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+Network Working Group                                         J. Sellers
+Request for Comments: 1941                   Sterling Software/NASA IITA
+FYI: 22                                                     J. Robichaux
+Obsoletes: 1578                                                 InterNIC
+Category: Informational                                         May 1996
+
+
+                 Frequently Asked Questions for Schools
+
+Status of This Memo
+
+   This memo provides information for the Internet community.  This memo
+   does not specify an Internet standard of any kind.  Distribution of
+   this memo is unlimited.
+
+Abstract
+
+   The goal of this FYI document, produced by the Internet School
+   Networking (ISN) group in the User Services Area of the Internet
+   Engineering Task Force (IETF), is to act as an introduction to the
+   Internet for faculty, administration, and other school personnel in
+   primary and secondary schools. The intended audience is educators who
+   are recently connected to the Internet, who are accessing the
+   Internet by some means other than a direct connection, or who are
+   just beginning to consider Internet access as a resource for their
+   schools.  Although the Internet Engineering Task Force is an
+   international organization and this paper will be valuable to
+   educators in many countries, it is limited in focus to
+   internetworking in the United States.
+
+Table of Contents
+
+   1. Introduction...................................................  2
+   2. Acknowledgments................................................  3
+   3. Questions About the Internet in an Educational Setting.........  3
+   4. Questions About Getting the Internet into the School...........  7
+   5. Questions About Using Internet Services........................ 17
+   6. Questions About Classroom Resources, Projects, & Collaboration. 21
+   7. Questions About Security and Ethics............................ 25
+   8. Suggested Reading.............................................. 29
+   9. Resources and Contacts......................................... 31
+   10. References.................................................... 50
+   11. Security Considerations....................................... 51
+   12. Authors' Addresses............................................ 51
+   Appendix A: Glossary of Terms Used in this Document............... 52
+   Appendix B: Ways to Get Requests for Comments (RFCs).............. 60
+   Appendix C: Examples of Educational Projects Using the Internet... 61
+
+
+
+
+Sellers & Robichaux          Informational                      [Page 1]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+1.  Introduction
+
+   As more and more schools begin using technology to achieve
+   educational goals, access to the worldwide network of computer
+   networks known as the Internet is expanding. Help for schools in the
+   form of printed materials, electronic resources, and people is also
+   expanding. The Internet School Networking (ISN) group of the Internet
+   Engineering Task Force (IETF) remains committed to articulating the
+   advantages of Internet connections for schools and providing
+   solutions to the challenges schools face in getting connected. The
+   FYI (For Your Information) series, which is a subset of the IETF-
+   produced RFCs (Requests for Comments) is one way to achieve these
+   goals. (See Appendix A, "Glossary of Terms Used in This Document" for
+   further explanation of "FYI" and "RFC.")
+
+   While the IETF and ISN are international groups, the authors of this
+   document are experienced only in bringing the Internet to schools in
+   the United States. We are aware that culture and the national economy
+   effect how one views the issues surrounding school networking. (To
+   give just one example, in the United States, educational reform is an
+   important reason for schools to get connected to the Internet. Other
+   countries may not have the same incentive to transform the teacher's
+   role to more of a guide toward knowledge and less of a sole provider
+   of information.) So, while this document may have a U.S. flavor, we
+   feel that the focus will not prevent it from being useful to those in
+   other countries!
+
+   Some of the questions educators have about the Internet are of a more
+   general nature, and for those we recommend reading FYI 4, "Answers to
+   Commonly Asked 'New Internet User' Questions." (For information on
+   how to get this and other IETF documents of interest to the general
+   Internet user, See Appendix B, "Ways to Get RFCs.")
+
+   Remember that the Internet is a changing environment. Although we
+   have tried to include only the most stable of network services and
+   contacts, you may still find that something listed is unavailable or
+   has changed.  The positive side of this constant change is that you
+   will discover much on your own, and some of what you discover will be
+   new since the writing of this document.
+
+   This is an update of an earlier document (FYI 22/RFC 1578, "Answers
+   to Commonly Asked 'Primary and Secondary School Internet User'
+   Questions"), and renders that document obsolete. If future updates
+   are produced, the RFC number will change again, and the FYI number
+   (22) will remain the same.
+
+
+
+
+
+
+Sellers & Robichaux          Informational                      [Page 2]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+2.  Acknowledgments
+
+   In addition to Ronald Elliott, Klaus Fueller, Raymond Harder, Ellen
+   Hoffman, William Manning, April Marine, Michael Newell, and Anthony
+   Rutkowski, all of whom contributed to the first version of this
+   document, we would like to thank Sepideh Boroumand, Sandy Dueck, Jeff
+   Gong, Bill Grenoble, Pat Kaspar, Ed Klein, Yermo Lamers, Gary Malkin,
+   April Marine, Michael Newell, and Jan Wee for their invaluable
+   suggestions and contributions to this version. Thanks also to Nathan
+   Hickson for checking each of the entries in the formidable Section 9.
+
+3.  Questions About the Internet in an Educational Setting
+
+3.1  What is the Internet?
+
+   The Internet is a large and rapidly growing worldwide network
+   comprised of smaller computer networks, all linked by a common
+   protocol, that enables computers of different types to exchange
+   information. The networks are owned by countless commercial,
+   research, government, and education organizations and individuals.
+   The Internet allows the almost 5 million computers [1] and countless
+   users of the system to collaborate easily and quickly either in pairs
+   or in groups. Users are able to discover and access people and
+   information, distribute information, and experiment with new
+   technologies and services. The Internet has become a major global
+   infrastructure used for education, research, professional learning,
+   public service, and business.
+
+   There is a confusing variety of types of Internet access. These types
+   of access are distinguished either by the services one can use
+   (telnet, Gopher, FTP or File Transfer Protocol, World Wide Web) or by
+   the technology underlying the access (the protocol, or rules the
+   computers must follow in order to communicate with one another). The
+   Internet is most clearly defined by its technology, but other
+   technologies now offer access to many of the same Internet services,
+   most notably electronic mail and the World Wide Web. The most
+   important question for a user today is probably not "Am I on the
+   Internet?" but "Do I have access to the Internet services I want?"
+   See Section 5, "Questions About Using Internet Services," for further
+   discussion of telnet, Gopher, FTP, the World Wide Web, and electronic
+   mail.
+
+   While there is no official governing body of the Internet, the
+   Internet Society serves as the international organization for
+   Internet cooperation and coordination. See Section 9, "Resources and
+   Contacts" for Internet Society contact information.
+
+
+
+
+
+Sellers & Robichaux          Informational                      [Page 3]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   For a more complete basic introduction to the Internet, see FYI 20,
+   "What is the Internet?" cited in Section 8, "Suggested Reading." For
+   information on how to retrieve FYI documents produced by the Internet
+   Engineering Task Force, see Appendix B, "Ways to Get RFCs."
+
+3.2  What are the benefits of using the Internet in the classroom?
+
+   The Internet is an exciting classroom resource. It expands the
+   classroom dramatically by delivering information, data, images, and
+   even computer software from places otherwise impossible to reach, and
+   it does this almost instantly. This access to up-to-the-minute
+   information can make a student's education more relevant. Some of
+   these materials are original sources which are too expensive or in
+   other ways difficult for schools to own. Some information is news
+   unfiltered by mass media, requiring students to critically assess its
+   content and value.
+
+   But the Internet is not strictly a place from which to gather
+   something.  It is also a place to communicate, to make contact with
+   people all over the world. The Internet brings into the classroom
+   experts in every content area, new and old friends, and colleagues in
+   education. And it allows students and teachers to leave the classroom
+   by sharing ideas with people far away. The isolation inherent in the
+   teaching profession is well-known among educators. By having Internet
+   access to colleagues in other parts of the world, as well as to those
+   who work outside of classrooms, educators are not as isolated.
+
+   Your site can become a valuable source of information as well.
+   Consider the expertise in your school which could be shared with
+   others around the world. For guidance in finding schools with a
+   presence on the Internet, see Section 9, "Resources and Contacts."
+
+   Use of the Internet shifts focus away from a teacher-as-expert model
+   and toward one of shared responsibility for learning, making it a
+   vital part of school reform. Many reform efforts attempt to move away
+   from teacher isolation and toward teacher collaboration, away from
+   learning in a school-only context and toward learning in a life
+   context, away from an emphasis on knowing and toward an emphasis on
+   learning, away from a focus on content and toward a focus on concepts
+   [2]. The Internet can play an integral part in helping to achieve
+   these shifts, since it is well-suited for use as a project resource.
+   Information on the Internet, as in the rest of the world outside the
+   classroom, is not divided into separate disciplines such as geometry,
+   writing, geography, or painting.
+
+   As a hands-on classroom tool, the use of the Internet encourages the
+   kind of independence and autonomy that many educators agree is
+   important to the learning process. Internet use itself can also be a
+
+
+
+Sellers & Robichaux          Informational                      [Page 4]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   motivator for students. Additionally, because class, race, ability,
+   and disability are removed as factors in communication while using
+   the Internet, it is a natural tool for addressing the needs of all
+   students.
+
+   There are a number of resources you can use to convince others of the
+   benefits of the Internet in the classroom. The NASA IITA (National
+   Aeronautics and Space Administration Information Infrastructure
+   Technology and Applications) K-12 Internet Initiative has produced an
+   11-minute video describing the benefits to schools in using the
+   Internet.  Its title is "Global Quest: The Internet in the
+   Classroom." Another video appropriate for a mixed audience of
+   stakeholders is "Experience the Power: Network Technology for
+   Education," produced by the National Center for Education Statistics
+   in the U.S. Department of Education. Several articles appearing in
+   various periodicals make a strong case for using the Internet in the
+   classroom. A particularly good one by Al Rogers of the Global
+   SchoolNet Foundation is called, "Global Literacy in a Gutenberg
+   Culture." Student essays can also give compelling testimony.  For
+   information on the Rogers article, see Section 8, "Suggested
+   Reading." Some student essays can be found on NASA's Quest server
+   listed in Section 9, "Resources and Contacts," as can information on
+   the videos.
+
+3.3  Will using the Internet replace teachers?
+
+   Just as textbooks, periodicals, videos, guest speakers, and field
+   trips are often used to support a curriculum, the Internet can be
+   used as a tool for teaching and learning. This does not mean that it
+   must be the sole instructional method in a classroom. Teachers will
+   remain responsible for making educated and informed decisions about
+   the best way to use the Internet as a tool, just as they do with
+   other materials used in the classroom. They can also use the Internet
+   to individualize student learning, making a student's classroom
+   experiences more relevant.
+
+3.4  Will this technology replace books?
+
+   There is room in any school for all kinds of materials and resources.
+   Books and other print materials will certainly continue to be
+   important.  Internet resources have the advantage of tying together
+   information from all over the globe, making them useful research
+   tools. As mentioned before, they can also provide up-to-the-minute
+   information and are therefore particularly relevant. In addition, you
+   may be able to engage an expert in a dialog that clarifies or updates
+   what you find in published materials.
+
+
+
+
+
+Sellers & Robichaux          Informational                      [Page 5]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   One factor to consider is that much of the material published on the
+   Internet lacks the authority imputed by an established publishing
+   house or a reputable author, and may therefore be viewed as less
+   reliable than books. For example, an encyclopedia or almanac found in
+   a school library might reasonably be accepted as valid without
+   question, while a source found on the Internet may require a more
+   critical look. However, lack of authority is not always a negative.
+   Reading an account of the fall of the Berlin Wall by a student in the
+   local region the day it happened can be valuable even if the student
+   is not a reputable author. Moreover, while it's true that with
+   Internet materials it becomes increasingly important to evaluate
+   where they came from, one of the hallmarks of a good education is the
+   ability to assess information critically, whether the source be
+   print, television, or some other media.
+
+3.5  How can use of the Internet be integrated into the existing
+     curriculum?
+
+   This is a key question. In order for the Internet to be used
+   successfully in schools, it must be employed as a tool to teach
+   content and to reach educational goals that have already been
+   established. It cannot be seen as an end in itself.
+
+   Individual teachers will first need to become familiar enough with
+   the Internet to know how to do at least two things: find information
+   on topics they consider important and locate people with like
+   educational goals.  Sections 5 and 6, "Questions About Using Internet
+   Services" and "Questions About Classroom Resources, Projects, and
+   Collaboration" will give you some ideas about how to begin.
+
+   Once they are familiar with how to find content on the Internet, most
+   teachers can decide how to use Internet resources to help their
+   students meet goals. For example, science teachers often teach about
+   hurricanes and other weather phenomena in the normal course of
+   instruction. With Internet access they can use information and
+   satellite data pertaining to the most recent storm to make their
+   points, rather than outdated examples from textbooks.
+
+   When teachers become familiar with finding other people on the
+   Internet, some of them already grouped into network "communities" of
+   interest, they can gain experience in using the Internet from
+   educators who have been using it longer; they can join existing
+   projects, contribute to the evolution of proposed projects, and
+   propose their own projects; and they can ask for and give help to
+   solve problems in the classroom ranging from the content they teach,
+   to addressing students as individuals, to mastering effective
+   discipline.
+
+
+
+
+Sellers & Robichaux          Informational                      [Page 6]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Internet access supports project-based learning. A teacher in an
+   individual classroom can use the data and information available on
+   the Internet as a resource for classroom projects, and there are also
+   a variety of projects which take place over the Internet in more than
+   one classroom at a time. A project may be initiated by any educator
+   with an idea. A popular example of an educator-initiated project is
+   one which requires data to be collected from diverse sites around the
+   world or at least around the country. For example, together students
+   in various locations have tracked butterfly and bird migrations,
+   compared bodies of water, and measured the north-south circumference
+   of the Earth. Various organizations also run projects in which
+   schools can participate. Among the many groups which have invited
+   schools to participate in projects with a focus on a specific topic
+   are the Global SchoolNet Foundation, The European Schools Project,
+   the International Educational and Research Network (I*EARN), and
+   groups associated with such federal agencies as the Department of
+   Energy, the United States Geological Survey, and the National
+   Aeronautics and Space Administration.
+
+   The Internet can also be used for peer review of student materials;
+   as a medium for publishing student newspapers, art exhibits, and
+   science fairs; and in a global email pen-pal program for the
+   discussion of classroom topics.
+
+   It cannot be stressed enough that the key factor these Internet uses
+   have in common is that they are supporting classroom curriculum, not
+   defining it.
+
+   Learning about the Internet and how to use it is an important goal
+   for any school's Internet program, but in the classroom, the message
+   needs to be emphasized over the medium.
+
+   There are several sources of material for discussing curriculum
+   infusion, including mailing lists, World Wide Web sites, and archives
+   of sample lesson plans. Most of the mail lists, Internet computers,
+   and organizations in Section 9, "Resources and Contacts," address
+   infusion of technology into the curriculum. See also Appendix C,
+   "Examples of Educational Projects Using the Internet."
+
+4.  Questions About Getting the Internet into the School
+
+4.1  How much does it cost to connect to the Internet, and what kind of
+     equipment does my school need to support the Internet connection?
+
+   The cost of an Internet connection varies tremendously with the
+   location of your site and the kind of connection that is appropriate
+   to your needs.  In order to determine the cost to your school, you
+   will need to answer a number of questions. For help in learning what
+
+
+
+Sellers & Robichaux          Informational                      [Page 7]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   the questions are and getting answers to them, begin asking at local
+   colleges, universities, technology companies, government agencies,
+   community networks (often called "FreeNets"), local electronic
+   bulletin board systems (BBS), Internet access providers, or
+   technology consultants. See also Question 4.6.
