited number of thesie and documents which have been cataloged are included.

+ Map Catalog - A start on cataloging our map collection. About 500 planetary
maps are covered, most issued by NASA or the U.S.G.S. A retrospective
conversion is in process.

+ Lunar and Planetary Bibliography - A bibliography covering planetary
literature from 1980-. Earlier years will be added. All items in the
bibliography are at the LPI.

+ Index to the Benchmarks in Geology Series - Our holdings are indexed. We do
not have a complete set. The volume numbers missing are 20, 35, 37, 38, 39,
40, 42, 45, 46, 61, 63, 65-70, 72-83, 85-87. If any one owning these numberss
would send a photocopy of the table of contents, or even better donate a copy
;-) these will be added as time permits.

+ Requests - This allows a user to enter a request for materials via e-mail.
If possible we ask users to place an inter library loan request with their
library.

The system is menu driven. Inmagic, with the Search Magic front end, and 1032
are the data base managers used.

For comments and questions contact:
David Bigwood
bigwood@lpi.jsc.nasa.gov

LUNAR & PLANETARY INSTITUTE
3600 BAY AREA BLVD
HOUSTON TX 77058-1113
         SPACE AND SCIENCE RELATED NETWORK RESOURCES
                              
Science Teachers Resources

STIS                        telnet stis.nsf.gov or 128.150.195.40
offers: Science & Technology Information System (Login: public)

Oceanic Info Center telnet delocn.udel.edu or telnet 128.175.24.1
(Login: public)

Lunar/Planet. Instit. telnet lpi.jsc.nasa.gov or telnet 192.101.147.11 offers:
resources on Geology, Geophys, Astron., Astrophys. (Login: lpi)

                       Other Resources
                        MAILING LISTS
SPACE Digest is the main Internet list. Email space-request+@andrew.cmu.edu to
join.

SPACE Magazine is an Internet list containing a distillation of interesting
material from SPACE Digest which may be of interest to readers tiring of the
signal-to-noise level in the digest. Email space-mag-request+@andrew.cmu.edu
to join.

Space-investors is a list for information relevant to investing in space-
related companies. Email Vincent Cate (vac@cs.cmu.edu) to join.

Space-tech is a list for more technical discussion of space topics; discussion
has included esoteric propulsion technologies, asteroid capture, starflight,
orbital debris removal, etc. Email to space-tech-request@cs.cmu.edu to join.
Archives of old digests and selected excerpts are available by anonymous FTP
from daisy.learning.cs.cmu.edu (128.2.218.26) in /usr/anon/public/space-tech,
or by email to space-tech-request if you don't have FTP access.

SEDS-L is a BITNET list for members of Students for the Exploration and
Development of Space and other interested parties. Email
LISTSERV@TAMVM1.BITNET with a message saying "SUBSCRIBE SEDS-L your name".
Email saying "INDEX SEDS-L" to list the archive contents.

SEDSNEWS is a BITNET list for news items, press releases, shuttle status
reports, and the like. This duplicates material which is also found in Space
Digest, sci.space, sci.space.shuttle, and sci.astro. Email
LISTSERV@TAMVM1.BITNET saying "SUBSCRIBE SEDSNEWS your name" to join. Email
saying "INDEX SEDSNEWS" to list the archive contents.

As a general note, please mail to the *request* address to get off a mailing
list. SPACE Digest, for example, relays many inappropriate 'please remove me
from this list' messages which are sent to the list address rather than the
request address.

PERIODICALLY UPDATED INFORMATION
In addition to this FAQ list, a broad variety of topical information is posted
to the net (unless otherwise noted, in the new group sci.space.news created
for this purpose). Please remember that the individuals posting this
information are performing a service for all net readers, and don't take up
their time with frivolous requests.

ACRONYMS
Garrett Wollman (wollman@UVM.EDU) posts an acronym list around the first of
each month.

AVIATION WEEK
Henry Spencer (henry@zoo.toronto.edu) posts summaries of space-related stories
in the weekly _Aviation Week and Space Technology_.

BUYING TELESCOPES
Ronnie Kon (ronnie@cisco.com) posts a guide to buying telescopes to sci.astro.

ELECTRONIC JOURNAL OF THE ASA
Don Barry (don@chara.gsu.edu) posts the monthly Electronic Journal of the
Astronomical Society of the Atlantic to sci.astro.

ESA BULLETIN
Harm Munk (munk@prl.philips.nl) posts summaries of articles in the quarterly
_ESA Bulletin_ and the _ESA Journal_.

FLIGHT INTERNATIONAL
Swaraj Jeyasingh (sjeyasin@axion.bt.co.uk) posts summaries of space-related
news from _Flight International_. This focuses more on non-US space activities
than Aviation Week.

LARGE ASTRONOMICAL PROJECTS
Robert Bunge (rbunge@access.digex.com) posts a list describing many "Large
Telescope Projects Either Being Considered or in the Works" to sci.astro.

NASA HEADLINE NEWS & SHUTTLE REPORTS
Peter Yee (yee@ames.arc.nasa.gov) posts a variety of NASA material, including
NASA Headline News (with the schedule for NASA SELECT), shuttle payload
briefings and flight manifests, and KSC shuttle status reports. For Usenet
users, much of this material appears in the group sci.space.shuttle.

NASA UPDATES
Ron Baalke (baalke@kelvin.jpl.nasa.gov) posts frequent updates from JPL, Ames,
and other centers on the Ulysses, Gailileo, Pioneer, Magellan, Landsat, and
other missions.

The updates posted by Ron and Peter are also available on a mailing list.
Contact either one to be added to this list.

ORBITAL ELEMENT SETS
TS Kelso (tkelso@blackbird.afit.af.mil) posts orbital elements from NASA
Prediction Bulletins.

Mike Rose (mrose@stsci.edu) posts orbital elements for the Hubble Space
Telescope to sci.astro.

Jost Jahn (j.jahn@abbs.hanse.de) posts ephemerides for asteroids, comets,
conjunctions, and encounters to sci.astro.

SATELLITE LAUNCHES
Richard Langley (lang@unb.ca) posts SPACEWARN Bulletin, which describes recent
launch/orbital decay information and satellites which are useful for
scientific activities. Recent bulletins are available by anonymous FTP from
nssdca.gsfc.nasa.gov in ANON_DIR:[000000.ACTIVE.SPX].

SOLAR ACTIVITY
Cary Oler (oler@hg.uleth.ca) posts Solar Terrestrial reports (describing solar
activity and its effect on the Earth) to sci.space. The report is issued in
part from data released by the Space Enviroment Services Center, Boulder
Colorado. The intro document needed to understand these reports is available
by anonymous FTP from
                               solar.stanford.edu (36.10.0.4) in
pub/understanding_solar_terrestrial_reports.
                                                    nic.funet.fi
(128.214.6.100)        /pub/misc/rec.radio.shortwave/solarreports
and is an archive site for the reports (please note this site is in Europe,
and the connection to the US is only 56KB). A new primary archive site,
xi.uleth.ca (142.66.3.29), has recently been established and will be actively
supported.

SOVIET SPACE ACTIVITIES
Glenn Chapman (glennc@cs.sfu.cad) posts summaries of Soviet space activities.

SPACE ACTIVIST NEWSLETTER
Allen Sherzer (aws@iti.org) posts a newsletter, "One Small Step for a Space
Activist," to talk.politics.space. It describes current legislative activity
affecting NASA and commercial space activities.

SPACE NEWS
John Magliacane (kd2bd@ka2qhd.UUCP) posts "SpaceNews" (covering AMSATs, NOAA
and other weather satellites, and other ham information) to
rec.radio.amateur.misc and sci.space.

SPACE REPORT
Jonathan McDowell (mcdowell@xanth.msfc.nasa.gov) posts "Jonathan's Space
Report" (covering launches, landings, reentries, status reports, satellite
activities, etc.) Despite the address, this is not in any way an official NASA
document.

TOWARD 2001
Bev Freed (freed@nss.fidonet.org) posts "Toward 2001", a weekly global news
summary reprinted from _Space Calendar_ magazine.


                  SAIS-L on LISTSERV@UNB.ca
               Science Awareness and Promotion

The SAIS List was formed in hopes of creating a forum for exchanging
innovative ideas about making science more appealing to students. Science has
brought to humankind better health, improved communication, better
transportation and other advancements that raise the standard of living. It is
imperative that students see the potentialities of science, whether harmful or
beneficial, in order to judge how best to use science in their own lives and
in the best interests of society. It was for this reason that SAIS-L was
formed. All topics pertaining to science are welcome.
Archives of SAIS-L and related files are stored in the SAIS-L FILELIST. To
receive a list of files, send the command INDEX SAIS-L to LISTSERV@UNB.ca.

To subscribe to SAIS-L, send the following command to LISTSERV@UNB.ca
(LISTSERV@UNBVM1.BITNET) via mail text or interactive message:

SUBscribe SAIS-L Yourfirstname Yourlastname

For example:

SUB SAIS-L Joe Smith

Owner: Keith W. Wilson <SAIS@UNB.ca>

POSTED BY:
Craig Coates n043gn@tamvm1.tamu.edu
                      NCDC weather data

NCDC now has on-line data and metadata access using Internet. The service is
available February 1st, 1992. Access is by Internet at 192.67.134.72 or
HURRICANE.NCDC.NOAA.GOV The Login is: STORM and the Password :RESEARCH Please
feel free to use the system and leave comments and suggestions about the
system.
                Meteorological data from NCDC
      ********** NCDC ON-LINE SYSTEM UPDATE **********

NCDC has recently expanded its on-line data and metadata access through
Internet. Profiler data and the software routines necessary to decode the data
are on-line in near realtime (within 1 1/2 hours of observation time). NCDC
has recently placed surface hourly observations on-line for over 700 stations
nationwide in a near realtime mode. The data are available for the month of
January 1992. Software is also avilable to decode the data. Access and
downloading are currently available to you without charge by using Internet.
Please use the address 192.67.134.72 or HURRICANE.NCDC.NOAA.GOV The Login is :
STORM and the password is : RESEARCH . Please feel free to use the system and
leave comments and suggestions on your needs and ideas to make the system
better........

    ***** NCDC ON-LINE METADATA/DATA SYSTEM UPDATE *****

NCDC has expanded its' on line data and metadata access through INTERNET.
Using the on-line data access system developed by the joint efforts of NCDC,
Forecast Systems Lab (FSL) and the STORM Project Office, profiler data from
the Wind Profiler Demonstration Network and surface airways observations from
NMC are on-line.  The software routines needed to decode the data are part of
the on-line package.  Surface hourly observations for over 700 stations
nationwide are available through mid  February 1992.
Please note in the table below the length of time the data will be available
on-line.  Access and downloading are currently available to you without charge
by using INTERNET. Please use the address 192.67.134.72 or
hurricane.ncdc.noaa.gov The Login is : storm and the password is : research .
Please feel free to browse the system, download profiler and/or surface data,
and leave comments or suggestions on your needs and ideas to make the system
better........

               ARCHIVAL PERIOD FOR ON-LINE ACCESS

PROFILER SURFACE OBSERVATIONS

WINDS-60     31 DAYS
SURFACE DATA    31 DAYS
SURFACE-60   31 DAYS
MOMENTS-60   07 DAYS
MOMENTS-06   07 DAYS


NOTE : After these archive dates data are available for off-line
access only.
                  GREAT LAKES INFO on-line!

Archive-name: auto/alt.great-lakes/GREAT-LAKES-INFO-on-line

THE GREAT LAKES INFORMATION SERVICE is now available for ftp!

Fact Sheets about various Great Lakes topics and issues, along with two years
worth of new stories from the Great Lakes Reporter, can be found via anonymous
ftp at nic.cic.net, in the subdirectory /pub/great-lakes/cgl (where you'll
find a readme.txt file which explains and lists what's available in what
subdirectory).

Topics covered by Fact Sheets include Great Lakes water diversion, water
quality, waterfront development, pollution prevention, regional and
international agreements such as the Great Lakes Water QUality Agreement, and
the effects of global warming on the Lakes.

The Great Lakes Reporter, a regional newsmagazine published by The Center for
the Great Lakes, covers news, trends, and issues relating the environment of
the Great Lakes ecosystem and the economy of the region, especially when they
interact. You will find every major story that ahs appeared in the Reporter
since the start of 1990, listed by subject area with headlines for easy access
and searching. Typical topics include coverage of the historic regional public
meetings held in Traverse City in October 1991; trends in various key economic
sectors around the Lakes; analysis of current water quality planning and
activities by governments, industry and citizen's groups around the region;
waterfront development aroound the Lakes; "invader" species such as the zebra
mussel; the state and future of the Great Lakes' fishery; the status of
proposals to divert Great Lakes water, and so forth.

The Reporter is a part of the Great Lakes Information Service, a public
service of The Center for the Great Lakes. This ftp access is the first step
in a long-range plan to put the Information Service "on-line"; more Fact
Sheets on more topics will be added, Reporter stories will be continuously
added as they are published, and existing Fact Sheets are periodically updated
by Center researchers.

For more information, or to receive this material by U.S. Mail, send email to
prb@chinet.chi.il.us. The Information Service also responds to requests for
information from researchers, inlcuding searches of our library, and picking
the brains of our brilliant, experienced and modest staff. Call 312-263-0785
and ask for Paul Botts or Noah Eiger; be sure and tell us where you heard of
us, so we know whether this method of making the service known is working!

Weather and research data available via Internet, CD-ROM, and tape.

Archive-name: weather-data
Last-modified: 8 August 1992

Recent changes:
Addition of marlin.jcu.edu.au ftp site (Australian satellite data) Change of
email contact address for NWS/NOHRSC snow data CD-ROM Change of name of ftp
site gator.netcom.com to snow.nohrsc.nws.gov Addition of cumulus.met.ed.ac.uk
ftp site (European satellite data!) Addition of blurbs which give the portions
of the globe covered by the satellite data and analyses from the FTP areas.
Addition of price and other information to the Climate Change Data CD-ROM
Change of separators to accomodate some newsreaders --
Addition of uriacc.uri.edu ftp site
Addition of soundings to STORM-FEST info

This is a guide to various sources of meteorological, oceanographic, and
geophysical data. Some of these data types are intended for enjoyment or
hobbyist use; other data are more research-oriented. Much of the research data
is not free.

More information on geological/geographical data can be found in the FAQ for
sci.geo.geology, or see the file available via FTP from csn.org.

This guide is divided into four sections. The first discusses data available
over the Internet (using FTP or telnet). The second section lists some CD-ROMS
that are available from various sources. The third gives addresses for sources
of research data on tape. The fourth describes some mailing lists which may be
of interest.

This guide is posted every two weeks; a copy can be obtained by anonymous FTP
to pit-manager.mit.edu, from the file weather-data in the directory
/pub/usenet/news.answers.

Corrections, additions, and comments should be sent to Ilana Stern at
ilana@ncar.ucar.edu.
##################################
Data available via the network
To access the FTP areas listed here, use "anonymous" as the login and your
email address as the password (if requested). If you need help with FTP, see
your sysadmin.

[Note: quotes ("like this") are used to set off names of directories and
files, and are not part of these names.]

==Current weather GIFs via FTP==
vmd.cso.uiuc.edu                                   [128.174.5.98]
FTP: Change directory to "wx" and set transfer type to "binary". GOES-7
visible and IR imagery over the US and Mexico, and surface analyses over the
US, are available. A script to retrieve GIFs automatically is available from
the ncardata FTP area (see below).
Also available in this directory are SPOTFREQ.DOC and CHASE-TV.DOC, lists of
ham radio frequencies and TV stations which carry useful info for storm
chasers, and a few other useful documents.

uriacc.uri.edu
[131.128.1.1]
FTP: Change directory to "davet.195" and set transfer type to "binary". Images
of the northeast US in GIF format from the afternoon passes of NOAA-11.
(Provided by Dave Tetreault, DAVET@uriacc.uri.edu.)

unidata.ucar.edu
[128.117.140.3]
FTP: Change directory to "images" and set transfer type to "binary". Weather
radar summary map GIFS, surface maps for various places, a few soundings on
skew-t log-p diagrams, GOES Hugo images (in subdirectory "images/hugo").
Surface maps include Europe and China.

cumulus.met.ed.ac.uk
FTP: Change directory to "images" and set transfer type to "binary". IR and
visibal images of Europe from Meteosat, twice daily, in 1152 x 900 GIF format
(size of Sun root window). The subdirectory "gifs" has smaller 3x daily images
of the Nordic areas, the UK, and Europe.

marlin.jcu.edu.au
[137.219.16.14]
FTP: GMS-4 images updated regularly for various Australian states, the entire
country, and for regions/events of interest such as TOGA/COARE. The images are
in a format designed for the package JCUMetSat but can be converted to GIF
format using the ALCHEMY public domain software available at this site.

aurelie.soest.hawaii.edu                       [128.171.151.121]
FTP: Sea-Surface-Temperature data (near-real-time) in "pub/avhrr/images".
AVHRR images within the radius of reception of the university's HRPT station,
approximately 5 S to 45 N and 125 W to 165 E. The processed images are
available usually within 30 min. of NOAA-11 and NOAA-12 passages. Data are
compressed binary in netCDF format (get documentation from unidata.ucar.edu,
above) labelled by satellite name (n11/n12) and time. More info available from
hrpt@hokulea.soest.hawaii.edu.

==Current weather data via telnet==
madlab.sprl.umich.edu 3000                      [141.212.196.79]
Telnet: include the "3000". Menu driven.

hermes.merit.edu
[35.1.48.150]
Telnet: type um-weather at the "Which Host?" prompt and use menus. (Connects
to madlab.sprl.umich.edu)

==Meteorological, oceanographic, and geophysical research data==
ncardata.ucar.edu                                 [128.117.8.111]
FTP: contains information on datasets available from NCAR (the National Center
for Atmospheric Research, address in section 3) , not actual data. If you
would like to order data after browsing this information, email to
datahelp@ncar.ucar.edu. Small datasets can be provided by FTP; we also write
various kinds of tapes. See the README file, and the information in section 3
of this posting.
A shell archive containing scripts to retrieve GIFs from vmd.cso.uiuc.edu,
get_gifs, is located in the "weather" subdirectory. This subdirectory also
contains Colorado weather and ski reports.
A few special datasets are located in the FTP area, and are free. They are
described in the file "pricing".

cdiac.esd.ornl.gov [128.219.24.36] (formerly suns01.esd.ornl.gov)
FTP: contains data and information on general and technical aspects of carbon
dioxide, methane, and other trace gas emissions; the carbon cycle; and other
climate-change topics from CDIAC (the Carbon Dioxide Information Analysis
Center, address in section 3). The data for CDIAC's "Trends 91: A Compendium
of Data on Global Change" is also available here. (Contact CDIAC to obtain a
copy of the book.)

pioneer.unm.edu
[129.24.9.217]
FTP: change directory to "pub/info" and retrieve beginner-info, cd-list, newcd-
list, and cd-schedule to get started. This machine is part of the Space and
Planetary Image Facility (SPIF), sponsored by the Computer and Information
Resource Technology group at UNM; it currently has 3 CD readers and expects to
add more. You can use this machine to FTP data and software from a variety of
CD-ROMs, including both research data and images. There is no charge for this
service. Contact help@pioneer.unm.edu for more information.

==STORM-FEST data==
storm.mmm.ucar.edu                                [128.117.88.53]
FTP: contains hourly and 5-minute composite surface observations, and
composite rawinsonde soundings, from STORM-FEST, in the directories
"/fest/hrly_sfc", "fest/5min_sfc", and "/fest/sounding", respectively. There
is one file per day. The data are in ASCII. This data is a preliminary
release.
This FTP system will eventually be replaced by a different data access system,
although the data will still be available via the new system. (Info from Mark
Bradford, bradfrd2@ncar.ucar.edu)

==Digital photos of earth from space==
sseop.jsc.nasa.gov                                [146.154.11.34]
FTP: many pictures taken from the space shuttle. Files are in a 512x512 format
as red, green, and blue bitmaps. Image files are binary format, and have .DAT
as an extension.

ames.arc.nasa.gov
FTP: change directory to "SPACE/CDROM". Images from Magellan and Viking
missions, other stuff.

Also see pioneer.unm.edu site in "Research Data" section.

==AVHRR satellite images of USA==
sanddunes.scd.ucar.edu
Telnet: contact Tim Kelley by email kelley@sanddunes.scd.ucar.edu or telephone
303/497-1221 for login, password, and manual. Service is free to Internet
users and is funded by NASA.
AVHRR (Advanced Very High Resolution Radiometer) images from 1989 through 7
Jan 1992 cover CO, WY, KS, NE, and NM, as well as parts of AZ, UT, OK, and TX.
Since 7 Jan 1992, coverage includes these plus CA, OR, NV, WA, and MT, to 1000
km off Pacific coast. Total coverage of US for 1989-present will be available
soon. West coast data from 1980-1985 will be available some time this year.
Images are 1024 lines x 1024 elements before 7 Jan 1992, 2560 lines x 1024
elements after. Images are 1 km resolution and 8-bit format.

==Snow cover maps of US from GOES==
snow.nohrsc.nws.gov                                [192.46.108.1]
FTP: change directory to "snow". Various snow-related images in GIF form. US
snow cover map updated weekly. JPEG of current AVHRR images. Contact
tim@snow.nohrsc.nws.gov (Tim Szeliga) for more info. (Formerly
gator.netcom.com, 192.100.81.102)

==Map data==
spectrum.xerox.com[192.70.225.78]FTP: various USGS data in subdirectories
under the directory "pub/map".

hanauma.stanford.edu                                 [36.51.0.16]
FTP: the CIA World Bank database contains coastlines, rivers and political
boundaries. An 0.5 degree elevation dataset is also there. A program for
decoding the CIA data can be found as "mfil" on pi1.arc.umn.edu
[137.66.130.11] (Info from ken@msc.edu)

Also see pioneer.unm.edu site in "Research Data" section.

==Other resource information==
csn.org
[128.138.213.21]
FTP: a large, frequently updated file containing detailed information on FTP
sites, Bitnet and Usenet discussion groups, and data sources is located in the
file "internet.resources.earth.sci" in the directory "COGS". This file
contains more information on mapping, GIS, remote sensing, and geology,
subjects which are mostly outside the scope of this meteorology- oriented FAQ.
Mapping software and datasets are also available in this directory. Contact
bthoen@csn.org (Bill Thoen) for more information.


Mailing lists
==CLIMLIST (moderated by John Arnfield)==
CLIMLIST is a moderated electronic mail distribution list for climat- ologists
and those working in closely-related fields. It is used to disseminate notices
regarding conferences and workshops, data avail- ability, calls for papers,
positions available etc, as well as requests for information. An updated
directory of email addresses for the subscribers to the list is distributed
every month (usually on the 15th).

To subscribe, mail to whichever of these addresses works for you:
AJA+@OHSTMAIL.BITNET / aja+@osu.edu / johna@magnus.acs.ohio-state.edu with the
following information:

Your name (for directory listing), email address, institutional affiliation;
Indicate if your email address is shared, so your name will be in header
of messages.
If your 'climatological credentials' are not apparent from your affiliation,
please explain.

==Wxsat (administered by Richard B. Emerson)==
Wxsat resends all NOAA/NESDIS bulletins on polar and geostationary weather
satellites as well as occasional material on Meteosat. Bulletins with orbital
predictions, spacecraft operation schedules, and related messages are copied
from NOAA.SAT on SCIENCEnet and forwarded to all addresses on the list. The
list is configured to accept and broadcast mail from subscribers to the list
at large. Wxsat does not store or distribute imagery and is not primarily a
"chat" list. Wxsat is oriented towards users with a daily operational need for
TBUS and related bulletins.

An archive of roughly 60 days' messages are available for retrieval via email
messages to wxsat-archive@ssg.com. Send the message "help" in the text to the
archive server for details on how to retrieve the current index and other
files.

Subscription requests go to wxsat-request@ssg.com. The service is free to all
Internet users but donations are accepted as this is a volunteer operation.

==Weather-users (administered by scott@zorch.sf-bay.org)==
This list is for discussions of weather servers; sharing of code to
automatically query weather servers; and announcements of availability (or
lack thereof) and changes to weather servers. Initially, Jeff Masters
(sdm@madlab.sprl.umich.edu) has agreed to send Weather Underground status
notices to this list.

To join or quit the list, email to weather-users-request@zorch.sf-bay.org; the
list mail address is weather-users@zorch.sf-bay.org.

       Updates to the Incomplete Guide to the Internet

This guide is periodically updated and those updates are made available for
anonymous  FTP at ftp.ncsa.uiuc.edu in the education directory. The version
there is compressed using stuffit and binhex and is for Macintoshes. Several
other formats are made available here at NCSA. Also several people at other
sites have made the necessary conversions for formats which we do not support.
Please note that there will be a delay when updates are made to the Guide.

 Other Locations to FTP the Incomplete Guide to the Internet

The original document, which is indeed a Mac MS Word document, is available by
anonymous ftp from yak.macc.wisc.edu [144.92.30.18], directory
pub/misc/docs/ncsa, together with the same document in three additional forms:
(a)  an rtf document that does not contain the illustrations (there are many).
(b)  an rtfd document that does contain the illustrations, available in the
rtf directory as separate tiff files.
(c)  a PostScript form, ready to print; it also includes the illustrations.
For what it's worth, I have not read the document myself.  Various people
worked on it and I have merely made their work readily available.  There's a
README in there that reminds you of the four available forms of the document.
I recently found another copy of your documents that seem to be in even better
shape on sonata.cc.purdue.edu in /pub/next/submissions:
-rw-r--r--  1 ftp    1170 Nov 19 12:05 Incomplete Guide to Internet.README
-rw-r--r--  1 ftp   73728 Nov 19 17:24 Incomplete Guide to Internet.ps
-rw-r--r--  1 ftp  648778 Nov 19 11:47 Incomplete Guide to Internet.wn

             Joining the KIDSPHERE mailing list

The KIDSPHERE list (originally known as KIDSNET) was established in May, 1989,
to stimulate the development of an international computer network for the use
of children and their teachers. The first pieces of this network have already
begun to take shape, and the mailing list now helps to guide its continuing
evolution.  Subscribers to the list include teachers, administrators,
scientists, developers of software and hardware and officials of relevant
funding agencies.  Topics of continuing interest include:
             * networks at the local, regional and national level
           * news and mail interfaces suitable for children's use
                         * network services for the K-12 audience
               * development of new network services and projects
 * collaborative projects at the national and international level
                             * network access for the handicapped
Subscription requests may be sent to one of the following addresses:
                               kidsphere-request@vms.cis.pitt.edu
[Internet]
                                        joinkids@vms.cis.pitt.edu
[Internet]
                                                 joinkids@pittvms
[BITNET]
A spin-off of the KIDSPHERE list is another list called KIDS, which exists for
children to post messages to other children. This second list was established
after some children's postings appeared on KIDSPHERE and readers requested
that the children's traffic be kept separate.  Subscription requests for KIDS
can be sent to JOINKIDS at the address given above. Postings to the KIDSPHERE
list are accomplished with mailings to the address
                                       kidsphere@vms.cis.pitt.edu
[Internet]                                                            or
                                                kidsphere@pittvms
[BITNET]
Similarly, children may post messages for the KIDS list by sending mail to
                                            kids@vms.cis.pitt.edu
[Internet]                                                            or
                                                     kids@pittvms
[BITNET]
Bob Carlitz
                              
          How to get KIDSNET/KIDSPHERE Back Issues

In response to many requests over the last year I have edited previous KIDSNET
or KIDSPHERE submissions and made them available for access via anonymous ftp.
Subscribers on Internet may access these files as follows
                                       ftp vulcan.phyast.pitt.edu
                                                   user anonymous
                                     password your_name@your_site
                                                   cd pub/kidsnet
                                                              dir
                                                          get ...
                                                             quit
Any password is permitted for anonymous ftp, but etiquette suggests that you
supply your own electronic mail address. The files have been archived monthly
with file names "kidsnet.yymm," where "yy" denotes the year and "mm" the month
in which the archived messages were received at KIDSNET. The "dir" command
will give you a list of all available files. The "get" command may be used to
obtain copies of those archives which you would like to read.

