NET-HAPPENINGS Digest - 2 May 2000 - Special issue (#2000-247)
Automatic digest processor
Topics in this special issue:
1. MISC> Eating Disorders and Depression Discussion
2. K12> [netsites] KinderArt
3. K12> [netsites] Getty ArtsEdNet Home Page
4. MISC> [netsites] junkscience.com
5. RESOUR> [netsites] The United States Government Manual
6. RESOUR> [netsites] National Gallery of Art
7. K12> [netsites] Discovery School's Puzzlemaker
8. K12> [netsites] The Kids Food CyberClub
9. NETMOM> Moms Sanity Check #64 - Mother's Day is around the corner!
10. MISC> Four Directions to Making the Internet Indian
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Date: Tue, 2 May 2000 10:43:12 -0500
From: Gleason Sackmann <gle...@rrnet.com>
Subject: MISC> Eating Disorders and Depression Discussion
Sent: Tuesday, May 02, 2000 10:36 AM
From: submi...@creatingfutures.com
http://www.aplaceofhope.com/discus
Eating Disorders and Depression Discussion /Message Board. Post and read
messages on Eating Disorder-Anorexia, bulimia, compulsive overeating. Forum
on depression and anxiety.
------------------------------
Date: Tue, 2 May 2000 12:06:36 -0500
From: Gleason Sackmann <gle...@rrnet.com>
Subject: K12> [netsites] KinderArt
From: "Airy Zona" <azna...@myrealbox.com>
To: "NetSites" <nets...@egroups.com>
Sent: Tuesday, May 02, 2000 10:53 AM
Subject: [netsites] KinderArt
"The largest collection of free online art lesson plans and art education
information on the Internet. Your complete all-in-one resource for teaching
the arts."
Airy Zona
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Date: Tue, 2 May 2000 12:06:42 -0500
From: Gleason Sackmann <gle...@rrnet.com>
Subject: K12> [netsites] Getty ArtsEdNet Home Page
From: "Airy Zona" <azna...@myrealbox.com>
To: "NetSites" <nets...@egroups.com>
Sent: Tuesday, May 02, 2000 10:56 AM
Subject: [netsites] Getty ArtsEdNet Home Page
"Resource from the Getty to support the needs of the K-12 arts education
community focused on helping arts educators, teachers, museum educators,
and others using the arts in their curriculum."
http://www.artsednet.getty.edu/
Airy Zona
< azna...@myrealbox.com >
------------------------------
Date: Tue, 2 May 2000 12:06:47 -0500
From: Gleason Sackmann <gle...@rrnet.com>
Subject: MISC> [netsites] junkscience.com
From: "Ben Cooper" <acqu...@uswest.net>
To: "NetSites" <nets...@egroups.com>
Sent: Tuesday, May 02, 2000 10:43 AM
Subject: [netsites] junkscience.com
"Debunks bad science used by personal injury lawyers, social and
environmental activists, power-hungry government regulators,
politicians, cutthroat businesses, and overly ambitious scientists"
BC
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Date: Tue, 2 May 2000 12:06:58 -0500
From: Gleason Sackmann <gle...@rrnet.com>
Subject: RESOUR> [netsites] The United States Government Manual
From: "Ben Cooper" <acqu...@uswest.net>
To: "NetSites" <nets...@egroups.com>
Sent: Tuesday, May 02, 2000 10:45 AM
Subject: [netsites] The United States Government Manual
"The U.S. Government Manual, on GPO Access, provides comprehensive
information on agencies of the three branches of Government."
http://www.access.gpo.gov/nara/nara001.html
BC
------------------------------
Date: Tue, 2 May 2000 12:06:52 -0500
From: Gleason Sackmann <gle...@rrnet.com>
Subject: RESOUR> [netsites] National Gallery of Art
From: "Ben Cooper" <acqu...@uswest.net>
To: "NetSites" <nets...@egroups.com>
Sent: Tuesday, May 02, 2000 10:43 AM
Subject: [netsites] National Gallery of Art
"The National Gallery of Art, Washington houses one of the finest
collections in the world illustrating major achievements in
painting, sculpture, and graphic arts from the Middle Ages to the present."