+
+   To give you an idea of possible cost and equipment needs, think of
+   four groups of Internet users. We will call them basic individual
+   users, advanced individual users, school networks, and school
+   district networks.
+
+   How you approach acquiring service depends on which category you feel
+   best describes your needs. This discussion is based on experiences in
+   the United States. (For more information on the Internet services
+   you'll be reading about in this section, see Section 5, "Questions
+   About Using Internet Services.")
+
+   Basic users are individuals who want to access common Internet
+   services such as the World Wide Web, Gopher, and email. There are two
+   types of basic users: those who plan to be online for a few hours per
+   week, and those who plan to be online for many hours per day.
+
+   Basic individual users who require access to common Internet services
+   such as Web pages, FTP sites, and email for only a few hours per week
+   may be best served by one of the nationwide online services such as
+   America Online, CompuServe, or Prodigy. These services have the
+   advantage of providing the user with a simple setup and easy,
+   graphics-based access screens which hide the complex commands
+   required by some Internet services. They also provide value-added
+   services not available via the general Internet, such as access to
+   news magazines and encyclopedias.  Hardware required is generally a
+   standard Windows-based PC or Macintosh and a 14.4 kilobits per second
+   (Kbs) or higher modem. At the time of this writing, prices typically
+   run around $10 per month for the first 5 hours of connect time, and
+   $2-4 per hour thereafter.
+
+   Basic individual users who access common Internet services for many
+   hours per day should consider a "shell" account from a local Internet
+   Service Provider (ISP). Shell accounts generally provide access to a
+   Unix computer which is connected to the Internet, so those choosing
+   this option should be prepared to learn a few Unix commands. Shell
+   account users will get all the standard Internet services but at a
+   cheaper rate, generally in the $30 per month range for 6 hours per
+   day access plus $1-2 per hour for extra hours. Most shell account
+   vendors do not provide nationwide access, and shell accounts do not
+   have graphical user interfaces, so you cannot use Web browsers such
+   as Netscape and Mosaic.  While you may be able to use Lynx, a text-
+   based browser, some ISPs do not install it on their computer servers.
+
+
+
+Sellers & Robichaux          Informational                      [Page 8]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Many FreeNets also offer shell account access gratis, but they may
+   not be able to offer much support.
+
+   In the United States, there are a number of statewide educational
+   networks, most of them with access to the Internet. To find out if
+   there is a state education network in your area which gives basic
+   user accounts to educators and/or students, contact the Consortium
+   for School Networking (CoSN) or consult the document "Getting US
+   Educators Online"  by Linda Conrad, listed in Section 8, "Suggested
+   Reading."
+
+   Advanced individual users are those who want graphical user
+   interfaces to Internet services and who may want to use their
+   computers to offer services to other Internet users. For example,
+   they may want to create Web pages for others to access or put files
+   online for others to retrieve. If you are an advanced user, you might
+   consider getting a Serial Line Internet Protocol (SLIP) or Point to
+   Point Protocol (PPP) account from an Internet Service Provider. The
+   interface is similar to that of nationwide online services available
+   to basic users, but the performance is better and the cost is less
+   for someone who wants to use the service for more than just a few
+   hours per week.
+
+   Setting up a SLIP or PPP account requires configuration and
+   installation of Internet and SLIP/PPP software. Some ISPs only
+   provide the software, some will install the software for you, and
+   some preconfigure the software and send it on disk, with instructions
+   to the user, via postal mail.  Again, hardware required is generally
+   a standard Windows-based PC or Macintosh and a 14.4 Kbs or higher
+   modem. Costs are generally comparable to basic shell accounts, but
+   for 24-hour connections expect to pay $100 or more per month.
+
+   If in your school you plan to have more than a few individual
+   Internet users, you will need to consider a network with a high-speed
+   dedicated line connected to the Internet. This school network is
+   probably a small- or medium-sized network in a single building or a
+   very few geographically close buildings. It may include only one or
+   several LANs.
+
+   Most high speed connectivity is provided through a dedicated leased
+   line, which is a permanent connection between two points. This allows
+   you to have a high quality permanent Internet connection at all
+   times. Most leased lines are provided by a telephone company, a cable
+   television company, or a private network provider and cost $200 per
+   month or more.  Typically the connection from your LAN or LANs is a
+   digital leased line with a Channel Service Unit/Data Service Unit
+   (CSU/DSU) which costs between $600 and $1000. Less frequently, the
+   connection is an analog leased line with a modem which costs between
+
+
+
+Sellers & Robichaux          Informational                      [Page 9]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   $200 and $800. You will also need a router which costs roughly $1500.
+   This is a substantially more difficult setup to manage. After you
+   have determined the ways in which you believe you will use Internet
+   access, you should contact several ISPs in your area and compare
+   prices and services.
+
+   School district networks are even more complex. If you have several
+   locations which require connectivity, you should contact several ISPs
+   and get bids for the service.
+
+   The ISP world is changing very rapidly, especially at the low end. At
+   the time of the first edition of this document, local ISPs were rare,
+   small, and fairly expensive. At the time of this writing ISPs abound,
+   offering a wide variety of services at reasonable prices.
+   Additionally, several groups are working on low-cost solutions to
+   school networking. Subscribe to the mail lists in Section 9,
+   "Resources and Contacts," to keep abreast of new developments.
+
+   "Getting US Educators Online" and "Connecting to the Internet: An
+   O'Reilly Buyer's Guide" by Susan Estrada are both listed in Section
+   8, "Suggested Reading." Other books about the Internet and how to get
+   connected to it are available and new ones are being published. Check
+   libraries, bookstores, and booksellers' catalogs. Two lists of
+   Internet providers available via the World Wide Web can be found in
+   Section 9, "Resources and Contacts" along with the Consortium for
+   School Networking.  The global regional Network Information Centers
+   (NICs) such as the Reseaux IP Europeens Network Coordination Centre
+   (RIPE NCC) in Europe can also provide a list of service providers.
+   The Asia Pacific Network Information Center (APNIC) in the Pacific
+   Rim will have a similar list in the near future. These two NICs are
+   listed in Section 9, "Resources and Contacts."
+
+4.2  What are the other costs associated with having Internet access?
+
+   When budgeting for your school's Internet connection there are a
+   number of factors to consider that might not seem immediately
+   obvious. Technical support and training will incur additional ongoing
+   costs, even if those costs show up only as someone's time. Equipment
+   will need to be maintained and upgraded as time passes, and even when
+   all teachers have received basic Internet training, they will most
+   likely have questions as they explore and learn more on their own. A
+   general rule for budget planning is this: for every dollar you spend
+   on hardware and software, plan to spend three dollars to support the
+   technology and those using it.
+
+   It will be necessary for your school to have some technical expertise
+   on-site. (See also Question 4.4.) Your network access provider may
+   offer training and support for technical issues, and other groups
+
+
+
+Sellers & Robichaux          Informational                     [Page 10]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   also offer formal classes and seminars. If your school has designated
+   technical personnel, they will be good candidates for such classes
+   and seminars. If your school does not have designated technical
+   personnel, a teacher or other staff member with a strong interest may
+   take on the task of becoming the local expert, but a better solution
+   is to have someone dedicated to this at least part time. Students can
+   help local experts maintain equipment and do other tasks, which
+   allows them to learn new skills at the same time.
+
+   Training is an equally significant component to deployment of the
+   Internet in schools. Most teachers learn about the Internet during
+   the time they use to learn about any new teaching tool, which often
+   means they "steal" time at lunch, on weekends, and before and after
+   school to explore resources and pursue relationships via the
+   Internet. When a school is committed to providing the Internet as an
+   educational resource, the administration will make in-service time
+   available. It will also ensure that someone at the school is
+   sufficiently knowledgeable to field questions and help people as they
+   risk trying new ways of teaching using Internet resources. Again,
+   some students make excellent tutors.
+
+   Some technical support and a variety of training materials can be
+   found by using the Internet itself. You can send questions to people
+   in the know and join discussion lists and news groups that discuss
+   and answer questions about support and training. The Edtech mail list
+   is one such list. Some World Wide Web sites offer technical support
+   information.  Videos also help bridge the information gap. See
+   Section 9, "Resources and Contacts," for a preliminary listing of
+   these resources. Your local community may also have resources. These
+   include colleges and universities, businesses, computer clubs and
+   user groups, technology consultants, and government agencies.
+
+4.3  How can my school afford access to the Internet?
+
+   Although school budgets are impossibly tight in most cases, the cost
+   of an Internet connection can be squeezed from the budget when its
+   value becomes apparent. Costs for a low-end connection can be
+   reasonable. (See the next question.) The challenge facing those
+   advocating an Internet connection sometimes has less to do with the
+   actual cost than it has with the difficulty of convincing
+   administrators to spend money on an unfamiliar resource.
+
+   In order to move the Internet connection closer to the top of your
+   school's priority list, consider at least two possibilities. First,
+   your school may be in the process of reform, as are many schools. As
+   mentioned earlier, use of the Internet supports reform efforts, so
+   framing Internet access as a component to systemic reform may help to
+   persuade some people.  Second, to convince people of the value of a
+
+
+
+Sellers & Robichaux          Informational                     [Page 11]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   connection, an actual Internet demonstration can be more useful than
+   words. While this may sound like a chicken-and-egg situation (I need
+   Internet access to get Internet access), some organizations will
+   provide guest accounts on an Internet-connected computer for people
+   in schools who are trying to convince others of the value of an
+   Internet connection. Another way to begin using Internet services is
+   to sign up for one of the popular online services such as America
+   Online, CompuServe, or Prodigy. Once subscribed, you can use these
+   services either from home or from school. This method is recommended
+   only as way to introduce yourself and others in your school community
+   to the value of the Internet. It is not a good long-term solution to
+   providing Internet access for a lot of users at one site such as a
+   school.
+
+   Contact local colleges, universities, technology companies, service
+   providers, community networks, and government agencies for both guest
+   accounts and funding ideas. For alternatives to your own school's
+   budget or for supplements to it, look for funding in federal, state,
+   and district budgets as well as from private grants. Work with
+   equipment vendors to provide the hardware needed at low or no cost to
+   your school, and consider forming a School/Community Technology
+   Committee, or a joint School District/School/Community Technology
+   Committee. Also investigate the possibility of a back-door connection
+   to a local college or university.  Service providers often allow
+   schools to connect to higher education sites at a lower cost.
+
+   A number of sites on the Internet provide more information about
+   grants and organizations that offer them. Two in particular that you
+   may find useful are Grants Web, for grant information of all kinds,
+   and the Foundation Center, for information on private and nonprofit
+   organizations.  For information on where to find these sites on the
+   Internet, see Section 9, "Resources and Contacts."
+
+4.4  What organizational structure needs to be in place in order for my
+     school to have Internet access?
+
+   Schools and school districts have devised structures that vary
+   widely, depending on a school's particular requirements. In many
+   schools, the librarians/media specialists guide the development of
+   the network and policies on its use and serve as the top of the
+   structure within the school. In other schools, an interested teacher
+   becomes the driving force behind getting the Internet into the school
+   and may be the most appropriate person to see the project through.
+   The school administration, if not the guiding force, needs to be
+   behind the plan to bring the Internet into the school. And all other
+   parties who might have a stake in the development should be brought
+   in as early as possible, whether or not they are knowledgeable about
+   the Internet. These might include area businesses, community leaders,
+
+
+
+Sellers & Robichaux          Informational                     [Page 12]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   teachers with Internet access at home, the librarian or media
+   specialist, parents, and anyone in the school who finds the idea of
+   bringing the Internet into the school appealing. In short, any
+   organizational structure will do as long as it is clear and simple
+   and includes the people who might have a stake in the process of
+   bringing the Internet into the school.
+
+   One way to ensure that an organizational structure develops and that
+   the right people become involved is to invite a wide variety of
+   people to create a technology plan for the school. The by-product of
+   technology planning can be the development of an organizational
+   structure, but of course the planning is useful in itself to help
+   your school define and meet goals for Internet and other technology
+   use. The National Center for Technology Planning hosts a collection
+   of technology plans and planning aids for people who need help, new
+   ideas, or solutions as they tackle technology planning in their
+   schools or districts. Information on the National Center for
+   Technology Planning can be found in Section 9, "Resources and
+   Contacts."
+
+   No matter what the structure, there should be someone at the school
+   who can take the lead in working with vendors and Internet Service
+   Providers (ISPs). This person should be knowledgeable about - or
+   willing to learn about - the technical aspects of connecting to the
+   Internet, including knowledge about any networks the school already
+   has in place. The lead person should have an alternate so that the
+   school is not completely dependent on one person. If your school
+   hires an independent consultant, someone at the school should be
+   aware of everything the consultant does and should receive at least
+   some training in the areas of the consultant's work.
+
+   Another role that must be filled is that of in-house network
+   administrator. Having an already busy teacher take on this role as an
+   extra duty is a bad idea; a greater time commitment is needed.
+
+4.5  What questions do I need to ask people who are selling network
+     services?
+
+   There are a number of questions you should ask. Anything you hear
+   that you don't understand must be questioned. If a vendor knows the
+   product and the process well, he or she should be able to explain in
+   terms you can understand.
+
+   You should also ask any kind of vendor how available they are and at
+   what point they either stop helping you or begin charging by the
+   hour. Get references from other customers, preferably including at
+   least one school which has requirements similar to yours.
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 13]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Questions for LAN vendors:
+
+      If the school has not yet purchased a Local Area Network (LAN),
+      ask the LAN vendor how the product will interact with TCP/IP.
+      (TCP/IP stands for Transmission Control Protocol/Internet
+      Protocol, the technology which forms the basis of the Internet.)
+      If necessary, arrange a meeting with the LAN vendor, the ISP, and
+      any consultants that may be involved.
+
+      Make a list of the school's requirements, including security, the
+      number of computers on the LAN which will have Internet access,
+      and the Internet services you want students and teachers to be
+      able to use. (See Section 5, "Questions About Using Internet
+      Services," for an introduction to the services.) Ask the vendors
+      if they can provide services that will meet your requirements.
+
+   Questions for Internet Service Providers:
+
+      In general, ask the ISP what services are included with your
+      purchase of Internet connectivity.
+
+      Will they terminate the circuit in a router and leave you to your
+      own resources to take care of the "LAN side" of the connection?
+
+      Will they provide a primary domain name server for you?
+
+      Will they register your domain name with the InterNIC?
+
+      Are they providing you with all the IP addresses you need?
+
+      Will they help you with security issues?
+
+      Do they provide a newsfeed or a newsreading service? (Do you know
+      the difference?)
+
+      If they agree to do some work on the LAN side, what is the extent
+      of that work? (Configure individual computers? Handle subnetting
+      and routing issues?)
+
+      Will they answer questions from your network administrator?
+
+      Will a dedicated computer be needed as an Internet server for such
+      things as domain name service, the World Wide Web, Gopher, and
+      FTP?
+
+      Do they provide any training sessions for your staff and are these
+      sessions included in the connectivity price?
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 14]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+      Do they offer any other classes or seminars and are these included
+      in the connectivity price?
+
+      Does the ISP do their own training or do they contract to someone
+      else, and if the latter, who is it? Check references on any
+      contractors.
+
+      Questions for Internet Service Providers furnishing dial-in
+      service:
+
+      There are some specific questions you should ask of an ISP who is
+      providing dial-in connections. (See Question 4.7 for a further
+      discussion on dialing in from home.)
+
+      What is the charge per minute for connectivity?
+
+      Is SLIP or PPP connectivity available?
+
+      Will the ISP be providing software which allows you to use
+      Internet services such as email and the World Wide Web or will
+      they help you obtain it?
+
+      Will they help you install it?