Subscribers on BITNET may also access the archive via a mail message to
BITFTP@PUCC. The body of your message should include the following commands
                                       FTP vulcan.phyast.pitt.edu
                                                   USER anonymous
                                                   CD pub/kidsnet
                                                              DIR
                                                          GET ...
                                                             QUIT
The BITFTP server will supply the information requested by return mail.

The machine vulcan.phyast.pitt.edu is located in the Department of Physics and
Astronomy at the University of Pittsburgh and is being used only on a
temporary basis. Once an appropriate permanent archive machine has been
obtained, it will be made available for the storage of other material related
to efforts to develop an international network for children and their
teachers.

Please report problems with the archive to kidsnet administration -
joinkids@vms.cis.pitt.edu (Internet) or joinkids@pittvms (BITNET). I have made
an effort to record all submissions faithfully, but it is entirely possible
that errors have been introduced in the process of editing this information.
As these errors are noted I will try to rectify them where possible.

Bob Carlitz
          KidzMail--a List for Elementary Children

There is a relatively new Bitnet list called KidzMail located at Arizona State
University.  Its purpose is to promote 'Kids Exploring Issues and Interests
Electonically'. The main participants so far are PACE (gifted) students in the
Tempe elementary school district, and the list is primarily intended for that
age group, but is also open to anyone else (at present).
  If you'd like to subscribe to the list, send a note containing the text

               'subscribe kidzmail My Name'  (use your own name!)

to listserv@asuacad.bitnet and you will receive all of the list activity on a
regular basis (only a few notes a day, currently).  To unsubscribe, you would
send a message similar to the one above with 'un' at the beginning.
   The students on the list would be glad to hear from you about things that
interest you, and also about specific discussion topics (the current one is
violence/gangs in schools).

                          KIDLIT-L

KIDLIT-L is a new electronic discussion group to provide a forum for faculty
members, librarians, researchers, teachers and others interested in the study
and teaching of literature for children and youth.  This group will discuss
teaching strategies, innovative course ideas, current research, and most
importantly we will share, ideas, questions and stories of interest to the
group.
To join, send the following  message to:  listserv@bingvmb

        subscribe KIDLIT-L   Jane Doe  (your first and last name)

After you subscribe (or join) additional information will be sent to you.
Prue Stelling and Pamela Summers will serve as co-moderators of this list.
Messages sent to the list are reviewed by the moderators, who distribute
appropriate items to all participants. The moderators reserve the right to
determine appropriateness  of the messages. Please be aware that internet
policy prohibits advertising.  While position-available listings are
permissible, positions-wanted, services offered, or product advertising are
not permitted.
Prue Stelling is the librarian at Binghamton University, State University of
New York, who works with the School of Education and Human Development.  She
has worked for several years as a school library media specialist and as the
Teaching Materials Center Librarian at the State University College at
Cortland, New York.
Pamela Summers is a faculty member in the Division of Education of the School
of Education and Human Development at Binghamton University.  She teaches
Literature for Children and Youth and other courses in the Reading and
Elementary Education and Early Childhood programs.

    ** ANNOUNCING The Curriculum Discussion Listserver**
Sponsored by Rowan College of New Jersey
List manager:
                                                                      John V.
Gallagher, Ph.D.

Associate Professor
                                                                      School
of Education and Related Professional Studies
                                                                      Rowan
College of New Jersey

Glassboro NJ 08028-1701

GALLAGHERJ@saturn.rowan.edu
I hope you will join in the discussions regarding curriculum development and
issues related to curriculum. These could include topics related to the
historical, philosophical, psychological, and sociological foundations of
curriculum, curriculum theory, curriculum models, curriculum evaluation, the
role of the curriculum worker, curriculum theorists, etc. If it relates to
curriculum directly or peripherally, it should be discussed. Help us grow and
join for your own personal growth. Do you have a new book to recommend to
curriculum workers? Give us the details and your opinions about it. Do you
have a curriculum problem? State the problem, give us as many details
regarding the problem, and ask for help. Someone on the list ought to be able
to contribute and help you solve it.  Perhaps, someone can recommend another
specialist to contact or give a reference in the literature. This is your
list, started to encourage dialogue about curriculum. Let us use it and get
the discussion going. You may even start with a short bio about  yourself so
we may get to know you. Thanks for your participation and your contributions.
Incidentally, this is not a list exclusively for curriculum professors. We
welcome discussion from curriculum professors, graduate students studying
curriculum, curriculum specialists in school districts, school administrators,
classroom teachers, citizens involved in school district curricula affairs as
volunteers, in fact, anyone interested in curriculum related discussion. Don't
be intimidated. Join, read, and contribute! To subscribe, send a message to:
LISTSERV@saturn.rowan.edu
Make the message:
subscribe curricul your e-mail address your name
Address messages to be posted to:
CURRICUL@saturn.rowan.edu

           Teaching Success Stories Bulletin Board

Overview
Teaching Success Stories (TSS) is an electronic bulletin board maintained by
the University of Missouri - Columbia (MU).  TSS provides brief descriptions
of successful teaching initiatives -- big and small -across the state and
nation.  Teachers, professors, and trainers can contribute their success
stories to TTS and read about their colleagues' needs and solutions.
Access
The bulletin board can be accessed by anyone who has a computer, modem, and
communications software, or other data communications device.  The bulletin
board is provided as a public service, free of charge. Users located outside
of the Columbia, Missouri area may have longdistance telephone charges;
Internet users are not charged.
To access TSS  follow this general procedure:
1. LogOn to MIZZOU1.
2. At the Ready prompt, type INFORMU.
3. When the INFORMU Menu appears, select option
4 (Faculty & Academic Unit Information).
4. When the next menu appears, select option 5, (Teaching Success Stories).
5.  Following the on-screen prompts to review stories of interest.
.....................................................................
. CAUTION!  CAUTION!  CAUTION!
 You will be in a 'main frame' environment.  We are working to make the system
more user friendly, but we have a long way to go. Your input will be
appreciated (the system programers tell me not to expect major changes, at
least not for a while.

Organization
The TSS bulletin board consists of the the following menu options:
1. Introduction to Teaching Success Stories
2. How to Use the TSS B-Board
3. Elementary School Success Stories
4. Secondary School Success Stories
5. Higher & Adult Education Success Stories
6. Announcements
7. Suggestions and Submissions
Items 1, 2, and 6 provide general info, how to navigate, and lists upcoming
events.  Items 3, 4, and 5 are the success stories.  Item 7 provides an
opportunity to make suggestions and submit success stories.
Each success story includes the following information:
-- Title:  short, descriptive, like a newspaper story title
-- Level:  Elementary, Secondary, Higher/Adult
-- Subject Area:  math, psychology, zoology, etc.
-- Contact Person:  who to contact for more information
-- Background:  context of the story
-- Success Story:  what happened and how
-- Success Indicators:  what resulted; how was success identified
Submissions
Any educator is invited to submit a Teaching Success Story.  The story can be
about anything.  The submissions are reviewed using the criteria below:
-- Mechanics:  Each element of the story (e.g., title, level, contact person)
must be included in the submission.
-- Length:  The Background, Success Story, and Success Indicators sections
must total no more than 250 words (including section headings).
-- Names:  Each story must be submitted by the Contact Person.  This person's
name will appear with the success story.  No other names will be used in the
story.  (Note:  Wording such as "the high school math teacher reported. . ."
should be used, not "Ms. Jones reported. . .").
-- Ethics:  Stories involving unethical or questionable practices (e.g.,
giving extra credit in a math class for those students who volunteer to clean-
up the gym after a basketball game) will not be posted.  However, a group of
external reviewers must agree that the story should not be posted. The vast
majority of submissions to the Teaching Success Stories Bulletin Board will be
posted.
How to Submit
There are three ways to submit a story.  In order of preference, the three
ways are:
-- Electronically:  Send the story via e-mail to:  MERLIN@mizzou1.missouri.edu
-- On disk:  Write the success story using a word processor and send the disk
to:
                                                                      Teaching
Success Stories
                                                                      c/o John
Wedman
327 Townsend Hall University of Missouri Columbia, MO 65211
-- On paper:  Write the success story and mail the paper copy to the address
given above
More Info?
For more information about the Teaching Success Stories Bulletin Board,
contact John Wedman in one of the following ways:
US Mail:                                        327 Townsend Hall

University of Missouri

Columbia, MO 65211
Phone                                                                 314-882-
3828
E-mail:                             wedmanjf@mizzou1.missouri.edu
LM_NET:  A World-Wide Discussion Group For School Library Media People

A World-Wide Discussion Group for School Library Media People (Library Media
Network)
                               LM_NET on LISTSERV@SUVM.BITNET or
                                            LISTSERV@SUVM.SYR.EDU
For all school library media people--a new listserv called LM_NET (library
media network) has just been set up to serve the school library media
community world-wide.  This list is operated by Mike Eisenberg, Syracuse
University, AASL, and Peter Milbury, library media specialist, Chico,
California, AASL/CMLEA.
Conversation on this list will focus on the topics of interest to the school
library media community, including the latest on school library media
services, operations, and activities.  It is a list for practitioners helping
practitioners, sharing ideas, solving problems, telling each other about new
publications and up-coming conferences, asking for assistance or information,
and linking schools through their library media centers.
This listserv is open to ALL school library media specialists worldwide- and
people involved with the school library media field. It is not for general
librarians or educators.  We want to keep the activity and discussion focused
on school library media.  But, the listserv can be used by library media
people for many different thingsto ask for input, share ideas and information,
link programs that are geographically remote, make contacts, etc.
                        To join, send an email request to either:
                         Peter Milbury:  PMILBUR@EIS.CALSTATE.EDU
or
         Mike Eisenberg:  MIKE@SUVM.SYR.EDU    (MIKE@SUVM.BITNET)
It's _important_ to include your full userid/address and your firstname
lastname, so that we have you entered properly.
                                                     For example:
"Add to LM_NET JDoe@lmc.mystate.edu  name: Jane Doe" [quotes unnecessary]
So, please join us on this this new, global, school library media network.
Mike Eisenberg  and  Peter Milbury
LM_NET Co-Owners
                       Jericho Project

Planning for EUIT's new Jericho Project (originally conceived as Project
Delta) continued at the EUIT Preconference Working Session in Baltimore in
October.
The project's goal is to bring down some of the walls that currently make it
difficult for most faculty to learn how to adapt information technologies for
their own teaching.  We hope to enable faculty members to use information
technologies to lower other sets of walls:  walls separating potential
students from a college education; walls separating students from intellectual
resources located in places other than their own campuses; and walls imposed
by traditional course designs that prevent students from learning by applying
real tools to real problems.  Those goals led to naming this effort the
"Jericho Project."
The Project will develop a nationwide information distribution and sharing
system to enable faculty members to use information technologies to improve
the quality, accessibility and cost-effectiveness of education. Participating
faculty members will be supported in taking the next steps in moving beyond
their current levels of skills and knowledge in using technologies to help
students learn.  The Jericho Project structure consists of target areas, a
peer review selection process, Jericho resources, and the Jericho network.
The following were the bases for Baltimore discussion groups:
(a)  Resource development and peer review screening processes (including
initial target areas and resources);
      (b)  Hubs and Hosts (including training for event leaders);
(c)  Online services (including initial pilot projects and long-term
design and structure);
(d)  Alliance building (disciplinary organizations, corporate partners,
consortia, and other educational associations);
                               (e) Marketing and fulfillment; and
        (f) Roles for publishers (textbook, software, and other).
For background information on the Jericho Project, see the October 28th issue
of The Chronicle of Higher Education, page A21.
For a copy of the full concept paper, send mail to listserv@bitnic (BITNET) or
listserv@bitnic.educom.edu (Internet) with the following message:
                                                                           GET
JERICHO EUIT EDUNEWS
For a paper copy, please reply to this message and include your
mailing address in your request.
To subscribe to the new listserv created to facilitate planning and
discussion, send your request to EUITEDIT@BITNIC.EDUCOM.EDU
(Internet) or EUITEDIT@BITNIC (BITNET).  (Please specify the Jericho listserv
in your request.)
REPEAT WELCOME:  Welcome to EUITNEWS, a listserv for EUIT participants and an
experiment in providing short, frequent updates
directly to you (by e-mail or fax).  EUIT staff will receive your message if
you send e-mail to EUITEDIT@BITNIC.EDUCOM.EDU or EUITEDIT@BITNIC.
Let us know if you missed previous messages and want copies.  Let us know if
you have colleagues who also want to receive EUITNEWS.
Please allow us two weeks for updating our lists.
     Announcing the Scholarly Communications FTP Server

 The Scholarly Communications Project of Virginia Tech with the support of
University Libraries would like to announce the establishment of an FTP server
for all scholarly electronic journals published at VPI.  Titles which were
previously available only by subscription to listserv lists include:

_The Community Services CATALYST_
_Journal of Technology Education_
_Journal of the International Academy of Hospitality Research_
_The International Journal of Analytical and Experimental Modal Analysis_

Also available at this FTP site are the monthly logs for VPIEJ-L, issues of
the electronic version of the _Newsletter of the Visual Communication Division
of the Association for Education in Journalism and Mass Communication_, as
well as frequently asked questions relevant to electronic publishing and tools
for text processing and data compression for various platforms.  The server is
available 24 hours a day for multiple logins via the Internet.

FTP Instructions:
                                              ftp borg.lib.vt.edu
                                                          cd /pub
                                   cd /<directory-of-your-choice>
                                        get <filename>.<filetype>

About the Scholarly Communications FTP server:
The server runs on a NeXTstation Turbo with 24Mb of RAM located at University
Libraries, Virginia Polytechnic Institute and State University.

James Powell >>> Systems Support and Development, University Libraries, VPI&SU
             >>> JPOWELL@VTVM1.CC.VT.EDU
             >>> jpowell@borg.lib.vt.edu - NeXTMail welcome here
             >>> Owner of VPIEJ-L, a discussion list for Electronic Journals
    PUBLIB Public Libraries and the Internet Mailing List
          PUBLIB@nysernet.org   Public Libraries and the Internet
PUBLIB, initiated on December 1, 1992, is a new discussion list concerned with
use of the Internet in public libraries.  Issues to be examined include
connectivity, public access to the Internet, user and staff training,
resources of interest to public librarians (online, print, video, other),
electronic freedoms and responsibilities, new technologies for public library
Internet access, National, International, and regional public
telecommunications policy and public libraries, and more.
           To join the list and receive the mailings from PUBLIB:
Send a message to LISTSERV@nysernet.org (no subject necessary) saying:
subscribe PUBLIB "your full name here"
                                                     For example:
                                                                           To:
LISTSERV@nysernet.org

Subject:

Message:

subscribe PUBLIB Melvil Dewey
Please introduce yourself to the list after you receive the welcome message
back from the listserv.
                                                   Co-moderators:
                                                                      John
Iliff
jiliff@nysernet.org
                                                                      Pinellas
Park Public Library
                                                                      7770
52nd St.                                                              Pinellas
Park, FL 34665
                                                                      (813)
541-0719                                                              Fax
(813) 541-0818
                                                                      Jean
Armour Polly
jpolly@nysernet.org

NYSERNet, Inc.
                                                                      111
College Place
Syracuse, NY 13244-4100
                                                                      (315)
443-4120                                                              Fax
(315) 425-7518
                     Welcome to HILITES.

BACKGROUND & PURPOSE
The HILITES mailing list was established in the fall of 1991 and is maintained
by the FrEdMail Foundation. Currently, support for this service is provided by
the California Technology Project.
HILITES now has over 200 names and networks. Since September, 1991 we have
advertised projects developed and coordinated by teachers (Reflections on
WWII, Global Grocery List, American Families, and Near and Far: Literary
Journal), by a university (Zero Gravity), by the European School Project (Hare
and Hounds), and by the FrEdMail Foundation (Newsday, GeoGame). We also posted
summary reports on three exemplary completed projects (Fire!Fire!, Most
Livable Places, and TeleScience Fair).
Teachers from many networks have participated in these projects. For instance,
in our recent GeoGame project, we had participants from tenet.edu,
nycenet.edu, atl.calstate.edu, ncsa.uiuc.edu, ritvax.isc.rit.edu,
erie%sed.bitnet@cunyvm.cuny.edu, uva386.schools.virginia.edu, alaska.bitnet,
tmn.com, and FrEdMail.
HILITES is designed to meet some urgent short-term needs of growing networks
which serve teachers and students:
1.These networks have many novice teachers coming on-line. They need a rich
collection of varied, simple, and useful curriculum-focused activities.
2.Teachers need many different examples of successful project planning,
implementation, and evaluation if they are to take the initiative to organize
and implement their own project ideas.
3.Many teachers and budding project coordinators need help in project
development. Many excellent project ideas languish for lack of skill in
"bringing them to market." Teachers need help in refining their ideas,
developing a marketable project announcement, and obtaining collaborators from
the widest possible pool of potential participants.
4.Busy networks need some form of "noise control." Announcements for exemplary
projects must often contend with an ocean of messages asking for pen pals,
sister schools, and messages of the "Kilroy was here" genre. Most teachers
don't have the time to wade through a large volume of extraneous mail looking
for "gems."
5.HILITES will NOT be the place where resources, addresses, lists,
bibliographies, references, tips, lesson plans, recipes, or any other data
will be posted. Other lists on the Internet are open for this kind of free-
wheeling exchange of information.
6.HILITES projects will engage students in collaboration with other clasess in
their learning experiences. Students will measure, collect, evaluate, write,
read, publish, simulate, hypothesize, compare, debate, examine, investigate,
report, and summarize their learning experiences. Much of this will take place
via the network as they collect, organize, share, and report.

             ------- FrEdMail Foundation-------
As the primary moderator of HILITES, the FrEdMail Foundation will:
1. Develop a calendar and curriculum matrix for projects appearing on HILITES
each semester or each quarter.
2. Screen and post project ideas which meet the established project criteria
4. Work with teachers who have worthy project ideas to develop credible
project announcements for posting on HILITES. For example, Joe Quain in the
Virgin Islands came up with an interesting geography project idea. The
FrEdMail Foundation assisted him in writing a detailed call for collaboration,
and within a week he had participating classes from Finland, England, Spain,
Estonia, and Texas.
How Teachers Can Use HILITES
1. Read HILITES to find credible, worthwhile classroom-based, collaborative
learning activities. Since it is moderated, only well-organized and useful
projects will be announced here. You will not have to wade through oceans of
trivia to find good projects.
If your network does not carry a HILITES bulletin board or news topic, ask
your system administrator to contact us and set it up for you and your
colleagues. If this is not possible, you may subscribe to HILITES directly by
sending mail to:
                                     hilites@bonita.cerf.fred.org
2. Post your project on HILITES. If you have a project idea and wish to
solicit participation from the widest and most interesting audience possible,
send your project announcement to HILITES at the FrEdMail Foundation. We will
work with you to develop a well-structured call for collaboration and post it
on the international HILITES mailing conference. Use the guidelines below to
help you begin developing your idea. Send your project ideas and announcements
to:
arogers@bonita.cerf.fred.org

Be sure and leave plenty of lead time prior to your project start date.
Use the general format for your call for collaboration that you will find in
subsequent HILITES messages.

--- How Network Administrators Can Help
Ideally, HILITES will carry announcements for on-line curriculum projects FROM
each participating network TO each of the others, where it can be posted in
the form of a moderated or read-only bbs, group mail, or news forum.
Because it is distributed via email, HILITES can be carried by every Internet
affiliate with an interest in education. Since many advertised projects rely
exclusively on email, teachers on every network will be able to participate.
Announcements for projects which require tcp/ip connections will help to build
awareness and interest where it is not available (it will build demand for
better access.)
You can help to build the value of HILITES to your constituent teachers.
Here's how:
1.  Provide us with one network address for HILITES (some of you
have already done so). Your network can post or "explode" or "echo" HILITES
mail to all your constituents. This approach will alleviate the need to deal
with countless individuals from the same network who want to be added to the
list. We currently send multiple copies of HILITES messages to several
networks. We want to reduce that to one message.
2. Delegate a "curriculum" person on your network to work with us in
refining this approach to network collaboration, and who will also select and
post on HILITES projects originating within your network which can be enhanced
by collaborators from around the world.


--- Guidelines to Successful Project Design
KEYS TO SUCCESSFUL TELECOMPUTING PROJECTS
Extracted from the article of the same name, The Computing Teacher, May, 1990
1.Design a project with specific goals, specific tasks, and specific outcomes.
The more specific, the better; the more closely aligned with traditional
instructional objectives, the better.
2.Set specific beginning and ending dates for your project, and set precise
deadlines for participant responses. Then, make a time line and provide lots
of lead time to announce your project. Teachers feel more comfortable
participating in projects that have a definite goal and an ending date.
Experience shows that peak use on an educational network is geared to
traditional cycles of the school calendar. October through December, February
through May, and July (with summer school) are very busy times on the network.
However, most of the successful networking activities were planned and
announcements posted six to eight weeks before the actual projects began.
You'll also find that sometimes, you'll need to advertise for participants
several times, and thus the more lead time the better.
Phased deadlines establish a sense of accountability to the other participants
in the project, and makes it easier to secure follow through. Often, where the
teacher may not be inclined to complete the project, if the students have been
apprised of the deadlines they will often hold their own teachers accountable
to complete the project.
3.Request collaborators by posting messages on electronic bulletin
boards, and by sending out flyers if possible. Once you have designed your
project, create a formal "call for collaboration" to post on the network of
your choice. By preparing this call off line with your word processor and then
uploading it, you'll be able to conveniently repeat the announcement as often
as needed until you get the collaborators you need. If you happen to have the
addresses of people you would like to collaborate with, send them a hard copy
of your request, as they may not be actively using the service during the time
your calls went out.
4.                 Give specific information about your project:
- Goals and objectives of the project
- Your location
- grade levels desired
- contact person
- Time line and deadlines
- how many responses you would like
- what you will do with the responses
5.Provide examples of the kinds of writing or data collection which students
will submit. This is important to the success of the project.
6.At the conclusion of the project, follow through on sharing the results of
the project with all participants. If you publish any student writing, send a
hard copy to all who participated. Have your students collaborate on writing
up a summary of the project, describing it, what they did, what they learned,
and what changes they would make in the project. Post that message on the
network for all to see (not just the project participants). Finally, have your
students send a thank you message to all participants. You might also want to
send a hard-copy of your summary and thank you to the principal of each school
which participated. This can be an effective way to reinforce one another in
our ongoing efforts to educate others and validate use of this technology.

             FrEdMail on the Internet (SCHLnet)
On October 11 the FrEdMail Foundation inaugurated SCHLnet, a new service on
California's CERFnet and CORE (formerly TRIE) networks which brings all of the
acclaimed FrEdMail projects and activities for the first time to thousands of
teachers in California. This new service will soon be available to other
networks throughout the world, creating for the first time a truly global
distributed conferencing network for teachers and their students.
The past two years have seen an enormous number of teachers coming to the
Internet around the world. Current estimates are upwards from 50,000 teachers
who are using the Internet.
Incredible as it may seem, prior to this time there has been no effective
system to help teachers find one another and build interesting collaborative
learning projects across the nation and around the world.  Although many
excellent mailing lists exist on the Internet, mailing lists send messages
directly to your mailbox. If you subscribe to two or three mailing lists you
can be drowned in a sea of messages spanning a dozen different topics,
resulting in a severe case of information overload.
Many educators have taken a serious look at a distributed conferencing system
called Usenet. Usenet is an effective transport protocol for topical
discussions, covering almost 2000 different subjects, to over ten thousand
different computers around the world. If you can think of a subject in which
you are interested, you can probably find a discussion of it on Usenet, with a
truly global audience of contributors.
Usenet has much of interest to gadflies, scholars, hobbyists, the idle and the
curious. There is tremendous educational and entertainment value within the
daily multi-megabytes of Usenet discussions.  For example, topics in the
science hierarchy represent fascinating ongoing discussions on current
research topics by practicing scientists.  Whether the topic is cold fusion,
biogenetic engineering, astronomy or astrophysics, you can find scientists
discussing the state of the art in their discipline.
Usenet could provide the perfect solution to teachers whose mailboxes are
filled to overflowing with a wide variety of extraneous content, and who find
it difficult to make connections with those interesting projects that are lost
in the sea of "extra" mail that often comes with mailing lists.  Content on
Usenet is divided into topics: you read only the topics which interest you.
And it is distributed... it reaches thousands of sites around the world,
ensuring access to a wide variety of different classrooms and cultures.
However, Usenet's value to a typical classroom teacher is compromised because
there are no rules or limits or controls on "freedom" of expression.  You can
never tell when you will read something that will be controversial, offensive,
crude, or pornographic. Most superintendents and boards of educations would
have serious reservations about the suitability, or at least political
"safety," of Usenet in their local schools as an educational tool for teachers
and their students.
SCHLnet, the FrEdMail Foundation's new service to teachers on the Internet,
takes advantage of Usenet transport protocols to deliver a distributed
conferencing system for educators, but which avoids the often unwelcome
"surprises" in content which tends to make educators shy away from Usenet.
Because SCHLnet is a distributed conference it puts teachers in touch with
their peers throughout the United States, Canada, Europe, Latin America,
Australia, the Orient, Russia, and many other countries... even where direct
Internet access is not available.
SCHLnet solves the problems of "noise control" on the Internet. It moves your
listserv and group mail topics out of your personal mail boxes into the
SCHLnet conference area, organized by topic, and ready for browsing when you
are ready. Your mailbox will once again be used only for personal
correspondence.
SCHLnet uses Usenet format newsgroups to create a "mini-usenet" aimed
specifically at K-12 teachers and their students. SCHLnet creates an
interactive flea-market of ideas, resources, opportunities, and information of
specific relevance to teachers and their students, without the extraneous and
sometimes offensive distractions posed by Usenet netnews.
Because SCHLnet's audience includes young children, we prohibit profane,
discourteous, abusive, racist, sexist, obscene, and sexually explicit language
within the SCHLnet newsgroups. We actively moderate many topics and monitor
the rest in order to ensure professional standards of expression and
etiquette.
SCHLnet news is delivered directly to your local network using the USENET
message interchange format, and is available via the Internet, UUCP, FrEdMail
Network, and other delivery protocols. If you would like to receive SCHLnet on
your network, ask your system administrator to contact us at
fred@acme.fred.org for more information.
SCHLnet newsgroups include a range of topics;  new topics will be added as
demand dictates.  Current categories include:
CALLS  - Calls for collaboration, requests for project partners and sister
schools, and keypal requests. These teacher-developed projects will have
students measure, collect, evaluate, write, read, publish, simulate,
hypothesize, compare, debate, examine, investigate, organize, share, and
report.
                                                             NEWS     - News
and information on a variety of topics, including America 2000 Daily Report
Card, CNN Newsroom Daily Lesson Plans and Democracy in America, and other
publications and announcements for educators.
                                                              SIG     -
Special Interest Groups and discussion forums on a variety of general interest
issues.
                                                             CURR     -
Curriculum Interest Groups, similar to SIGS but specific to curricular themes.
                                                             PROJ     -
Current and Recent Classroom Projects. Ongoing network-wide projects will be
conducted in this area, so that all participants may "peek" at the progress of
a project
and new participants may choose to join.
                                                              PUB     -
Publications of various sorts, INCLUDING the electronic publishing of the best
of student work. Teachers supervise the selection and posting of only the BEST
of student work. Other electronic publications from around the Internet will
also be posted here.
                                                              STU     -
Various student topics/exchanges. This is the place for students to correspond
with one another.  Moderators encourage appropriate and timely discussions on
a variety of topics.