BC
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Date: Tue, 2 May 2000 12:07:04 -0500
From: Gleason Sackmann <gle...@rrnet.com>
Subject: K12> [netsites] Discovery School's Puzzlemaker
From: "Ben Cooper" <acqu...@uswest.net>
To: "NetSites" <nets...@egroups.com>
Sent: Tuesday, May 02, 2000 10:44 AM
Subject: [netsites] Discovery School's Puzzlemaker
"Discovery Channel School is proud to be the new home for Puzzlemaker-a
puzzle and games generation tool for teachers, parents and
students. Create and print customized word search, crossword and math
puzzles using your word lists. Build your own maze or print
our specialty hand-drawn mazes created around holidays and classroom
topics."
http://puzzlemaker.school.discovery.com/
BC
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Date: Tue, 2 May 2000 12:07:10 -0500
From: Gleason Sackmann <gle...@rrnet.com>
Subject: K12> [netsites] The Kids Food CyberClub
From: "Ben Cooper" <acqu...@uswest.net>
To: "NetSites" <nets...@egroups.com>
Sent: Tuesday, May 02, 2000 11:10 AM
Subject: [netsites] The Kids Food CyberClub
"The Kids Food CyberClub is a fun and educational site for third to fifth
grade children with activities which teach kids about food, nutrition, and
hunger. Children can explore 14 sections of the site and learn through
quizzes, food shopping, sending recipes and book reviews, and other
activities."
Ben
< acqu...@uswest.net >
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Date: Tue, 2 May 2000 12:37:01 -0500
From: Gleason Sackmann <gle...@rrnet.com>
Subject: NETMOM> Moms Sanity Check #64 - Mother's Day is around the corner!
From: Kim B. Foglia [mailto:k...@momsrefuge.com]
Sent: Tuesday, May 02, 2000 12:27 PM
Welcome to
The Working Moms' Refuge Newsletter!
Issue #64
************************************************
Tired? Frazzled? Juggling too much? Need to talk?
Want someone to listen? Take Refuge!
Please share this with a friend!
************************************************
* POST CARDS!! * POST CARDS!! * POST CARDS!! *
DON'T FORGET MOM!
Mother's Day Is Right Around the Corner
Send Missing You and Get Well greetings to your friends
and family with our new e-cards designed just for you!
Beautiful, your own personal message, and free!
Send one today!
< http://www.momsrefuge.com/postcards >
************************************************
CAREER
MOM'S MONEY
Jerri Ledford, small business expert for the Visa/First USA Bank, has
joined The Refuge and will be contributing columns twice a month on
topics ranging from investing online to the tax code. Her latest
column:
What Will I Need to Retire?
< http://www.momsrefuge.com/career/0004/ledford/index2.html >
HOW WIDE IS THE WAGE GAP?
The salary differential between men and women for the same job continues to
be a controversial topic. With date from two U.S. governmental
agencies, Moms Refuge
has developed a way for you to see the wage gap for your profession.
< http://www.momsrefuge.com/career/wage/index.phtml >
************************************************
SINGLE MOMS
Spring has Sprung ... Activities to Enjoy with Your Kids
< http://www.momsrefuge.com/single/0004/spring.html >
Book Review: Whining: Three Steps to Stopping It Before the Tears and
Tantrums Start
< http://www.momsrefuge.com/single/0004/review.html >
************************************************
FAMILY
NEWSALERTS
What It Takes To Be a Remarkable Mom
< http://www.momsrefuge.com/family/0005/newsalerts/index.html >
Support for Children's Health Research Bill
< http://www.momsrefuge.com/family/0005/newsalerts/index.html >
Moms Prepare to March
< http://www.momsrefuge.com/family/0004/newsalerts/index.html >
************************************************
NEWS
Little Changed in Way Women Depicted in Ads
< http://www.momsrefuge.com/news/0005/index.html >
************************************************
ART OF JUGGLING
How do working parents affect a child's social, physical and emotional
health?
< http://www.momsrefuge.com/juggling/0004/qa/index17.html >
I was written up at work for staying home from work because of a
sick child. What are my rights?