+
+      Ask for references of other clients using dial-in service and when
+      you check them, one of the questions to ask other customers is if
+      they encounter lots of busy signals. (You can also check this
+      yourself by trying the access provider's dial-in number at various
+      times during the day. Just dial it by phone and see how many busy
+      signals you get.)
+
+4.6  How many of our computers should have Internet access and where
+     in the school should they be located?
+
+   You should make Internet access possible for as many of your school's
+   computers as possible. Ideally, you have computers located throughout
+   the school - in classrooms, the library, and laboratories - and they
+   are all connected together with printers and other peripherals in one
+   or more LANs. In that case, you acquire one dedicated Internet
+   connection of 56 Kbs (Kilobits per second) or higher to serve the
+   whole school.
+
+   If your budget and existing computer equipment are both limited, you
+   can use a dial-up service and a modem to access the Internet, but in
+   most cases that will only be viable for one computer at a time. As
+   use of the Internet catches on in your school, it will eventually be
+   more effective for you to create the LAN with Internet access
+   mentioned above than to keep adding modems in classrooms.
+
+
+
+Sellers & Robichaux          Informational                     [Page 15]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   If you must choose between Internet access in one lab in the school
+   or Internet access for the same number of computers throughout the
+   school, in order to get teachers to use the access you must make it
+   available where they can most easily take advantage of it. This
+   usually means that you make access available throughout the school.
+   Although a computer lab is an easier maintenance set-up for the
+   person in charge of keeping the equipment running and allows each
+   individual (or pair) in an entire class to be using a computer at the
+   same time, a computer located in the classroom is more convenient for
+   both the teacher and the class. Internet resources can be more easily
+   integrated into a classroom lesson, and the emphasis remains on using
+   the Internet as an instructional tool. Since only one or two
+   computers can usually be placed in each classroom, teachers will
+   learn to allocate computer time creatively. And if you are able to
+   provide only a few computers throughout the school, make sure that at
+   least one of them is in the library where all students will have the
+   chance to be exposed to the Internet as a resource.
+
+   Networking all computers campus-wide can be expensive. You may want
+   to investigate initially giving one lab, the library, and a few
+   classrooms dial-up access, assuming phone lines are available. Even a
+   connection to only one classroom as a demonstration may help you to
+   garner more support for creating a campus-wide local area network
+   that is routed to the Internet through a dedicated line.
+
+4.7  Can people get on the Internet from home?
+
+   This depends on your network access provider. It is certainly a
+   possibility and is definitely desirable for the educators at your
+   school.  To make it possible for teachers and other staff to dial in
+   to the school network (and then out to the Internet) from home, you
+   will need to employ, at the least, multiple phone lines and modems.
+   Talk to your service provider about other technical requirements.
+
+   Many teachers like to be able to learn at home as well as on school
+   grounds, and having the ability to explore when they have the time is
+   invaluable. One school district we know of made low-interest loans
+   available to teachers so that they could buy home computers. When the
+   technology was later made available in their classrooms, they already
+   had some experience and were comfortable beginning to use it in day-
+   to-day instruction.
+
+   The question of whether or not to make the option to dial in from
+   home available to students is more difficult. On one hand, a school
+   may not be able to escape the idea that it is responsible for how
+   students use the Internet access it provides, even though the school
+   has no control over the home environment. On the other hand,
+   particularly in high school, much schoolwork is done at home. Since
+
+
+
+Sellers & Robichaux          Informational                     [Page 16]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   most classrooms don't have enough computers for all students to
+   access the Internet at once, it is even more likely that work will
+   not be completed during class time. Having Internet access from home
+   becomes more important.
+
+   Discussion of whether or not you want to make this option available
+   to students - even if it is technically possible - should involve as
+   many school partners as possible, including faculty, administration,
+   parents, and other community members. It might take place in a public
+   forum such as a school/community meeting.
+
+5.  Questions About Using Internet Services
+
+   The way to find people, information, software, and anything else on
+   the Internet is generally to use either printed or electronic guides
+   and Internet services. In this section we will concentrate on the
+   services.  (See Section 6, "Questions about Classroom Resources,
+   Projects, and Collaboration," for information on guides.) We answer
+   more questions about the World Wide Web than about other online
+   services for three reasons.  First, the World Wide Web is the
+   Internet tool coming into most prominence at the time of this
+   writing. Second, many (if not all) of the other services are included
+   seamlessly in the Web; that is, they're there, but you may or may not
+   realize you're using them. Third, making your way around the Internet
+   using the World Wide Web is easy; for people not interested in
+   computers, access to the Internet and has become less frustrating.
+
+   This is not to say that finding what you want is always simple. The
+   Internet is like a vast library without a comprehensive card catalog.
+   New ways to do indexing and searching are being devised and employed,
+   and you'll need some time to learn how to use them.
+
+5.1  What is the World Wide Web?
+
+   The World Wide Web (WWW) is a project initiated by the European
+   Laboratory for Particle Physics (CERN) located in Geneva, Switzerland
+   and currently driven by the World Wide Web Consortium. When exploring
+   the World Wide Web, users navigate through documents by selecting
+   highlighted text that leads to another document or location. The
+   highlighted text can be called a "pointer," a "link," or an "anchor."
+   This navigation results in a three-dimensional exploration of
+   documents instead of a flat text document. The World Wide Web
+   incorporates different media into its documents, including text,
+   sound, graphics, and moving images.
+
+   The World Wide Web presents either a graphical or a text interface to
+   numerous Internet resources. Not only can users access documents
+   specifically designed for the Web, they can also view documents on
+
+
+
+Sellers & Robichaux          Informational                     [Page 17]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Gopher servers, use FTP to download files, and launch a telnet
+   session. Some World Wide Web clients also allow for the use of email
+   and Usenet news.  This is an easy-to-use, nonthreatening way to
+   approach the Internet, and does not require in-depth technical
+   knowledge. (See Question 5.5 for a discussion of these other
+   services.)
+
+5.2  How do I connect to the World Wide Web?
+
+   First, you will need at least a SLIP or PPP connection. (See Question
+   4.1 for more information; SLIP or PPP is the "advanced individual
+   user" solution described there.) Accessing the Web is like using any
+   other service on the Internet: you run a client on your computer
+   which accesses a server, in this case a Web server, running on
+   another computer. In Web terms, the client is called a browser. The
+   browser retrieves and reads documents from Web servers. Information
+   providers establish Web servers for use by network users, and when
+   you become proficient at using the Internet, you may want to become
+   exactly that kind of information provider.
+
+   Most Web browsers share common features. One feature is the hotlist,
+   or bookmark. This allows you to mark your favorite sites. Your
+   browser will store these sites and their addresses and allow you to
+   revisit them later by simply selecting the name of a site from a
+   menu. Another feature common to most browsers allows you to save the
+   current file to your local disk.  Some browsers keep a tally of the
+   sites you've visited recently and allow you to revisit them without
+   typing in the location again. Every browser is different, so it pays
+   to explore your own client software and learn its features through
+   practice. Most people, even those with little computer experience,
+   find that it's easy to learn to use a browser just by exploring on
+   their own.
+
+   Each document contained on Web servers across the Internet has a
+   unique address. This is called a URL, a uniform resource locator.
+   Browsers negotiate URLs just like mail software negotiates email
+   addresses. Users can type in the URL for the browser to access. URLs
+   are also embedded in a Web document's text, providing a seamless link
+   to another location or document.
+
+5.3  How is the World Wide Web linked?
+
+   The Web functions as a distributed hypermedia system. The purpose of
+   this system is to allow the exchange of information across the
+   Internet in the form of hypertext documents called Web pages or home
+   pages. Hypertext is text with pointers or links to further
+   information in various formats (text, graphic, video), allowing you
+   to branch off to another document for more information on a given
+
+
+
+Sellers & Robichaux          Informational                     [Page 18]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   topic, and then return to the same location in the original document
+   with ease. Pointers in a Web document are analogous to HyperCard
+   stacks or Microsoft help files in which you click on an option (a
+   pointer or a link) and the program moves you to another document, or
+   location.
+
+   Documents published on the Web are constructed in hypertext markup
+   language, or HTML. This is a simple language that allows you to
+   format text, insert images and sound, and create links in a document.
+   Tutorials on creating Web services are available at the NCSA Mosaic
+   Home Page, the automatic starting place for Web exploration when
+   using the Mosaic client.  There are also Web page creation resources
+   listed in Section 9, "Resources and Contacts."
+
+5.4  Where do I get a World Wide Web browser?
+
+   The two most common graphical Web browsers at the time of this
+   writing are Netscape and Mosaic. Netscape is a commercial product but
+   is currently free for educational use. Mosaic is free.  Both of these
+   packages are available for Macintosh, PC, and Unix platforms through
+   the Internet. See Section 9, "Resources and Contacts," for details.
+
+   For those users with lower-speed connections that cannot accommodate
+   full graphical browsers, there is a text-based browser available for
+   Unix systems called Lynx. A public-access Lynx client is accessible
+   through telnet at the server of the World Wide Web Consortium, which
+   is listed in Section 9, "Resources and Contacts."
+
+   Many commercial online services, such as CompuServe, Prodigy, and
+   America Online, include a Web browser as part of their offerings.
+   More and more often, Web browsers are being included as part of the
+   standard connection software provided by the Internet Service
+   Provider.
+
+5.5  What are the other services on the Internet?
+
+   There are a number of other services to help you get around on the
+   Internet. The most common ones are described here. For more
+   information, see "EFF's (Extended) Guide to the Internet" by the
+   Electronic Frontier Foundation, and "The Whole Internet User's Guide
+   and Catalog" by Ed Krol, both of which are listed in Section 8,
+   "Suggested Reading," in addition to the Glossary entries mentioned
+   for each tool.
+
+   Email.  Email is probably the most basic tool on the Internet. It is
+   short for electronic mail and may be used in a couple of ways. You
+   can send messages back and forth with just one person, or you can
+   participate with a group of people who discuss topics of common
+
+
+
+Sellers & Robichaux          Informational                     [Page 19]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   interest. These groups are called mail lists. You join and leave the
+   lists by sending email to one address, and you post messages to all
+   the people on the list by sending email to a slightly different
+   address. Sometimes a human does the list registration and sometimes a
+   software program does it. For more information see the entries for
+   email and mailing lists in the Glossary.  A list of mail lists
+   related to primary and secondary education can be found in Section 9,
+   "Resources and Contacts."
+
+   Network News.  Also known as Usenet News or Net News. Reading news is
+   similar to joining an email list, but instead of the messages coming
+   to your mailbox, you use news reader software to read messages on a
+   computer where they are accumulated. For more information see the
+   entry for Usenet News in the Glossary.
+
+   FTP.  FTP stands for File Transfer Protocol, and just as the name
+   implies, it allows you to transfer files from one computer to
+   another. It is the name for both the protocol and the program. A
+   special kind of FTP, Anonymous FTP, allows you to access the many
+   public archives on the Internet. FTP is not used by itself as much as
+   it used to be, since people often use Web browsers and Gopher clients
+   which incorporate FTP when they want to retrieve files. For more
+   information see the entries for Anonymous FTP and FTP in the
+   Glossary.
+
+   Telnet.  Telnet allows you to log into a computer somewhere else on
+   the Internet and use the services there. For example, if you don't
+   have a Gopher client or a Web browser, there are some public access
+   sites that you can telnet to in order to use a Gopher client or a
+   text-based Web browser.
+
+   Gopher.  Gopher is a tool that lets you browse for information on the
+   Internet using menus. If you know what you're looking for and have an
+   idea about where to find it, Gopher can make your search easier. And
+   when you have located something of interest, whether it's a document,
+   a data set, or a picture, Gopher will retrieve it for you. For more
+   information see the entry for Gopher in the Glossary.
+
+   Searching and Indexing Tools.  Archie is a tool for searching FTP
+   sites; Veronica (Very Easy Rodent-Oriented Network Index to
+   Computerized Archives, which works the same way Archie does) is a
+   tool for searching Gopherspace; WAIS (Wide Area Information Service;
+   pronounced "wayz") is a tool for searching indexed databases, whether
+   the databases are full of numbers, text, or graphics files; and
+   Yahoo, Lycos, and WebCrawler are some of the many searching and
+   indexing tools available on and for the World Wide Web. For more
+   information see the entries for Archie, Gopher, WAIS, WWW, and
+   Veronica in the Glossary.
+
+
+
+Sellers & Robichaux          Informational                     [Page 20]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Videoconferencing. At the time of this writing, schools are beginning
+   to participate in conferences, meetings, and collaborative activities
+   via video. The two services or applications used are Multicast
+   Backbone (MBONE) and CU-SeeMe, both of which allow for desktop
+   videoconferencing, or videoconferencing via computer.
+
+   MBONE is an option for videoconferencing using several operating
+   systems at the time of this writing: Unix, Windows NT, Windows 95,
+   and Mac Operating System 7.5.2. It requires that your Internet
+   service provider be a part of the MBONE, which depends on a
+   specialized routing strategy.  Ask your service provider if they are
+   equipped to support MBONE traffic.  If so, you will need to work
+   fairly closely with your provider to establish working configurations
+   for your network. More information on MBONE is available at the MBONE
+   Information Web. (See Section 9, "Resources and Contacts.")
+
+   CU-SeeMe, developed by Cornell University, also presents conferencing
+   capabilities over an IP network. You may participate in a CU-SeeMe
+   videoconference as a sender, a recipient, or both. Through use of
+   reflectors, multiple sites may participate in any given conference.
+   For any of these activities, you'll need a PC or a Macintosh with a
+   connection to the Internet and CU-SeeMe software. Additionally, if
+   you'd like to send video and audio, you will need a video camera and
+   a video board in your computer. Full information on the hardware
+   requirements is available at the CU-SeeMe Web site; there is also a
+   mailing list for CU-SeeMe information. For guidance and discussion
+   about using CU-SeeMe as an instructional tool, the Global SchoolNet
+   Foundation hosts a mail list called cu-seeme-schools which announces
+   opportunities for participation in CU-SeeMe events. For information
+   on the Web site and mailing lists, see Section 9, "Resources and
+   Contacts."
+
+6.  Questions About Classroom Resources, Projects, and Collaboration
+
+6.1  How can I find specific projects using the Internet that are
+     already developed?
+
+   When you have learned to use some of the Internet services discussed
+   in Section 5, "Questions About Using Internet Services," particularly
+   the search tools, you will be able to answer that question more fully
+   for yourself. In the meantime, since there are several resources on
+   the Internet that are directed specifically at the primary and
+   secondary school communities, here are some ideas to get you started.
+
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 21]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Computer Information Servers:
+
+      Global SchoolNet.  The Global SchoolNet Foundation's World Wide
+      Web site contains a wealth of valuable information and materials,
+      including help setting up projects by learning what has worked
+      best based on others' experience. The GSN site also contains a
+      landmark registry of projects in which schools can participate.
+
+      EdWeb.  Andy Carvin's EdWeb is an excellent source of K-12
+      information.
+
+      CoSN.  The Consortium for School Networking maintains an Internet
+      server.
+
+      NASA.  NASA's Spacelink and Quest are directed at primary and
+      secondary school educators, and both house lesson plans,
+      Internet-based curriculum units, and interactive projects and
+      activities. Many NASA projects also maintain computer information
+      servers.
+
+      Empire Internet Schoolhouse.  The New York State Education and
+      Research Network (NYSERNet) hosts the Empire Internet Schoolhouse,
+      an extension of its Bridging the Gap program.
+
+      K-12 Schools on the Internet.  Gleason Sackman of North Dakota's
+      SENDIT network for K-12 educators maintains an active list of K-12
+      schools on the Internet.