<arogers@bonita.cerf.fred.org>
32.39.28N, 117.01.45W
Al Rogers
FrEdMail Foundation
PO Box 243, Bonita, CA 91908
619-475-4852

                  Daily Report Card Service

The DAILY REPORT CARD news service is now available to you AT NO CHARGE via
electronic mail. Some of our readers thought you might be interested and
recommended that we get in touch with you.

     The DAILY REPORT CARD is an update on the six education goals for America
in the year 2000, adopted by the president and governors in February 1990. The
goals for the year 2000:
ONE:   All children will start school ready to learn.
TWO:   The high school graduation rate will be 90%.
THREE: Students will leave grades 4, 8, 12 competent in English, math,
science, history, and geography.
FOUR:  U.S. students will be first in math and science.
FIVE:  Every adult will be literate, with the knowledge and skills to
compete in a global economy.
SIX:   Every school will be free of drugs and violence.

The DAILY REPORT CARD is published by the American Political Network with
support from the Annie E. Casey Foundation and the Business Coalition for
Education Reform. It is distributed at no charge to a national audience of
leaders in government, business, media and education.
The DAILY REPORT CARD "covers the coverage" the media gives the movement
toward all six education goals -- summarizing that day's published news from
all 50 states on local, regional, and national stories affecting education
reform --and pointing out what reform isn't getting coverage.
It is an approach suited to the subject: While the goals are national,
education solutions are almost always local. A daily national report that
filters and sums up all the local progress reports can provide national
impetus toward the goals.
To subscribe to the DAILY REPORT CARD, send an electronic mail message to the
following address:

listserv@gwuvm.gwu.edu

The message should begin on the first line and read as follows:

sub rptcrd your full name

So, for example, if the president wanted to subscribe, he would type:

sub rptcrd George Bush

After you send the message requesting delivery, you will receive a response
confirming your subscription (please allow a few hours). After that, the DAILY
REPORT CARD will be delivered into your electronic mailbox each weekday.
If you have any questions, please call Karl Eisenhower at (703) 237-5130 or
send a message to drc@gwumv.gwu.edu.
             Cataloging from Library of Congress

Email: (see Miscellaneous Information, below) Phone: (314) 432-1100

Description
The Software Development Group of Data Research Associates, Inc. has made the
3.8 million cataloging records from the Library of Congress available to
researchers via the Internet. This database contains the records from the
Books All, Maps, Music, Serials, and Visual Materials services as distributed
by the Cataloging Distribution Service (CDS) of the Library of Congress.
Guest users may search the database by author, title, author/title, ISBN,
ISSN, LCCN, as well as qualifying searches by language, copyright date, or
cataloging format. Subject and keyword searching is not available to guest
users. Additional types of searches may be available for users with Data
Research accounts.

Network Access:
Telnet, using VT100 or higher emulation, to dra.com [192.65.218.43]. After the
copyright notice and initial screen appears, you can begin searching the
database.

"A=" for an author search, for example "A=Shakespeare William"
"T=" for a title search, for example "T=Taming of the Shrew"
"L=" for a LCCN search, for example "L=89001392"
"I=" for a ISBN search, for example "I=0134701542"
_________________________
The information in this section is provided in accordance with the copyright
notice appearing at the front of this guide.

"N=" for a ISSN search, for example "N=0891-9860" "??" for additional help
"EX" to exit

Who Can Use the Catalog
Only two guest users are allowed access at a time during business hours, 8:00
am to 5:00 pm (Central Time). Guest access to this database may not be used
for cataloging or competitive purposes. Access from outside the United States
may require prior arrangements.

Miscellaneous Information
Mail about problems, suggestions, or comments may be sent to catalog@dra.com.
For information on continuing access for a host, site, or network contact
sales@dra.com or write to the address above.
Disclaimer:
Data Research Associates, Inc. is not responsible for supporting or
maintaining this service or its data for guest users. This service may be
modified, unavailable, or withdrawn at any time without notice.
Records originating with the Library of Congress are copy-righted by the
Library of Congress for use outside the United States.
This database is NOT the same as the LC card catalog.

     The Library of Congress Information System (LOCIS)

The Library of Congress Information System (LOCIS)  is now available over the
Internet.  The telnet address is:
locis.loc.gov
LOCIS accepts both telnet 3270 and line mode.
LOCIS includes over 15 million catalog records and over 10 million records for
other types of information: federal legislation, copyright registrations,
Braille and audio, organizations, and selected foreign legal materials.
Searching hours are (all times USA eastern; closed national holidays):
                               Monday - Friday:   6:30am - 9:30pm
                               Saturday:          8:00am - 5:00pm
                               Sunday:            1:00pm - 5:00pm
Printed manuals will be available for sale later this summer and very soon via
FTP (ftp seq1.loc.gov     /pub/LC.Online).  There will be a LOCIS Quick Search
Guide and a LOCIS Reference Manual.
LC Online                 Internet: lconline@seq1.loc.gov
Library of Congress
Stan Horwitz   Internet: STAN@VM.TEMPLE.EDU  Bitnet: STAN@TEMPLEVM Temple
University's Sr. Mainframe Consultant; Manager of the Help-Net and Suggest
lists;

                    Teacher Contact Files

The Kidsnet "Teacher Contact Files" have been updated. These four files
average 2,000 lines in length.  They contain introductions from teachers,
administrators, educators and parents interested  in telecommunication
activities in the kindergarten-grade 12 classroom. The files are available
from an e-mail message or through anonymous FTP.
To receive the files, send a mail message to listserv@unmvma (Bitnet) OR to
listserv@unmvma.unm.edu (Internet), leave the subject line blank and include
these commands in the body of your message:
get teacher1 contacts
get teacher2 contacts
get teacher3 contacts
get teacher4 contacts
If you would like to automatically receive the files whenever they are
updated, included these commands in the body of your message:
afd add teacher1 contacts
afd add teacher2 contacts
afd add teacher3 contacts
afd add teacher4 contacts
To retrieve the files by anonymous FTP:
ftp to ftp.vt.edu
login: anonymous (must be lower case)
password: guest (or your complete userid in lower case)
cd /pub/k12
get teacher1.contacts
get teacher1.contacts
get teacher3.contacts
get teacher4.contacts
quit
These files are my work so if you have any additions, corrections or
suggestions, write to me at one of the addresses below.
To join Kidsnet or the companion list, Kids, write a message to the owner, Bob
Carlitz at joinkids@pittvms or joinkids@vms.cis.pitt.edu (Internet).  These
are NOT listserv lists so the standard commands will not work.
Enjoy!
Sally

Sally Laughon
BITNET: laughon@vtvm1
Computer Department
INTERNET: laughon@vtvm1.cc.vt.edu
Northcross School
slaughon@rvgs.vak12ed.edu
Roanoke, VA USA
VOICE: 703 989-6641

FAX: 703 989-7299

                    K12 PROJECT CHANNELS

How to get one!
How to use one!

K12 Net offers 12 conference areas that can be assigned to different people at
different times to pursue individual projects. Anyone, teachers and students
alike, can request and use a channel by following the following guidelines.

WHAT QUALIFIES AS A PROJECT?
This is a very big question... Basically, any idea that requires
telecommunications to succeed, and deals with a specific topic or activity on
which the user wishes to focus.  For example, there are currently coordinated
weather readings planned for four future dates- the data collection is to be
global in nature, potentially covering the breadth of the network.  In
addition, while this might be considered a "science" project and could
possibly be conducted in the K12_SCI_ED echo, the intent of this project is to
focus exclusively on weather reading, warranting a dedicated channel for that
specific purpose.  Other projects have included compilation of Top Ten lists,
cookbooks, Role Playing games, Composition critiquing, Physics challenges, and
private educational sessions for specific groups.

WHO PARTICIPATES IN PROJECTS?
There are two classifications of projects: Open and Closed.

Open projects will be available to all users of K12Net.  If you design a
project in which you want as many people as possible to participate, then you
want an Open project.

Closed projects are limited to only a selected set of participants.  If, for
example, you want to conduct an on-line class specifically for Jr. High Phys.
Ed. teachers, and didn't want anyone else posting, then you would want a
Closed project.

HOW DO YOU START?
Start with an idea.  Engage other users of the net in conversation about your
idea, and see if anyone would like to join you in the project.  You can
'advertise' your idea in the Teacher Chat echo, Projects echo, or any of the
appropriate curricular conferences.  Make sure that your idea would require
its own channel, and cannot be carried out in the existing conferences.

When it seems you have a few others interested in your project ("critical
mass"- enough to make it work), apply for a channel.  Given the limited number
of channels available, and the growing interest, new projects should
demonstrate that there at least several other points in the net that wish to
participate in the project.

Send channel requests to Helen Sternheim, Channels Coordinator, at 1:321/109.

Your request can be made in the Projects echo, or via Netmail.  Include the
following:

                                           1. Name of the Project
            2. Name and FIDO address of the Moderator (see below)
                                  3. Project type- Open or Closed
  4. Requested start time and duration of the project (see below)
5. A brief project description (see current project guides for samples)
6. If your project is to be Closed, a list of participants who are to be
granted access to the channel.

With this information is received, you will be assigned a channel when one is
available.  Please note: changes are slowly being made to the channel
allocations to minimize the extra work required of Sysops throughout the net.

To that end, new projects will be assigned to Channels 1-12. Your project will
be assigned appropriate channel when and if a channel is available.

WHO IS IN CHARGE OF THE PROJECT?
The person designated as the Moderator will have control over the conduct of
the project channel.  It is they who will make decisions about appropriate
posting and participation, set whatever rules are required, and generally
conduct the business of the project.  The Channels Coordinator will offer
advice and assistance if asked for, and help with technical problems if
possible.  However, the Moderator is responsible for setting up, advertising
(beyond the projects listing), and running the project.

HOW LONG CAN I USER A CHANNEL?
Unless unusual circumstances exist, new project channel allocations will be
limited to a two month period.  You may request a channel for a shorter time.

It is advised that the Moderator schedule the channel activities very
carefully to make the most of the two month allocation.  A good schedule also
will help your other participants make better use of your project by being
able to plan more effectively their participation.  Extensions to projects
will be given _only_ if there are no other projects waiting for channels and
the Moderator demonstrates a need to continue.

WHAT'S CHANNEL 0 FOR?
Channel 0 if provided for Moderators and other to work and coordinate projects
out of view of other project participants - this is not to be sneaky, but is
intended for teacher to teacher coordination.  Messages to the Channel
Coordinator also may be left in Channel 0.  Channel 0 is a Closed channel.  If
you have several participants who need to be in touch 'behind the scenes' send
a list of their names and FIDO addresses to the Channel Coordinator.

Channel 0 may also be used to ask for help and/or advice from other project
moderators.

QUESTIONS?
Please read these guidelines carefully.  If you still have questions you may
contact the Channels Coordinator, Helen Sternheim at 1:321/109

--
uucp: uunet!m2xenix!puddle!321!109!Helen.Sternheim
Internet: Helen.Sternheim@f109.n321.z1.fidonet.org
K12 - CHANNEL GUIDE - current activity in the K12 project echoes
Channel '0' (K12.CH0) - K12 Inter Class Pen Pals Messages Groups Messages sent
by teachers  from one class to another, requests for class pen pal exchanges.

Type OPEN

Helen Sternheim (1:321/109) moderator
Channel '1' (K12.CH1)  -                  Available for a project
Channel '2' (K12.CH2)                           MathMagic Project
                                              Project moderators:
                                            Carol Hooper 1:381/64     Alan
Hodson  1:381/64
       Math Problem Solving Activities - Teams - Various problems
Type  Closed, Contact Carol or Alan to join
   Dates: Sept 1, 1992 - Nov 1, 1992 (Extendable to a later date)
Channel '3' (K12.CH3) - Brown Bag Science Experiments
                                    New Materials for Fall of '92
            Science projects to do at home with simple materials.
                                May be done in the classroom too.
                                   Moderator - Tom Barner 321/120
                                                        Type OPEN
                                     Dates October  thru December
          Please join this project, and supply Tom with feedback.
Channel '4' (K12.CH4)  -                  Available for a project
Channel '5" (K12.CH5)  -                  Available for a project
Channel '6' (K12.CH6)  -                      Currently Available
Channel '7' (K12.CH7)  -                     Currently Available
Channel '8' (K12.CH8)  -               Global Confernces Reports
                                  Moderator Janet Murray 1:105/23
                  3 conferences starting in October Ending Nov 15
Channel '9'  (K12.CH9)  - Global Conference Reports Moderator Janet Murray
1:105/23
                  3 conferences starting in October Ending Nov 30
Channel '10' (K12.CH10)  -                   Currently Available!
Channel '11' (K12.CH11) - Global Village News
                                   Moderator Chris Rowan 1:3820/2
                       Sept thru Nov 30 open to all school groups
Channel '12' (K12.CH12) - Weather Data Collection
Report the weather conditions in your locale. Every Wednesday is
reporting day, see the channel for an outline.
                                   Moderator - Tom Barner 321/120
                                                      TYPE - OPEN
                                Dates  October thru December 1992

For more information or comment on the different projects underway contact the
listed moderator of the conference via K12.PROJECTS, or netmail.
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Do not post messages in CLOSED conferences until you have been admitted to the
echo by the moderator.
Conference Moderators may be contacted via Netmail at the address listed, or
in K12.PROJECTS.
 =====================================================================
uucp: uunet!m2xenix!puddle!321!109!Helen.Sternheim
Internet: Helen.Sternheim@f109.n321.z1.fidonet.org
[Note:  This is current as of 15NOV92, Channel Assignments vary regularly]
                        ERIC database

Syracuse University (PRISM)

To access type telnet acsnet.syr.edu (login with suvm)
ENTER TERMINAL TYPE: vt100
At USERID ===> suinfo
Type suinfo once more

or
                       ACCESSING THE ERIC DATABASE THROUGH SUINFO
Internet users can access the latest five years of the ERIC Database  through
SUINFO, a campus information system at Syracuse University  that uses the
SPIRES/PRISM interface. Instructions follow:
 1. Telnet acsnet.syr.edu
 2. At the  prompt, type SUINFO.
 3. At the ENTER TERMINAL TYPE prompt, type VT100.
 4. Bypass the USERID prompt (with the tab key).
 5. Bypass the PASSWORD prompt (with the tab key).
 6. At the COMMAND prompt, type SUINFO.
 7. After a pause, you will see a Welcome to SUINFO screen. Read the messages
and type Y to continue. (Note: If you do not get the welcome screen, try
typing SUINFO again and hit return.)
 8. After a pause, you will see a Welcome to PRISM screen, followed by the
main menu. Choose "General Interest" from the main menu by typing 1.
 9. You will see a File Selection menu. Choose ERIC by typing the numeral (13
as of this writing).
 10. Follow screen instructions to search the database.
 11. To end the SUINFO session, type LOGOFF.


Welcome to SUINFO! You will now be able to perform online searches on all
publicly available databases currently carried by PRISM. Before proceeding,
the following may be noted:

* This account may be used for PRISM searches only.
* Certain databases cannot be searched because of licensing restrictions. You
may search these databases by logging into SUVM the regular way.
*PRINTing, SENDing to a userid or the WRITEing to a computer file of your
search result(s) has been disabled. Numerous error messages will be
encountered if attempted!
* You must type LOGOFF to EXIT PRISM

Welcome to Prism
File selection                                 33 files available

Select a file or service by typing its name below, or, press the Return key to
see a list of all files, or, type a category number to see a list of files in
that category:

1. General Interest
2. CWIS: Campus Wide Info. System (includes SCIS, Job Ops)
3. WOT: Network Accessible Resources
4. Demonstration
5. Application Development
6. Testing New Applications

Welcome to ERIC
This file contains bibliographic information and abstracts for a variety of
EDUCATIONAL documents from the Educational Resources Information Center
(ERIC). The file contains all the ERIC data from 1984 through the first
quarter of 1991 (approximately 208507 records).

You can search for items using one or more keywords from a variety of fields
such as title, author, or abstract.

For help call the ERIC Clearinghouse at 443-3640
To report technical problems contact: Jhychun Wang [JINWANG@SUVM] x-2143

           New Guide to Internet Library Catalogs

A new resource is now available for identifying and using library catalogs on
the Internet.  The guide is titled "Library Catalogs on the Internet:
Strategies for Selection and Use". The guide is directed toward anyone
interested in exploring the many library catalogs worldwide that are on the
Internet.  It may also be useful to librarians or computer center staff as a
resource for preparing materials to assist their users. The guide provides an
overview of using the Internet to reach remote systems, suggests reasons for
exploring library catalogs, lists resources for identifying which catalogs are
available and for selecting among them, and provides practical tips on
navigating the Internet and using unfamiliar systems.  It emphasizes a non-
technical approach and consolidates information that has been accumulating but
has not been available in one source until now.  A copy of the table of
contents is appended.
The guide is available in electronic format now and will soon be published as
a printed guide. In electronic format:  Via anonymous FTP from host
dla.ucop.edu,   directory pub/internet, filename libcat-guide, or   host
vaxb.acs.unt.edu, directory library, filename libcat-guide.   where other
related documents are also available.  In print:  from the American Library
Association, Reference and   Adult Services Division, as an RASD Occasional
Paper (not yet   available--watch for later announcement). A printed copy of
the guide will also be deposited in the LOEX Clearinghouse on Library
Instruction where it can be borrowed by members, and in the ERIC system. For
more information, contact Laine Farley, University of California, (510) 987-
0552, or lxfol@uccmvsa.bitnet (for questions only--please do not request that
copies be sent to you.)
             LIBRARY RESOURCES ON THE INTERNET:
              STRATEGIES FOR SELECTION AND USE
                      TABLE OF CONTENTS

Introduction:  Scope and Purpose of the Guide
Section 1:  Getting There From Here
   1.1  The Internet:  Some Background Information
   1.2  How to Get Started
   1.3  References for Getting Started
Section 2:  Why Search Library Catalogs Via the Internet?
Section 3:  Road Maps and Travel Guides
  3.1  The Road Maps: Sources for Identifying Library Catalogs on the Internet
  3.2  References for the Road Maps
  3.3  The Travel Guides:  Sources for Selecting Library Catalogs
  3.4  References for the Travel Guides
  3.5  Beyond Road Maps and Travel Guides:  Gateways and Clients
Section 4:  Using Systems Successfully--Survival Tips
  4.1  Making and Breaking the Connection -- Technical Tips
  4.2  Search Strategies -- Understanding System Basics
  4.3  Beyond the Basics -- Discovering the Real Power of an Online Catalog
Section 5:  What Else is Out There--Other Online Resources
  5.1  Companion Databases to Online Catalogs
  5.2  Campus-Wide Information Systems
  5.3  Specialized Databases

Christian Burl Barrow S.               bbsc@mercury.cs.uregina.ca

   USDA/CYFER-NET resources are now available via Gopher:

USDA/CYFER-NET resources are now available via Gopher:
1.  About the CYFER-NET/ES-USDA Gopher.
2.  Extension Service USDA Information/
3.  Children Youth Family Education Research Network (CYFER-net)/
4.  Cooperative Extension System: Information Servers /
5.  Information About Gopher/
6.  Libraries/
7.  Other Federal Agencies/
8.  Other Gopher and Information Servers/
9.  public/
Just point your Gopher to:
cyfer.esusda.gov

               A Resource Guide to Listservers

This Resource Guide started as a presentation to the Association for
Institutional Research (AIR) 1991 Forum ("The Effective Use of Listserv
Software to Enhance Professional Electronic Communication").  After my
presentation obligations were fulfilled I realized there were a lot of
important topics that I had not covered.  Several individuals at AIR gave me
encouragement to pursue this subject further and I also found that there is an
emerging need for some guidance in this area at the University of Arizona.
Thus I embarked on this task of consolidating a number of papers, email
messages, listserver notices, etc. into this Resource Guide.
This Guide is principally about listservers.  However, one cannot talk about
listservers without some discussion about the highways that move listserver
messages (BITNET and Internet) or the complementary Internet service called
Usenet.
The Resource Guide is placed on-line on the listserver at the University of
Arizona.  To obtain a copy send the command GET LISTSERV GUIDE to
LISTSERV@ARIZVM1. Comments about this Guide and its contents are welcome,
please forward to d.viehland@massey.ac.nz.

     - - - - -Introduction to Lists/Listserver- - - - -
Listserver technology can be considered an extension of electronic mail.
Whereas email is one-to-one communication, listservers allow one-to-many
communication.  Simply put, mail sent to a list sends an electronic message to
many persons instead of just one.
Listservers are used for discussion and information sharing. Typically a
person faces a problem that needs solving or has a question that needs a
answer.  The problem or question is sent to the list (i.e., to ten's or
hundred's of individuals who have expressed an interest in the subject of the
list).  Recipients of the message who can give advice or answers will respond
back to the user who send the message or to the list--in which case the
response is also circulated for potentially more replies and responses.
--What is a listserver?  a listserver is a special kind of user account;
instead of a person at the end of an electronic address there is software that
maintains mailing lists, stores files, and responds to your commands.  The
principal purpose of listserver software is to facilitate one-to-many
communication for network users.
A listserver can also be used as a file server.  ASCII files can be posted on
the listserver and list members (or nonmembers in some lists) can request
copies of the files, receive automatic notification that a file was updated,
or request that new or updated files be sent (these fileserver features are
discussed in Appendix D).
Other names and concepts used to describe a listserver and its function are
inter-institutional conferencing, mail explorer program, distribution list,
email conferences, or inter-institutional campus-wide information system.
The best known listserver is LISTSERV@BITNIC.  BITNIC (BITNET Network
Information Center) contains a large amount of listserver information (see
Appendix C) and performs a coordinating function for other listservers.
Similarly, there are regionally-located "backbone listservers" that contain an
variety of frequently-accessed information (e.g., an inventory of all lists on
all listservers).  Backbone listservers allow efficient distribution of
network information.
        The electronic address for a listserver is LISTSERV@node.
--What is a list?  a list of persons used by the listserver to distribute
mail.  The best way to think of a list is as an "electronic mailing list."
When mail is sent to the list it is automatically forwarded to all addresses
contained within the list.
                  The electronic address for a list is list@node.
**KEY POINT**:  Note the difference between LISTSERV@node and list@node.  A
mail message to be distributed to the list members is sent to list@node;
commands such as SUBSCRIBE, GET FILE, INDEX, and REVIEW are sent to
LISTSERV@node.  Be careful not to confuse these two; occasionally a user sends
a command to list@node and everyone on the list receives this command as a
mail message.
--What is Usenet?  Usenet is an Internet-based distributed bulletin board
system that resembles conferencing systems available on PC-based bulletin
board services.  Usenet subscribers post messages to subject-related
"newsgroups" on a local server. These messages are routed to Usenet servers at
thousands of locations around the world.  Other subscribers access these
servers to read the messages and, if desired, post a reply which is
redistributed to all servers.
Like listservers, Usenet is one-to-many communication, but its underlying
metaphor is a bulletin board, not electronic mail. Despite similar purposes,
the technology, users, discussions, and services on Usenet are considerably
different from that found in listservers .  For more information on Usenet see
Appendix F.
Features of Lists/Listservers:
--one-to-many electronic mail communication:  mail messages sent to list@node
are distributed to list members, as are replies to these messages
--archives of previous list discussions:  log files of previously sent mail
messages are maintained on most listservers, allowing list members to access
previous discussions for review or search purposes
--fileserver:  in addition to log files, listowners may use the list to post
files that would be useful for list members; list members can then download
copies of these files.  Finally, listservers maintain a number of listservers
help files for users to access.
Tips to Using Lists:
--learn to use your campus mail system first; learn about sending mail to
colleagues across campus, learn to use your email editor, develop a habit of
accessing email regularly--then join lists.
--save the letter that you receive confirming your subscription to the list;
it contains important information about the distinction between the listserver
address and the list address, how to resign from the list, etc.
--when requesting information from list members you may want to ask that they
send their responses to you directly; generally the response rate will be
higher because people are more willing to share information privately than
publicly.
--provide feedback to the group.  After you have the information you
requested, write up a summary and send it to the list so others will benefit
from what you have learned (but avoid names and institutional identifications
unless the information-sharing requires it).
--do not use automatic mail reply programs (i.e., programs that reply to
incoming mail with a message such as "I'm out of the office now, I will be
back in two weeks.").  These programs unnecessarily increase network traffic
and clutter list members' mailboxes.
--if you are going on vacation or want to "stop out" of a list for a while,
use the SET NOMAIL command (see Appendix G for instructions).
--be careful when using the REPLY command; mail intended for an individual
will be received by everyone on the list if you reply to a list message.  At
best, this creates confusion and increases network traffic needlessly.  At
worst, it can be personally embarrassing.
**KEY POINT**  Messages intended for individual members of a list must be
addressed to that person's userid@node address. Because list mail originates
from the list, if you read a message and use the REPLY command your response
will be delivered to everyone on the list.
List "Netiquette"
--keep messages relevant to the topic of the list.
--cover only one subject per message.
--do not type messages in all caps, WHICH HAS THE EFFECT OF SHOUTING.  They
should be used for effect, not for regular communication.
--when responding to a message, either "attach" the original message (if it is
short) or lead your response with a clear reference to the original message
(e.g., Regarding John Smith's September 5 message requesting recommendations
for EIS software, our experience is that....).  This maintains a clear
connection between the original message and responses to it.  A common network
convention is to use the > character in the left margin to indicate text from
a previously posted message.
--avoid flaming:  beware of making strong, emotional, or angry statements,
which is called flaming.  It is easier for written messages to be
misunderstood than spoken words.  Never write a message in anger and if you
have any doubt about how a message will be received delay it for a day ("sleep
on it"), share it with a friend for an opinion, and/or print it out and read
aloud. Sarcastic comments should be identified with the "sideways smile" :-).
If you feel compelled to flame, warn the readers so their response will be
appropriate.
--include a meaningful subject for the message.  Including a subject in list
messages helps recipients preview and organize list messages.  Additionally,
the subject is the only words that appear in the archives.
--once you join a list, make sure you check your mailbox frequently and
regularly to avoid mailbox overload.  A list may send a couple of messages a
year, or 30 or more messages a day; and an inactive list may suddenly come to
life and become very active.
**KEY POINT**  An obligation of list membership is that you regularly check
your mailbox and delete messages you don't want to save.  This keeps your
institution's disk space available for others.
    - - -Advantages and Disadvantages of Email/Lists- - -
Because listserver technology is an extension of electronic mail, many of the
advantages and disadvantages of electronic mail also apply to lists.
Accordingly, most of the arguments cited below are equally applicable to email
and listservers, exceptions are noted.
Advantages of electronic mail/lists:
--marginal costs are near zero.  Email isn't free, but the resources have been
paid by the colleges and universities who belong to the network; the user's
time is the only true cost
--mail can be read when it is convenient
--email is faster than postal mail
--telephone tag is avoided because the recipient doesn't have to be on-line
when you send your message
--messages communicated in writing are usually better thought out than phone
call messages
--barriers of race, sex, and general first impressions are minimized; these
barriers shouldn't affect face-to-face conversations, but they often do
--participation in lists enhances information sharing and one-to- many
communication
--its fun; using email has some of the same excitement that ham radio
operators experience
Disadvantages of electronic mail/lists:
--although direct costs are zero, hidden costs are frequently overlooked;
communication by email usually takes longer than communication by phone and
phone call savings can be eliminated by the extra time spent in composing and
responding to issues that could be resolved in a short phone conversation.
--false sense of expertise; the recipient of information from a list may be
unable to objectively compare the credibility of information provided by
members of the list
--it can become addictive (see "its fun" above); some who would not think
about reading personal books or magazines at their desk can become involved in
lists relating to personal interests and spend an extraordinary amount of time
in reading and responding to these lists
--it is never confidential (this applies to lists, of course, but also to so-
called "private" electronic mail)
--written words are much more easily misunderstood than spoken words; because
voice inflections and body language are missing users must choose words much
more carefully than in conversation; words written in anger cannot be recalled
--mistakes can be amplified--a few wrong keystrokes and a message intended for
one person is seen by several hundred (applies to lists)
--list mail can fill disks and clog the network (e.g., 25 identical mail
messages sent to 25 individuals on the same campus uses up 25 times the disk
space one mail message would)