< http://www.momsrefuge.com/juggling/0004/qa/index16.html >
What do you do when your husband doesn't want to share in work,
running errands?
< http://www.momsrefuge.com/juggling/0004/qa/index15.html >
How do you not resent you husband and children when you are forced to work?
< http://www.momsrefuge.com/juggling/0004/qa/index14.html >
How do mothers feel about on-site day care?
< http://www.momsrefuge.com/juggling/0004/qa/index13.html >
How do I keep a the peaceful balance between home, work, and school?
< http://www.momsrefuge.com/juggling/0004/qa/index12.html >
Since my separation, my four-year old has sleep problems. What do you
suggest?
< http://www.momsrefuge.com/juggling/0004/qa/index11.html >
How do I east the stress of both family life and professional demands?
< http://www.momsrefuge.com/juggling/0004/qa/index10.html >
What can I do to stop feeling so guilty about leaving children at day care?
< http://www.momsrefuge.com/juggling/0004/qa/index9.html >
How bad is second-hand smoke?
< http://www.momsrefuge.com/juggling/0004/qa/index7.html >
************************************************
RECIPES
Quick & Healthy
Buttermilk Bran Breakfast Squares
< http://www.momsrefuge.com/recipes/ponichtera/bran_squares.html >
************************************************
You will receive this as a regular feature by becoming part of The
Working Moms' Internet Refuge community -- either by joining our mailing
list or by subscribing directly to the newsletter list. See details at:
< http://www.momsrefuge.com/ >
In the newsletter, we offer tips and talk and keep you up-to-date on
working mothers' and women's news. If you have anything to contribute --
and we welcome all contributions --
please e-mail them to: < newsl...@momsrefuge.com
************************************************
If you pass this along to friends and family, they can also subscribe
to Mom's Sanity Check by going to < http://www.momsrefuge.com/lists >
************************************************
List Mom aka Kim B. Foglia
-------------------
Life too hectic? Come in and find refuge!
Join us at The Working Moms Refuge
<http://www.momsrefuge.com/>
------------------------------
Date: Tue, 2 May 2000 13:26:53 -0500
From: Gleason Sackmann <gle...@rrnet.com>
Subject: MISC> Four Directions to Making the Internet Indian
From: "Andy Carvin" <aca...@globalschoolhouse.com>
To: <WWW...@LISTS.LIGHTSPAN.COM>
Sent: Tuesday, May 02, 2000 12:42 PM
Subject: Four Directions to Making the Internet Indian (fwd)
Published today at the Benton Foundation... -ac
Andy Carvin
WWWEDU Coordinator and Moderator
an...@gsn.org
Digital Beat Extra -- The Digital Divide 5/2/2000
Four Directions to Making the Internet Indian
By Kade Twist
Policy Associate
An interesting aspect of American Indian history after contact with
Europeans is the cultural appropriation of non-Indian technologies. The
horse, gun powder, rifles, the written word, electricity and mechanization
have all played a role in the way Indian Nations are organized, where
they're located, and the way their citizens perceive the world. Yet, these
technologies have not made Indian people less Indian. This phenomenon is
largely due to the fact that a highly developed cultural tenacity and
cultural conservatism enforce tribal identity. Families, clans, ceremonies
and oral tradition-the experiential and organizational aspects of tribal
life-enforce community and individual acceptance of inherited tradition.
Whether it's adding regalia to a horse, a leather tail to a pick-up truck,
or draping a Pendleton blanket over a PC, Indian people have always made new
technologies reflect their own respective world views. It is this tenacity
and conservatism that enables Indian people to adopt foreign technologies
into their cultures without submerging their tribal identities. In the words
of Seminole-Creek art historian Mary Jo Watson, "what makes Indian people so
unique and so persistent is their ability to take a foreign material, or a
foreign technology, and make it Indian." It's this process of using new
technologies to deliver old messages that has made the seemingly
contradictory nature of continuity and change a reality in Indian Country.