+
+      National School Network Testbed.  The Bolt Beranek and Newman
+      (BBN) project called the National School Network Testbed provides
+      links to numerous schools and projects.
+
+      Internet School Networking.  The Web pages for the group which
+      brings you this paper contain a collection of documents and case
+      studies on projects.
+
+   Mail lists:
+
+      Many people on electronic mailing lists such as Ednet, Kidsphere,
+      and the Consortium for School Networking Discussion List post
+      their projects and ask for partners and collaborators.
+
+   News groups:
+
+      The K12 hierarchy of Usenet News has several groups where
+      educators post these invitations as well. For subscription to
+      these and other electronic lists and for names of news groups see
+      Section 9, "Resources and Contacts."
+
+
+
+Sellers & Robichaux          Informational                     [Page 22]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Conferences:
+
+      There are also a number of conferences worth looking in to. The
+      National Education Computing Conference (NECC) and Tel-Ed, both
+      held annually, are conferences sponsored by the International
+      Society for Technology in Education (ISTE). The Internet Society
+      (INET) conference is the annual conference for the Internet
+      Society. See Section 9, "Resources and Contacts" for contact
+      information for these organizations.
+
+      Specific computer information servers, mail lists, news groups,
+      and conference sponsors are listed in Section 9, "Resources and
+      Contacts."  A number of Web sites also provide favorite
+      "bookmarks," or lists of sites for educators. Bookmarks are not
+      included in Section 9, but you will quickly find them if you begin
+      at any of the Web server entry points listed here.
+
+6.2  What are some examples of how the Internet is being used in
+     classrooms now?
+
+   Projects which use the Internet sometimes request sites from all over
+   the world to contribute data from the local area then compile that
+   data for use by all. Weather patterns, pollutants in water or air,
+   and Monarch butterfly migration are some of the data that have been
+   collected over the Internet. In Appendix C, "Examples of Educational
+   Projects Using the Internet," you will find several examples
+   collected from various online servers and electronic mailing lists
+   pertaining to education, each from a different content area and
+   representing different ways of using the Internet. Some of the
+   projects require only that you be able to use email, some require
+   that you have access to the most advanced Internet services, and some
+   offer varying levels of participation.
+
+   There are a number of specific projects you may find interesting:
+
+   KIDS.  KIDS is a project managed by the nonprofit KIDLINK Society. It
+   includes discussion lists and services, some of them only for people
+   who are ten through fifteen years old.
+
+   Academy One. Academy One is part of the National Public Telecomputing
+   Network (NPTN) and usually has a number of projects running at a
+   time.
+
+   I*EARN.  The International Education and Research Network (I*EARN), a
+   project of the nonprofit Copen Family Fund, facilitates
+   telecommunications in schools around the world.
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 23]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Chatback Trust.  Initiated to provide email for schools in the United
+   Kingdom and around the world with students who have mental or
+   physical difficulty with communicating, Chatback Trust and Chatback
+   International maintain a network server that you may want to
+   investigate.
+
+   ESP.  The European Schools Project (ESP) involves approximately 200
+   schools in 20 countries and has as its goal building a support system
+   for secondary school educators.
+
+   Electronic Field Trips.  The online interactive projects on NASA's
+   Quest server and the JASON Project are designed especially to provide
+   classroom contact with real science and scientists.
+
+   For contact information on these groups and computer information
+   servers refer to Section 9, "Resources and Contacts."
+
+6.3  Are there any guides to using the Internet in schools that list all
+     these resources in one place?
+
+   Printed guides to using the Internet in education are appearing along
+   with the new books on the Internet and you can expect to see more in
+   the near future. The problem with paper resource guides is that the
+   Internet is a changing environment so they become outdated quickly.
+   Most (like this document) try to list only the most stable resource
+   sites, and even if not everything you try is available, these guides
+   can be particularly helpful if you are new to the Internet. Try the
+   books entitled "Education on the Internet," "Teaching with the
+   Internet:  Putting Teachers Before Technology," and "Brave New
+   Schools" listed in Section 8, "Suggested Reading," for a sampling of
+   those available at the time of this writing.  Check bookstores,
+   libraries, and booksellers' catalogs for others.
+
+   One answer to the problem of printed Internet guides is the
+   newsletter.  Two we recommend are specifically for primary and
+   secondary school educators interested in networking and contain
+   information on new services on the Internet that are of interest to
+   educators, projects for collaboration, conferences, new books and
+   publications, essays, and practical tutorials on using network tools
+   and services. NetTeach News is published ten times a year and is
+   available both hardcopy and via email.  Classroom Connect is
+   published nine times a year. Information on subscribing and related
+   online services for both newsletters can be found in Section 9,
+   "Resources and Contacts."
+
+   Internet computers which act as guides to the Internet for educators
+   are, among others, BBN's Copernicus server, the Global SchoolNet
+   server, NASA's Quest server, the University of Illinois College of
+
+
+
+Sellers & Robichaux          Informational                     [Page 24]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Education's Learning Resource Server, and Web66. All are listed in
+   Section 9, "Resources and Contacts."
+
+6.4  How can I add my own contributions to the Internet?
+
+   In addition to sharing your knowledge and expertise on the electronic
+   mail lists and news groups mentioned, as you gain experience you may
+   find you have the knowledge and inclination to put up a Web page for
+   your own site.  Many K-12 schools are maintaining Web pages, either
+   on Web servers they set up at the school or on a computer at another
+   site, to publish student projects and information about their
+   schools. Gleason Sackman's Hot List of K-12 Internet School Sites and
+   Web66 offer a comprehensive listing of these schools and provide
+   links to their home pages. These pages may give you ideas about ways
+   your school can use the World Wide Web to contribute to the K-12
+   Internet community. There are also a number of sites which give
+   instruction in how to publish on the Web and how to maintain Web
+   sites, including Web66, the National Center for Supercomputing
+   Applications (NCSA), and the Geometry Forum. For the Internet
+   locations of these resources see Section 9, "Resources and Contacts."
+
+7.  Questions About Security and Ethics
+
+7.1  I've heard that there is a lot of objectionable material on the
+     Internet.  How do I deal with that problem?
+
+   Because sensational media accounts tend to downplay the educational
+   uses of the Internet in favor of the more controversial material
+   available, this will almost certainly be an issue raised when you
+   discuss getting an Internet connection in your school. Concerned
+   educators should learn more about this issue and formulate a strategy
+   for resolving problems before they arise. One important point to
+   realize early is that students do not accidentally bump into
+   objectionable material in the course of most educational
+   explorations. Although we are not suggesting that people never run
+   across objectionable material by chance, most find this material only
+   because they're looking for it.
+
+   At the time of this writing the most important and effective action
+   schools can take is to develop clear policies to guide students' use
+   of the Internet and establish rules - and consequences for breaking
+   them - that govern behavior on the Internet. These policies, called
+   Acceptable Use Policies (AUPs), work best when they are in line with
+   rules governing other behavior at school. Additionally, schools
+   should integrate issues around technology and ethics into the
+   curriculum [3]. Schools need to exercise reasonable oversight while
+   realizing that it is almost impossible to absolutely guarantee that
+   students will not be able to access objectionable material. It may be
+
+
+
+Sellers & Robichaux          Informational                     [Page 25]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   wise to make this clear to parents and students before a student is
+   given access to the Internet. To limit a school's liability, some
+   systems obtain signed releases from students and parents stipulating
+   that they have read the AUP and that the student agrees to abide by
+   it.
+
+   Several commercial software products are available which attempt to
+   address the problem of access to objectionable material. They block
+   access to controversial sites, look for specific text in email
+   messages, or do both. Some can be configured in the home or school
+   and some block a preconfigured collection of sites which is
+   maintained and configured by the company.
+
+   Some success has been achieved through the use of proxy servers. A
+   school hooks up all its computers to a single computer that has full
+   Internet access. This computer server then becomes the gateway to the
+   Internet for all of the school computers. The server can be
+   configured to mask away sites that have objectionable material,
+   including Web pages, Gopher and FTP sites, and network news and WAIS
+   servers. One further step can be taken by also installing a caching
+   server on the gateway machine. A caching server can hold Web pages
+   locally after they have been retrieved from other sites. Once a page
+   has been loaded into the server it can thereafter be fetched from the
+   cache, useful if a set of Web pages needs to be accessed frequently
+   from a site that is usually busy.
+
+   Although proxy and caching servers are relatively easy to set up by a
+   system administrator, entering all the sites that are objectionable
+   and keeping the cache up to date can be time consuming. Also, this
+   method does not stop teachers and students from receiving and sending
+   objectionable material as email attachments.
+
+   The store-and-forward method is one way to filter information to
+   which students are exposed. Usenet News and email (both described in
+   Section 5, "Questions About Using Internet Services") are "stored" on
+   a computer until the time appointed for that computer to contact the
+   next one along the path to the final destination, at which time it is
+   "forwarded" along its way. Most computers are set up to process
+   outgoing requests at least every 30 minutes. This method requires
+   quite a bit of management on the part of humans.
+
+   It is also possible to control the times and opportunities that
+   students have to access the Internet and only allow access under
+   supervision. Many teachers find that engaging their students in
+   meaningful, supervised learning activities operates as an effective
+   deterrent to unauthorized Internet exploration.
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 26]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   At the time of this writing none of the technical solutions discussed
+   above has proven wholly successful in addressing the problem of
+   student access to controversial material. However, this area is
+   currently the focus of intense development efforts. In the mean time,
+   these solutions may be used in combination with clear policies and
+   consequences for breaking them to ensure the integrity of the school,
+   its students, and its educators. No matter what option or combination
+   of options you choose, teaching the ethics of Internet access as a
+   matter of course is imperative.
+
+   There are resources for further exploration of the issue of students
+   and objectionable material available on the Internet. The National
+   Center for Missing and Exploited Children has produced a sensible and
+   practical brochure entitled, "Child Safety on the Information
+   Highway," written by Los Angeles Times columnist Lawrence J. Magid.
+   It is available both online and hardcopy. Another good document,
+   "Internet Parental Control Frequently Asked Questions," describes the
+   tools available at the time of this writing to help with issues of
+   children using the Internet, from guidance by parents to government
+   restrictions to rating and filtering systems. It is produced by the
+   Voters Telecommunications Watch and is available on the Internet.
+   There is also at least one mailing list which you may want to join
+   called Children Accessing Controversial Information (CACI). For
+   information on all of these, please see Section 8, "Suggested
+   Reading," and Section 9, "Resources and Contacts."
+
+7.2  How do we keep our own and other people's computers safe from
+     student "hackers"?
+
+   In the language of computer folks, a "hacker" is someone who is
+   excellent at understanding and manipulating computer systems. A
+   "cracker" is someone who maliciously and/or illegally enters or
+   attempts to enter someone else's computer system.
+
+   Computer security is unquestionably important, both in maintaining
+   the security of the school's computers and in ensuring the proper
+   behavior of the school's students (and others who use the network).
+   In this area, not only school policy, but also state and national
+   laws may apply. One source of information which you can read to help
+   you sort through security issues is the Site Security Handbook (FYI
+   8), which suggests to site computer administrators, Network
+   Information Centers, Network Operation Centers, and others how to set
+   up security policies and directs you to further information. A good
+   book available commercially is "Computer Security Basics" by Russell
+   and Gangemi. The full reference for these two sources of information
+   can be found in Section 8, "Suggested Reading."
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 27]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Your school's AUP (see Question 7.4) should specify the consequences
+   for such activity, and it may also be prudent to require a signed
+   release from each student stating that he understands these
+   consequences and possible legal implications of intentional
+   exploitation of computer networks.
+
+   In the unlikely event that someone from outside your school breaks in
+   to a computer on your network, you should report the activity to the
+   CERT Coordination Center. Contact information for the center can be
+   found in Section 9, "Resources and Contacts."
+
+7.3  How do we keep viruses from attacking all of our computers if we
+     get connected to the Internet?
+
+   Even if you use the Internet to exchange only data (such as text or
+   pictures), virus infection can be a problem. This is because many
+   programs today allow data files to include commands which are run
+   when the data is loaded. Certainly when you download software
+   programs and run them on your own computer you should use caution.
+   Anything you download over the Internet or an electronic bulletin
+   board system could have a virus. For that matter, any program and
+   even some documents, whether on tape or a disk, including commercial
+   software still in its original packaging, might possibly have a
+   virus. Therefore there are two precautions you should take. First,
+   install virus protection software on all your computers.  Second, use
+   only trusted sources from which to download software and files. If
+   you are uncertain about whether to download something, ask someone
+   first.
+
+   Virus checking software is available free over the Internet via
+   Anonymous FTP from the CERT Coordination Center. Your hardware or
+   software vendor, your network access provider, your technical support
+   resources, or your colleagues on network mailing lists should be able
+   to provide more specific information applicable to your site. Contact
+   information for the CERT Coordination Center can be found in Section
+   9, "Resources and Contacts."
+
+7.4  What are the rules for using the Internet?
+
+   When your Internet connection is established, your access provider
+   should acquaint you with their Acceptable Use Policy. This policy
+   explains acceptable and unacceptable uses for your connection. For
+   example, it is in all cases unacceptable to use the network for
+   illegal purposes. It may, in some cases, be unacceptable to use the
+   network for commercial purposes.  If such a policy is not mentioned,
+   ask for it. All users are expected to know what the acceptable and
+   unacceptable uses of their network are.
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 28]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Remember that it is essential to establish a school-wide policy in
+   addition to the provider's AUP. A school's AUP is usually more
+   restrictive and specific than the one used by the service provider. A
+   repository of sample school AUPs can be found on the Armadillo Web
+   server, listed in section 9, "Resources and Contacts." As mentioned
+   earlier, some school systems have found it worthwhile to make
+   Internet access contingent upon a student's signed agreement to abide
+   by the school's AUP.
+
+   Beyond your service provider's AUP and the one you create for your
+   school, there are no overreaching rules for Internet use. There are,
+   however, community standards and conventions that should be observed.
+   You can review some generally agreed-upon guidelines at Arlene
+   Rinaldi's etiquette page and by reading FYI 28 (RFC 1855),
+   "Netiquette Guidelines." See Section 9, "Resources and Contacts," for
+   the location of the etiquette page, and Appendix B, "Ways to Get
+   RFCs" for instructions on obtaining FYI 28.
+
+8.  Suggested Reading
+
+   Those items marked with an asterisk (*) are available free online.
+   For information on retrieving RFCs and FYIs, see Appendix B, "Ways to
+   Get RFCs."
+
+   * Connecting to the Future: A Guide For Building a Network
+     Infrastructure for Education. NASA IITA, Department of Education
+     NCES. 1995. Gopher: quest.arc.nasa.gov/How to Get Connected to and
+     How to Use the Internet  (Also available from NASA CORE with
+     accompanying video. See NASA Central Operation of Resources for
+     Educators in Section 9, "Resources and Contacts.")
+
+   * Conrad, L. B. "Getting US Educators Online"
+     http://quest.arc.nasa.gov/online/table.html  (State-by-state
+     compilation of Internet service offerings especially for teachers.)
+
+   Cummins, J. and D. Sayers. Brave New Schools: Challenging Cultural
+     Illiteracy Through Global Learning Networks. New York: St. Martin's
+     Press, 1995.
+
+   Ellsworth, J. H.  Education on the Internet: A Hands-on Book of
+     Ideas, Resources, Projects, and Advice. Indianapolis, Indiana:
+     Sams Publishing, 1994.
+
+   * Electronic Frontier Foundation. EFF's (Extended) Guide to the
+     Internet.
+     http://www.eff.org/pub/Net_info/EFF_Net_Guide/netguide.eff
+     and from the EFF online archives at ftp.eff.org, gopher.eff.org,
+     AOL keyword EFF, CIS EFFSIG forum.