SOURCES:  William (Joe) Moore  "Inter-Campus Electronic Mail -- Tool or Toy?"
CUMREC '90 Proceedings (author: CC19@SDSUMUS)
Winicur, Daniel H.  "Bitnet, Internet, and Electronic Mail Lists: What Are
They and How Do I Get Started?"  AACRAO conference, 1990 (author:
WINICUR@IRISHMVS)

              - - - - -Types of Lists- - - - -
Membership
--Open lists:  open to all who wish to participate.  When one sends a request
to subscribe one is joined to the list automatically and the listowner is
notified of the new member. Most lists have open membership.
--Closed lists:  membership is controlled by the listowner.  When one sends a
request to subscribe he/she is notified that their request has been forwarded
to the listowner.  Usually the listowner will respond by promptly honoring the
request and subscribing the person to the list.  Occasionally the listowner
will respond with a questionnaire asking for some information about the
prospective member, why he/she wants to join the list, etc.  Only rarely is
membership denied.
Editing Control
--Newsletters:  Newsletters represent the highest level of list editorial
control. Communications to the list are forwarded to the listowner who
assembles them into a newsletter format for circulation as a single message to
the list members.  This is the most "user friendly" format for list
subscribers because no error messages reach the subscriber, a table of
contents is provided, messages are assembled in a meaningful order (e.g., all
job postings are grouped together) and the messages are uniform in format.
This is the most difficult for listowners because editing the newsletter can
require considerable time and effort.  There are a number of such newsletters
of interest to institutional researchers including the AIR BITNET Newsletter,
SCUP BITNET News, and the NACUBO Forum.
--Digests:  Frequently used in lists with heavy volume, messages are forwarded
to the listowner who assembles all messages from a day into a single message,
removes all junk mail and error messages, and sends out the messages
collectively as a digest. Newsletter features such as a table of contents,
uniform margins, and editor's comments are not included.
--Edited Forums:  In edited forums messages are captured by the listowner who
usually passes them on without comment or significant delay.  As in digests
the listowner exercises some editorial control (i.e., only meaningful messages
reach list subscribers), but list traffic arrives as individual messages.
--Unedited Forums:  This is the "default" value for list editing. Any message
sent to list@node is immediately sent to all list members.  Unedited lists
require no effort from the listowner, but such lists may receive error
messages, junk mail, and other mail not useful to the list member.
Peered Lists
A peered list is distributed to several listservers; this distribution reduces
traffic network in high volume lists.  For example, instead of sending 2,000
individual messages to servers throughout the country, maybe 25 messages will
be sent to 25 regional servers, who will forward the messages to the 2,000
users in their respective regions.  For popular lists with high volume, this
can lead to a significant savings in network traffic.

Join a list
SEND LISTSERV@node SUBSCRIBE listname your_name - institution
or on IBM computers running VM/CMS:
TELL LISTSERV AT node SUBSCRIBE listname your_name - institution If it is an
"open" list you will receive a message that you have been added to the list.
If it is a "closed" list you will be notified that your request has been
forwarded to the listowner. Of course, you must know the node and listname of
the list you wish to join and substitute them in the command given above.
Your name and institution help other list members identify who you are.

There is no need to include your electronic address in this command, the
listserver reads it automatically from the incoming message.

Resign from a list
SEND LISTSERV@node SIGNOFF listname
  or on IBM computers running VM/CMS:
TELL LISTSERV AT node SIGNOFF listname
This removes your name from the list.  Be sure to issue this command from the
computer account from which you joined the list, otherwise the listserver will
not recognize a different electronic address and will ignore the command.

                Directories of Listserv Lists

The following is information regarding a variety of Listserv list directories
presently available on the Net. These directories will help you find online
discussion groups for personal interest or as research forums.

* List of Lists
This directory contains brief information on all of the discussion groups on
BITNET. To retrieve this document, send the command to any Listserv

LIST GLOBAL

On Internet, send the above command as a mail message to
Listserv@vm1.nodak.edu. A 3000 line file named Listserv Lists will be
returned.

* SRI Interest-Groups Directory
The SRI network service maintains an extensive directory of list descriptions.
To retrieve this directory, send the following command to mail-
server@nisc.sri.com

SEND NETINFO/INTEREST-GROUPS

The above command will return twenty-six files, each approximately 800 lines
long. This document is also available via FTP as interest-groups.Z from the
node ftp.nisc.sri.com in the directory /netinfo/.

* Directory of Scholarly Electronic Conferences
The best organized directory of academic discussion groups is Diane Kovacs'
Directory of Scholarly Electronic Conferences. This directory contains
information on over 800 online conferences of interest to scholars.

> Retrieval Information
The latest revision of the Directory of Scholarly Electronic Conferences is
available via e-mail to Listserv@kentvm and via anonymous FTP to the node
ksuvxa.kent.edu in the directory /library/.


> For more information, contact:
Diane K. Kovacs
Kent State University Libraries
DKOVACS@kentvm.kent.edu or LIBRK329@ksuvxa.kent.edu
  The University of Nebraska--Lincoln's ARCHIE Mail Server

This is the HELP file for the archie mail server, as of 9 April, 1991 Requests
to this server should be addressed to archie@archie.unl.edu To contact us
humans, mail to archie-l@archie.unl.edu
Note that the "help" command is exclusive. All other commands in the same
message are ignored.  Command lines begin in the first column. All lines that
do not match a valid commands are ignored.  Results are now sorted by archive
hostname in lexical order.  An archie UNIX man page and it's straight ASCII
text file equivalent are available on ftp.unl.edu in the /pub/archie/doc
directory as:   archie.man.roff and archie.man.txt respectively.
The server recognizes six commands. If a message not containing any valid
requests or an empty message is received, it will be considered to be a 'help'
request.
path <path>This lets the requestor override the address that would
normally be extracted from the header.  If you do not hear from the archive
server within oh, about 2 days, you might consider adding a "path" command to
your request.  The path describes how to mail a message from archie.unl.edu to
your address. archie.unl.edu is fully connected to the Internet.
BITNET users can use the convention:             user@site.BITNET
UUCP user can use the convention:
user@site.uucp
help                                                                  Will
send you this message.
prog <reg expr1> [<reg exp2> ...]
                                                                      A search
of the "archie" database is performed with each <reg exp> (a regular
expression as defined by ed(1)) in turn, and any matches found are returned to
the requestor.
Note that multiple <reg exp> may be placed on one line, in which case the
results will be mailed back to you in one message.  If you have multiple
"prog" lines, then multiple messages will be returned, one for each line [This
doesn't work as expected at the moment... stay tuned].
Any regular expression containing spaces must be quoted with single (') or
double (") quotes. ALL OTHER ed(1) rules must be followed.
NOTE: The searches are CASE SENSITIVE. The ability to change this will
hopefully be added soon.
site <site name> | <site IP address>
A listing of the given <site name> will be returned. The fully qualified
domain name or IP address may be used.
compressALL of your files in the current mail message will be "compressed" and
"uuencoded". When you receive the reply, remove everything before the "begin"
line and run it through "uudecode". This will produce a .Z file. You can then
run "uncompress" on this file and get the results of your request.
quitNothing past this point is interpreted. This is provided so that the
occasional lost soul whose signature contains a line that looks like a command
can still use the server without getting a bogus response.
For your information anonymous FTP may be performed through the mail by
various ftp-mail servers. Send a message with the word 'help' in it to:
bitftp@pucc.princeton.edu
or
                                           ftpmail@decwrl.dec.com
for an explanations on how to use them.

           Updated Special Internet Services List

* SPECIAL INTERNET CONNECTIONS: Last Update: 1/19/93 *
* A ? by an entry designates entries have not been verified or are unstable *

-Almanac mail servers
   mail almanac@esusda.gov
   mail almanac@ces.ncsu.edu
   mail almanac@oes.orst.edu
   mail almanac@ecn.purdue.edu
   mail almanac@silo.ucdavis.edu
offers: USDA market news, articles about the use of computer in agricultural
science, and Extension Computing Technology Newsletters.

-Am. Philos. Assoc.   telnet atl.calstate.edu or telnet 130.150.102.33
offers: BBS for APA. (Login: apa)

-Archie
   telnet archie.funet.fi        or  128.214.6.100  (Finland/Eur.)
   telnet archie.au                  or  139.130.4.6    (Aussie/NZ)
   telnet archie.cs.huji.ac.il       or  132.65.6.5     (Israel)
   telnet archie.doc.ic.ac.uk        or  146.169.11.3   (UK/Ireland)
   telnet archie.sura.net        or  128.167.254.179    (USA [MD])
   telnet archie.unl.edu             or  129.93.1.14    (USA [NE])
   telnet archie.ans.net             or  147.225.1.2    (USA [NY])
   telnet archie.rutgers.edu         or  128.6.18.15    (USA [NJ])
   telnet archie.kuis.kyoto-u.ac.jp  or  130.54.20.1      (JAPAN)
   telnet archie.nz                  or  130.195.9.4    (New Zealand)
   telnet archie.th-darmstadt.de     or  130.83.128.111 (GER.)
   telnet archie.ncu.edu.tw          or  140.115.19.24  (TWN)
offers: Searches all ftp sites for any program you want. (Login: archie)

-Archie Mail Servers mail archie@<INSERT ONE OF ABOVE ADDRESSES HERE>
Subject: help Offers: alternative Archie access to those w/o ftp or telnet.

-Auroral Activity finger aurora@xi.uleth.ca or finger aurora@142.66.3.29
offers: Auroral activity warnings/watches/sightings, updated hourly.

-Baseball Scores   mail jtchern@ocf.berkeley.edu w/Subject: MLB
offers: This will subscribe you to receive Major League scores daily!

-Backgammon Server    telnet 134.130.13.46 4321
offers: Play Backgammon! (Login: guest)

-Billboard Charts     finger buckmr@rpi.edu
offers: U.S. Top Pop singles for the week.

-CARL          telnet pac.carl.org or 192.54.81.128
offers: Online database, book reviews, magazine fax delivery service.

-CHAT          telnet debra.dgbt.doc.ca or telnet 142.92.36.15
offers: Interactive AIDS document and simulated conversation (Login: chat)

-Chess Server  telnet valkyries.andrew.cmu.edu 5000 or 128.2.232.4 5000
offers: Play/watch real-time chess with human opponents. Type 'help' for help

-C64 Archive Server mail twtick@corral.uwyo.edu
Subject: Mail-Archive-Request Body-of-letter: help (hit return) end

-Dante Project telnet library.dartmouth.edu or 129.170.16.11
offers: Divine Comedy and reviews. (Login: connect dante)

-Diplomacy mail judge@morrolan.eff.org   or  mail judge@gu.uwa.edu.au
           mail judge@shrike.und.ac.za   or  judge@u.washington.edu
offers: Play the game Diplomacy by Email.  Body-of-letter: help

-Distance Education Data  telnet sun.nsf.ac.uk or telnet 128.86.8.7
(Login: janet Hostname: uk.ac.open.acs.vax Username: icdl)

-Earthquake Info. finger quake@geophys.washington.edu or 128.95.16.50
offers: Recent quake info (location, time, magnitude, etc.)

-E-Math        telnet 130.44.1.100 (Login: e-math Password: e-math)
offers: Am. Math. Society sponsored BBS with software and reviews.

-Educational Tech. Net    telnet etnet.nlm.nih.gov or telnet 130.14.10.123
offers: Forums and discussion groups on medical tech. and edu. (Login: etnet)

-FDA BBS       telnet fdabbs.fda.gov or  telnet 150.148.8.48
offers: FDA BBS (News releases, Aids info, consumer info...) (Login: bbs)

-FEDIX     telnet fedix.fie.com or   telnet 192.111.228.1
offers: info. on scholarships, minority assistance, etc. (login: fedix)

-Fileserver via Email mail smiley@uiuc.edu
In body-of-message: Filesend: help and on a separate line: Filesend: list

-Freenet
See the section on freenets in this manual
offers: USA Today Headline News, Sports, etc...

-FTP Mail      mail ftpmail@decwrl.dec.com
Subject:          (hit return)
Body-of-letter:   help (return) quit
Offers:           ftp via email

-FTP Mail      mail bitftp@pucc.princeton.edu
Body-of-letter: help or ftplist for a list of anon. ftp sites.

-FTP Sites/Archives (see also Mac Archives)
   ftp ocf.berkeley.edu
offers: Docs, 5 purity tests, the Bible, Dec. of Ind, lyrics..cd /pub/Library
   ftp wuarchive.wustl.edu    or     rainbow.cse.nau.edu              or
plaza.aarnet.edu.au       or     erratic.bradley.edu
offers: Gif archive, pc software.
   ftp ftp.uu.net
offers: You name it, it's here!
   ftp archive.umich.edu      or     sumex-aim.stanford.edu
offers: Software for MS-Dos computers, Mac, Amiga, Apple2, Apollo...
   ftp oak.oakland.edu
offers: A huge software archive for PCs and UNIX.
   ftp ftp.sura.net
offers: How-to's about internet (how to email, ftp, telnet, etc.) in /pub/nic

-GenBank   telnet genbank.bio.net
offers: gene sequence info. (Login: genbank Password: 4nigms)

-Genetics Bank mail gene-server@bchs.uh.edu
Subject: help Offers: genetic database accessible via email.

-Geographic Server
   telnet martini.eecs.umich.edu 3000
offers: Info by city or area code (Population, Lat./Long., Elevation, etc.).

-Georgetown Med. Lib.
   telnet mars.georgetown.edu
(Login: medlib Password: dahlgren Last name: netguest)

-GO Server
   telnet lacerta.unm.edu 6969
   telnet icsib18.icsi.Berkeley.EDU 6969
   telnet cnam.cnam.fr 6969
offers: Join others and play a game of GO. (Login/Password: go)

-Gopher
   telnet consultant.micro.umn.edu
   telnet panda.uiowa.edu
   telnet gdunix.gd.chalmers.se
   telnet gopher.uiuc.edu
   telnet gopher.unt.edu
   telnet gopher.uwp.edu
   telnet siam.mi.cnr.it
   telnet info.anu.edu.au
   telnet fatty.law.cornell.edu
   telnet ecnet.ec
   telnet finfo.tu-graz.ac.at (Login: info)
   telnet gopher.isnet.is
   telnet sunic.sunet.se
   telnet info.brad.ac.uk (login: info)
   telnet gopher.virginia.edu (logn: gwis)
   telnet grist.valdosta.peachnet.edu
   telnet gopher.ycc.yale.edu
Offers: access to other services, gophers, documents, etc. (Login: gopher)

-Ham Radio Callbook   telnet callsign.cs.buffalo.edu 2000
offers: National ham radio call-sign callbook.

-HP Calculator BBS    telnet hpcvbbs.cv.hp.com
offers: BBS for HP Calc. users, with chat mode. (Login: new)

-Handicap/Medical Siteftp handicap.shel.isc-br.com
offers: anonymous ftp of software and medical info.

-Hytelnet Server
   telnet access.usask.ca
   telnet silence.pi.nctu.edu.tw
offers: Univ.. & library catalogues around the world. (Login: hytelnet)

-INFO - Rutgers CWIS telnet info.rutgers.edu
offers: Dictionary, thesaurus, CIA world fact book, quotations database.

-Info/Software Server telnet rusmv1.rus.uni-stuttgart.de
offers: journals, UNIX stuff, etc. login: infoserv or softserv

-Internet Resource Guide
   ftp nnsc.nsf.net
offers: compressed/tar'd list of net resources in /resource-guide.txt.tar.Z

-Iowa Political Stock Market  telnet ipsm.biz.uiowa.edu
offers: Buy & sell shares in political candidates. (Non profit research proj.)

-IP Address Resolver
   mail resolve@cs.widener.edu
usage: in body-of-letter: site <address here> Mails you IP address of site.

-IRC Telnet Client
   telnet bradenville.andrew.cmu.edu
   telnet ara.kaist.ac.kr     (Login: irc)
   telnet santafe.santafe.edu    (Login: irc)
offers: Internet Relay Chat access, like a CB on the computer.

-Law Library      telnet liberty.uc.wlu.edu
offers: Law libraries and legal research
               ftp sulaw.law.su.oz.au (Login: lawlib) (cd /pub/law)
Offers: copies of laws for each state, computer laws, and more!

-Library Catalogs     ftp dla.ucop.edu (pub/internet/libcat-guide)
offers: "Library Catalogs on the Internet: Strategies for Selection and Use"
   (how, but not where; also get one of the following).
       ftp ftp.unt.edu (library/libraries.txt)
offers: "Accessing Bibliographic Databases" document.
       ftp ariel.unm.edu (library/internet.library)
offers: "Internet-Accessible Catalogs and Databases" document.

-Library of Congress  telnet dra.com
offers: COPY of Library of Congress (Assumes terminal is emulating a vt100).

-LIBS      telnet nessie.cc.wwu.edu
offers: Access to nearly all online services seen in this list.(Login: LIBS)

-List of Lists    ftp ftp.nisc.sri.com
mail mlol-request@wariat.org (music list of lists)
offers: List of interest groups/email lists in /netinfo/interest-groups.

-Lunar/Planetary Institute
   telnet lpi.jsc.nasa.gov
offers: Resources on Geology, Geophys, Astron., Astrophys. (Login: lpi)

-Lyric/Music Server   ftp cs.uwp.edu         (/pub/lyrics)
                  ftp ftp.iastate.edu    (/pub/music/...)
offers: Lyrics, chords/tablature, and music pictures.

-Mac Software Archives
   ftp sumex-aim.stanford.edu
   ftp rascal.ics.utexas.edu
   ftp mac.archive.umich.edu
   ftp ftp.apple.com
   ftp ftp.ncsa.uiuc.edu
   ftp dartvax.dartmouth.edu
Login: anonymous
Password:  "your email address"
offers: Software for the Macintosh computers. Most also support other systems.

-Mail Server/User Lookup
   mail mail-server@pit-manager.mit.edu
in body of mail message: send usenet-addresses/[name searching for]

-Melvyl    telnet melvyl.ucop.edu
offers: access to various libraries. Type 'other' at prompt to see others.

-MOLIS telnet fedix.fie.com
offers: Minority Online Information Service. (Login: molis)

-Music Newsletter
   mail listserv@vm.marist.edu
Body-of-letter: SUBSCRIBE UPNEWS <your full name> Offers: Reviews, intviews.

-NASA Headline News   finger nasanews@space.mit.edu
offers: Daily press releases from NASA.

-NASA SpaceLink
   telnet spacelink.msfc.nasa.gov
offers: Latest NASA news, including shuttle launches and satellite updates.

-National Education BBS
   telnet nebbs.nersc.gov
offers: Education BBS (Login: guest)

-NED       telnet ned.ipac.caltech.edu
offers: NASA Extragalactic Database. (Login: ned)

-Netfind User Lookup
   telnet bruno.cs.colorado.edu
   telnet archie.au
   telnet malloco.ing.puc.cl
   telnet monolith.cc.ic.ac.uk
   telnet mudhoney.micro.umn.edu
   telnet netfind.oc.com
   telnet redmont.cis.uab.edu
   telnet sun.uakom.cs
offers: Given a name and org./school, finds a user for you (login: netfind)

-NetLib        mail netlib@ornl.gov
           mail netlib@uunet.uu.net
Subject:(hit return) Body-of-letter: send index Offers: Software thru email

-News Mail Servers        mail [newsgroup]@cs.utexas.edu
offers: Post to Usenet news via email. (eg. [newsgroup] = alt-bbs)

-Newton    telnet newton.dep.anl.gov
offers: Gov't BBS for those teaching or studying science, CS, math.

-NICOL telnet nisc.jvnc.net
offers: Access to internet resources, Elec. Publishing Service (Login: nicol)

-NICOLAS   telnet dftnic.gsfc.nasa.gov
offers: Network Info. Center On-Line Aid System (Login: dftnic)

-NNTP News Servers
   telnet sol.ctr.columbia.edu 119
   telnet rusmv1.rus.uni-stuttgart.de 119
   telnet news.fu-berlin.de 119
offers: Telnetable access to post to the Usenet news.

-NOAA  telnet nodc.nodc.noaa.gov  (Login: NOAADIR)
offers: National Oceanic and Atmos. Admin.  Lots of data!

-NODIS telnet nssdc.gsfc.nasa.gov
       telnet nssdca.gsfc.nasa.gov
offers: Menu-driven access to Nat'l Space Science Data Center (Login: nodis)

-NONA  telnet nsinic.gsfc.nasa.gov
   offers: Nasa Science Internet Online Network Aid. (Login: nsinic)

-Nuclear Data Center
   telnet bnlnd2.dne.bnl.gov
offers: National nuclear data. (Login: nndc)

-Oceanic Info. Center
   telnet delocn.udel.edu  (Login: info)

-Oracle
   mail oracle@iuvax.cs.indiana.edu  w/ subject: help
offers: The Usenet Oracle answers all your questions!

-OSS-IS        ftp soaf1.ssa.gov
           mail info@soaf1.ssa.gov with "send index" as your msg.
offers: Many FAQ's, ftp lists, library and service lists, gov't documents.

-Public-Access Unix
       telnet hermes.merit.edu
       telnet m-net.ann-arbor.mi.us
(Which host: um-m-net Enter 'g' for guest. login: newuser)
       telnet nyx.cs.du.edu
offers: Free account, with access to various UNIX features. (login: new)

-Public-Access Unix   telnet digex.com
offers: full internet services, anonymous accounts, privacy orientation.

-Readers Guide telnet lib.uwstout.edu
offers: Readers Guide to periodical literature, online.

-Recipe Archives  ftp gatekeeper.dec.com (cd pub/recipes)
               ftp mthvax.cs.miami.edu   (cd /recipes)
offers: Anonymous ftp site for MANY food recipes.

-SDDAS telnet espsun.space.swri.edu 540
offers: SW Research Data Display & Analysis Center.

-SERVICES      telnet wugate.wustl.edu
offers: Access to nearly every listed service! (Login: services)

-Software Server (ASK)
   telnet askhp.ask.uni-karlsruhe.de
offers: On-line software search. (Login/password: ask)

-Spacemet      telnet spacemet.phast.umass.edu
offers: Science/space bbs.

-SPAN      telnet nssdca.gsfc.nasa.gov
offers: Space Physics Analysis Network (Login: SPAN_NIC)

-StatLib Server   mail statlib@lib.stat.cmu.edu
Mail with line: send index. Offers: Prgms, Datasets, etc. for statisticians.

-STIS      telnet stis.nsf.gov
offers: Science & Technology Information System. (Login: public)

-Stock Market Report  telnet a2i.rahul.net
offers: Public access unix for a fee, market report is free! (Login: guest)

-Supernet  telnet supernet.ans.net
offers: Excellent menu-driven information searches. (Login: supernet)

-Supreme Court Rulings        ftp ftp.cwru.edu
offers: ASCII files of Supreme Court rulings in directory /hermes

-Tropical Storm Forecast  finger forecast@typhoon.atmos.colostate.edu
 offers: Seasonal forecast for Atlantic Ocean.

-UMD Info Database        telnet info.umd.edu
offers: Info. docs on many subjects, incl. Supr. Crt Decisions (Login: info)

-UNC BBS       telnet bbs.oit.unc.edu
offers: Access to Library of Congress and nationwide libraries (Login: bbs)

-WAIStation       telnet quake.think.com
               telnet nnsc.nsf.net
               telnet wais.funet.fi
offers: Wide Area Info. Service. (Login: wais)
       FTP think.com for more info.

-Weather Service  telnet downwind.sprl.umich.edu 3000
offers: City/State forecasts, ski conditions, earthquake reports, etc.

-Weather Maps  ftp vmd.cso.uiuc.edu
offers: Surface analysis & current infrared weather maps GIFs. (cd wx)

-Webster
   telnet moose.cs.indiana.edu 2627
offers: Dictionary/Spelling service. Type "HELP" for info. (ALL CAPS!)