Information Technologies in Indian Country
Indian people have a long history of withstanding cultural threats posed by
educational assimilation efforts associated with the introduction of new
technologies. Knowledge of this history should be applied to contemporary
assimilative efforts accompanying the intensifying attempts to achieve
universal Internet connectivity in Indian Country. Leaders within tribal
communities need to share successful ideas and strategies for the cultural
appropriation of information technologies that draw from both historical
precedent and effective contemporary practice. There are many Indian
Nations and tribal organizations that have been successful in using the
Internet in creatively Indian ways and there is much to learn from their
practices.
However, the vast majority of Indian Country is still very much on the wrong
side of the digital divide. In fact, according to the Economic Development
Administration's 1999 Assessment of Technology Infrastructure in Native
Communities, only 39 percent of rural Indian Country has basic phone
service. And even when there is phone service, household personal computer
ownership accompanied with Internet access is still no greater than 15
percent. These statistics have left community leaders with a critical
dilemma: How can Indians culturally rationalize technologies they can't
universally access? One of the ways in which Indian people can begin the
cultural rationalization process is "Through a cooperative effort of sharing
resources inter-tribally, so that the lessons learned from information
technology applications can be developed into useful models from which
strategies of success can be developed," says Gilbert Sanchez,
superintendent of the Laguna Pueblo Department of Education.
The Four Directions of the Internet
One of the more significant efforts to emerge from the digital landscape of
Indian Country has been the Four Directions project (4D), a collaborative
initiative between Tribal Nations, federal government agencies,
universities, academic organizations and private corporations. Coordinated
by the Laguna Pueblo Department of Education and funded by a Technology
Challenge Grant from the U.S. Department of Education and partnerships with
Intel and Microsoft, the 4D project has brought the Internet and IT
infrastructure to 19 rural Bureau of Indian Affairs (BIA)-funded schools
across the nation. Over a period of four years, the 4D project has
successfully collaborated with the Southwestern Indian Polytechnic
Institute, the Universities of Kansas, New Mexico and Texas, Sandia National
Laboratories, the Mathematical Association of America, the National Museum
of the American Indian, the Heard Museum and the Museum of Northern Arizona.
The 4D project was first implemented in 1995 through eight BIA-funded pilot
schools in eight communities, Ahfachkee, FL; Dilcon, AZ; Fon Du Lac, SD;
Indian Island, ME; Laguna, NM; Nah Tah Wahsh, MI; Quileute, WA and Takini,
SD. 4D develops curricula that incorporate Indian cultures and languages
based on thematic cycles and collaboration between communities. In order to
facilitate this process, 4D established operational goals to use computer
networks to improve collaboration within and across schools and communities,
incorporate software for community-based Internet publishing, implement a
system for indexing educational resources and extend Internet access in
Native American communities.
Connecting the Knowledge of Elders with Network Practice
4D provides "a mechanism for using applications of information technologies
the right way-tribal centered and for all ages," according to Dr. Loriene
Roy, an Ojibwa professor at the University of Texas Graduate School of
Library and Information Sciences and 4D research associate. Since the
Internet first reached Indian Country, the Elders have voiced concerns about
its use. So for the tribal Nations involved, Dr. Roy says, "one of the most
important aspects of 4D is that the communities control the efforts to
culturally appropriate information technologies." There are communities with
young people who are unable to speak their native language and have limited
knowledge of their culture. The hope is that these technologies will help
solve this problem.
But Dr. Roy emphasizes the idea that Indian people don't have to tell
everything over the Internet. "There are varying levels of access for
different people." Tribal people can use limited networks to keep
unqualified people from gaining access to culturally sensitive information
that they shouldn't have access to. American Indians can digitally record
their stories and their languages, but this process must be done
appropriately-there is an appropriate time and place to tell certain stories
and use certain words and sometimes the Internet is not useful for this.
American Indians need to use the Internet when it's truly useful and rely on
the older ways when it's not. The Internet is a supplement to old ways of
doing things-not a replacement.