+
+
+
+Sellers & Robichaux          Informational                     [Page 29]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Estrada, S. Connecting to the Internet: An O'Reilly Buyer's Guide.
+     Sebastopol, California: O'Reilly and Associates, Inc., 1993.
+
+   * FYI 4  "FYI on Questions and Answers: Answers to Commonly asked
+     `New Internet User' Questions," Marine, A., J. Reynolds, and
+     G. Malkin. (fyi4.txt or rfc1594.txt)
+
+   * FYI 5  "Choosing a Name for Your Computer," Libes, D. (fyi5.txt or
+     rfc1178.txt)
+
+   * FYI 8  "Site Security Handbook," Holbrook, J.P. and J.K. Reynolds.
+     (fyi8.txt or rfc1244.txt)
+
+   * FYI 18 "Internet Users' Glossary," Malkin, G. and T. LaQuey Parker.
+     (fyi18.txt or rfc1392.txt)
+
+   * FYI 20 "What is the Internet?" Krol, E. and E. Hoffman. (fyi20.txt
+     or rfc1462.txt)
+
+   * FYI 26 "K-12 Internetworking Guidelines," J. Gargano, D. Wasley.
+     November 1994. (fyi26.txt or rfc1709.txt)
+
+   * FYI 28 "Netiquette Guidelines," Hambridge, S. (fyi28.txt or
+     rfc1855.txt)
+
+   Giagnocavo, G., et. al. Educator's Internet Companion (with diskette
+     and video). Lancaster, Pennsylvania: Wentworth Worldwide Media,
+     1995.
+
+   Harris, J. Way of the Ferret: Finding and Using Educational Resources
+     on the Internet. Eugene, Oregon: International Society for
+     Technology in Education, 1995.
+
+   Krol, E. The Whole Internet User's Guide & Catalog, Second Edition.
+     Sebastopol, CA: O'Reilly & Associates, Inc., 1994. (Also available
+     in textbook version)
+
+   * National Center for Missing and Exploited Children
+     http://www.missingkids.org/information_superhighway.html (Online
+     brochure "Child Safety on the Information Highway")
+     Also available from
+     National Center for Missing and Exploited Children
+     2101 Wilson Boulevard
+     Suite 550
+     Arlington, VA 22201-3052
+     1-800-THE-LOST (1-800-843-5678)
+
+   Protheroe, N. and E. Wilson. The Internet Handbook for School Users.
+
+
+
+Sellers & Robichaux          Informational                     [Page 30]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+     Arlington, Virginia: Educational Research Service, 1994.
+
+   * RFC 1480  "The US Domain,"  Cooper, A. and J. Postel. June 1993.
+     (rfc1480.txt)
+     [This document will also be useful to people not in the United
+     States.  See the sites listed under the FYI documents for the
+     location nearest you from which to download the file.]
+
+   * Rinaldi, A. "The Net: User Guidelines and Netiquette,"
+     http://rs6000.adm.fau.edu/rinaldi/netiquette.html
+
+   * Rogers, A. "Global Literacy in a Gutenberg Culture,"
+     http://gsn.org/gsn/article.gutenberg.html
+
+   Russell, D., and G. T. Gangemi, Sr. Computer Security Basics.
+     Sebastopol, California: O'Reilly and Associates, 1991.
+
+   * Safdar, S. J. "Internet Parental Control Frequently Asked Questions,"
+     Voters Telecommunications Watch, 1995.
+     http://www.vtw.org/pubs/ipcfaq, or email vtw@vtw.org and in the
+     subject line type "send ipcfaq" without the quotes
+
+   Steen, D.R., M.R. Roddy, D. Sheffield, and M.B. Stout. Teaching with
+     the Internet: Putting Teachers Before Technology. Bellevue,
+     Washington: Resolution Business Press, Inc., 1995.
+
+9.  Resources and Contacts
+
+   -----------
+   CONFERENCES
+   -----------
+
+   A list of other conferences, primarily in the United States, can be
+   found at http://www.classroom.net/classroom/conf.htm
+
+   NECC and Tel-Ed
+      International Society for Technology in Education
+      1787 Agate Street
+      Eugene, Oregon  97403-1923
+      USA
+      Phone:  503-346-4414 or 1-800-336-5191
+      Fax:    503-346-5890
+      Email:  iste@oregon.uoregon.edu
+              (CompuServe:  70014,2117)
+              (AppleLink:  ISTE)
+
+   See also "Internet Computers" in this section.
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 31]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   INET
+      Internet Society
+      12020 Sunrise Valley Dr.
+      Suite 210
+      Reston, Virginia  22091
+      USA
+      Phone:  703-648-9888
+      Fax:    703-620-0913
+      Email:  isoc@isoc.org
+
+   ---------------------
+   ELECTRONIC MAIL LISTS
+   ---------------------
+
+   Lists of electronic mail lists which you can search by category can
+   be found via the World Wide Web at http://tile.net/listserv, at
+   http://k12.cnidr.org:90/lists.html, and at
+   http://catalog.com/vivian/interest-group-search.html.
+
+   Classroom Connect mailing list
+      To subscribe, send a message to...
+      crc-request@wentworth.com
+      Leave the Subject field blank and in the first line of the body
+      of the message enter...
+      subscribe
+
+   CACI (Children Accessing Controversial Information)
+      To subscribe, send a message to...
+      caci-request@cygnus.com
+
+      Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      subscribe
+
+      To post, send a message to...
+      caci@cygnus.com
+
+   Cosndisc (Consortium for School Networking Discussion List)
+      To subscribe, send a message to...
+      listproc@list.cren.net
+
+      Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      subscribe cosndisc YourFirstName YourLastName
+
+      To post, send a message to...
+      cosndisc@list.cren.net
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 32]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Cu-seeme-l (General CU-SeeMe discussion list)
+      To subscribe, send a message to...
+      listproc@cornell.edu
+
+      Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      subscribe cu-seeme-l YourFirstName YourLastName
+
+      To post, send a message to...
+      cu-seeme-l@cornell.edu
+
+   Cu-seeme-schools (Discussion about using CU-SeeMe as an instructional
+        tool)
+      To subscribe, send a message to...
+      majordomo@gsn.org
+
+      Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      subscribe cu-seeme-schools
+
+      To post, send a message to...
+      cu-seeme-schools@gsn.org
+
+   Ednet
+      To subscribe, send a message to...
+      listproc@lists.umass.edu
+
+      Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      subscribe ednet YourFirstName YourLastName
+
+      To post, send a message to...
+      ednet@lists.umass.edu
+
+   Edtech (Educational Technology list)
+      To subscribe, send a message to...
+      listserv@msu.edu
+
+      Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      subscribe edtech YourFirstName YourLastName
+
+      To post, send a message to...
+      edtech@msu.edu
+
+   European Schools Project (ESP)
+      To subscribe, send a message to...
+      listproc@educ.uva.nl
+
+
+
+Sellers & Robichaux          Informational                     [Page 33]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      subscribe bbs YourFirstName YourLastName
+
+      To post, send a message to...
+      bbs@educ.uva.nl
+
+   Internet School Networking (List for the working group which produced
+        this document)
+      To subscribe, send a message to...
+      listmanager@nasa.gov
+
+      Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      subscribe isn-wg (NOTE: Do not add your name)
+
+      To post, send a message to...
+      isn-wg@nasa.gov
+
+   Kidsphere
+      To subscribe, send a message to...
+      kidsphere-request@vms.cis.pitt.edu
+      Type any message asking to subscribe.
+
+      To post, send a message to...
+      kidsphere@vms.cis.pitt.edu
+
+   KIDLINK (Also KIDS-96, KIDS-97, etc.)
+      KIDLINK operates 24 public mailing lists in English, Spanish,
+      Portuguese, Japanese, Hebrew, and Scandinavian languages, and
+      a private "chat" network for members.
+
+      To learn about KIDLINK projects, subscribe to the news service by
+      sending a message to...
+      listserv@vm1.nodak.edu
+
+      Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      subscribe KIDLINK YourFirstName YourLastName
+
+      To receive a file of general information on KIDLINK, send email to
+      the same listserv address, leave the Subject field blank, and in
+      the first line of the body of the message enter...
+      get kidlink general
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 34]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   K12admin (A list for K-12 educators interested in educational
+      administration)
+      To subscribe, send a message to...
+      listserv@listserv.syr.edu
+
+      Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      subscribe k12admin YourFirstName YourLastName
+
+      To post, send a message to...
+      k12admin@listserv.syr.edu
+
+   LM_NET (A list for school library media specialists worldwide)
+      To subscribe, send a message to...
+      listserv@listserv.syr.edu
+
+      Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      subscribe LM_NET YourFirstName YourLastName
+
+      To post, send a message to...
+      LM_NET@listserv.syr.edu
+
+   NOVAE Group: Teachers Networking for the Future (Distribution list --
+         not discussion list -- of projects and happenings of interest
+         to educators)
+      To subscribe, send a message to...
+      listserv@idbsu.idbsu.edu
+
+      Leave the Subject field blank, and in the first line of
+      the body of the message, enter...
+      subscribe novae YourFirstName YourLastName
+
+   UK-schools (for teachers and others interested in the use of the
+         Internet in UK schools and for general discussion about
+         anything concerning international classroom connections)
+      To subscribe, send a message to...
+      mailbase@mailbase.ac.uk
+
+      Leave the Subject field blank, and in the first line of the body
+      of the message enter...
+      join uk-schools YourFirstName YourLastName
+
+      To post, send a message to...
+      uk-schools@mailbase.ac.uk
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 35]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   WWWedu (the World Wide Web in Education list; pronounced "we do")
+      To subscribe, send a message to...
+      listproc@educom.unc.edu
+
+      Leave the Subject field blank, and in the first line of
+      the body of the message, enter...
+      subscribe wwwedu YourFirstName YourLastName
+
+      To post, send a message to...
+      wwwedu@educom.unc.edu
+
+   ------------------
+   INTERNET COMPUTERS
+   ------------------
+
+   Academy One (National Public Telecomputing Network)
+      via WWW:
+      http://www.nptn.org/cyber.serv/AOneP/index.html
+
+   Armadillo's WWW Server
+      via WWW:
+      http://riceinfo.rice.edu:80/armadillo/
+
+   BBN National School Network Testbed
+      via Gopher:
+      copernicus.bbn.com
+
+      via WWW:
+      http://copernicus.bbn.com:70/testbed/
+
+   Censorship/Freedom of Speech/Child Safety on the Internet Web page
+      via WWW:
+      http://www.voicenet.com/~cranmer/censorship.html
+
+   Classroom Connect on the Net
+      via WWW:
+      http://www.classroom.net/
+
+      via FTP:
+      ftp.classroom.net/wentworth/Classroom-Connect/aup-faq.txt (for an
+        FAQ document on Acceptable Use Policies)
+
+   Chatback Trust and Chatback International network server
+      via WWW:
+      http://www.tcns.co.uk/chatback/welcome.html
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 36]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   CERT Coordination Center
+      via WWW:
+      http://www.sei.cmu.edu/SEI/programs/cert/CERT.info.html
+      http://www.sei.cmu.edu/technology/trustworthy.html
+
+      via email:
+      cert@cert.org
+
+      via FTP: info.cert.org
+      cd pub/
+
+   Consortium for School Networking
+      via Gopher:
+      cosn.org
+
+      via WWW:
+      http://cosn.org/
+
+   CU-SeeMe
+      via WWW:
+      http://cu-seeme.cornell.edu/
+
+   Educational Resources Information Center (ERIC)
+      via WWW:
+      http://ericir.syr.edu/
+
+      via Gopher:
+      ericir.syr.edu
+
+      via telnet:
+      telnet bbs.oit.unc.edu
+      login: launch
+        (Follow directions on screen for registration. At the main menu,
+        choose number 4, "Topical Document Search (WAIS)", and move to
+        eric-digests.  For help in WAIS, type a question mark.)
+
+      via email:
+      askeric@ericir.syr.edu
+        (In your message ask for the topic you're interested in. A human
+        will answer you.)
+
+   Empire Internet Schoolhouse
+      via Gopher:
+      nysernet.org (port 3000)
+
+   Electronic Frontier Foundation ("A non-profit civil liberties
+      organization working in the public interest to protect privacy,
+      free expression, and access to online resources and information.")
+
+
+
+Sellers & Robichaux          Informational                     [Page 37]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+      via WWW:
+      http://www.eff.org/
+
+      via email:
+      ask@eff.org
+
+      via snailmail, telephone, and fax:
+      The Electronic Frontier Foundation
+      1550 Bryant Street
+      San Francisco CA 94103 USA
+      +1 415 668 7171 (voice)
+      +1 415 668 7007 (fax)
+
+   EdWeb
+      via WWW:
+      http://edweb.cnidr.org:90/
+
+   European Schools Project
+      via WWW:
+      http://www.educ.uva.nl/ESP/
+
+   Foundation Center
+      via WWW:
+      http://fdncenter.org/
+
+   Geometry Forum
+      via WWW:
+      http://forum.swarthmore.edu/
+      http://forum.swarthmore.edu/~steve/steve/wwwhtml.html ("Learning
+        to Use the Web and Create Web Pages")
+
+   Global SchoolNet Foundation
+      via WWW:
+      http://gsn.org/
+      http://gsn.org/gsn/article.connect.levels.html ("Internet
+        Connectivity Levels")
+      http://gsn.org/gsn/article.design.project.html ("How to Design a
+        Successful Project")
+      http://gsn.org/gsn/article.gutenberg.html ("Global Literacy in
+        a Gutenberg Culture")
+
+   Grants Web
+      via WWW:
+      http://infoserv.rttonet.psu.edu/gweb.htm
+
+   Hot List of K-12 Internet School Sites (Gleason Sackman, SENDIT)
+      via WWW:
+      http://www.sendit.nodak.edu/k12/
+
+
+
+Sellers & Robichaux          Informational                     [Page 38]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   International Education and Research Network (I*EARN)
+
+      via WWW:
+      http:// www.iearn.org/iearn/
+
+      via Gopher:
+      gopher.iearn.org (port 7008)
+
+      via email:
+      iearn@iearn.org
+
+   Internet School Networking (ISN) working group home page (publishers
+        of this document)
+      via WWW:
+      http://spider.lloyd.com/isn/index.html
+
+   International Society for Technology in Education (ISTE)
+      via WWW:
+      http://isteonline.uoregon.edu/
+
+      via Gopher:
+      isteonline.uoregon.edu
+
+   KIDLINK
+      via WWW:
+      http://www.kidlink.org/
+
+      via Gopher:
+      gopher.kidlink.org
+
+   Learning Resource Server, University of Illinois College of Education
+      via WWW:
+      http://www.ed.uiuc.edu/
+      http://www.ed.uiuc.edu/Activity-Structures/ (Judi Harris' Network-
+         Based Educational Activity Collection)
+
+      via Gopher:
+      gopher.ed.uiuc.edu
+
+   MBONE (Multicast Backbone)
+      via WWW:
+      http://www.mbone.com/techinfo/
+
+   NASA Jason Project
+      via WWW:
+      http://seawifs.gsfc.nasa.gov/JASON/JASON_HOME.html
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 39]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   NASA Online Educational Resources
+      via WWW:
+      http://quest.arc.nasa.gov/OER/
+
+   NASA Quest
+      via WWW:
+      http://quest.arc.nasa.gov/
+      http://quest.arc.nasa.gov/essay/essay-index.html ("Networks, Where
+         Have You Been All My Life" student essay contest winners)
+
+      via Gopher:
+      quest.arc.nasa.gov (port 70)
+
+      via FTP:
+      ftp quest.arc.nasa.gov
+
+   NASA Spacelink
+      via WWW:
+      http://spacelink.msfc.nasa.gov/
+
+      via Gopher:
+      spacelink.msfc.nasa.gov
+
+   via telnet:
+      telnet spacelink.msfc.nasa.gov
+      login: guest
+
+      via FTP:
+      ftp spacelink.msfc.nasa.gov
+
+   To find information on the NASA Teacher Resource Center Network,
+   choose "Educational Services," then "Teacher Resource Center Network."