-Whois Service    telnet nic.ddn.mil
offers: Way to find internet address given a keyword. To access type: whois

-World-Wide Web
   telnet info.cern.ch           (SWISS)
   telnet eies2.njit.edu         (USA [NJ])
   telnet vms.huji.ac.il         (ISRAEL)
   telnet info.funet.fi          (FINLAND)
offers: Access to various documents, lists, and services. (Login: WWW)

-ZIB Electronic Libr.     telnet elib.zib-berlin.de
offers: Library of software, links to other libraries. (Login: elib)

*NOTE: NO LOGIN NAMES OR PASSWORDS ARE REQUIRED UNLESS STATED OTHERWISE! *
*NOTE: FOR FTP SITES, LOGIN AS ANONYMOUS, PASSWORD IS YOUR EMAIL ADDRESS *
     Anonymous FTP List Frequently Asked Questions (FAQ)

* Topics *
                                   1) Understanding the ISO date.
                  2) Retrieving the list from alternate sources.
                 3) Retrieving it directly from the coordinator.
                    4) Using FTP without direct Internet access.
                                         5) Problems with a site.
                  6) Information presented is wrong or outdated.
                       7) Getting a site listed or changes made.
                           8) Making the list publicly available.
9) Using the general mail server at DEC's Western Research Labs.
          10) What is Archie and how does it relate to the list?
                   11) What is and how do I use the FTP program?

* Answers *
1) Understanding the ISO date.
A) Format: Year.Month.Day (1991.12.30 is 30 December 1991).

2) Retrieving the list from alternate sources.
A) It is available from various FTP sites which archive the Usenet
news.answers: ftp-list. Also look for 'ftp-list' in either the Sites or Files
list. Or as a last resort, all the public lists can be retrieved from
gator.netcom.com 192.100.81.102 in /pub/profile during NON-PEAK hours only!

3) Retrieving it directly from the coordinator.
A) I don't have time to mail copies to people.
I make exceptions to people who redistribute it to closed systems or areas
that don't have access to the newsgroups. Don't abuse this! Send me mail to be
put on the mailing list.

4) Using FTP without direct Internet access.
A) It is possible to get files from a site by using a general mail server or
many sites have their own servers. If you're on BITNET, ask your sysadmin or
technical support group about PUCC. For non-BITNET sites, try using DEC's; you
will find instructions for using it below, in answer #9.

5) Problems with a site.
A) Mail the problems to the address shown in the Sites list. If a FTP comments
address is not shown, attempt to use 'ftp@site_name'; subsitute 'site_name'
with the name of the troublesome site. If that fails, post a note to
comp.archives.admin (the newsgroup for archive administrators).

6) Information is wrong or outdated.
A) Send mail to me detailing the incorrect information and the corrections. If
you are the site manager for the archive, please see below (topic #7) for the
information I need.

7) Getting a site listed or changes made.
A) Send the following information to aftp-list@netcom.com.
                    o Site name (and aliases you wanted listed).
                                                    o IP address.
                     o Manager(s) full name & email address(es).
  o Address for FTP related issues (problems, comments, etc...).
          o General description of the types of files available.
    o Directories that are for anonymous FTP use (besides /pub).
                         o Site's location (country) & ISO code.
                                   o Organization operating site.
            o UT/GMT difference (include daylight savings time).
                            o Are there any special restrictions?
                                   o Can it be used 24 hours/day?
      o Is an E-mail server available for the site's files only?

8) Making the list publicly available.
A) Please let me know if there is a site that archives either the Sites or
Files list. I will include it in future updates; the more people who have
access, the better.  All I ask: update the list as changes are made.

9) Using the general mail server at DEC's Western Research Labs.
A) Send mail to ftpmail@decwrl.dec.com with 'help' in the body of the letter.
You CANNOT send a blank letter, commands are not optional.

10) What is Archie and how does it relate to the list?
A) Archie is a special server that keeps file listings from different FTP
sites. You can Telnet to a server or use a client program to search for
specific files. There are sites which do not appear in an Archie server and
you can use the lists for these.

Here are some sites; send mail to 'archie@site_name' for a help file.
                                   archie.ans.net (North America)
                                  archie.sura.net (North America)
                       archie.funet.fi (Finland/Mainland Europe)
                                archie.au (Australia/New Zealand)
                     archie.doc.ic.ac.uk (Great Britain/Ireland)
                                   archie.unl.edu (North America)
                                           cs.huji.ac.il (Israel)

11) What is and how do I use the FTP program?
A) This information file was originally maintained by John Granrose. Mike
Jones added the info about the existence and location of the compression data
chart maintained by David Lemson. I added some, too little to be thanked or
hated for its content.

This is not a definitive guide to FTP, but will give a novice a general idea
of what it is and how to do it.
What is FTP?
FTP (File Transfer Protocol) allows a person to transfer files between two
computers, generally connected via the Internet. If your system has FTP and is
connected to the Internet, you can access very large amounts of archives
available on a number of systems. If you are on Bitnet or a UUCP host, you
should look for servers that work through the mail. A good source of
information on archives in general, is the Usenet newsgroup comp.archives.
What is Anonymous FTP?
Many systems throughout the Internet offer files through anonymous FTP. These
include software, documents of various sorts, and files for configuring
networks. Archives for electronic mailing lists are often stored on and
available through anonymous FTP. Note that all this is subject to change.
Commands
All the normal FTP commands may be used to retrieve files. Some FTP commands
are the same on different computers, but others are not. Usually, FTP will
list the commands if you type 'help' or type a question mark (?). Also, your
computer's help command may have information about FTP. Try 'man ftp' or 'man
ftpd'.
Some useful commands available on most systems include:
get                                                                   copy a
file from the remote computer to yours
ls/dir                    list the files in the current directory
cd                                                                    Change
directory
binary       Switch to binary mode. For transferring binary files
ascii                                                                 Switch
to ascii mode. Ascii mode is the default mode

Procedure
Anonymous FTP is a facility offered by many machines on the Internet. This
permits you to log in with the user name 'anonymous' or the user name 'ftp'.
When prompted for a password, type your e-mail address -- it's not necessary,
but it's a courtesy for those sites that like to know who is making use of
their facility. Be courteous.
You can then look around and retrieve files. (Most anonymous ftp sites do not
permit people to store files)
Typically, a directory called 'pub' is where the interesting things are
stored. Some sites will have a file with a name like ls-lR, that contains a
complete list of the files on that site. Otherwise, you can type ls -lR and
get such a listing -- for some sites, this can take a LONG time.
Usually, files are grouped in archive files, so you don't have to get many
small files separately. The most common archival file format for the Internet
is tar. Occasionally, people use shell archives (shar) instead. Tar archives
can be unpacked by running the 'tar' command -- you may want to first do a
'tar t' on the file to see what it contains before unpacking it. Be careful
when unpacking shell archives since they have to be run through the Bourne
shell to unpack them. (The simplest way is to use the unshar command)
Files are often stored compressed -- for Unix, the most common scheme is the
compress program, indicated by a .Z suffix on the file name. Sometimes, people
use programs like Arc or Zoo, which are combined archival and compression
formats. (There are probably other archival formats as well - talk to the
systems staff if you encounter them and don't know how to deal with them)
When retrieving non-text files, you must use binary mode, otherwise the file
gets messed up. To do this, use the 'binary' command. (It's safe to set this
for text files. If the site at the other end is non-Unix, you may need to use
some other mode -- see the documents for that site and for FTP)
The simplest way to initiate FTP would be to give the command 'ftp <system-
name>'. The <system-name> is the remote system you are connecting to, either a
name (wsmr-simtel20.army.mil, if you have an entry in /etc/hosts or are
accessing a Domain Name Server) or the Internet address (192.88.110.20 for
Simtel20). After a short wait, you will be prompted for your username. If you
do not have an account on the remote system, some systems allow you to use
'anonymous'. This gives you a restricted access path.
You would then be prompted for a password. Some systems will tell you to send
your real identity as the password. What you type doesn't matter, but it is
suggested to give your mail address. Other systems need a password of 'guest',
or something similar.
After that, you should receive the FTP prompt ( usually ftp> ) and have
access. You can get a directory of files be giving a 'dir' command or if the
remote system is Unix-based, 'ls -l' will give the familiar output. On
Simtel20, there is a file available in the default anonymous ftp directory
that explains what Simtel20 is and where files are located. The name is
'SIMTEL-ARCHIVES.INFO.nn, where ".nn" is a file generation number. You don't
need to specify the file generation number when requesting the file. In fact,
it's better not to because you will always get the latest generation that way.
Unix systems will all have the familiar directory structure, and moving around
is done with the familiar 'cd' or 'cwd' command. TOPS-20 systems have a
different structure, but movement is still accomplished with the 'cd' command.
Different systems have different organizations for their files, and the above
example is the way most archives have it set up. By looking around other
systems, you can learn how their files are arranged and move around much
faster. Note, however, that FTP will not allow you outside the FTP 'root'
directory. Moving about the entire system is not permitted.

These are the common Unix file types:
SUFFIX                                                        FTP
TYPE
.Z                                                                    bin
compress
.arc                                                                  bin
ARChive
.shar                                                                 ascii
SHell ARchive
.tar                                                                  bin
Tape ARchive
.uu                                                                   ascii
uuencode/uudecode
.zip                                                                  bin
Zip
.zoo                                                                  bin
Zoo

To get a list of all file compression/archiving methods and the programs to
uncompress/unarchive (on the PC, Mac, Unix, VM/CMS, AtariST and Amiga
systems), FTP to the following sites and retrieve the listed file:
ftp.cso.uiuc.edu
/doc/pcnet/compression
gator.netcom.com
/pub/profile/compression.Z
(make sure to set the binary mode with 'bin')

This could be helpful to people new to FTP that don't know how to unpackage
the file they have just transferred.
[Editor's note: the contact person for this FAQ is Mike Jones (mj
ones@ux1.cso.uiuc.edu)]

                Network Resource Mailing List

Merit Network has just such a list of "latest finds on the Internet".
The list is called network-resource-information-sharing@merit.edu or
nris@merit.edu for short.

All reports to the list are annotated with a brief, subjective opinion of the
resource, commenting on both its usefulness and its user interface.

To subscribe, send mail to

    nris-request@merit.edu

Leave the subject line blank, and enter as the first line of text

    subscribe nris "Your Real Name"

  Mark Davis-Craig, Merit/NSFNET Information Services
  mad@merit.edu  (313)-936-2110.  FAX number is (313)-747-3185

                      comp.sys.mac.faq

Copyright (C) 1992, Elliotte Harold, erh0362@tesla.njit.edu Version 1.12
Last modified: August 14, 1992

                      Table of Contents
I. Introduction
                          1. What other information is available?
                                             2. Posting Etiquette
II. The Question of the Year:
                           Why is my system using so much memory?
III. FTP
                           1. Where can I FTP Macintosh software?
                                2. Can I get shareware by E-mail?
                               3. Where can I find Application X?
                            4. Can someone mail me Application X?
                       5. What is .bin? .hqx? .cpt? .image? .etc?
IV. Viruses
                                         1. Help! I have a virus!
                                         2. Reporting new viruses
V. Printing
                              1. How do I make a PostScript file?
                             2. How do I print a PostScript file?
 3. Why won't my PostScript file print on my mainframe's printer?
                           4. Why are my PostScript files so big?
       5. How can I print PostScript on a non-PostScript printer?
               6. How do I make my ImageWriter II print in color?
           7. Why doesn't PrintMonitor work with the ImageWriter?
                 8. Why did my document change when I printed it?
VI. System Software
                        1. What is System 7 Tuneup? Do I need it?
                                        2. Do I need System 7.01?
                      3. How can I get System 7.01 on 800K disks?
          4. Why do my DA's disappear when I turn on MultiFinder?
VII. DOS and the Mac
                  1. How can I move files between a Mac and a PC?
                    2. How can I translate files to a DOS format?
                             3. Should I buy SoftPC or a real PC?
VIII. Security
1. How can I prevent users from changing the contents of a folder?
                            2. How can I password protect my Mac?
IX. Hard Disks
                                  1. Help! My folder disappeared!
                           2. Why can't I throw this folder away?
X. Floppy Disks
          1. Why can't my new Mac read my old Mac's floppy disks?
2. Can I turn a double-density disk into a high density disk by punching an
extra hole in it?
XI. Miscellaneous
                          1. How can I preview a PostScript file?
                              2. How do I edit a PostScript file?
                              3. What does System Error xxx mean?
                        4. How do I use a picture for my desktop?
                               5. How do I make a startup screen?
  6. Can I Replace the "Welcome to Macintosh" box with a picture?
                              7. What is AutoDoubler? Is it safe?
   8. How does AutoDoubler compare to other compression products?
                        9. What's a good text editor for the Mac?
                                       10. Where did my icons go?

Disclaimer: I do my best to ensure that information contained in this document
is current and accurate, but I can accept no responsibility for actions
resulting from information contained herein. This document is provided as is
and with no warranty of any kind. Corrections and suggestions should be
addressed to erh0362@tesla.njit.edu.

I HAVE A QUESTION... (1.0)
Congratulations! You've come to the right place. The Usenet community is a
wonderful resource for information ranging from basic questions (How do I lock
a floppy disk?) to queries that would make Steve Jobs himself run screaming
from the room in terror. (I used ResEdit to remove resources Init #11, WDEF
34, and nVIR 17 from my system file and used the Hex Editor to add code string
#A67B45 as a patch to the SFGetFile routine so the Standard File Dialog Box
would be a nice shade of mauve. Everything worked fine until I installed
SuperCDevBlaster, and now when I use the Aldus driver to print from PageMaker
5.0d4 to a Linotronic 6000 my system hangs. P.S. I'm running System 6.02 on a
PowerBook 170.)
However, since the comp.sys.mac.* newsgroups are medium to high volume, we ask
that you first peruse this FAQ file, check any other relevant online resources
(listed below), and RTFM (Read the Friendly Manual) before posting your
question. We realize that you are personally incensed that the System is
taking up fourteen of your newly-installed twenty megs of RAM, but this
question has already made its way around the world three hundred times before,
and it's developing tired feet.

WHAT OTHER INFORMATION IS AVAILABLE? (1.1)
This FAQ list provides short answers to a number of frequently asked questions
from the newsgroups comp.sys.mac.system, comp.sys.mac.misc, and
comp.sys.mac.apps. Various Mac gurus have written other files of excellent
quality that go into more detail about individual topics including not a few
that aren't covered here. Please check out any that seem relevant to your
problem before posting a question. All of the following are available for
anonymous FTP from sumex-aim.stanford.edu and its mirrors in the /info-
mac/report directory.

File Name              Question
800-phone-numbers.txt      What's company X's phone number?
at-connector-substitute.txtHow can I make an Appletalk Connector?
backup-to-unix.txt     How do I back up my Mac disk onto myUNIX box?
color-monitor-survey.txt   What's a good multisync monitor?
compression-util-table.txt What can uncompress this file?
e-mail-gateways.txt    How can I send E-mail to someone on CompuServe?
on MCI? on Fidonet? on America Online? etc.
ftp-primer.txt         What's ftp? How do I use it?
ftp-sites.txt          What are good ftp sites for Mac software?
iici-cache-cards.txt       What cache-card should I buy for my IIci?
iisi-upgrade-options.txt   How can I speed up my IIsi?
large-color-monitors.txt   What are some good 16 inch and larger color
monitors?
mac-discussion-groups.txt  Where can I subscribe to Mac mailing lists?
mac-laser-jet-up-rev-11.txtHow can I use a HP LaserJet with a Mac?
mac-memory-guide.hqx       Everything you ever wanted to know about
Macintosh memory in a HyperCard stack.
mac-plus-accelerators.txt  How can I accelerate my Plus?
mac-se-accelerators.txt               How can I accelerate my SE?
mac-secret-names.txt       What's the codename of product X?
mac-secret-trick-list.txt  Where's the Easter Egg in product X?
mac-tcp-info.txt           What's Mac TCP?
mac-to-workstation.txt     How do I connect my Mac and my Unix box?
modem-guide-10.txt     LOTS of useful information about modems, esp.
high speed modems and modem protocols.
power-glove-to-mac.txt     How can I connect a PowerGlove to a Mac?
powerbook-170-tips.txt     How can I improve the performance of my
PowerBook? (Not just for 170 owners)
powerbook-faq.txt          Frequently asked PowerBook questions.
powerbook-solutions-guide  A catalog of various payware products to enhance
your PowerBook
radius-rocket-upgrade.txt  What do people think of the Radius Rocket and
similar accelerators?
se30-external-video.txt    What external monitors and cards do people like
se30-monitor-options.txt                           for the SE/30?
se30-full-page-monitors.txt
style-writer-refills.txt   How do I refill a StyleWriter cartridge?
sys7-compat-info           Is application X System 7 compatible?
sys7-emergency-disk.txt    How can I force System7 to fit on a boot floppy?
sys7-finder-command-keys.txtHow do I add Command-key equivalents to the
Finder menu in System 7?
vendor-emails.txt          What's company X's E-mail address?

Two other files of particular note: Mike Kelly maintains a FAQ list covering
Macintosh programming for the newsgroup comp.sys.mac.programmer. It's posted
to that group on the first of the month and available for anonymous ftp from
ftp.cs.uoregon.edu (in /pub/mac. Jim Jagielski maintains a FAQ for
comp.unix.aux covering covering Apple's UNIX environment, A/UX. It's posted
every 2 to 3 weeks in comp.unix.aux and news.answers. It's available for
anonymous ftp at jagubox.gsfc.nasa.gov.

WHICH NEWSGROUP SHOULD I POST TO? (1.2)
Posting questions to the proper newsgroup will fill your mailbox with pearls
of wisdom (and maybe a few rotten oysters too :-) ). Posting to the wrong
newsgroup often engenders a thundering silence. For instance the most common
and glaring mispost, one that seems as incongruous to dwellers in the
Macintosh regions of Usenet as would a purple elephant in Antarctica, asking a
question about networking anywhere except comp.sys.mac.comm, normally produces
no useful responses. Posting the same question to comp.sys.mac.comm ensures
that your post is read and considered by dozens of experienced network
administrators and not a few network software designers.
Please post to exactly ONE newsgroup. Do not cross-post. If a question isn't
important enough for you to spend the extra time to figure out where it
properly belongs, it's not important enough for several thousand people to
spend their time reading. Similarly comp.sys.mac.misc should not be used as a
catch- all newsgroup.
Questions about applications should go to comp.sys.mac.apps except for queries
about communications programs, games, HyperCard, and databases all of which
have their own comp.sys.mac.* newsgroups. Post questions about non-
communications hardware including questions about what software is necessary
to make particular hardware work to comp.sys.mac.hardware. Questions about Mac
OS System Software and extensions belong in comp.sys.mac.system. Questions
about A/UX go to comp.unix.aux. Detailed questions about Appletalk belong in
comp.protocols.appletalk.
Direct questions about HyperCard including programming HyperCard to
comp.sys.mac.hypercard. Non-HyperCard programming questions and questions
about development environments should go to comp.sys.mac.programmer. ResEdit
questions may be posted either to comp.sys.mac.misc, comp.sys.mac.system, or
comp.sys.mac.programmer; but generally the netters who inhabit the darker
recesses of comp.sys.mac.programmer are considerably more practiced at the art
of resource hacking.
A general exception to the above rules is that any VERY technical question
about an application that actually begins to delve into the hows of a program
as well as the whats (Recent example: How does WriteNow which is written
entirely in assembly compare to other word processors written in high level
languages?) might be better addressed to the programmer newsgroup.
For Sale and Want to Buy posts should go to comp.sys.mac.wanted ONLY. We
understand that you're desperate to sell your upgraded 128K Mac to get the $$
for a PowerBook 170; but trust me, anyone who wants to buy it will be reading
comp.sys.mac.wanted. Anything not specifically mentioned above, especially
political and religious questions, (The Mac is better than Windows! Is not! Is
too! Is not! Is too! Hey! How 'bout the Amiga! What about it? Is Not! Is too!)
belongs in comp.sys.mac.misc.
Finally don't be so provincial as to consider only the comp.sys.mac newsgroups
the appropriate forums for your questions. A lot of modem questions in
comp.sys.mac.comm are much more thoroughly discussed in comp.dcom.modems.
Questions about Mac MIDI often would be better handled in comp.music even
though this is not a Mac specific newsgroup. Shop around. Usenet's a big place
and not everything relevant to the Macintosh happens in comp.sys.mac.*.

QUESTION OF THE YEAR: WHY IS MY SYSTEM TAKING UP SO MUCH MEMORY? (2.0)
If today Apple changed About this Macintosh (About the Finder in System 6) to
report unusable memory in its own bar rather than lumped together with the
system, this would probably still be the most frequently asked question of the
year. Under system versions earlier than 7.0 or under System 7.x without 32-
bit addressing turned on the Mac cannot handle more than eight megabytes of
real memory. If you have more physical RAM installed, the Mac knows it's there
but can't do anything with it. When you select About the Finder from the Apple
menu, the system takes all the extra memory it can't access and reports it as
part of the memory allocated to the system.
To use the memory you need to get System 7 and turn on 32-bit addressing. If
you have a Mac with dirty ROMs (a II, IIx, SE/30, or IIcx) you also need
MODE32, free from ftp.apple.com or your local dealer. If you have an original
Mac II you'll also need to add a PMMU chip. If you're staying with System 6,
Maxima from Connectix ($45 street) will let you use the extra memory as a RAM
disk.
If you have an LC or an LC II with four megabytes of RAM soldered to the
motherboard, you still need to add two four-megabyte SIMM's to reach the ten
megabyte maximum imposed by the LC ROM. This means you'll always have two
unused megabytes which About this Macintosh and About the Finder report as
part of the system memory allocation. Unfortunately there is no current means
of accessing this extra memory.

FTP (3.0)
WHERE CAN I FTP MAC SOFTWARE? (3.1)
The three major American Internet archives of shareware, freeware, and demo
software are sumex-aim.stanford.edu (36.44.0.6), mac.archive.umich.edu
(141.211.164.153), and wuarchive.wustl.edu (128.252.135.4) which mirrors the
other two sites and is often easier to connect to. Wuarchive often holds on to
files after other sites remove them for space concerns, and still has files
that were recently deleted from the formerly important site,
rascal.ics.utexas.edu. Rascal was notable for storing its files in MacBinary
format rather than the less efficient BinHex format common at the other
archives. Unless otherwise noted shareware and freeware mentioned in this
document should be available at the above sites.
To keep traffic on the Internet manageable, European users should try
connecting to ftp.funet.fi, src.doc.ic.ac.uk, or ftp.irisa.fr instead.
Australian users should try to find what they want at archie.au which mirrors
the info-mac archives at Stanford. Japanese users can find sumex mirrored at
utsun.s.u-tokyo.ac.jp.
A fourth very important site is ftp.apple.com. This is Apple's semi- official
repository for system software, developer tools, source code, technical notes,
and other things that come more or less straight from Apple's mouth. Some
material at this site may not be distributed outside the U.S. or by other
sites that don't have an official license to distribute Apple system software.
Please read the various README documents available at ftp.apple.com for the
detailed info if you're connecting from outside the U.S. or if you wish to
redistribute material you find here.
Michael Gleason's mac.ftp.list, a more comprehensive list of FTP sites for
Macintosh software, is available from sumex-aim in the info-mac/report
directory as ftp-sites.txt. This list catalogs dozens of sites and mirrors,
both well- known and obscure.

CAN I GET SHAREWARE BY E-MAIL? (3.2)
The info-mac archives at sumex-aim are available by E-mail from L
ISTSERV@RICEVM1.bitnet (alternately listserv@ricevm1.rice.edu). The listserver
responds to the commands $MACARCH HELP, $MACARCH INDEX, and $MACARCH GET
filename. You can retrieve files from other sites by using the server at
ftpmail@decwrl.dec.com. For details send it a message with just the text
"help" (no quotes).

WHERE CAN I FIND APPLICATION X? (3.3)
If you can't find what you're looking for at one of the above sites, try
telnetting to your nearest archie server or sending it an E-mail message
addressed to archie with the subject "help." Archie servers are located at
archie.rutgers.edu (America), archie.au (Australia), archie.funet.fi (the
continent), and archie.doc.ic.ac.uk (the U.K.). These sites serve as indexes
for the tens of thousands of files available for anonymous ftp. Login as
"archie" (no password is needed) and type "prog filename" to find what you're
looking for or type "help" for more detailed instructions. For instance after
connecting type "prog Disinfectant" to search for a convenient ftp site for
Disinfectant. If the initial search fails to turn up your file, try variations
on the name. For instance if you didn't find Disinfectant, you might try prog
dis instead.
Please check the above archives and ARCHIE personally BEFORE asking where you
can find a particular piece of shareware. If you follow the above advice, you
should almost never have to ask the net where to find a particular piece of
software.

CAN SOMEONE MAIL ME APPLICATION X? (3.4)
No. Nor will anyone mail you a part of a file from comp.binaries.mac that was
corrupt or missed at your site. Please refer to the first questions in this
section to find out about anonymous FTP, archie, and how to request files from
automatic E-mail servers.

WHAT IS .BIN? .HQX? .CPT? .ETC? (3.5)
Most files available by FTP are modified twice to allow them to more easily
pass through foreign computer systems. First they're compressed to make them
faster to download, and then they're translated to either a binhex or
MacBinary format that other computers can digest. (The Macintosh uses a
special two-fork filing system that chokes most other computers.) BinHex files
are 7-bit ASCII text files, while MacBinary files are pure 8-bit binary data
that must always be transferred using a binary protocol.
How a file has been translated and compressed for transmission is indicated by
its suffix. Normally a file will have a name something like filename.xxx.yyy.
.xxx indicates how it was compressed and .yyy indicates how it was translated.
To use a file you've FTP'd and downloaded to your Mac you'll need to reverse
the process. Most files you get from the net require a two-step decoding
process. First change the binhex or MacBinary file to a double-clickable
Macintosh file; then uncompress it. The details of decoding are covered in the
table below.

Suffix:    .sit.cpt.hqx .bin .pit .Z .image.dd .zip.uu .tar
Extractors
Stuffit 3.0 |   X   X    X    X   X             X
Compact Pro |       X    X
Packit    |                   X
UUTool    |                                         X
MacCompress |                          X
SunTar    |              X    X   X                     X
BinHex 5.0  |                 X
BinHex 4.0  |            X
DiskDoubler |                                   X
UnZip       |                                       X
DiskCopy  |                            X

A few notes on the uncompressors:
Stuffit is a family of products that use several different compression
schemes. The recently released shareware Stuffit Lite 3.01 should unstuff all
of these. Stuffit 3.01 also makes smaller archives than any other compression
utility for the Mac. To allow maximum space for files on the various ftp sites
and to keep net-bandwidth down, please compress all files you send to
anonymous ftp sites with Stuffit 3.01.
UUTool, MacCompress, and SunTar handle the popular UNIX formats of uuencode,
compress, and tar respectively. The UNIX versions are often more robust than
the Mac products, so use them instead when that's an option. Translators that
allow Stuffit Lite to expand uuencoded and tar files are also available by
anonymous ftp.