Each of the schools has a 4D facilitation team comprised of teachers,
students, administrators, school board members, community members and
parents. These teams go through an annual process to increase the level of
practical knowledge necessary to integrate both culture and technology into
the classroom and into the creation of appropriate digital content. Each
team administers its portion of the collaboration process through the use of
LANs, Internet access and Web sites. Virtual workgroups are used for
students to communicate within their own schools and with other 4D schools.
4D collaborations include interdisciplinary teams comprised of university
and K-12 teachers, students, American Indian community leaders and parents.
These collaborations are used to develop thematic curriculum units that
connect the knowledge of elders, teachers and corporate partner mentors to
the students' theoretical and practical academic practice. These
collaborations often result in publications that are posted on school Web
sites and archived as community resources. Such community publications
foster an excitement and participatory eagerness among students who see
their efforts in a product that reflects the intimate qualities of their
respective cultures.
The students conceptualize, plan, and complete projects by using a
combination of local area networks and the Internet to communicate, share
resources, delegate responsibilities and solve problems. Students learn how
to work collectively with those they haven't met face-to-face as well as
those they see every day. They utilize the Internet to communicate
externally with other Indians and non-Indians while working on math,
science, and social studies projects. And they utilize their local networks
to communicate internally on projects that reflect the specific interests of
those within their respective tribe.
For intra-tribal collaborations, the school's 4D facilitation team
configures its local network to create different levels of access to
information and content. These levels reflect the social organization of the
respective tribe in that students, teachers, community leaders and elders
have varying levels of access that reflect their standing within the tribe.
In many tribal cultures, access to certain types of information is
prohibited to those who have not been prepared to receive this information.
The levels that 4D uses become digital models of the social mechanisms that
maintain tradition and culture by preventing the corruption or misuse of
sacred or esoteric information from people outside of the community or
people outside of the circle where information is guarded. In this way, the
protocols of the internal collaborative efforts reflect the actual social
protocol of the tribe. All information that is incorporated into a
particular project is approved according to the will of the tribe as a
greater whole, rather than the individual will of a student.
Darlene Waseta, the current Pueblo of Laguna 4D coordinator, described 4D
collaborations as a way to create a synergy between the message of the
elders and practices of the tribal youth. "The students learn how to use new
technologies and they learn how to apply these technologies to projects that
promote their cultures for the benefit of their communities," she says.
The power of 4D is the fact that it is a community-based effort in which the
participating tribes have control over the creation of content. These
collaborations are able to draw knowledge from the conservative mechanisms
of tribal culture, while forcing participants to be accountable to tribal
leaders, to elders, to their tradition. Students are forced to use critical
thinking skills to communicate aspects of their culture in ways that are
still appropriate to their inherited tradition.
Using the Internet to Deliver an Accurate Portrayal of American Indian
People
"One of the problems with the Internet, for Indian people, is the anonymity
of the medium," adds Dr. Roy. People using the Internet have a tendency to
exploit this quality by pretending to be something they are not. And, often
times, individuals who attempt to speak for Indian people are actually not
Indian. "These people tend to create an ambiguity among Internet users as
to what is authentically Indian content and what is not authentically Indian
content," she explains. And even though these cyber-tricksters are easy to
spot for Indians who are well grounded in their culture, they are not as
easy to spot by non-Indians or Indians who are unfamiliar with their
culture. Dr. Roy believes that 4D helps Indian students take their culture
back from the cyber-tricksters "by widely disseminating accurate information
associated with legitimate Native organizations and Indian Nations." 4D
helps to develop online relationships between tribal governments, citizens,
schools and Indian organizations, that are necessary to create an authentic,
legitimate, source of accurate information to successfully combat the misuse
and commodification of tribally-sensitive information.
One of the more successful ways in which 4D has used the Internet to deliver
an accurate portrayal of American Indian people has been the development of
local tribal-based virtual museums and a national virtual museum through a
collaboration with the National Museum of the American Indian (NMAI).
Virtual museums offer the students a vehicle to learn theoretical and
practical methods of cultural preservation, while learning the technological
applications necessary for their design. The students learn how to gather
information, interview community leaders and archive objects of material
culture while they use multimedia programming such as HTML and QTVR to
display their work on a Web site.