+   For television schedules, follow the menu for "Educational Service"
+   to nthe menu option, "Technology."
+
+   National Center for Missing and Exploited Children
+      via WWW:
+      http://www.missingkids.org/
+      http://www.missingkids.org/information_superhighway.html (Online
+         brochure "Child Safety on the Information Highway)
+
+   National Center for Supercomputing Applications (NCSA)
+      via WWW:
+      http://www.ncsa.uiuc.edu/SDG/Software/Mosaic/NCSAMosaicHome.html
+         (Mosaic Home Page)
+      http://www.ncsa.uiuc.edu/General/Internet/WWW/HTMLPrimer.html
+         (A Beginner's Guide to HTML)
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 40]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+      via FTP:
+      ftp ftp.ncsa.uiuc.edu (to download the Mosaic WWW browser)
+
+   National Center for Technology Planning
+      via Gopher:
+      gopher.msstate.edu
+
+   Choose "Resources Maintained at MS State University," then select
+   "National Center for Technology Planning."
+
+   National Science Foundation's (United States) Science and Technology
+   Information System (STIS)
+
+      via WWW:
+      http://stis.nsf.gov/
+
+      via Gopher:
+      stis.nsf.gov
+
+      via telnet:
+      telnet stis.nsf.gov
+      login:  public
+      Follow instructions on screen.
+
+   Netscape Communications
+      via WWW:
+      http://www.netscape.com/
+
+      via FTP:
+      ftp ftp.netscape.com
+
+   Netscape's WWW browser can be downloaded from Netscape's FTP sites at
+   ftp.netscape.com, ftp2.netscape.com, ftp3.netscape.com...through
+   ftp7.netscape.com.
+
+   Office of Educational Research and Improvement (U.S. Department of
+   nEducation)
+
+      via WWW:
+      http://oeri.ed.gov/
+
+       via Gopher:
+       gopher.ed.gov
+
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 41]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Providers of Commercial Internet Access (for a list of Internet
+   Service Providers)
+
+      via WWW:
+      http://www.celestin.com/pocia/
+
+   THE LIST (for a list of Internet Service Providers)
+      via WWW:
+      http://thelist.com
+
+   Voters Telecommunications Watch
+      via WWW:
+      http://www.vtw.org/
+      http://www.vtw.org/pubs/ipcfaq [Internet Parental Control
+         Frequently Asked Questions (FAQ) by Shabbir J. Safdar]
+
+   World Wide Web Consortium
+      via WWW:
+      http://www.w3.org/pub/WWW/
+
+      via telnet:
+      telnet telnet.w3.org (public access Lynx client. Use "lynx"
+         without the quotes if a login is requested.)
+
+   Web66
+      via WWW:
+      http://web66.coled.umn.edu/
+      http://web66.coled.umn.edu/schools.html (International WWW Schools
+         Registry)
+      http://web66.coled.umn.edu/Cookbook/contents.html (Classroom
+         Internet Server Cookbook)
+
+   -----------
+   NEWS GROUPS
+   -----------
+
+      alt.algebra.help
+      alt.comp.shareware.for-kids
+      alt.education.distance
+      alt.kids-talk
+      bit.listserv.edtech
+      comp.security.announce
+      k12.chat.elementary
+      k12.chat.junior
+      k12.chat.senior
+      k12.chat.teacher
+      k12.ed.art
+      k12.ed.business
+
+
+
+Sellers & Robichaux          Informational                     [Page 42]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+      k12.ed.comp.literacy
+      k12.ed.health-pe
+      k12.ed.life-skills
+      k12.ed.math
+      k12.ed.music
+      k12.ed.science
+      k12.ed.soc-studies
+      k12.ed.special
+      k12.ed.tag
+      k12.ed.tech
+      k12.edu.life-skills (especially for school counselors)
+      k12.euro.teachers (in Europe)
+      k12.lang.art
+      k12.lang.deutsch-eng
+      k12.lang.esp-eng
+      k12.lang.francais
+      k12.lang.russian
+      k12.library
+      k12.news
+      k12.sys.projects
+      misc.education
+      misc.education.language.english
+      misc.education.multimedia
+      misc.kids
+      misc.kids.computer
+      news.announce.newusers
+      uk.education.misc
+      uk.education.teachers
+
+   ------------------------
+   NEWSLETTERS and JOURNALS
+   ------------------------
+
+   Classroom Connect
+
+      Published monthly during the school year, a subscription currently
+      costs U.S. $39.00.
+
+      Wentworth Worldwide Media
+      1866 Colonial Village Lane
+      P.O. Box 10488
+      Lancaster, PA 17605-0488
+      USA
+      Phone:  1-717-393-1000
+              1-800-638-1639
+      Fax:    1-717-390-4378
+      Email:  connect@wentworth.com
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 43]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+      via WWW:
+      http://www.wentworth.com/classroom/crcpub.htm (Classroom Connect
+         homen page)
+      http://www.wentworth.com/classroom/orderform.htm (order form for
+         Classroom Connect Newsletter, books, software, and videos about
+         the Internet for educators)
+
+   Electronic Learning
+
+      Published eight times per year, a current subscription to this
+      magazine for technology and school change costs $23.95.
+
+      Scholastic, Inc.
+      2931 East McCarty Street
+      P.O. Box 3710
+      Jefferson City, MO  65102-3710
+
+   Learning and Leading with Technology (Formerly "The Computing
+   Teacher")
+
+      Published monthly, the current U.S. $61.00 ISTE membership fee
+      includes $36.00 for this journal.
+
+      ISTE (International Society for Technology in Education)
+      1787 Agate Street
+      Eugene, OR  97403
+      Phone:  1-503-346-4414
+
+   MultiMedia Schools
+
+      Published five times a year, a subscription currently costs
+      U.S. $38.00.
+
+      Online, Inc.
+      462 Danbury Road
+      Wilton, CT  06897-2126
+      USA
+      Phone:  1-800-222-3766
+
+   NetTeach News
+
+      Published ten times a year, subscription prices are as follows.
+
+      Annual hardcopy subscription cost:
+      U.S. $38.00  for individual subscriptions in the U.S.
+      U.S. $45.00  for individual subscriptions in Canada and Mexico
+      U.S. $60.00  for individual subscriptions outside North America
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 44]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+      Annual ASCII electronic copy cost:
+      U.S. $22.00  for individual subscriptions worldwide
+
+      Site licenses are available for the electronic version.
+      Discounts are available for ten or more orders of the printed
+      version for educational institutions.
+
+      For subscription questions and submissions contact:
+
+      Kathleen M. Rutkowski, Editor
+      Chaos Publications
+      13102 Weather Vane Way
+      Herndon, VA  22071
+      USA
+      Phone:  1-703-471-0593
+      Fax:    1-703-471-0596
+      Email:  netteach@chaos.com
+
+      via WWW:
+      http://www.chaos.com/netteach
+
+   -------------
+   ORGANIZATIONS
+   -------------
+
+   Asia Pacific Network Information Center
+      c/o The United Nations University
+      53-70 Jingumae 5-Chome
+      Shibuya-ku, Tokyo 150
+      Japan
+      Phone:  +81-3-5467-7014
+      Fax:    +81-3-5467-7015
+      Email:  hostmaster@apnic.net
+      WWW:    http://www.apnic.net
+
+   AskERIC Project
+      ERIC Clearinghouse on Information Resources
+      Syracuse University
+      4-194 Center for Science & Technology
+      Syracuse, New York 13244-4100
+      Phone:  315-443-3640
+      Fax:    315-443-5448
+      Email:  AskERIC@ericir.syr.edu
+
+   See also "Internet Computers" above.
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 45]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   CERT Coordination Center (Formerly CERT, Computer Emergency Response
+   Team)
+      Software Engineering Institute
+      Carnegie Mellon University
+      Pittsburgh, PA 15313-3890
+      USA
+      Phone:  412-268-7090
+      Fax:    412-268-6989
+      Email:  cert@cert.org
+
+   See also "Internet Computers" above.
+
+   Chatback International
+      Dr. R. Zenhausern, Executive Director
+      Psychology Department
+      St. Johns University
+      SB 15, Marillac
+      Jamaica, NY  11439
+      USA
+      Phone:  718-990-6447
+      Fax:    718-990-6705
+      Email:  drz@sjuvm.stjohns.edu
+
+   The Chatback Trust
+      Tom Holloway, UK Director
+      6 St. Mary's Crescent
+      Royal Leamington Spa
+      Warwickshire, 1JL
+      Phone:  +44-926-888333
+      Fax:    +44-926-420204
+      Email:  t.holloway@warwick.ac.uk
+
+   See also "Internet Computers" above.
+
+   Consortium for School Networking
+      P.O. Box 65193
+      Washington, DC  20035-5193
+      USA
+      Phone:  202-466-6296
+      Fax:    202-872-4318
+      Email:  info@cosn.org
+
+   See also "Internet Computers" above.
+
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 46]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   European Schools Project ("...a support system for secondary schools
+         to explore applications of educational telematics.")
+      University of Amsterdam
+      Centre for Tele-Learning
+      Wibautstraat 4
+      1091 GM Amsterdam
+      The Netherlands
+      Contact: Dr. Pauline Meijer or Dr. Henk Sligte
+      Phone:   +31-20-5251248
+      Fax:     +31-20-5251211
+      Email:   risc@esp.educ.uva.nl
+      WWW:     http://www.educ.uva.nl/ESP
+
+   FidoNet
+      1151 SW Vermont Street
+      Portland, OR 97219
+      USA
+      Contact: Janet Murray
+      Phone:   1-503-280-5280
+      Email:   jmurray@psg.com
+      WWW: http://bbs.owls.com/~jerrys/fidonet.html (A Fidonet Primer)
+
+   Global SchoolNet Foundation (formerly FrEdMail)
+      P.O. Box 243,
+      Bonita, CA 91908
+      USA
+      Phone: (619) 475-4852
+      Fax: (619) 472-0735
+      Email:  info@gsn.org
+
+   See also "Internet Computers" above.
+
+   International Education and Research Network (I*EARN)
+      c/o Copen Family Fund
+      345 Kear Street
+      Yorktown Heights, NY 10598
+      USA
+      Contact: Dr. Edwin H. Gragert
+      Phone:   914-962-5864
+      Fax:     914-962-6472
+      Email: iearn@iearn.org
+
+   See also "Internet Computers" above.
+
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 47]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Internet Society
+      12020 Sunrise Valley Dr.
+      Suite 210
+      Reston, Virginia  22091
+      USA
+      Phone:  703-648-9888
+      Fax:    703-620-0913
+      Email:  isoc@isoc.org
+      WWW:    http://www.isoc.org/home.html
+
+   KIDLINK Society
+      4815 Saltrod
+      Norway
+      Phone:   +47-370-31204
+      Fax:     +47-370-27111
+      Email:   kidlink-info@kidlink.org
+
+   See also "Internet Computers" and "Electronic Mail Lists" above.
+
+   K12Net
+      1151 SW Vermont Street
+      Portland, OR 97219
+      USA
+      Phone:   503-280-5280
+      Contact: Janet Murray
+      Email:   jmurray@psg.com
+      Gopher:  gopher.psg.com
+      WWW:     http://arlo.wilsonhs.pps.k12.or.us/k12.html
+
+   Reseaux IP Europeens Network Coordination Centre (RIPE NCC)
+      Kruislaan 409
+      NL-1098 SJ  Amsterdam
+      The Netherlands
+      Phone: +31 20 592 5065
+      Fax:   +31 20 592 5090
+      Email: ncc@ripe.net
+      WWW: http://www.ripe.net/ripe/default.html
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 48]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   ------
+   VIDEOS
+   ------
+
+   Master Communications Group
+      7322 Ohms Lane
+      Minneapolis, MN  55439
+      Phone:  1-800-862-6164
+      Fax:    1-612-835-9573
+
+   Titles:
+      Experience the Power: Network Technology for Education (produced
+        by the National Center for Education Statistics)
+      Future Schools: Connected to the World (produced by MIT)
+
+   NASA Central Operation of Resources for Educators (CORE)
+      Lorain County Joint Vocational School
+      15181 Route 58 South
+      Oberlin, OH  44074
+      USA
+      Phone:   1-216-774-1051, x293/294
+      Fax:     1-216-774-2144
+      Email: video-info@quest.arc.nasa.gov
+
+   Titles:
+      Global Quest: The Internet in the Classroom
+      Connecting to the Future: A Guide for Building a Network
+         Infrastructure for Education
+      Global Quest II: The Internet in the Curriculum
+      Others
+
+   The fee for the videos is cost plus shipping and handling.  You may
+   also make a copy yourself by taking a blank copy to the nearest NASA
+   Teacher Resource Center. For information on the NASA Teacher Resource
+   Center Network or on NASA Select, contact your nearest NASA facility
+   or consult NASA Spacelink, listed above in "Internet Computers."
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 49]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Wentworth Worldwide Media
+      1866 Colonial Village Lane
+      P.O. Box 10488
+      Lancaster, PA 17605-0488
+      USA
+      Phone:  1-717-393-1000
+              1-800-638-1639
+      Fax:    1-717-390-4378
+
+   Titles:
+      The Amazing Internet
+      Internet Email
+      Searching the Internet
+      Discovering the World Wide Web
+      Others
+
+10.  References
+
+   [1] "Internet Domain Survey, January 1995," Network Wizards
+       http://www.nw.com/zone/WWW/report.html
+
+   [2] "Restructuring Schools: A Systematic View," Action Line, the
+       newsletter of the Maryland State Teachers Association, a National
+       Education Association Affiliate. R. Kuhn, Editor. No. 93-6. June,
+       1993.
+
+   [3] Sivin, J. P. and E. R. Bialo, "Ethical Uses of Information
+       Technologies in Education." Washington, D.C.: U.S. Department of
+       Justice, Office of Justice Programs, National Institute of
+       Justice. 1992.
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 50]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+11.  Security Considerations
+
+   General security considerations are discussed in Section 7 of this
+   document.
+
+12.  Authors' Addresses
+
+   Julie Robichaux
+   InterNIC
+   505 Huntmar Park Dr.
+   Herndon, VA  22070
+   Phone: 703-742-4839
+   EMail: julier@internic.net
+
+
+   Jennifer Sellers
+   Sterling Software/NASA IITA
+   700 13th Street, NW
+   Suite 950
+   Washington, DC  20005
+   Phone:  202-434-8954
+   EMail:  sellers@quest.arc.nasa.gov
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 51]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+APPENDIX A:  GLOSSARY OF TERMS USED IN THIS DOCUMENT
+
+   The following is a short glossary of terms used in this document. For
+   a more complete glossary of Internet terms, refer to FYI 18,
+   "Internet Users' Glossary." These definitions are largely excerpted
+   from that glossary. (See Section 8, "Suggested Reading," above for
+   complete reference information.)
+
+   Acceptable Use Policy (AUP)
+
+   The policy which defines the uses of the network that the network's
+   administrators consider appropriate. Enforcement of AUPs varies with
+   the network.
+
+   Anonymous FTP
+
+   Accessing data via the File Transfer Protocol using the special
+   username "anonymous." This was devised as a method to provide a
+   relatively secure way of providing restricted access to public data.