A few notes on the compression formats:
.bin:
These are MacBinary files. Always use a binary file transfer protocol when
transferring them, never ASCII or text. Most files on the net are stored as
.hqx instead. Only rascal stores most of its files in .bin format. Most
communications programs such as ZTerm and MacKermit are capable of translating
MacBinary files on the fly as they download if they know in advance they'll be
downloading MacBinary files.

.image:
Typically this format is used only for system software, so that online users
can download files that can easily be converted into exact copies of the
installer floppies. Instead of using DiskCopy to restore the images to
floppies, you can use Steve Christensen's freeware utility MountImage to treat
the images on your hard disk as actual floppies inserted in a floppy drive.
MountImage has a reputation for being buggy, so you should have some blank
floppies and a copy of DiskCopy handy just in case.

.sea (.x, .X):
.sea doesn't merit a position in the above table because these are self-
extracting archives. They may have been created with Compact Pro, Stuffit, or
even Disk Doubler; but all should be capable of uncompressing themselves when
double-clicked. For some unknown reason Alysis has chosen not to use this
industry standard designation for self-extracting archives created with their
payware products SuperDisk! and More Disk Space. Instead these two append
either .x or .X to their self-extracting archives.

VIRUSES (4.0)
HELP! I HAVE A VIRUS. (4.1)
90% of all problems reportedly caused by viruses are actually due to mundane
bugs in software (and 90% of all statistics are made up :-) ). Before
reporting a virus infection make sure you check your system with the latest
version of Disinfectant, 2.8 as of this writing, by the excellent John Norstad
and friends from Northwestern University. Disinfectant is absolutely free and
available from sumex-aim and all the other usual suspects. It's easy to use
and can completely protect your system from currently known Macintosh viruses.
Releases to protect from new viruses are normally made within a day or two of
the first confirmed sighting and capture of a new virus, and make their merry
way around the electronic highways faster than any Macintosh virus ever has.

I THINK I'VE FOUND A NEW VIRUS. WHAT DO I DO? (4.2)
DON'T post a report to any comp.sys.mac.* newsgroup. 99% of all suspected new
viruses are merely mundane bugs in the system or applications being used; and
even if you really have found a new virus, there's nothing we can do about it
anyway. You'll only succeed in generating a lot of follow-up panic reports
from other people who'll blame every crash of Quark XPress on the new virus.
If your system is protected against known viruses by Disinfectant or one of
the other anti-virus packages and you suspect a new virus is causing you
trouble, first consult with the most knowledgeable local guru about your
problem. Nine times out of ten, he or she will identify it as a boring,
ordinary, known bug in the software. If you are the local guru and still think
you may have found a new virus, and have thoroughly checked out all other
possibilities, then, and only then, send a detailed description of your
problem to j_norstad@nwu.edu. Check the appropriate sections of the
Disinfectant manual for procedures to follow before reporting a new virus.

PRINTING PROBLEMS (5.0)
HOW DO I MAKE A POSTSCRIPT FILE? (5.1)
First make sure a LaserWriter driver is in your System folder. It doesn't
really matter which one although the one from the System 7 Tuneup disk is the
best. You don't need System 7 to use the System 7 LaserWriter driver. If
you're using the System 6 driver, you'll also need a Laser Prep file in your
System Folder and background printing turned off. Once you've verified that
there is indeed a LaserWriter driver in your system folder, select LaserWriter
in the Chooser. A dialog box will likely pop up informing you that the
LaserWriter requires Appletalk and asking you if you want to turn Appletalk
on. Whether or not you have AppleTalk click OK. Then select Page Setup from
the File menu to format your document for the LaserWriter. Next select Print
from the File menu.
If you're using the System 7 LaserWriter driver, the Print dialog box that
appears will have a radio button for Destination near the bottom. Click on
PostScript file. The Print button at the top should change to a Save button.
Click it and you'll get a standard file dialog asking you what to name and
where to save the PostScript file.
If you're using the LaserWriter driver 6.0x or 5.2, the procedure is more
complicated. When the Print dialog box comes up, put one finger over the K
key. If you'll eventually print the file on a non-Apple PostScript printer,
especially one not designed with the Macintosh in mind, also put a finger over
the Command key. Using Command-K instead of plain K includes some Mac specific
information non-Apple-oriented PostScript printers need to know about. Next
hit return or click OK with the mouse and then IMMEDIATELY hit K or Command-K
with your other hand. You've got about one second to do this. If you see a
message box that says "Creating PostScript file," you did it right. If you
don't see that message, you weren't quick enough. Try again.
Once you've gotten the message "Creating PostScript file" you should find a
file called PostScript0 in the same folder as the application you were
printing from. This is the file you just printed. Rename it before you forget
what it is. If you print to disk (what this whole process is officially
called) more than once, the second file will be called PostScript1, the third
PostScript2, and so on. It really is much easier to use the System 7
LaserWriter driver.

HOW DO I PRINT A POSTSCRIPT FILE? (5.2)
On a Macintosh you'll need the LaserWriter Utility available on the high
density TidBits disk from System 7 or the More Tidbits disk from the 800K
distribution. It's also available for anonymous ftp from ftp.apple.com in
/dts/mac/sys.soft/imaging. LaserWriter Utility allows you to send files to the
LaserWriter in such a way that PostScript commands get interpreted as
PostScript rather than as text to be printed. If you're printing to a
PostScript printer connected to something other than a Macintosh, you'll need
to consult your local system gurus. A simple "lpr filename.ps" works on my
Sparc, but your mileage may vary.

WHY WON'T MY POSTSCRIPT FILE PRINT ON MY MAINFRAME'S PRINTER? (5.3)
Moving PostScript files between the Macintosh and other platforms is as dark
an art as exists in the Macintosh universe. You'll have to experiment with
your specific setup and see what works best for you. If you're using the
System 6 LaserWriter driver, try using K instead of F to create the PostScript
file so that the Laser Prep header is included. System 7 includes this
automatically though you can use Hugo Ayala's shareware Control Panel device
Trimmer to leave it out if you need to. More importantly Trimmer lets you
select which fonts to include in your PostScript file. The upload to the
mainframe from which the PostScript file will be printed may also make a
difference. Normally you need to upload in pure Binary format, neither
MacBinary nor ASCII. Try using only genuine PostScript fonts, no TrueType or
bitmapped fonts.

           Gopher Frequently Asked Questions (FAQ)
Common Questions and Answers about the Internet Gopher, a client/server
protocol for making a world wide information service, with many
implementations.

Archive-name: gopher-faq
Last-modified: 1992/10/19

Common Questions and Answers about the Internet Gopher, a client/server
protocol for making a world wide information service, with many
implementations.  Posted to comp.infosystems.gopher and news.answers every two
weeks.

The most recent version of this FAQ can be gotten through gopher, or via
anonymous ftp:

pit-manager.mit.edu:/pub/usenet/news.answers/gopher-faq

Those without FTP access should send e-mail to mail-server@rtfm.mit.edu with
"send usenet/news.answers/finding-sources" in the body to find out how to do
FTP by e-mail.

Q0:  What is Gopher?

A0:  The Internet Gopher client/server provides a distributed information
delivery system around which a world/campus-wide information system (CWIS) can
readily be constructed.  While providing a delivery vehicle for local
information,  Gopher facilitates access to other Gopher and information
servers throughout the world.

Q1:  Where can I get gopher?

A1:  via anonymous ftp to boombox.micro.umn.edu.  Look in the directory
/pub/gopher

Q2:  What do I need to access gopher?

A2:  You will need a gopher "client" program that runs on your local PC or
workstation

There are clients for the following systems.  The directory following the name
is the location of the client on the anonymous ftp site boombox.micro.umn.edu
(134.84.132.2) in the directory /pub/gopher.

                                              Unix Curses & Emacs
/pub/gopher/Unix/gopher1.03.tar.Z
                                                         Xwindows
/pub/gopher/Unix/xgopher1.1a.tar.Z
                                              Macintosh Hypercard
/pub/gopher/Mac_client/
                                            Macintosh Application
/pub/gopher/Macintosh-TurboGopher
                                            DOS w/Clarkson Driver
/pub/gopher/PC_client/
                                                         NeXTstep
/pub/gopher/NeXT/
                                                              VMS
/pub/gopher/VMS/

A Macintosh application, MacGopher is available via anonymous ftp from
ftp.cc.utah.edu:  Macintosh Application :  /pub/gopher/Macintosh

Another Macintosh application, "GopherApp" is available via anonymous ftp from
ftp.bio.indiana.edu:
                  Macintosh Application :  /util/gopher/gopherapp

There are also a number of public telnet login sites available. The University
of Minnesota operates one on the machine "consultant.micro.umn.edu"
(134.84.132.4) See Q3 for more information about this.  It is recommended that
you run the client software instead of logging into the public telnet login
sites.  A client uses the custom features of the local machine (mouse, scroll
bars, etc.)  A local client is also faster.

Q3:  Where are there publicly available logins for gopher.

A3:  Here is a short list, use the site closest to you to minimize network
lag.

Hostname
Login
Area
consultant.micro.umn.edu                                   gopher
North America
gopher.uiuc.edu
gopher                                                                North
America
panda.uiowa.edu
panda
North America
gopher.sunet.se
gopher                                                                Europe
info.anu.edu.au
info
Australia
gopher.chalmers.se                                                    gopher
Sweden
tolten.puc.cl
gopher                                                                South
America
ecnet.ec
gopher                                                                Ecuador

It is recommended that you run the client software instead of logging into the
public telnet login sites.  A client uses the custom features of the local
machine (mouse, scroll bars, etc.)  A local client is also faster.

Q4:  How can I add to the information in gopher?

A4:  You can do this by running a gopher server.  Servers are available for a
number of systems.  Use anonymous ftp to boombox.micro.umn.edu (134.84.132.2)
and look in /pub/gopher.  The following servers are available there:

                                                             Unix
/pub/gopher/Unix/gopherxx.tar.Z
                                                              VMS
/pub/gopher/VMS/
                                                        Macintosh
/pub/gopher/Mac_server/
                                                           VM/CMS
/pub/gopher/Rice_CMS/ or /pub/gopher/Vienna_CMS/
                                                              MVS
/pub/gopher/mvs/
                                                           DOS PC
/pub/gopher/PC_server/

When you have your server ready you can publish it to the world by sending e-
mail to the maintainters of the "Other gophers" list:

                                    gopher@boombox.micro.umn.edu

Q5:  Who Develops Gopher Software?

A5:  Gopher was originally developed in April 1991 by the University of
Minnesota Microcomputer, Workstation, Networks Center to help our campus find
answers to their computer questions.
It has since grown into a full-fledged World Wide Information System used by a
large number of sites in the world. Many people have contributed to the
project, too numerous to count.
The people behind the much of the gopher software can be reached via e-mail at
gopher@boombox.micro.umn.edu, or via paper mail:
                                       Internet Gopher Developers
                                            100 Union St. SE #190
                                       Minneapolis, MN 55455  USA

Q6:  How can I set up a "CSO" phone book server?  Where is the software?

A6:  CSO phone book servers are also known as "qi" servers.  The software
implementation can be gotten via anonymous ftp from uxc.cso.uiuc.edu
(128.174.5.50) as /pub/qi.tar.Z.  You may also see this referred to as "ph",
which is what most of the clients are called.
There is also an archive of the mailing list for qi/ph software on the same
machine.  It's in /pub/info-ph.archive.
This software is supported by Steve Dorner <s-dorner@uiuc.edu> Contact him for
more information.

Q7:  Why can't I access the University of Minnesota's UPI news?

A7:  The University of Minnesota has a site license for UPI news, we are not
allowed to distribute it off of our campus.  We get our UPI news from
Clarinet.  For more information about getting UPI news send mail to
info@clarinet.com.  For information about setting up your own gopher-UPI
server search the gopher-news archive for UPI.

Q9:  What are the type characters for the different Gopher Objects?

A9:  Normal IDs.
  0   Item is a file
  1   Item is a directory
  2   Item is a CSO (qi) phone-book server
  3   Error
  4   Item is a BinHexed Macintosh file.
  5   Item is DOS binary archive of some sort.
  6   Item is a UNIX uuencoded file.
  7   Item is an Index-Search server.
  8   Item points to a text-based telnet session.
  9   Item is a binary file! Client must read until the connection closes.
  T   TN3270 connection.

  Experimental IDs.
  s   Sound type.  Data stream is a mulaw sound.
  g   GIF type.
  M   MIME type.  Item contains MIME data.
  h   html type.
  I   Image type.
  i   "inline" text type (used by panda).

Q10: When I do full-text searches I always get every document back, Why?

A10: This is a problem occasionally encountered with Unix full-text indexes.
It is caused by setting up the link incorrectly to a gindexd port.
The Path= field should be *blank* when pointing to a gindexd index.
Otherwise the client will send the path to the gindexd daemon, which
interprets everything as a keyword.  This path is likely to contain a pathname
that is common to all of the indexed files.  Thus a search generates hits on
everything.

Q11: When I try to build the UNIX software I get an error from make: "Must be
a separator on rules line #. Stop"  Why?

A11: This is a problem with older makes that don't understand the "include"
keyword.  One easy way to cope with this problem is compiling GNU make, which
does understand the include keyword.
If this is too difficult, remove the line: include Makefile.config
from all the Makefiles and paste in a copy of Makefile.config at the top of
each Makefile.
Or, instead of pasting you can make the client/server by going into the
appropriate directory and typing:
                           make -f ../Makefile.config -f Makefile

Q12: What is the relationship between Gopher and (WAIS, WWW, ftp)?

A12: Gopher is intimately intertwined with these two other systems. As shipped
the Unix gopher server has the capability to:
                                     - Search local WAIS indices.
- Query remote WAIS servers and funnel the results to gopher clients.
- Query remote ftp sites and funnel the results to gopher clients.
- Be queried by WWW (World Wide Web) clients (either using built in
gopher querying or using native http querying.


Q13: Are papers or articles describing gopher available?

A13:
                     The Whole Internet, Ed Kroll, O'Reilly, 1992
           The Internet Gopher, "ConneXions", July 1992, Interop.
Exploring Internet GopherSpace  "The Internet Society News", v1n2 1992,  (You
can subscribe to the Internet Society News by sending e-mail to
isoc@nri.reston.va.us)
The Internet Gopher Protocol , Proceedings of the Twenty-Third IETF, CNRI,
Section 5.3
         Internet Gopher , Proceedings of Canadian Networking '92
The Internet Gopher , INTERNET: Getting Started, SRI International, Section
10.5.5
Tools help Internet users discover on-line treasures, Computerworld, July 20,
1992
                        TCP/IP Network Administration , O'Reilly.

Q14: On a DECstation I get the error message "/etc/svc.conf no such file or
directory" when running the gopherd server, why?

A14: This is caused by the chroot() call in gopherd.  It can be easily fixed
by running gopherd with the -c option.

Alternatively you can copy /etc/svc.conf into a directory named "etc" inside
the gopher-data directory.

Q15: The boolean searching terms don't work for my full-text index, why?

A15: This is probably because the searching is being provided by WAIS. WAIS
opts to return all documents that contain a search phrase within certain
limits.  WAIS searches do return the documents with the highest "score" at the
top, those documents will have the closest relevance.

Q16: When linking the Unix gopher server with WAIS I get undefined symbols,
such as:
                                                    log_file_name
                                                          logfile
                                                      PrintStatus
                                                       find_value
                                                          Sources
                                                       NumSources

A17: This happens if you make gopherd before linking in the WAIS ir/ui
directories.  The fix is to "make clean" or remove
gopherd/{waisgopher.o,Waisindex.o} and then remake gopherd.  Or link the ir/ui
directories first.

Q18: Why don't my WAIS indexes work?  I never get anything back for searches.
or Why do I get "Dangling file" error messages in my logfile?

A18: The problem could be in the server.  The server should be run using the -
c option if you want WAIS to work.  Another solution is to patch the WAIS code
so that it doesn't check the files on the disk. Search the gopher-news archive
for "dangling".  This will turn up a single document with the patch.

Q19: My gopher server doesn't work under inetd, why?

A19: It could be that your inetd server only supports a limited amount of
arguments.  For instance, the maximum number of arguments to an inetd server
is 5.  You can get around this by combining arguments: i.e.
                                                   gopherd -I -c
                                                         becomes:
                                                      gopherd -Ic
You may also leave the port specifier off of the command line. The gopher
server automagically finds out the port it's running on.

 "archie - An Electronic Directory Service for the Internet"

Peter Deutsch,
Computing Centre,
McGill University.
email: peterd@cc.mcgill.ca

Introduction
Few other areas in the field of computer science hold out such promise for
significant performance gains in the coming years as the field of computer
networking. While even a single computer allows the user to access and process
information faster and more accurately than ever before, joining large numbers
of such computers together with the communications tools needed for users to
easily share information and resources promises the prospect of a true
"electronic highway" for information exchange unlike anything seen to date.
A principal requirement for the creation of this brave new world of networked
information was the creation of a standard set of protocols and communication
mechanisms to allow users on disparate networks to share information. Such
mechanisms have allowed the creation of the Internet, a global network of
networks that now span the globe, connecting millions of users on hundreds of
thousands of computers.
The Internet now connects universities, colleges and other centres of learning
with commercial research and development groups throughout the world. It
serves as both a live testbed for on-going networking research and a daily
communications tool for thousands of users in fields far removed from
networking and computer science. One recent survey estimates that the Internet
currently has over 535,000 attached hosts in over 30 countries, with a user
community estimated at over three million people.
The existence of this global information service has in turn spurred the
development of mechanisms for locating and exchanging information. Distributed
file systems, on-line file archiving mechanisms, electronic mail and bulletin
boards and expert systems for locating and accessing technical expertise are
all services that exist now on the Internet.
The huge size (and continued rapid growth) of the Internet offer a particular
challenge to systems designers and service providers in this new environment.
Before a user can effectively exploit any of the services offered by the
Internet community the user must be aware of both the existence of the service
and the host or hosts on which it is available. Adequately addressing this
"resource discovery problem" is a central challenge for both service providers
and users wishing to capitalize on the possibilities of the Internet.

What is the archie service?
The archie service is a collection of resource discovery tools that together
provide an electronic directory service for locating information in an
Internet environment. Originally created to track the contents of anonymous
ftp archive sites, the archie service is now being expanded to include a
variety of other on-line directories and resource listings.
Users can access an archie server either through interactive sessions
(provided they have a direct Internet connection) or through queries sent via
electronic mail messages (provided they can at least gateway electronic mail
messages onto the Internet).
Interactive access to archie may be through a conventional telnet session to a
machine running an archie server or through a program that has been integrated
into a larger system, such as the Prospero network distributed file system.
Additional stand-alone clients are now being tested and are available over the
network.

Why use archie?
The existence of the archie service allow those seeking information maintained
by an archie server to limit their network search to a set of questions to a
known server. The responses in turn offer pointers to specific Internet
service providers. Once the existence and location of specific information or
services has been determined using archie, traditional networking tools can be
used for final access.
Programs have already been created that integrate an archie client with the
ftp file transfer program or into larger information access services. This
allows a user to first locate and then access information from archie sites
using a single program.

The archie service today
Currently, archie tracks the contents of over 800 anonymous ftp archive sites
containing some 1,000,000 files throughout the Internet. Collectively, these
files represent well over 50 Gigabytes (50,000,000,000 bytes) of information,
with additional information being added daily. Anonymous ftp archive sites
offer software, data and other information that can be copied and used without
charge by anyone with connection to the Internet.
The archie server automatically updates the listing information from each site
about once a month, ensuring users that the information they receive is
reasonably timely, without imposing an undue load on the archive sites or
network bandwidth.

The "whatis" database
In addition to offering access to anonymous ftp listings, archie also permits
access to the "whatis" description database. This database is a collection of
descriptions that includes the name and a brief synopsis for over 3,500 public
domain software packages, datasets and informational documents located on the
Internet.
Additional "whatis" databases are scheduled to be added in the coming months.
Planned offerings include listings for the names and locations of on-line
library catalogue programs, the names of publicly accessible electronic
mailing lists and compilations of Frequently Asked Questions lists and archive
sites for the most popular Usenet "newsgroups" or bulletin boards. Suggestions
for additional descriptions or locations databases are welcomed and should be
sent to the archie developers at "archie-l@archie.mcgill.ca".
Service providers are also encouraged to send in details of their offerings to
the archie maintainers so that the server tracking software can be configured
to automatically perform updates when site information changes. An automatic
registration mechanism has also been proposed that would allow service
providers to make their service available without human intervention. This
feature is expected to be integrated into an upcoming release.

Using archie
Users with direct Internet connectivity can try out an interactive archie
server using the basic "telnet" command (available at most sites). To use,
telnet to the host "archie.mcgill.ca" and login as user "archie" (there is no
password needed). A banner message giving latest developments and information
on the archie project will be displayed and then the command prompt will
appear. First-time users should try the "help" command to get started.
{Other archie sites are listed in the article on Special Internet Services}
Users with only email connectivity to the Internet should send a message to
"archie@archie.mcgill.ca", with the single word "help" in either the subject
line or body of the message. You should receive back an email message
explaining how to use the email archie server, along with details of an email-
based ftp server operated by Digital Equipment Corporation that will perform
ftp transfers through email requests.
Demo archie clients are stored on archie.mcgill.ca in the subdirectory
"archie/clients" and may be obtained using anonymous ftp. There are several
such clients and others are currently being tested. Additional work is planned
in this area in the coming months and details will be announced in the archie
banner message displayed on login.
Documentation for the archie system is still limited, but what there is is
also available for anonymous ftp from the same host under the directory
"archie/pub".

Miscellaneous Information
The archie service began as a project for students and volunteer staff at the
McGill University School of Computer Science. It is now offered as a network
resource by a number of sites. At the time this article was prepared, archie
servers are being operated as "archie.mcgill.ca" (by McGill University in
Montreal, Canada), "archie.funet.fi" (by FUnet in Finland) and "archie.au" (by
AARnet in Australia). The source to the archie project has been distributed to
a number of U.S. sites and additional North American servers are expected to
be operational soon.
The archie project continues to grow in part because of the feedback and
response from users. Suggestions for improvements and additional features are
especially welcome. Please let us know what you think...

Contacting the archie people
Email addresses:
Please send comments, suggestions and bug reports to "archie-
l@archie.mcgill.ca". This address reaches the implementors of archie.

There is also the "archie-people@archie.mcgill.ca" mailing list. This list is
for people interested in developments and progress of the archie project and
is open to all who wish to subscribe.

Surface mail address:
                                              UNIX Support Group,
                                                Computing Centre,
                                               McGill University,
                                         room 200, Burnside Hall,
                                      805 Sherbrooke Street West,
                                                 Montreal, Quebec
                                                           CANADA     H3A 2K6
Phone: (514) 398-3709
               Veronica: an Archie for Gopher
This is a new service that should help to relieve the resource-discovery
bottleneck in the rapidly-expanding gopher web.   It adds global indexing (by
title keywords) to gopher's distributed information model.
Introductory announcement follows:

About the Veronica service
VERONICA:  Very Easy Rodent-Oriented Net-wide Index to Computerized Archives.
Veronica offers a keyword search of most gopher-server menus in the entire
gopher web.  As Archie is to ftp archives, Veronica is to gopherspace.
Unlike Archie, the search results can connect you directly to the data source.
Imagine an Archie search that lets you select the data, not just the host
sites, directly from a menu.  Because Veronica is accessed through a gopher
client, it is easy to use, and gives access to all types of data supported by
the gopher protocol.
Veronica was designed as a response to the problem of resource discovery in
the rapidly-expanding gopher web.  Frustrated comments in the net news-groups
have recently reflected the need for such a service.  Additional motivation
came from the comments of naive gopher users, several of whom assumed that a
simple-to-use service would provide a means to find resources "without having
to know where they are."
The result of a Veronica search is an automatically-generated gopher menu,
customized according to the user's keyword specification.  Items on this menu
may be drawn from many gopher servers.  These are functional gopher items,
immediately accessible via the gopher client ... just double-click to open
directories, read files, or perform other searches -- across hundreds of
gopher servers.  You need never know which server is actually involved in
filling your request for information.  Items that are appear particularly
interesting can be saved in the user's bookmark list.
Notice that these are NOT full-text searches of data at gopher-server sites,
just as Archie does not index the contents of ftp sites, but only the names of
files at those sites.  Veronica indexes the TITLES on all levels of the menus,
for most gopher sites in the Internet.  258 gophers are indexed by Veronica on
Nov. 17, 1992;  we have discovered over 500 servers and will index the full
set in the near future.   We hope that Veronica will encourage gopher
administrators to use very descriptive titles on their menus.
To try Veronica, select it from the "Other Gophers" menu on Minnesota's gopher
server, or point your gopher at:
Name=Veronica (search menu items in most of GopherSpace)
Type=1
Port=70
Path=1/Veronica
Host=futique.scs.unr.edu
Veronica is an experimental service, developed by Steve Foster and Fred Barrie
at University of Nevada.  As we expect that the load will soon outgrow our
hardware, we will distribute the Veronica service across other sites in the
near future.
Please address comments to:   gophadm@futique.scs.unr.edu
              Questions About Network Resources

The problem of sharing information about Internet resources is one that many,
many people and organizations are trying to deal with. There has been a
tendency for every organization who needs a document such as the one you
describe to create one of their own, which takes (as you are undoubtedly
finding out) an incredible amount of work - as a result there are several such
documents around the community these days, so you really don't have to start
from scratch.
There are at least two national organizations that are trying to deal with the
issue of duplication of effort in creating documentation and the general of
issue of providing info about resources on the Internet. FARNET's (federation
of American Research Networks) U-NICS committee (User and NIC Services) has
taken as their primary project the creation of a set of "boilerplate"
documents, pulled from their members; to address the issues of attribution and
copyright and cost recovery for redistribution... IETF's User Services Area
has several working groups which are looking at many similar issues, such as
creating a living bibliography of Internet Information and a glossary of
terms.
While I'd like to be able to point you to a single source of info,
unfortunately, the internet support structure isn't that integrated as yet, so
let me point you to several locations for the info you are looking for. You
will undoubtedly find more sources than these - and these tend to provide
information on many kinds of resources, not specifically aimed at the
sciences.
Let me remind you that while all this information is available on the net, its
been put together with considerable effort and attribution of the author is
required for use.