In the fall of 1998, staff from the 4D project and the NMAI developed a plan
for a virtual museum project. The project would include the creation of a
virtual tour of NMAI's George Gustav Heye facility and the creation of
virtual museums of the student's tribal cultures. In March 1999, students
and staff from the Santa Clara Day School of the Pueblo of Santa Clara came
to New York to begin work on the George Gustav Heye virtual tour. A QTVR
studio was set up at the museum and students recorded virtual objects of
items they selected from the exhibition catalogs. The students then recorded
virtual panoramic spaces in the exhibition halls and researched their
artifacts for their accompanying essays in the museum's resource center
library. In June 1999, students and staff from Nah Tah Wahsh PSA-a
Hannahville Potawatomi school in Michigan-came to the museum and added to
the work. Since the completion of the virtual tour of the NMAI museum the
students and staff from the participating schools have begun work using
their experience to develop tribal virtual museums.
Virtual museums "are unique because they give the future generation of
Indian people, our children, an opportunity to record and display their
culture through their own eyes" says NMAI's Marty Kreip de Montano.
Building these virtual museums helps the children use new technologies to
preserve
and display rare cultural items in a way that many children wouldn't
normally have the opportunity to see-an Indian way. Indian children are now
curating public spaces on the Internet, designing their own images of their
tribe's with the help of the school staffs, community leaders and elders.
The children are using 4D projects like these learn how to make the Internet
Indian.
Indianization of the Internet
Like many other leaders in Indian Country, Gilbert Sanchez is still trying
to get the 4D message out. "American Indians need Internet access and they
need to acquire the knowledge of information technologies so that they can
use these technologies in ways that are culturally proactive rather than
reactive," he explains. Mr. Sanchez wants Indian people everywhere to see
how and why 4D has created "an effective way to provide Indian students with
access to these technologies and curriculum for them to learn how to use
these technologies in practical, meaningful, culturally relevant ways." But
due to the lack of Internet connectivity in Indian Country, the majority of
tribal leaders are unaware of how and why 4D has been an empowering asset to
tribal communities.
The efforts of the students, instructors and administrators involved with
the 4D project have built a model of success that the rest of Indian Country
can use for their own development. This model has been successful because
it allows an Indian Nation to develop its local area network so that it is
consistent with the cultural will of their people. Localized 4D facilitation
teams are able to listen to the concerns of elders and work with them,
rather than against them, to ensure that their concerns are incorporated
into the use of LANs and the Internet. Tribal Nations participating in the
4D project have been able to ensure that their path of continuity and change
is consistent to their respective cultural interests by combining the
valuable knowledge of the elders with the technological needs of the youth.
Information technologies have already penetrated the lives and cultures of
Indian people. The rise of the new digital economy is only complicating this
penetration. Therefore, the question facing Indian people is not to reject
or accept new information technologies-this decision has already been made.
The real question that needs to be addressed is how can Indian people make
these technologies fit the image of their culture, rather than make their
culture fit the image of these technologies? The 4D project has offered
Indian Country an effective model for achieving this incredibly challenging
task. However, this is the fifth and final year of funding for the 4D
project. Perhaps the end of the 4D project will mark the emergence of other
projects that will build upon the achievements of 4D and continue the
Indianization of the Internet.
---
For additional information on telecommunications and information technology
in Indian country, see Benton's _Native Networking_
(http://www.benton.org/Library/Native/). The report analyzes the critical
telecommunications and information technology policy issues facing tribes,
focusing on the interaction between Indian sovereignty and federal and state
regulation in a quickly changing policy and practice area.
To follow developments concerning the digital divide, see The Digital Divide
Network (www.digitaldividenetwork.org/), produced by Benton. The DDN
facilitates the sharing of ideas, information and creative solutions among
telecommunication and information industry partners, private foundations,
nonprofit organizations and governments.
---------------------------------------------------------------------------
(c)Benton Foundation 2000. Redistribution of this email publication -- both
internally and externally -- is encouraged if it includes this message.
This service is available online at (www.benton.org/News/Extra).
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End of NET-HAPPENINGS Digest - 2 May 2000 - Special issue (#2000-247)
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