+   Users who wish to acquire data from a public source may use FTP to
+   connect to the source, then use the special username "anonymous" and
+   their email address as the password to log into a public data area.
+
+   Archie
+
+   A system to automatically gather, index and serve information on the
+   Internet. The initial implementation of Archie provided an indexed
+   directory of filenames from all anonymous FTP archives on the
+   Internet.  Later versions provide other collections of information.
+
+   Client
+
+   An application which requests information from, or requests a service
+   of, a shared resource (a computer or "server"). See also Server.
+
+   Cracker
+
+   A person who uses computer knowledge to attempt to gain access to
+   computer systems and/or maliciously damage those systems or data.
+
+   Dial-in (also dial-up)
+
+   A connection, usually made via modems, between two computers (or
+   servers) over standard voice grade telephone lines.
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 52]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Download
+
+   To copy data from a remote computer to a local computer. The opposite
+   of upload.
+
+   DSU/CSU (Data Service Unit/Channel Service Unit)
+
+   The digital equivalent of a modem. A Channel Service Unit connects to
+   a telephone company-provided digital data circuit, and a Data Service
+   Unit provides the electronics required to connect digital equipment
+   to the CSU.  Paired together a DSU/CSU allows computer equipment to
+   be connected into the telephone digital service for highly
+   conditioned, high speed data communications.
+
+   Electronic Bulletin Board System (BBS)
+
+   A computer, and associated software, which typically provides
+   electronic messaging services, archives of files, and any other
+   services or activities of interest to the bulletin board system's
+   operator. Although BBSs have traditionally been the domain of
+   hobbyists, an increasing number of BBSs are connected directly to the
+   Internet, and many BBSs are currently operated by government,
+   educational, and research institutions.
+
+   Email (Electronic Mail)
+
+   A system whereby a computer user can exchange messages with other
+   computer users (or groups of users) via a communications network.
+
+   FidoNet
+
+   A network of computers interconnected using the FIDO dial-up
+   protocols.  The FIDO protocol provides a means of "store and forward"
+   file transfer similar to UUCP.
+
+   FTP (File Transfer Protocol)
+
+   A protocol which allows a user on one host to access, and transfer
+   files to and from, another host over a network.  Also, FTP is usually
+   the name of the program the user invokes to execute the protocol.
+
+   FYI (For Your Information)
+
+   A subseries of RFCs that are not technical standards or descriptions
+   of protocols.  FYIs convey general information about topics related
+   to TCP/IP or the Internet. See also RFC (Request for Comments).
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 53]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Gopher
+
+   A distributed information service that makes available hierarchical
+   collections of information across the Internet. Gopher uses a simple
+   protocol that allows a single Gopher client to access information
+   from any accessible Gopher server, providing the user with a single
+   "Gopher space" of information. Public domain versions of the client
+   and server are available
+
+   Hacker
+
+   A person who delights in having an intimate understanding of the
+   internal workings of a system, computers and computer networks in
+   particular. The popular media has corrupted this term to give it the
+   pejorative connotation of a person who maliciously uses computer
+   knowledge to cause damage to computers and data. The proper term for
+   this type of person is "cracker."
+
+   Home page
+
+   A form of Web page that serves as the introductory or main page for a
+   subject. The home page generally contains basic information about a
+   subject and hypertext links to other pages which contain more
+   detailed information. See also WWW and Web page.
+
+   Internet Engineering Task Force (IETF)
+
+   The IETF is a large, open community of network designers, operators,
+   vendors, and researchers whose purpose is to coordinate the
+   operation, management and evolution of the Internet, and to resolve
+   short-range and mid-range protocol and architectural issues. It is a
+   major source of protocol proposals and standards.
+
+   Internet Service Provider (ISP)
+
+   See Network Access Provider.
+
+   InterNIC
+
+   A Network Information Center (NIC), funded by the National Science
+   foundation, that provides information about the Internet. The
+   InterNIC offers support in the areas of Information Services (the
+   task most often cited in this document), Registration Services, and
+   Directory and Database Services.
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 54]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Kbs (Kilo-Bits per Second)
+
+   A data transmission rate expressed in 1000 bit per second units. For
+   example, 56 Kbs is 56*1000 = 56,000 bits per second.
+
+   LAN (Local Area Network)
+
+   A data network intended to serve an area of only a few square
+   kilometers or less. Since such networks are relatively small, they
+   can usually be directly controlled by the users and operate at
+   relatively high speeds (up to 100 Mbs [10 million bits per second])
+   over inexpensive wiring.
+
+   Leased line
+
+   A leased line is a special phone company permanent connection between
+   two locations. Leased lines are generally used where high-speed data
+   (usually 960 characters per second and higher) is continually
+   exchanged between two computers (in the Internet, generally between
+   routers). A leased line is billed at the same rate per month
+   independent of how much the line is used and can be cheaper than
+   using dial modems depending on the usage.  Leased lines may also be
+   used where higher data rates are needed beyond what a dial modem can
+   provide.
+
+   Listserv (mailing list server)
+
+   An automated program that accepts mail messages from users and
+   performs basic operations on mailing lists for those users. In the
+   Internet, listservs are usually accessed as "listname@host." For
+   example, the list server for the hypothetical list
+   "newsreports@acme.org" would be called "listserv@acme.org." Sending
+   email to "newsreports@acme.org" causes the message to be sent to all
+   the list subscribers, while sending a message (to subscribe or
+   unsubscribe, for example) to "listserv@acme.org" sends the message
+   only to the list server program. Not all mailing lists use list
+   servers to handle list administration duties. More than one automated
+   mailing program exists on the Internet, although the term "listserv"
+   is sometimes confusingly used to refer to any such program.
+
+   Mailing Lists
+
+   A list of email addresses.  Generally, a mailing list is used to
+   discuss a certain set of topics, and different mailing lists discuss
+   different topics.  A mailing list may be moderated. That is, messages
+   sent to the list are actually sent to a moderator who determines
+   whether or not to send the messages on to everyone else.  Many
+   mailing lists are maintained by mail handling software such as
+
+
+
+Sellers & Robichaux          Informational                     [Page 55]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   listserv, majordomo, or listproc, which are programs that
+   automatically handle operations such as adding new people to the
+   list.  (See above.) In the Internet, for those mailing lists
+   maintained by a human, rather than by a program, you can generally
+   subscribe to a list by sending a mail message to: "listname-
+   REQUEST@host" and in the body of the message enter a request to
+   subscribe.  To send messages to other subscribers, you will then use
+   the address "listname@host."
+
+   Modem (MODulator/DEModulator)
+
+   A device that converts the digital signals used by computers into
+   analog signals needed by voice telephone systems.
+
+   Network Access Provider (Network Service Provider, Internet Service
+   Provider)
+
+   Any organization that provides network connectivity or dial-up
+   access.  Service providers may be corporations, government agencies,
+   universities, or other organizations.
+
+   Network News
+
+   Another name for "Usenet News."
+
+   NIC (Network Information Center)
+
+   A central place where information about a network within the Internet
+   is maintained. Usually NICs are staffed by personnel who answer user
+   telephone calls and electronic mail, and provide general network
+   usage information and referrals, among other possible tasks. Most
+   network service providers also provide a NIC for their users.
+
+   Port
+
+   A specific access point on an Internet computer, designated by a
+   number.  Most common Internet services, such as the World Wide Web,
+   have specific port numbers associated with them, which makes it
+   easier for applications on the Internet to interact. Human users of
+   the Intern et normally do not need to worry about port numbers.
+
+   PPP (Point to Point Protocol)
+
+   A protocol used to establish TCP/IP connections using serial lines
+   such as dial-up telephone lines. Similar to SLIP (see below), PPP is
+   a later standard that includes features such as demand dial-up,
+   compression, and better flow control.
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 56]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Protocol
+
+   A formal description of message formats and the rules two computers
+   must follow to exchange those messages. Protocols can describe low-
+   level details of machine-to-machine interfaces (e.g., the order in
+   which bits and bytes are sent across a wire) or high-level exchanges
+   between allocation programs (e.g., the way in which two programs
+   transfer a file across the Internet).
+
+   Protocol Stack
+
+   A series of protocols linked together to provide an end-to-end
+   service.  For example, the File Transfer Protocol uses the
+   Transmission Control Protocol, which uses the Internet Protocol,
+   which may use the Point to Point protocol, to transfer a file from
+   one computer to another. The series FTP->TCP->IP->PPP is called a
+   protocol stack.
+
+   RFC (Request for Comments)
+
+   The document series, begun in 1969, which describes the Internet
+   suite of protocols and related experiments. Not all (in fact very
+   few) RFCs describe Internet standards, but all Internet standards are
+   written up as RFCs. The RFCs include the documentary record of the
+   Internet standards process.
+
+   Router
+
+   A computer which forwards traffic between networks. The forwarding
+   decision is based on network layer information and routing tables,
+   often constructed by routing protocols.
+
+   Server
+
+   A shared resource which provides information or services to user
+   applications or clients. See also Client.
+
+   SLIP (Serial Line Internet Protocol)
+
+   A protocol used to establish TCP/IP connections using serial lines
+   such as dial-up telephone lines. Small computers, such as PCs and
+   Macintoshes, can use SLIP to dial up to servers, which then allow the
+   computer to act as a full Internet node. SLIP is generally used at
+   sites with a few users as a cheaper alternative than a full Internet
+   connection. SLIP is being replaced by PPP at many sites.
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 57]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   TCP/IP (Transmission Control Protocol/Internet Protocol)
+
+   TCP/IP is named for two of the major communications protocols used
+   within the Internet (TCP and IP). These protocols (along with several
+   others) provide the basic foundation for communications between hosts
+   in the Internet. All of the service protocols, such as FTP, Telnet,
+   and Gopher, use TCP/IP to transfer information.
+
+   Telnet
+
+   Telnet is the Internet standard protocol for remote terminal
+   connection service. The name "telnet" also is used to refer to
+   programs that allow interactive access to remote computers, as well
+   as the action of using said programs. For example, the phrase "Telnet
+   to host xyzzy" means to interactively log into host "xyzzy" from some
+   other host in the Internet.
+
+   Upload
+
+   To copy data from a local computer to a remote computer. The opposite
+   of download.
+
+   Usenet News
+
+   An electronic bulletin board system created originally by the Unix
+   community and which is accessible via the Internet. Usenet News forms
+   a discussion forum accessible by millions of users in almost every
+   country in the world. Usenet News consists of thousands of topics
+   arranged in a hierarchical form. Major topics include "comp" for
+   computer topics, "rec" for recreational topics, "soc" for social
+   topics, "sci" for science topics, etc. Within the major topics are
+   subtopics, such as "rec.music.classical" for classical music, or
+   "sci.med.physics" for discussions relating to the physics of medical
+   science.
+
+   UUCP (Unix-to-Unix CoPy)
+
+   This was initially a program run under the Unix operating system that
+   allowed one Unix system to send files to another Unix system via
+   dial-up phone lines. Today, the term is more commonly used to
+   describe the large international network which uses the UUCP protocol
+   to pass news and electronic mail.
+
+   Veronica (Very Easy Rodent-Oriented Network Index to Computerized
+   Archives)
+
+   A utility which searches Gopher servers based on a user's list of
+   keywords.
+
+
+
+Sellers & Robichaux          Informational                     [Page 58]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Virus
+
+   A program which replicates itself on computer systems by
+   incorporating itself into other programs which are shared among
+   computer systems. The term virus is also often used more generally to
+   refer to any unauthorized software intrusion into a computer, no
+   matter the type or behavior of the program.
+
+   Web
+
+   See WWW.
+
+   Web page
+
+   A document, usually containing hypertext links, which is available
+   through the World Wide Web. Web pages are composed in a special
+   language called Hypertext Markup Language (HTML), which allows basic
+   formatting such as font sizes, bold, underline, blinking text, and
+   inclusion of graphics images. Web pages usually contain hypertext
+   links to other Web pages. See also WWW and Home page.
+
+   WAIS (Wide Area Information Server)
+
+   A distributed information service which offers simple natural
+   language input, indexed searching for fast retrieval, and a
+   "relevance feedback" mechanism which allows the results of initial
+   searches to influence future searches. Public domain implementations
+   are available.
+
+   WWW (World Wide Web)
+
+   A hypertext-based, distributed information system created by
+   researchers at the European Laboratory for Particle Physics (CERN) in
+   Switzerland.  The Web information system may be used to create, edit,
+   or browse hypertext documents. The Web protocol interlinks
+   information in such a way that a user can traverse the Web from any
+   starting point. The protocol also interacts with many other Internet
+   services, such as Gopher, to provide one consistent, transparent user
+   interface to the Internet. Client and server software is widely
+   available via a number of methods: as free software, as client
+   software often included as part of an Internet connection package, or
+   as a commercial product.
+
+
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 59]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+APPENDIX B:  WAYS TO GET RFCs
+
+   FYI documents such as the one your are reading are a subset of the
+   Internet Engineering Task Force's RFC documents.
+
+   Note that the latest version of the following file may be found on
+   the World Wide Web at http://www.isi.edu/in-notes/rfc-editor/rfc-info
+
+   For more information on Internet Engineering Task Force publications,
+   visit the RFC Editor's home page on the World Wide Web at
+   http://www.isi.edu:80/rfc-editor/rfc-sources.html
+
+   RFC-Info Simplified Help
+   ------------------------
+
+   Use RFC-Info by sending email messages to RFC-INFO@ISI.EDU.
+
+   1.  To get a specific RFC send a message with text as follows:
+
+           Retrieve: RFC
+            Doc-ID: RFC1500
+
+   This gets RFC 1500.  All RFC numbers in the Doc-Id are 4 digits (RFC
+   791 would be Doc-ID: RFC0791).
+
+   2.  To get a specific FYI send a message with text as follows:
+
+           Retrieve: FYI
+            Doc-ID: FYI0004
+
+   3.  To get a list of available RFCs that match a certain criteria:
+
+           LIST: RFC
+            Keywords: Gateway
+
+   Returns a list of RFCs with the word Gateway in the title or specified
+   as a keyword.
+
+   4.  To get the Index of all RFCs published:
+
+           HELP: rfc_index
+
+   5.  To get information about other ways to get RFCs, FYIs, STDs, or
+       IMRs.
+
+           HELP: ways_to_get_rfcs
+           HELP: ways_to_get_fyis
+           HELP: ways_to_get_stds
+
+
+
+Sellers & Robichaux          Informational                     [Page 60]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+           HELP: ways_to_get_imrs
+
+   6.  To get help about using RFC-Info:
+
+           HELP: help
+
+       or
+
+           HELP: topics
+
+APPENDIX C:  EXAMPLES OF EDUCATIONAL PROJECTS USING THE INTERNET
+
+   The following examples of projects using the Internet appeared on
+   various online computers and electronic mailing lists pertaining to
+   education during the 1995-96 school year. The messages have been
+   edited in the interest of space and because many of the details about
+   how to participate will become dated, but the information presented
+   can give you a feel for the types and range of projects that are
+   happening at the time of this writing.
+
+   A good source for project examples is "Judi Harris' Network-Based
+   Educational Activity Collection" and other World Wide Web sites
+   listed above in Section 9, "Resources and Contacts."
+
+   ------------------------------------------
+   Example One: Interdisciplinary, Grades 2-4
+   ------------------------------------------
+
+   From> KIDSPHERE Mailing List <kidsphere@vms.cis.pitt.edu>
+   Subject> interdisciplinary project - grades 2-4
+
+   Project description: This interdisciplinary data collection activity
+   will enable students to answer the question: Does our community size
+   and location affect the types and numbers of pets we own?