NYSERNET - the regional network in NY has an excellent user guide contact Jim
Luckett, luckett@nysernet.org

NorthWestNet - the regional network based in Washington state has another
excellent user guide, contact Eric Hood, ehood@nwnet.net

RFC1175 - bibliography of Internetworking Information, available via anonymous
ftp from several locales, try nis.nsf.net, cd rfc

Internet Resource Guide - created by NSFNet Network Service Center via
anonymous ftp, nnsf.nsf.net, cd resource-guide (you can also get the rfc's
from here - for general information, you will want to look at the entire FYI
series of info, retrieve the file fyi-index.txt)

                 Public Information Networks
                         (Freenets)

Cleveland Freenet (Cleveland, OH)
telnet freenet-in-[a,b, or c].cwru.edu                         or
hela.ins.cwru
Login as visitor

Heartland Freenet (Peoria, IL)
telnet heartland.bradley.edu
login as bbguest

Youngstown Freenet (Youngstown, OH)
telnet yfn.ysu.edu
login as visitor

Prairienet (prototype, Champaign, IL)
telnet gpx.lis.uiuc.edu
login as visitor;                               password is guest

Lorain County Freenet (Elyria, OH)
telnet freenet.lorain.oberlin.edu
login as guest

Denver Freenet (Denver, CO)
telnet freenet.hsc.colorado.edu
login as guest

Tallahassee Freenet (Tallahassee, FL)
telnet freenet.fsu.edu
login as visitor

Victoria Freenet (Victoria, BC, Canada)
telnet freenet.victoria.bc.ca
login as guest

National Capital Freenet (Ottawa, CA)
telnet freenet.carleton.ca
login as guest

CapAccess: National Capital Area Public Access Network
telnet cap.gwu.edu
login as guest,  password is visitor

TriState Online
telnet cbos.uc.edu
Login as visitor
                     MINING THE INTERNET

The electronic event "Mining the Internet" and the workshops "Using the
Internet" A & B, were introduced at CECC Computing Workshops '91, a conference
held at the University of California, Davis on August 10-12 1991. (CECC =
California Educational Computing Consortium.) The concept and materials were
developed by Computing Services, UC Davis.
The "Using the Internet" workshops were intended to provide an informational
basis for the electronic event/competition held on the last day of the
conference. Two versions of the workshop were offered (featuring different
exercises) to reduce network traffic and distribute the load evenly on local
and remote computers.
The documents "Using the Internet" A & B were created with Microsoft Word on
an Apple Macintosh microcomputer. The document "Mining the Internet" was
created with Aldus PageMaker, also on a Macintosh. These training materials
are available in PostScript form for non-profit purposes by educational
institutions that request them. They are distributed free of charge.
Postscript files can be obtained via anonymous FTP to ucdavis.edu  under the
directory ucd.netdocs/mining. Macintosh source files in binhex form are
available via e-mail.
UC Davis has found that the concept of Mining the Internet and the workshops
provide excellent training in the use of the Internet. If you use the concept
or adapt the documents, please send us a brief note containing the following
information:

1. Your name, institution, address, phone number, and e-mail address.
2. The source(s) from which you learned about our training materials.
3. The purpose(s) for which you expect to adapt them.

Send your comments and requests for the electronic source files (in Macintosh
binhex form if you need them) to:
Gee Lee
Publications Manager
Computing Services
University of California
Davis, CA 95616-8563
(916) 752-1928
INTERNET: gblee@ucdavis.edu                                           BITNET:
gblee@ucdavis

You should note that the Mining the Internet package has numerous system-
dependent features. If you plan to use this training package, you may wish to
change the language and adapt the exercises to suit your local circumstances.
We suggest that you contact the systems administrators of the remote sites
with dates, times, number of users, etc.
These materials are provided as-is, without warranty of any kind, either
express or implied, respecting the contents of the document, including but not
limited to implied warranties for the document's quality, performance,
merchantability or fitness for any particular purpose. Neither the author nor
any other party shall be liable to the user or any other person or entity with
respect to any liability, loss, or damage caused or alleged to be caused
directly or indirectly by this document. All registered trade marks and trade
names are the property of their respective owners.
Information Sources: the Internet and Computer Mediated Communication
                              
This is a list of information sources on the Internet and computer-mediated
communication (CMC). This list (Release 1.5 or the most recent version) is
available via anonymous ftp from:

host: ftp.rpi.edu
file: pub/communications/internet-cmc

The purpose of this file is to list pointers to information describing the
Internet, computer networks, and issues related to computer-mediated
communication (CMC). Topics of interest include the technical, social,
cognitive, and psychological aspects of CMC.
This file might help those getting started in understanding the Internet and
CMC; it compactly summarizes sources of information for those who are already
exploring these issues.
Contents:
Section -1- THE INTERNET AND SERVICES
Section -2- INFORMATION SERVICES/ELECTRONIC PUBLICATIONS
Section -3- SOCIETIES AND ORGANIZATIONS
Section -4- NEWSGROUPS

Section -1- THE INTERNET AND SERVICES
This section lists information about the Internet, services available on it,
and topics related to computer networking. The "POPULAR TOPICS" subsection
lists information that is frequently requested.
Title
Site
Directory
New User's Questions                            ftp.nisc.sri.com
fyi/fyi4.txt
Zen & Art of Internet                         ftp.cs.widener.edu      pub/zen/
NWNet Internet Guide                            ftphost.nwnet.net
nic/nwnet/user-guide/
Gold in Networks!
ftp.nisc.sri.com
rfc/rfc1290.txt
Hitchhikers Guide
ftp.nisc.sri.com
rfc/rfc1118.txt
Internet Resource Guide                              nnsc.nsf.net
resource-guide/
CERF Net Guide
nic.cerf.net                                                          cerfnet/
NYSER Net Guide
nysernet.org
pub/guides/
DDN New User Guide                                    nic.ddn.mil
netinfo/nug.doc
Incomplete Guide to the Internet

zaphod.ncsa.uiuc.edu                                   education/

Info Respository                                                      Site
Directory
RFCs
ftp.nisc.sri.com                                                      rfc/rfc-
index.txt
FYIs
ftp.nisc.sri.com                                                      fyi/fyi-
index.txt
Network Info Center                                  nic.ddn.mil
netinfo/
UUNET archive
ftp.uu.net
uunet-info/
Telecomm Archives
lcs.mit.edu
telecom-archives/
Usenet Repository                                                     pit-
manager.mit.edu                                       pub/usenet/

Networking Info                                                       Site
Directory
Network Reading List                                   ftp.uu.net
inet/doc/
Internetworking Guides                             ra.msstate.edu
pub/docs/
List of FTP Sites                                  pilot.njin.net
pub/ftp-list/
NREN Information
nis.nsf.net
nsfnet/

Services Info                                                         Site
Directory
Yanoff Services List                             csd4.csd.uwm.edu
pub/inet.services.txt
WAIS information
think.com
wais/
Public access UNIX                                gvl.unisys.com
pub/nixpub/long
Internet access BBS                           wuarchive.wustl.edu     pub/
WorldWideWeb
info.cern.ch
pub/www/doc/the_www_book.*
Gopher
boombox.micro.umn.edu                                 pub/gopher/
Dialup BBS list
wuarchive.wustl.edu                        mirrors/msdos/bbslists
Network Service Guides               ftp.sura.netpub/nic/network.
service.guides/
List of Whois Servers                                sipb.mit.edu
pub/whois/whois-servers.list
HYTELNET
access.usask.ca
pub/hytelnet/pc

Directories
Site
Directory
Electronic Journals                                   ftp.eff.org
pub/journals/
Barron Library Catalogs                               ftp.unt.edu
library/
St. George Lib Catalogsnic.cerf.net  cerfnet/cerfnet_info/library_catalog/
Technical Reports
daneel.rdt.monash.edu.au                          pub/techreports
Interest Groups List                             ftp.nisc.sri.com
netinfo/interest-groups
Dartmouth Merged SIGL                      dartcms1.dartmouth.edu
siglists/

Popular Topics
Site
Directory
College Email addresses                                               pit-
manager.mit.edu                           pub/usenet/soc.college/
Current Weathermap GIF
vmd.cso.uiuc.edu                                                      wx/sa*
Whois Registration
nic.ddn.mil
netinfo/user-template.txt

Section -2- INFORMATION SERVICES/ELECTRONIC PUBLICATIONS
This section lists sources of information devoted to the study of computer
mediated communication (CMC) and computer network technology. Below the
description of the services and journals are tables describing online access
if it is available. [see also DIRECTORIES/Electronic Journals in Section -1-]

Information Services/Electronic Publications
Comserve. An electronic information service for people interested in human
communication studies.
Current Cites. A journal which provides citations and brief annotations for
articles from 30 journals in networks and information and computer technology.
Electronic Journal of Communication / La Revue Electronique de Communication
(EJC/REC). Covers communication theory, research, practice, and policy.
EJournal. Concerned with implications of electronic networks and texts.
HCIBIB. A mail-based retrieval system interface to a database related to Human-
Computer Interaction (HCI). The database now contains over 3000 abstracts
related to HCI
Netweaver. The Newsletter of the Electronic Networking Association.
LISTSERV. A mailing-list server which was designed to make group communication
easier.
CNIDIR Coalition for Networked Information Working Group on Directories.
NETSCOUT "A forum for the general user of the BitNet and/or the Internet to
discuss and exchange information about Servers, FTP sites, Filelists, lists,
tools and any related aspects."
Matrix News (paper newsletter, but partially online) Covers crossnetwork
issues. Some back articles, editorials, and indices available online.
NET-TRAIN is "a discussion list for librarians, academic department computer
jocks, computing and information services people--anyone who is involved in
training or support of others in using the resources available on Bitnet and
Internet." This is not a LISTSERVE mailing list.
RFCs (Request For Comments). Documents about various issues for discussion,
covering a broad range of networking issues.

JOURNAL/SERVICE                              Access with email to     Body of
letter(Name = your full name)
Comserve
comserve@vm.ecs.rpi.edu                                               Send
Comserve Helpfile
CMC notes
comserve@vm.ecs.rpi.edu                                               Send CMC
Notebook
EJC/REC
comserve@vm.ecs.rpi.edu
Directory EJCREC
EJournal
listserv@albnyvm1.bitnet
Subscribe EJRNL Name
HCIBIB
hcibib@rumpus.colorado.edu                                            query:
Netweaver
comserve@vm.ecs.rpi.edu                                               Send
Netweave Winter91
RFCs                                                                       rfc-
info@isi.edu
help: ways_to_get_rfcs
LISTSERV
listserv@uacsc2.albany.edu                                            send
listserv memo
NET-TRAIN
millesjg@sluvca.slu.edu
Subject: NET-TRAIN
CNIDIR
listserv@unmvma.bitnet
Subscribe CNIDIR-L Name
NETSCOUT
listserv@unmvma.bitnet
Subscribe NETSCOUT-L Name

JOURNAL/SERVICE/DOC                            ANONYMOUS FTP HOST     FILE OR
DIRECTORY/
Current Cites
a.cni.org
current.cites/
Matrix News (parts)
quake.think.com
pub/mids/matrix_news/
Discussion of Comp Conf                          ftp.nisc.sri.com
rfc/rfc1324.txt

Section -3- SOCIETIES AND ORGANIZATIONS
This section lists societies and organizations which are concerned with issues
of electronic information and communication. Below the description of each
organization is a table describing online access to more information if it is
available.

Societies and Organizations
Computer Professionals for Social Responsibility (CPSR): alliance of computer
professionals who discuss the impact of computer technology on society.
                               (Contact: cpsr@csli.stanford.edu).
Electronic Frontier Foundation (EFF): public interest organization to educate
public about computer and communication technologies; works on public
policies.
The Internet Society (ISOC): supports the development of the Internet and
promotes education and applications. Electronic Networking Association (ENA):
"...to promote electronic networking in ways that enrich individuals, enhance
organizations, and build global communities."
INFO FOR
ANONYMOUS FTP HOST                                                    FILE OR
DIRECTORY/
EFF
ftp.eff.org
pub/EFF
ISOC
nnsc.nsf.net
internet-society/


     Directory of Ejournals available for anonymous ftp

Edition 2.1 of Michael Strangelove's  Revised Directory of Electronic Journals
and Newsletters is now available for anonymous ftp from the LIBrary SOFTware
archives at:
hydra.uwo.ca
as file
EJOURNALS.TXT in the
/LIBSOFT directory

The EJOURNL package includes Michael Strangelove's <441495@Acadvm1.UOttawa.CA>
two-part Directory of Electronic Journals and Newsletters.  The file
EJOURNL1.DIRECTRY includes:
>>> Section 1:  Information <<<
 Introduction
 How to Retrieve This Directory From Networked Sources
 Networked Resources for Electronic Publication
Electronic Serials and Related Topics:  A Brief Bibliography
 How to Submit an Entry to the Directory
 Getting an ISSN for an Electronic Journal
 How to Start an E-Newsletter
 PACS-L Review Special Issue on Networked Based E-Serials
 Changes to the Second Edition
>>> Section 2:  Electronic Journals <<<
 Inactive Electronic Journals
 Active Journals
The file EJOURNL2.DIRECTRY includes:
>>> Section 3:  Electronic Newsletters <<<
>>> Section 4:  Hypercard Stacks, Digest-Newsletters and Others <<<

To retrieve this complete distribution of files, in 7 parts to accommodate
mailing, include:
 SENDME EJOURNL
in the body of a mail message to FILESERV@SHSU.BITNET (FILESERV@SSHU.edu). To
retrieve a specific journal, such as EJOURNL1.DIRECTRY, or to retrieve a
specific file, such as EJOURNL.DIRECTRY1_1OF3, include:
 SENDME EJOURNL.DIRECTRY1*
 SENDME EJOURNL.DIRECTRY1_1OF3
respectively, in your mail message to FILESERV.
The complete, uncut versions of these files (EJOURNL1.DIRECTRY and
EJOURNL2.DIRECTRY) are available for anonymous ftp retrieval from
Niord.SHSU.edu (192.92.115.8).

EJOURNL.DIRECTRY1_1OF3         77  Concatenate parts 1-3 to create
EJOURNL.DIRECTRY1_2OF3         73    EJOURNL1.DIRECTRY
EJOURNL.DIRECTRY1_3OF3         74
EJOURNL.DIRECTRY2_1OF4         79  Concatenate parts 1-4 to create
EJOURNL.DIRECTRY2_2OF4         79    EJOURNL2.DIRECTRY
EJOURNL.DIRECTRY2_3OF4         76
EJOURNL.DIRECTRY2_4OF4         39
Approximate total blocks in full EJOURNL package = 497
               Internet Access for Individuals

Someone asked about the opportunities for individuals to get access to the
Internet. The opportunities keep expanding. For instance, in New York,
NYSERnet provides a service aimed at individuals. In the December 1991 issue
of NYSERnet User, this new NYSERnet service is mentioned. called NYSERLink, it
provides dialup mail-only access to the Internet. For a flat fee
(unspecified), you get unlimited message volume. There seem to be dialup
points-of-presence (POPs) in about 9 places, with more planned. Phone (315)
443-4120 or send e-mail to info@nysernet.org.
Other regional networks, such as PREPnet, BARRnet, and SURAnet have been
adding low-end access services.

I have attached a list I made up last spring (and therefore certainly out-of-
date as far as details are concerned) of outfits that provide Internet access
to non-academic users. PSInet (run by the same organization -- PSI -- that
runs NYSERnet) certainly offers dial-up access in a number of cities. UUNET
may also have low-end arrangements suitable for an individual subscription. As
far as I know, ANS is more interested in high-volume customers.
 Caroline Arms
                               Head, Microcomputer & Media Center
                              Falk Library of the Health Sciences
                                         University of Pittsburgh
                                                 cra@med.pitt.edu

ANS
Advanced Network & Services, Inc.
*          Non-profit organization founded in late 1990 by Merit,
                                   IBM, and MCI to operate NSFnet
*                       For advancement of education and research
*                   Incorporates all costs into single yearly fee
*                                 24-hour monitoring of equipment
*         Also offers R&D and consulting in high-speed networking
*                         T3, T1, and 56K bits/second (no dialup)

Contact:                                             Peter O'Neil
Director, Client Services
100 Clearbrook Road
Elmsford, NY 10523
(914) 789-5329
oneil@nis.ans.net

PSINet
Performance Systems International, Inc.
     Founded by team that developed NYSERNet -- operates NYSERNet
   Offers access to USENET and TCP/IP network to any organization
                                  Turnkey service with annual fee
         Access to other TCP/IP networks requires compliance with
                                          acceptable use policies
           T1, 56K, 9600 baud, + individual dial-up for terminals
                                                           or PCs

Contact:                               11800 Sunrise Valley Drive
                                                                      Suite
1100
                                                                      Reston,
VA 22091

(800) 82PSI82
info@psi.com


Alternet
UUNET Technologies, Inc.
             Company primarily supports UNIX users, and access to
                                                           USENET
                   Provides services to all types of organization
         Access to other TCP/IP networks requires compliance with
                                          acceptable use policies
                                     One-time and monthly charges
                T1, 56K, 9600 baud -- not all speeds in all areas

Contact:                      3110 Fairview Park Drive, Suite 570
                                                                      Falls
Church, VA 22042

(703) 876-5050
info@uunet.uu.net


Project Gutenberg Announces the last 1992 releases and the first of the 1993
                          releases:
(* new posting)
(Comments on the past and future posted separately)
Jan 1993 Anne of the Island
(iland10x.xxx)*
Jan 1993 Pi (circumference/diameter)              (pimil10x.xxx)*
Jan 1993 Surfing the Internet
(Surf10xx.xxx)*
Jan 1993 The World Factbook
(world192.xxx)*
                                      (Appendix e has been added)
Dec 1992 A Christmas Carol (Dickens)               (carol10x.xxx)
Dec 1992 Anne of Avonlea
(avon10xx.xxx)
Dec 1992 Gift of the Magi
(magi10xx.xxx)
Nov 1992 Anne of Green Gables
(anne11xx.xxx)*
Nov 1992 Song of the Lark (Cather)
(song10xx.xxx)
INDEX OF PROJECT GUTENBERG ETEXTS (1991 and 1992)
ftp mrcnext.cso.uiuc.edu (not from 10 AM to 5 PM)
(These 1992 etext releases in> cd /etext/etext92) (Do a dir *.zip or dir *.txt
to see exact names.) [Articles are available in> cd/etext/articles.] The
article SUGGEST.GUT tells how to get going. gutxxxxx.xxx files are the
Newsletters, and the Newsletter2 files are gut2xxxx.xxx
Questions about Project Gutenberg should go to: dircompg@ux1.cso.uiuc.edu
Director/Communications
Relayed to simtel20, quake.think.com and nptn.org and other sites described in
the Newsletter.
Jan 1992 Frederick Douglass
(duglas10.xxx)
Jan 1992 O Pioneers!  Willa Cather
(opion10x.xxx)
Feb 1992 1991 CIA World Factbook
(world91a.xxx)
Feb 1992 Paradise Lost (Raben)
(plrabn11.xxx)
Mar 1992 Far From the Madding Crowd
(crowd13x.xxx)
Mar 1992 Aesop's Fables (Advantage)
(aesopa10.xxx)
Apr 1992 Data From the 1990 Census
(uscen901.xxx)
Apr 1992 New Etext of Bible (KJV)
(bible10x.xxx)
May 1992 Sophocles' Oedipus Trilogy
(oedip10x.xxx)
May 1992 Herland (for Mother's Day)
(hrlnd10x.xxx)
Jun 1992 The Scarlet Letter
(scrlt10x.xxx)
Jun 1992 Zen & the Art of Internet)
(zen10xxx.xxx)
Jul 1992 The Time Machine-HG Wells)
(timem10x.xxx)
Jul 1992 The War of the Worlds-HGW)
(warw10xx.xxx)
Aug 1992 The 1990 US Census (2nd)
(uscen902.xxx)
Aug 1992 The Hackers' Dictionary
(jargn10x.xxx)
Sep 1992 Hitchhiker's Guide to the Internet        (hhgi10xx.xxx)
Sep 1992 NorthWestNet NUSIRG Internet Guide        (nusirg10.xxx)
Oct 1992 The Legend of Sleepy Hollow
(sleep10x.xxx)
Oct 1992 Dr. Jekyll and Mr. Hyde #1
(hyde10xx.xxx)
Oct 1992 Dr. Jekyll and Mr. Hyde #2
(hydea10x.xxx)
Nov 1992 Anne of Green Gables
(anne10xx.xxx)
Nov 1992 Song of the Lark (Cather)
(song10xx.xxx)
Dec 1992 A Christmas Carol (Dickens)
(carol10x.xxx)
Dec 1992 Anne of Avonlea
(avon10xx.xxx)
Dec 1992 The Gift of the Magi-O Henry
(magi10.txt)
                                                                      (This is
too short to zip, and will join xmasx.xxx)
(These 1991 etexts are now in> cd /etext/etext91) (Do a dir *.zip or dir *.txt
to see exact names.)
Jan 1991 Alice in Wonderland
(alice29x.xxx)
Feb 1991 Through the Looking Glass
(lglass16.xxx)
Mar 1991 The Hunting of the Snark
(snark12x.xxx)
Apr 1991 1990 CIA World Factbook
(world12x.xxx)
May 1991 Moby Dick (From OBI)*
(mobyxxxx.xxx)
Jun 1991 Peter Pan (for US only)**
(peter14a.xxx)
Jul 1991 The Book of Mormon
(mormon13.xxx)
Aug 1991 The Federalist Papers
(feder12x.xxx)
Sep 1991 The Song of Hiawatha
(hisong11.xxx)
Oct 1991 Paradise Lost
(plboss11.xxx)
Nov 1991 Aesop's Fables
(aesop11x.xxx)
Dec 1991 Roget's Thesaurus
(roget11x.xxx)
Dec 1991 Roget's Thesaurus
(roget12x.xxx)
                     (These two Roget's are not exactly the same)
*Moby Dick is missing Chapter 72
**Please do not download Peter Pan outside the US
Michael S. Hart, Professor of Electronic Text Executive Director of Project
Gutenberg Etext Illinois Benedictine College, Lisle, IL 60532
No official connection to U of Illinois--UIUC
hart @uiucvmd.bitnet or hart@vmd.cso.uiuc.edu
                    HYTELNET version 6.3

1. Announcement of version 6.3 (October 15/1992)
2. Announcement of version 6.3 for the Mac (October 16/1991)
3. Other ftp sites holding version 6.3 (October 17/1992)

1. Announcement of version 6.3 (October 15/1992)
HYTELNET version 6.3, the utility which gives an IBM-PC user instant-access to
all Internet-accessible library catalogs, FREE-NETS, CWISs, BBSs, Gophers,
WAIS, etc. is now available. You can get it via anonymous ftp from:

access.usask.ca

in the pub/hytelnet/pc subdirectory. It is listed as HYTELN63.ZIP.

Version 6.3 is a major upgrade. Much redundant information has been deleted,
and errors have been corrected. New subdirectories have been added, which has
meant that many files now have a more meaningful home. Also all the
new/updated files created since Version 6.2 have been incorporated.
Note: the UNZIPPED files total over 1.2 mb...but remember, you can always edit
out any information you do not need, in order to save space.
Information from Roy Tennant follows, slightly edited, describing how toobtain
HYTELNET 6.3 from the ftp site.

TO RETRIEVE HYTELNET:
At your system prompt, enter:
                                              ftp access.usask.ca     or   ftp
128.233.3.1
When you receive the Name prompt, enter:                anonymous
When you receive the password prompt, enter your Internet address.
When you are at the ftp> prompt, enter:     binary
At the next ftp> prompt, enter:             cd pub/hytelnet/pc
Then enter:                                 get hyteln63.zip
After the transfer has occurred, either proceed with the instructions below to
retrieve the UNZIP utility (which you need unless you already have it) or
enter:   quit

The Hytelnet program is archived using a ZIP utility.  To unarchive it, you
must be able to "unzip" the file.  If you have the file PKUNZIP.EXE, it will
unarchive the HYTELN63.ZIP file (see below for instructions). If you do not
have it, you may retrieve it with by following these instructions:

TO RETRIEVE PKUNZIP:
Use the above instructions for connecting to access.usask.ca
At the ftp> prompt, enter:
binary
Then enter:
cd pub/hytelnet/pc
Then enter:
get pkunzip.exe
After the transfer has occurred, enter:                      quit

TO DOWNLOAD IT TO YOUR PC:
Because of the plethora of PC communications programs, I will not attempt to
give step-by-step instructions here.  You should check the instructions for
your software for downloading a *binary* file from your Internet account to
your PC.

TO UNARCHIVE HYTELN63.ZIP:
Make a new directory on your hard disk (e.g., mkdir hytelnet). Copy
PKUNZIP.EXE and HYTELN63.ZIP into the new directory. Make sure you are in that
directory, then enter: pkunzip HYTELN63. It will then unarchive HYTELN63.ZIP,
which contains the following files:

                             HYTELNET.ZIP
                             READNOW

The file READNOW. gives full instructions for un-archiving HYTELNET.ZIP.
Simply put, you **MUST** unZIP the file with the -d parameter so that all the
subdirectories will be recursed.

To use HYTELNET, you should refer to the instructions in the release
announcement by Peter Scott, or to the README file included with the package.

PLEASE NOTE that I offer the above instructions as a service for those who are
unfamiliar with the steps required to download and use files from network
sources.  I cannot be responsible for any local variations in these procedures
which may exist.  Please contact your local computer support staff if you have
difficulty performing these tasks.

The UNIX/VMS version, created by Earl Fogel, is available for browsing by
telnet to access.usask.ca   login with   hytelnet (lower case). For more
information on this version contact Earl at:
fogel@skyfox.usask.ca.


2. Announcement of version 6.3 for the Mac (October 16/1991)

From:  burchil@ccu.UManitoba.CA "Charles Andrew Burchill"
 Notice of Upgrade to Hytelnet for the Macintosh.  version 6.3.0

This version will work over a network, and will be able to use the IBM PC data
files.  The numbering system and directory structure are the same as the PC
version. If you want a copy of this version of Hytelnet please send a note to
Charles Burchill <burchil@ccu.umt may be available from access.usask.ca in the
near future. Hytelnet comes as a binhex'd self extracting archive: Hytelnet
for the Mac.  You will need about 1.2Mb free hard disk space, HyperCard 2.x.
The archive contains Hytelnet, a hypercard stack that reads the raw data files
from Peter Scotts Hytelnet.  It also contains a 'Hytelnet data' folder
containing many folders with the Hytelnet data files (1000+).

Modifications from the last version:
- Finder Events XCMD added to allow the use of some applewithout having to
worry about the name or                  location of the program.
- Configuration items have been moved to a configuration dialog.
- Using the Configuration settings the Telnet, and TN3270 applications can
have other names and be located in a variety of locations, along with the
configuration files.
- A button has been added that will extract the site files from letters coming
from the LIB_HYTELNET mailing list.  The headers will be stripped and the file
will be saved in the appropriate foldere saved in a seperate file "New Site
Names 'current date'". The site name lists are not automatically updated.

Binhex'd files may be unarchived using binhex 4.0, Stuffit, Compactor
Pro,Tickler and many other common archiving programs.

HYTELNET...... Program Description

HYTELNET is a utility that is designed to assist you in reaching all of the
INTERNET-accessible libraries, Freenets, CWISs,Library BBSs, & other
information sites by Telnet.  It is available for IBM PC, Unix

Host pinus.slu.se   (130.238.98.11)
Last updated 02:07 15 Oct 1992

    Location: /pub/library/hytelnet/pc
      FILE      r--r--r--    463649  Oct 14 15:24   hyteln63.zip

Host oak.oakland.edu
Location: pub/msdos/hypertext
FILE hyteln63.zip


                              
                              
                              
                              
                              
                              
                              
                           Part IV
                              
                         Appendices
                              
                              
The follow are a compilation of additional tools and reference that are
supplements to the tools and other sections of this guide. In the future, we
will be adding and index and glossary to this section.

Appendix A:    Archie Tutorial                                275
Appendix B:    Gopher Tutorial                                283
Appendix C:    Veronica Tutorial                              289
Appendix D:    Jughead                                        291
                       What Is Archie?

With the existence of File Transfer Protocol (FTP), it is possible to retrieve
files  from thousands of computer facilities in the United States and  abroad.
Yet  with all these resources, it can often be difficult to know where to look
for the information you want.  Archie was created to help solve this problem.

Archie  is  an  Internet feature which allows users to search  all  FTP  sites
worldwide  for files which contain a particular word or set of  words.   Since
filenames typically reflect the contents of the file, Archie can be useful  in
locating resources which are related to a particular topic.

What Information Do I Need to Use Archie?

To  use  Archie, you must specify the name (or a portion of the name)  of  the
file  that you wish Archie to find.  If you do not know the file's exact name,
you  can  try Archie several times, experimenting with different possibilities
to find different resources and various files which may suit your purpose.

However,  Archie simply matches your search words with the names of  files  on
computers throughout the country.  Archie does not check the contents of these
files  to  see if, in fact, they really do reflect their title.  Also,  Archie
will NOT check related categories or words.  For example, if you use Archie to
search  for  all  files  containing the word "car," it  will  find  all  files
containing  "car" in the title, even if one or more of these files contain  no
information  on  cars at all.  Further this search will not show  files  whose
names  contain  "automobile," "vehicle," or any other related term.   To  find
these files, you need to perform separate searches.

How Do I Access Archie?

Many  Gopher systems permit access to Archie.  Typically, Archie can be  found
in  a section of Gopher which lists FTP sites.  (Details forthcoming...)  Many
systems  also allow access to Archie outside of a Gopher environment.   (Also,
stay tuned...)

How Do I Perform an Archie Search?
within Gopher

Let's perform an Archie search within a Gopher Information Server.

First,  begin  Gopher.  Many Gopher servers offer an option such  as  Internet
File  Server (FTP) Sites.  If yours contains such an option, you will be  able
to  perform  Archie searches through Gopher.  If not, you  will  need  to  use
command-line  mode,  as  discussed later in the  section  on  Archie  searches
without Gopher.

Begin and find the menu regarding Internet File Server (FTP) Sites.  You  will
see a menu similar to the following.
                   Internet Gopher Information Client v1.03

                        Internet File Server (ftp) Sites

      1.  About this directory.
      2.  About Anonymous FTP.
 -->  3.  Search of Most FTP sites (archie) <?>
      4.  Keyword Search of Entries in FTP Menus <?>
      5.  FTP.CSO: University of Illinois CCSO's Main FTP Server/
      6.  FTP.NCSA: University of Illinois NCSA's Main FTP Server/
      7.  UXC: University of Illinois/
      8.  Boombox at Minnesota, Home of the Gopher and POPmail/
      9.  Type in the ftp site name for direct access <?>
      10. Wuarchive.wustl.edu 128.252.135.4   GNU, X.11R3, GIF, IEN, RFCs,/
      11. Popular FTP Sites via Gopher/
      12. FTP sites that start with 'a'/
      13. b/
      14. c/
      15. d/
      16. e/
      17. f/
      18. g/

Press ? for Help, q to Quit, u to go up a menu                       Page: 1/3

One  option (number 3 in the above example) lists a Search of Most FTP  Sites.
This is the Archie function.
Once you select it, you will be asked to enter keywords.  In this example,  we
will search for files containing the word "automobile."

We respond as follows...
                        Index word(s) to search for:   automobile

It takes several seconds to several minutes for Archie to search worldwide for
your  request.   The time depends on the complexity of your request,  and  the
amount  of network traffic at the time you make your request.  Requests during
the day tend to take considerably longer than those at off-peak hours.
This  search  found two items, which are then listed in the  following  Gopher
menu.
                    Internet Gopher Information Client v1.03

                 Search of Most FTP sites (archie): automobile

 -->  1.  ..alt/alt.american.automobile.breakdown.breakdown.breakdown.Z <Bin>
      2.  ..alt/alt.american.automobile.breakdown.breakdown.breakdown.Z <Bin>













Press ? for Help, q to Quit, u to go up a menu                       Page: 1/1


These are the two files found by Archie in its search.

You have several options at this point.

First, if you know immediately that you wish to transfer a file, simply choose
the  appropriate file.  Gopher will ask you to specify a name for the file  in
your personal directory, and then will transfer the file directly to your  own
directory.

However,  you may instead wish to know more information about the file.   This
is available by choosing
                 Display Technical Information About Current Item
Your  help  file  should  let you know how to choose  this  option.   On  many
computers the choice is made by pressing the "equals" key("=").  Other systems
use "Command-I" or another key.  See your help file for more information.

When  you  display the technical information, you will see a screen  like  the
following.

Name=ftp.uu.net@/usenet/control/alt/alt.american.automobile.breakdown.breakdow
n.
breakdown.Z
Type=9
Port=7997
Path=ftp.uu.net@/usenet/control/alt/alt.american.automobile.breakdown.breakdow
n.
breakdown.Z
Host=gopher.uiuc.edu

Press <RETURN> to continue, <m> to mail, <s> to save:


While  the  entire machine name and path may not have appeared on  the  Gopher
menu, it will appear here.  The machine name is that portion of the "Name" and
"Path" lines preceding the "@" symbol.  Then, within that machine, the desired
file is found at the location indicated after the "@" symbol.

In this example, the file is contained on a machine called
                                                       ftp.uu.net
and, on that machine, the file is in the directory
                                              /usenet/control/alt
The file itself is named...
          alt.american.automobile.breakdown.breakdown.breakdown.Z

(For more information about Unix directories and the naming of files, see  the
section of this manual which discusses Unix and its file structure.)

From this point, return to the earlier menu by pressing <RETURN>.


without Gopher
Many  systems  now allow Archie to be used outside of Gopher, in  command-line
mode of Unix.

Here,  we  will perform a search of all files at all FTP sites containing  the
word "flower."


This procedure is simple.  At the Unix prompt, simply type
                           landrew.ncsa.uiuc.edu%   archie flower
(Only the boldface words should be typed.  The prompt is shown above simply to
add proper context to the command.)

You will see output similar to the following.
landrew.ncsa.uiuc.edu_51% archie flower

Host ic16.ee.umanitoba.ca

    Location: /pub/Database/Images/Grey/People/512x480
           FILE -rwxr-xr-x     245792  Dec  8 20:31  flower

Host ipl.rpi.edu

    Location: /pub/image/still/canon/bgr
           FILE -rw-r--r--     737312  Jun  3 1990  flower
    Location: /pub/image/still/canon/color
           FILE -rw-r--r--     737312  Nov 22 1989  flower
    Location: /pub/image/still/canon/gray
           FILE -rw-r--r--     245792  Nov 22 1989  flower

Host sparc01.cc.ncsu.edu

    Location: /mirrors/wustl/graphics/gif/f
           FILE -rw-rw-r--     230750  Feb  5 1992  flower

Host think.com

    Location: /mail/joy-abuse/rochester
           FILE -r--r--r--       1193  Oct 22 1990  flower

Host wuarchive.wustl.edu

    Location: /graphics/gif/f
           FILE -rw-rw-r--     230750  Feb  5 1992  flower
landrew.ncsa.uiuc.edu_52%

You will see on the screen, the various files, listed by host.  Each host name
is  listed, and then the location of each file is listed under each  host,  as
shown  above.  The actual FILE listings follow the format of full-length  Unix
directory listings, beginning with access information, followed by file  size,
creation date, and name.

Note  that  each of these files is an exact match.  That is, its name  is  the
exact word "flower."  Archie will also find those files for which "flower," is
only part of the name, such as "flower bed" or "Mayflower."

The  search  algorithms  for Gopher-based Archie and command-line  Archie  are
slightly different, and thus may yield slightly different results.  Similarly,
Archie searches may show small differences from machine to machine.

From this point, the user may use FTP commands to access the desired files.

                           GOPHER


Gopher is an extremely easy to use information retrieval system .  One can
look around for information on the Internet quickly and easily using Gopher.
Information can be searched for and accessed using an intuitive menu driven
interface.

Where is the information stored?
Information is stored on different servers which are all networked together.
There are a large number of servers that are already  on the gopher system ,
and more servers are being added on to the Gopher system rapidly.  Many
academic institutions (and many departments within them) have gopher servers.

How do you access the information?
Select the gopher server which you want to explore .This can be done by either
using the cursor keys to move onto the number,  or by typing the number before
the server. To go back up a menu hit "u". The "?" key can be used for online
help anytime. These above mentioned 3 keys are also listed at the bottom of
the screen for reference. To scroll from one page to the next, the "page down"
key can be used. (On Keyboards without this key, the ">" key or the spacebar
can be used).  Don't worry if you don't understand what all this means now;
this will all become clear after we try out a gopher session!

A Gopher Session :
Type "gopher" at the Unix prompt. A similar screen appears:

                  Internet Gopher Information Client v1.03

                    Root gopher server: gopher.ncsa.uiuc.edu

 ->  1.  About NCSA'S gopher.
      2.  MetaCenter High Performance Computing  and Communications Calendar.
      3.  HPCC Logical Library System (Enter 'hpcc' at login prompt) <TEL>
      4.  MetaCenter Contacts Directory.
      5.  NSF MetaCenter/
      6.  UIUC Gopher Information Service/
      7.  The Rest of the Gopher World/
       8. Education Reports at NCSA/
     9. Activity Reports for this Server/







  Press ? for Help, q to Quit, u to go up a menu                    Page: 1/1


The  menu on the previous page is also referred to as the root menu.The "/"
symbols after the titles represent directories.  Directories may contain files
(which contain information) or subdirectories. Let's check out a few
directories. Type "6" and press return to select the "UIUC Gopher Information
Service". A screen similar to the one below shows up:
Internet Gopher Information Client v1.03

                        UIUC Gopher Information Service

 -->   1.  Welcome to the U of Illinois Gopher.
       2.  Campus Announcements (5/06/93)/
       3.  What's New?  (last update: 4/20/93)/
       4.  Information about Gopher/
       5.  Keyword Search of Gopher Menus <?>
       6.  U of Illinois Campus Information/
       7.  Champaign-Urbana & Regional Information/
       8.  Computer Documentation, Software, and Information/
       9.  Libraries and Reference Information/
       10. Newspapers, Newsletters, and Weather/
       11. Other Gopher and Information Servers/
       12. Phone Books (ph)/
       13. Internet File Server (ftp) Sites/







  Press ? for Help, q to Quit, u to go up a menu                   Page: 1/1


Select " University of Illinois Campus Information"  by pressing "6" and
hitting "return".  A screen similar to the one on the next page appears. You
can then select any of the directories that interest you by typing the number
before it and pressing return. (If nothing about the U of Illinois interests
you, hit "u" to go back to the previous menu).
                         Internet Gopher Information Client v1.03

                        U of Illinois Campus Information

 -->  1.  About U of Illinois Campus Information.
      2.  Engineering Placement Office/
      3.  Financial Aid and Student Employment/
      4.  Course Timetables; Academic Calendars; Registration Information/
      5.  Daily Illini Newspaper/
      6.  Inside Illinois (the Faculty-Staff Newspaper) and PostMarks/
      7.  Campus Safety and Crime Bulletins/
      8.  Central Stores/
      9.  Departmental Information/
      10. Lectures and Seminars/
      11. Campus Services & Facilities/
      12. Entertainment and the Arts/
      13. Sports and Recreation/
      14. Student Organizations/
      15. Faculty and Staff Organizations/
      16. Student Job Opportunities/
      17. Staff Employment/

Press ? for Help, q to Quit, u to go up a menu                     Page: 1/2


Try experimenting with different topics (directories). Once again, to back up,
hit  "u".

An example using keyword searches.
Let's say  you wanted some information on the tennis faclities, or just tennis
in general, at the University of Illinois. It would be rather time  consuming
to search through all the menus for information  The "keyword search of Gopher
Menus" option lets you search for all the menus with the string "tennis" in
them.  Lets try it out.

Go back to the screen with "University of Illinois Campus Information" as the
header.  Select "Keyword Search of Gopher Menus". You will be prompted to
enter a word. Type in "tennis" and hit return.  You should get a screen
similar to the one on the next page.

                   Internet Gopher Information Client v1.03

                     Keyword Search of Gopher Menus: tennis

      1.  THIS SEARCH DOES NOT RETURN ITEMS ADDED SINCE 2AM
                                        2.  Atkins Tennis Center/













Press ? for Help, q to Quit, u to go up a menu                     Page: 1/1


*Select "Atkins Tennis Center"  for the information you need.

One more example (long, but informative):

Looking Around for Indian Restaurants using Gopher

*Select "The Rest of the Gopher World" from the root gopher menu.
*Select "St. Olaf College". (you may have to scroll down several screens to do
this)
*Select "Databases"
*Select "Omni-Cultural-Academic-Resource"
*Select "Society-Culture-Religion"
*Select "Variety of Info about Stuff on India"
*Choose "Lists of Restaurants" from the menu

And lo and behold, you get a list of Indian Restaurants!


Additional Features:

 Bookmarks:
Just as a bookmark in a book helps us find the page we were last reading much
faster, bookmarks in gopher let us quickly access directories that we use
often. Once we have the directory whose path we want to save , all we have to
do is  type "a" to add a directory to the list of bookmarks (or to create a
bookmark for the first time). The next time you start up gopher, if you press
"v" the list of bookmarks shows up. These keys are also mentioned in the
online help. And you can select the directory or file that you need quickly
without having to search through different menus.

As you are sure to have realized by now, there is a tremendous amount of
information available on gopher, but the problem is knowing where to look for
it. Keyword searches go a long way in solving that problem.  However, a far
more powerful new tool called Veronica (which can be used within gopher) has
been developed for that purpose. There is a separate tutorial on using
Veronica in this manual.



                      What is VERONICA?

Gopher  and TurboGopher are utilities which take the wealth of information  on
the  Internet, and organize it into a hierarchical menu system.  With  Gopher,
users can more easily find the information they need.

However,  the  amount  of available information, and the number  of  available
resources, is enormous.  Worse yet, these resources are not centralized on one
computer  system; they are distributed among thousands of machines  worldwide,
each of which operates its own Gopher menu system.

So  what happens when you're searching for a certain item on the Internet, but
don't quite know where it is?  Under the current organization of the Internet,
you  would  have  to check the Gopher system at one location, then  check  the
Gopher at another location, and repeat this search at each of the thousands of
machines worldwide until you found your desired item.

Fortunately,  we  have VERONICA to do this for us.  VERONICA  stands  for  (no
kidding!)  Very Easy Rodent-Oriented Net-wide Index to Computerized  Archives.
As  its name suggests, it is an indexing and search system designed to be very
easy  and  accessible,  even  to users with limited  computer  and/or  network
experience.

How Does VERONICA Work?
VERONICA  is  a  tool to be used with Gopher or TurboGopher.  Once  you  begin
Gopher,  VERONICA is simply a menu item, which you select just like any  other
menu item.

When  you  select VERONICA, you provide a list of "keywords."   VERONICA  will
search  hundreds  of different Gopher servers, looking for  menu  items  which
contain  the  keywords you specified.  For example, if you asked  VERONICA  to
search using the keyword "baseball," VERONICA would find all menu items in all
known Gopher servers worldwide which contain the word "baseball."

Note that VERONICA does not search the contents of every Internet resource; it
merely searches the title of the resource as it would appear in a Gopher menu.
For  example,  a VERONICA search for "baseball," as above, would  not  find  a
document  whose Gopher menu title was "Babe Ruth," even though  that  document
may contain the word "baseball."

How Do I Use the Results of VERONICA Searches?
When  VERONICA  is finished searching, it produces a Gopher menu  listing  all
relevant  items which match your request.  You can choose any of  these  items
and explore them further, just as you would in any other Gopher menu.


                    OK!  Let's Try It!!!
Step-by-Step Tutorial for VERONICA...

Begin a Gopher session.
If you are using TurboGopher, simply begin the TurboGopher program.

                             If you are in a Unix session, type
                                                                      gopher
                                                   at the prompt.
                                                                      (If this
is unsuccessful, type

telnet gopher.uiuc.edu
                                                                       Respond
as     follows,     typing     the    word     gopher     ,     as     follows
login: gopher
                                                                      )
You will see the following or a similar menu.

                    Internet Gopher Information Client v1.03

                    Root gopher server: gopher.ncsa.uiuc.edu

 -->  1.  About NCSA'S gopher.
      2.  MetaCenter High Performance Computing  and Communications Calendar.
      3.  HPCC Logical Library System (Enter 'hpcc' at login prompt) <TEL>
      4.  MetaCenter Contacts Directory.
      5.  NSF MetaCenter/
      6.  UIUC Gopher Information Service/
      7.  The Rest of the Gopher World/
      8.  Education Programs at NCSA/
      9.  Activity Reports for this Server/










Press ? for Help, q to Quit, u to go up a menu                        Page:
1/1



Choose the selection...
                                7.   The Rest of the Gopher World

(If  your  menu  looks different from the above, there should be  some  choice
referring
                                       to other gopher servers.)
Eventually,  (and  hopefully  immediately,)  you  will  find  a  menu  with  a
selection...
                             Other Gopher and Information Servers
Choose this option.  You will see a menu like the following..

                    Internet Gopher Information Client v1.03

                      Other Gopher and Information Servers

 -->  1.  All the Gopher Servers in the World/
      2.  Search titles in Gopherspace using veronica/
      3.  Africa/
      4.  Asia/
      5.  Europe/
      6.  Middle East/
      7.  North America/
      8.  Pacific/
      9.  South America/
      10. Terminal Based Information/
      11. WAIS Based Information/








Press ? for Help, q to Quit, u to go up a menu                        Page:
1/1

Your  menu may differ from the above.  If so, your menu probably contains  the
above choices and several others.

In  any  case,  these choices are locations of Gopher servers  throughout  the
world.   If  you knew the exact location of your desired resource,  you  could
retrieve it using these menus.  For example, if you wanted a resource  at  the
University of Notre Dame, you would choose North America   from this menu, and
then,  from subsequent menus, USA, Indiana,  and, finally, University of Notre
Dame.   You  would then be connected to the Gopher server at Notre Dame,  from
which you could find any available resource there.

We,  however,  do  not know the location of our resource.  We  need  VERONICA.
Thus, choose
                     Search titles in GopherSpace using VERONICA.
If  this or a similar title is not an option on your system, VERONICA may  not
yet be available on your system.  Ask your system administrator.

VERONICA,  like many Internet software tools, is still in development.   Thus,
the  next  menu  may present several versions of VERONICA which  use  slightly
different searching algorithms.  These may or may not be working at any  given
time, and they may or may not produce the same results.  While this may not be
comforting  information  for  users, know that VERONICA  searches  are  always
becoming  faster and more complete, and therefore more useful.  Further,  this
development  stage,  and  the  inconveniences associated  with  it,  are  very
necessary to this maintenance and improvement of VERONICA.

Select any VERONICA search.  It will ask you for a keyword.

Suppose  we are searching for information on robots.  Thus, for a keyword,  we
will want to use the word "robot."
Thus, after selecting a VERONICA search method, type robot as follows...
                             Index word(s) to search for:   robot

TurboGopher will generate a window and leave you a space in which  to  type  a
word or words for searching.

Depending  on the complexity of the search, and the volume of traffic  on  the
network,  your search may take from several seconds to several minutes.   When
finished,   you  will  see a new Gopher menu displaying  the  results  of  the
search.

Here is the result of the search we performed for the word "robot."  Note that
since  the Internet is always being updated and changed, your search  probably
will not match this exactly.

                   Internet Gopher Information Client v1.03

               Search gopherspace by veronica at NYSERNet: robot

 -->  1.  robot.
      2.  Robot (Penn State)/
      3.  robot_carnival.script.
      4.  NASA Cancels Robot's Mission Into Volcano.
      5.  Area students take controls of deep-sea robot.
      6.  Howard A. Paul; Co-Inventor of Surgical Robot.
      7.  robowar-robot..
      8.  robot pollueur.
      9.  robot pollueur.
      10. BEAUDOIN.92Mar17145158@felix.ireq-robot.hydro.qc.ca.
      11. Arai T.: A Robot Language System with a Colour Graphic Simulator.
      12. Findler N. V., Shaw J. N.: Multi-PIERRE - a Learning Robot System.
      13. Kantabutra V., Kosaraju S. R.: Algorithms for robot arm movements.
      14. Paul R. P.: Robot Manipulators: Mathematics, Programming, and Con.
      15. Dooner M., Taylor N. K., Bonney M. C.: Planning Robot Installatio.
      16. Heginbotham W. B.: How Computer Graphics Benefit Industrial Robot.
      17. Asada H.: Dynamic analysis and design of robot manipulators using.
      18. Jakopac D. E.: Robot programming assistant: A new approach to ass.

Press ? for Help, q to Quit, u to go up a menu                        Page:
1/5


If  you  received  an  error such as "Could Not Connect,"  try  using  another
VERONICA choice, or try again at a later time.

Now,  your search is complete, and these selections (actually, there are  five
pages  of  them--only page one is shown above) are now part of a Gopher  menu,
which can be accessed the same way as any other Gopher menu.

Notes
Boolean Searching
Many  systems offer Boolean searching on VERONICA.  Boolean searching  is  the
ability  of a system to find more than one keyword in a given title.  If,  for
example,  you  wished  to  search for all titles containing  either  the  word
"baseball"  or the word "football," you could type "baseball or  football"  at
the keyword prompt as follows...
             Index word(s) to search for:    baseball or football

This  request would find all Gopher menu items containing the word  "baseball"
or  the  word "football."  Similarly, you can find menu items containing  both
"baseball" and "football" by typing
             Index word(s) to search for:   baseball and football

Note that any terms involving more than one word should be searched using  AND
or OR terms.  This includes terms of more than one word.  For example, you can
find menu items about "acid rain" by typing...
                     Index word(s) to search for:   acid and rain

Contents of Search Results

A Word of Warning
After  a VERONICA search is complete, you can begin exploring the items  which
it  has found.  However, you should remember that each item may come from  any
Gopher  system in the world.  Therefore, be wary of any phrases  such  as  "on
campus" or "downtown," or any words which describe a location or event  as  if
it were nearby.  Perhaps it is nearby for regular users of that Gopher system.
That  system, however, may be thousands of miles away, so you may be very  far
from  that  "downtown area" or from the "campus" to which the article  refers.
Be careful.

From Where Did It Come?
Which  leads  us  to our next point.  If the article may not  have  come  from
nearby,  how  do we know the origin of the information, and the Gopher  system
where VERONICA found it?
This  is  an  important question.  Suppose we want to use this resource  at  a
later  date.  We could do a VERONICA search once more, and have VERONICA  find
the  resource for us again.  But this could take several minutes.   And  in  a
worst-case scenario, it is possible that VERONICA may be temporarily  disabled
when you next need this resource.
It  would be easier and much faster if we could have VERONICA find an item the
first  time,  and  then  we would know thereafter  where  to  go  to  find  it
ourselves.
Using the Gopher option
                 Display Technical Information About Current Item
we can usually find out the location from which the item came, as well as some
other information about it.

For  example, after performing the "robot" search described above, we  pointed
to the first item in the list and (while still looking at the menu) chose
                 Display Technical Information About Current Item
On many machines this is achieved simply by pressing the equals key ("=").  On
other  systems, you may use a key such as "Command-I"), or it may  be  a  menu
choice.

In  any  case, after selecting this item, you will see information similar  to
the following...

Name=robot
Type=0
Port=70
Path=0/under-construction/uadv/robot
Host=cwis.oac.uci.edu

Press <RETURN> to continue, <m> to mail, <s> to save, or <p> to print:

















From  this information, we can see that the information comes from the  Gopher
host named "cwis.oac.uci.edu"

The  suffix  "edu"  designates this host as being  part  of  some  educational
facility.   The portion "uci" probably designates the particular  institution,
such as the University of California at Irvine.

However,  it  is not necessary to know the precise meanings of each  of  these
terms.   Were  you  to wish to read this document at a later date,  you  would
connect to this machine using
        telnet cwis.oac.uci.edu   (the name listed as the "host")
and  the  login anonymous.  You could then find the document in the designated
path
                                  0/under-construction/uadv/robot
as listed in the path.

You  could  then  either read the document.  If the item  were  a  picture  or
directory, or other type of file, you could access it in the appropriate  way,
or  use  "ftp" to transfer it to your own computer for your personal  use,  if
this is permitted.

                           Jughead

Jughead is a database of Gopher links.  It accepts word searches and the
search result can be used to access menus on either the W&L Gopher or on many
remote Gophers.  There are two Jughead databases on the W&L Gopher, one (on
the main Gopher menu) indexes all menus at the W&L Gopher, and the other (on
the "Other Gopher Resources" menu) indexes all Gopher sites but is selective
in only including high-level menu items, and does not include any file-name
menus.
Searches may use AND, OR, NOT connectors (a space between search-words = AND)
Multiple ANDs, ORs and NOTs are evaluated left to right Upper and lower case
are ignored.  Words may be truncated with an '*' as the last character of the
root-word as in:
SUPREME COURT     =  both supreme and court
SUPREME AND COURT =  both supreme and court
LAW OR LEGAL      =  either law or legal
CONSTIT*          =  any word beginning with 'constit'
COURT NOT SUPREME =  all entries with 'court' but excluding any with 'supreme'
jughead supports some special commands, where each special command must be
preceeded by a question mark '?', and are listed below:
  ?all what
  ?help [what]
  ?limit=n what
  ?range=n1-n2 what
  ?version [what]
where 'what' is a standard search string, anything enclosed in square brackets
is optional, and all special commands must be preceeded with '?'.  And each
command is described below:
  ?all what       returns all the hits on 'what'.
  ?help [what]    Gives you this document and any optional hits on 'what'.
  ?limit=n what   Returns the 'n' items on 'what'.
  ?range=n1-n2    Returns items from 'n1' through 'n2'
  ?version[what]  Returns the version of jughead and any optional hits on
'what'.
Only 1 special command is supported per query, and if any syntax error is
encountered it is reported as the title to this document.
Currently there is no way to search on the words "AND", "OR", or "NOT"; nor is
there a way to break an expression into a group of smaller expressions.
All words are broken into smaller words if any word contains a whitespace
character or one of the following characters:
   !"#$%&'()+,-./:;<=>?@[\]^_`{|}~
Thus if a menu item has the name "A sample.file", this is broken into the
three words "A", "sample", and "file.  So if your search statement is:
"sample.file some_thing-else", your query gets broken into the statement:
"sample AND file AND some AND thing AND else", which will only return those
items with all these words in the menu.

jughead is an acronym for:
   Jonzy's Universal Gopher Hierarchy Excavation And Display