+
+   For grades 2,3,4
+
+   Timeline:  January 29-March 4
+
+   Our classes will collect and share information about our communities
+   and will then collect and share data about the types and numbers of
+   pets we own.  Students will be able to use the collected information
+   to draw conclusions.
+
+   To participate, please send me your:
+   Name and grade level
+   School address
+   community size generalization:  rural, urban or suburban
+
+
+
+Sellers & Robichaux          Informational                     [Page 61]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   -----------------------------------------------------------
+   Example Two: Science, Engineering, and Careers, Levels K-12
+   -----------------------------------------------------------
+
+   NASA is pleased to announce another exciting opportunity for K-12
+   classrooms to interact with our scientists, engineers and support
+   staff.
+
+   This time, the men and women of the Galileo project will provide a
+   behind-the-scenes look at what it's like to be part of the flight team
+   on a pioneering interplanetary expedition through the ONLINE FROM
+   JUPITER project.
+
+   Galileo scientists and mission engineers are opening their notebooks
+   to classrooms, museums and the public via the Internet to share their
+   observations and experiences working on the NASA spacecraft mission to
+   Jupiter.
+
+   From now through January 1996, members of the flight team will write
+   brief field journal entries describing the scientific puzzles,
+   engineering challenges and excitement of discovery as the Galileo
+   orbiter and atmospheric entry probe begin their scientific
+   investigation of Jupiter.  The atmospheric probe is set to descend
+   into Jupiter's atmosphere on Dec.  7, the same day the Galileo orbiter
+   begins circling the giant planet for a two-year mission.
+
+   "For the first time, we're providing a window on the inner workings
+   and interactions of a scientific deep space mission," said Dr. Jo
+   Pitesky, member of the Galileo Mission Planning Office.  "In sharing
+   the journal entries, we hope to give readers, particularly students,
+   an idea of the tremendous efforts that go into controlling and
+   collecting data from a robot spacecraft a half-billion miles away."
+
+   After reading background material and the journals, kindergarten
+   through 12th grade students and their teachers can ask project members
+   questions -- via E-mail -- starting in late November and running
+   through January 1996.  They will receive personal responses,
+   corresponding with experts on subjects ranging from atmospheric
+   science to spacecraft systems. An archive of all questions and answers
+   will be available online.
+
+   In addition, students will be able to take part in online experiments
+   that will use actual probe data. Another activity will challenge
+   students to predict the exact timing of the Galileo probe's first-ever
+   plunge into the Jovian atmosphere. Additionally, students will be
+   invited to create Stumpers (riddles and puzzles) to share with one
+   another. Other curriculum resources will help teachers integrate the
+   Galileo project into their classrooms. As well, mechanisms will be
+
+
+
+Sellers & Robichaux          Informational                     [Page 62]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   provided to help like-minded teachers connect with each another to
+   pursue collaborative projects of their own.
+
+   Other than your own time, there is no cost to get involved. Please
+   consider joining us on this learning adventure. To participate, you
+   must sign up for the ONLINE FROM JUPITER maillist. To do this, send an
+   email message to listmanager@quest.arc.nasa.gov. In the message body,
+   write only these words: subscribe updates-jup
+
+   For more information, make a webstop at our "continuous construction"
+   site: http://quest.arc.nasa.gov/jupiter.html
+
+   These projects are part of the "Sharing NASA with the Classroom"
+   series.  They are made possible by funding from the NASA Information
+   Infrastructure Technology and Applications (IITA) program. IITA is
+   part of the High Performance Computing and Communications program
+   authorized by Federal legislation passed in December 1991.
+
+   ------------------------------------------------------
+   Example Three: MathMagic; Math at Various Grade Levels
+   ------------------------------------------------------
+
+   [Note: The MathMagic World Wide Web home page is located at
+   http://forum.swarthmore.edu/mathmagic/]
+
+   What is MathMagic?
+
+   MathMagic is a K-12 telecommunications project developed in El Paso,
+   Texas. It provides strong motivation for students to use computer
+   technology while increasing problem-solving strategies and
+   communications skills. MathMagic posts challenges in each of four
+   categories (k-3, 4-6, 7-9 and 10-12) to trigger each registered team
+   to pair up with another team and engage in a problem-solving dialog.
+   When an agreement has been reached, one solution is posted for every
+   pair.
+
+   MathMagic has received wide ideological acceptance by hundreds of past
+   FidoNet users because it addresses most of the National Council of
+   Teachers of Mathematics standards. A modified format has now expanded
+   into the Internet and is available via regular e-mail or via the World
+   Wide Web (WWW).
+
+   Who can participate?
+
+   K-12 teachers and students, but higher education teachers, librarians,
+   technology coordinators, computer teachers, and even home-schoolers
+   are joining to act as facilitators.
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 63]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   What is needed?
+
+   Any teacher with access to electronic mail via the Internet can
+   participate. Several net service providers and most of the commercial
+   boards (America Online, Genie, CompuServe, Delphi, The Well, etc.) now
+   offer e-mail gateways and other Internet services. MathMagic is best
+   suited to schools that use computers with modems and have direct
+   Internet access.
+
+   In some areas, a local Bulletin Board System (BBS) or a Net user (such
+   as a parent with net access) may have to act as a go-between. Please
+   ask about special arrangements.
+
+   [Example challenge for grades 10-12:]
+
+   ***************************************
+
+   MathMagic Cycle 18: Level 10-12 Regular
+
+   ***************************************
+
+   Using the numbers 1 9 9 2 in a "locked" position, can you develop a 31
+   day calendar for the month of October?  You can use addition (+),
+   subtraction (-), multiplication (*), division (/) exponents (^)
+   factorial (!) square root (sqrt) and, naturally, parenthesis ( ).
+
+   Example: Friday the 13th could be: (1+sqrt(9))!-9-2 (Scary, isn't it?)
+   (Notice that the numbers appear in the "locked" sequence)
+
+   ****************************************
+
+   MathMagic Cycle 18: Level 10-12 Advanced
+
+   ****************************************
+
+   What 6 digit number, with 6 different digits, when multiplied by all
+   integers up to 6, circulates its digits through all 6 possible
+   positions, as follows:
+
+                           ABCDEF * 1 - ABCDEF
+                           ABCDEF * 3 - BCDEFA
+                           ABCDEF * 2 - CDEFAB
+                           ABCDEF * 6 - DEFABC
+                           ABCDEF * 4 - EFABCD
+                           ABCDEF * 5 - FABCDE
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 64]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   *********
+   Good luck
+   MrH
+
+
+   [Example challenges for grades K-3:]
+
+   *************************************
+
+   MathMagic Cycle 16: Level K-3 Regular
+
+   *************************************
+
+   When two straight lines meet, they form an angle. Some angles are easy
+   to recognize. For instance, a RIGHT ANGLE is any of the four angles
+   formed by a piece of paper (like typing or computer paper) that has
+   sharp corners.
+
+   Using a clock and "talking" with your partners, try to figure out how
+   many times in a day (24 hours) the hour hand and the minute hand form
+   a right angle. You may want to do a chart and watch the hour hand move
+   between the numbers, as you move the minute hand...
+
+   **************************************
+
+   MathMagic Cycle 16: Level K-3 Advanced
+
+   **************************************
+
+   One of the better known works of architecture of the Roman Empire was
+   the Coliseum. For a few months, at its maximum splendor (before the
+   senate began cutting its funding... yes, old problem) there stood an
+   Imperial Roman Guard in each of its 1000 arches. Imagine the splendor!
+   (Not too cool if you were the entertainment.)
+
+   The first budget conscious cut called for the removal of every other
+   Imperial Guard. Imagine, one stayed, the next went. The second senate
+   cut called for the removal of every third guard (from the original
+   count). So, the order went out that guards of gate 1 and gate 2 (if
+   there was one) could stay, while guard of gate 3 (and every other
+   third one) had to go...  Naturally, what the senate was doing was
+   getting rid of some guards, but also getting the credit for a lot of
+   "cuts" of gates that had no guard.
+
+   The "cuts" continued number after number, until a diligent member of
+   the opposition party cried foul. He said, "Only some of the cuts are
+   actually getting rid of guards. A lot of them are not!" Can you build
+   an argument for this senator?
+
+
+
+Sellers & Robichaux          Informational                     [Page 65]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Also, if you were a Roman Imperial Guard that every week had to choose
+   a different gate you had to look after (and run the risk of loosing
+   your job), which gates would be your choice?
+
+   ------------------
+   Good luck MrH
+   ------------------------------------------------------------
+   Example Four: Various Projects Announced by Global SchoolNet
+   ------------------------------------------------------------
+
+   Hi,
+
+   Our teachers have been doing K12 projects over the Internet for the
+   past 12 years.
+
+   There is NO CHARGE for schools to participate in the projects. Global
+   SchoolNet organizes, manages, and facilitates collaborative learning
+   projects for schools with any level of connectivity . . . from email
+   only . . . to desktop videoconferencing.
+
+   To access these projects go to:
+    http://gsn.org/gsn/gsn.projects.html
+
+   Sample of Projects you will find
+   ---------------------------------
+
+   The Global Schoolhouse (Featuring Desktop Video-Conferencing)
+
+   Today's "school of the future" uses the most powerful Internet tools,
+   including live video, to link K12 classrooms to their communities and
+   to other children around the world.
+
+   CALREN: Building the California Global Schoolhouse
+
+   Education leader (Global SchoolNet) partners with business leader
+   (Aldea Communications) to discover and document how schools,
+   businesses, and the community can network to share resources.
+
+   CyberStars: Number Ones of Tomorrow
+
+   For the first time ever, children around the globe can share their
+   musical talents with the world via the Internet.
+
+   PAACE: Personal Achievement And Career Awareness
+
+   Students learn and practice important career skills, including those
+   dealing with education, attitude, manners, grooming, and fashion.
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 66]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Scientist-on-Tap
+
+   Scientists from the Jet Propulsion Laboratory demonstrate the power of
+   distance learning, by interacting with students around world, from the
+   comfort of their own offices!
+
+   Projects that Require Email Access Only
+   --------------------------------------
+
+   Ask a Geologist (AAG)
+
+   Have you ever wondered about why California has so many earthquakes
+   and New York does not? Why is there so much oil in Texas but not in
+   Wisconsin?  What are the deepest canyons in the United States? (The
+   answer might surprise you!) While the answers to many of these
+   questions might be as close as an encyclopedia, some questions are
+   difficult to answer without checking many sources. Beginning Monday,
+   October 3, 1994, the USGS will offer a new, experimental Internet
+   service - Ask-A-Geologist.  General questions on earth sciences may be
+   sent by electronic mail
+
+   Family Tree-Mail: Language Translation
+
+   In this pilot project, children use Globalink's language translation
+   software to share family histories via email in their native languages
+   of Spanish, French, German, and Italian.
+
+   Field Trips
+
+   Join other classes on their live field trips. In turn, you take other
+   classes with you when you visit local places of interest. Our
+   FIELDTRIPS-L mailing list manages this "exchange" of classroom field
+   trips and excursions.
+
+   Geogame
+
+   This perennially favorite project will excite your students as they
+   immerse themselves in atlases, maps, almanacs, and other references in
+   order to solve a geography puzzle. Your students help create the
+   puzzle by answering 8 questions about your community: latitude,
+   typical weather, land formations, time zone, points of interest, etc.
+   We combine their responses with other classes to create a geography
+   puzzle your students will love to solve. A simple first project for
+   beginning telecommunicators.
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 67]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   Global Grocery List
+
+   Your students visit their local grocery stores and record the prices
+   of items on the grocery list, then share their prices with other
+   participating classes all over the world. The result is a growing
+   table of current, peer-collected data that can be used in math, social
+   studies, science, and health classes (and others). This project is
+   especially good for telecomputing beginners: it has very little
+   structure and no timeline.
+
+   Jane Goodall Institute
+
+   Students learn about the interconnectedness of all life on earth as
+   they observe the world around them and become involved in
+   environmental and humanitarian issues. Explore Gombe and Kibira
+   National Parks, ChimpanZoo, and the Roots & Shoots Program.
+
+   The Jason Project
+
+   The Jason Project brings the thrill of exploration and discovery live
+   to students around the world as they participate in an amazing
+   electronic field trip. In 1995 they trekked to Hawaii to study
+   volcanoes. The Global SchoolNet Foundation manages the Jason Project
+   Listservs and features them in our Global SCHLnet Newsgroup Service.
+
+   LOGO Foundation
+
+   The Logo Foundation, in cooperation with the Global SchoolNet
+   Foundation, is now managing a Logo listserv discussion group available
+   to anybody on the Internet.
+
+   Newsday
+
+   Your students write articles and post them on the Newsday Newswire for
+   the whole world to see! Then they read and choose articles from other
+   schools to download and include in their own newspaper! Finally... you
+   share your newspaper with other classes... and they in turn share
+   theirs with you.  Your students' reading and writing skills will
+   improve while they learn about current local, national, and global
+   issues.
+
+   Where on the Globe is Roger?
+
+   Children are invited to learn about history, culture, geography, and
+   the environment, while they electronically travel around the world
+   with Roger Williams - in his quest to promote world peace!
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 68]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   --------------------------------------
+   Example Five: Professional Development
+   --------------------------------------
+
+          THE WEATHER UNDERGROUND ANNOUNCES "DISASTER IN THE CLASSROOM"
+          A *LIVE* TELEVISION PROGRAM TO ILLUSTRATE USES OF REAL-TIME
+          WEATHER AND ENVIRONMENTAL IMAGERY IN K-12 EDUCATION
+
+   Beginning in September 1995, Professor Perry Samson, University of
+   Michigan professor and Director of the Weather Underground, will host
+   an innovative, biweekly series of live, interactive, television shows
+   aimed at teachers, administrators, and parents interested in K-12
+   education, Internet resources, and the use of real-time weather
+   information in science.  Aimed specifically at the professional
+   development of teachers, the programs create a model for teachers to
+   carry back into their classroom, a model that promotes project-based
+   student centered learning environments using new technology and
+   science ideas creatively.
+
+   The programs, interactive in design, allow participants to ask
+   questions and respond to information through a simultaneous e-mail
+   dialogue. A strength in the design of this series is its ability to
+   allow an interactive discussion of environmental issues (severe
+   weather, snowstorms, droughts, earthquakes, volcanic activity , El
+   Nino, etc.) in a timely manner, matching current news items to
+   science activities. The programs in the virtual classroom series are
+   uplinked to a satellite from the University of Michigan.  Teachers,
+   administrators, parents or students can view the class either on
+   their own or in groups.  Participants will be encouraged to use their
+   computer and modem to log into our server during the show.  This
+   interactive virtual classroom will allow participants to pose or
+   answer questions live (or after the show).
+
+   Navigation on the Internet and pointers to information specific to
+   the science curriculum ideas presented on the show are emphasized and
+   made available to teachers for use in their classrooms.  Participants
+   are shown where on the Internet to find imagery and activities
+   relevant to the topics discussed and are lead through a discussion of
+   new methods to utilize these data in their classroom activities.
+   Example activities utilizing current weather, climate and
+   environmental conditions are demonstrated.
+
+
+
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 69]
+
+RFC 1941         Frequently Asked Questions for Schools         May 1996
+
+
+   If you are interested in participating in this series from your home
+   or school and would like to receive graduate credit for it, please
+   contact:
+
+           The Weather Underground
+   URL:    http://groundhog.sprl.umich.edu
+
+   [other contact information deleted]
+
+   First show is Sept. 18, contact us or look to URL above for more
+   information soon!!!!!!
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Sellers & Robichaux          Informational                     [Page 70]
+