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The following is a compilation of papers submitted as part of the Education Leadership Institute course entitled "TELECOMMUNICATIONS: Electronic Networks in the Classroom" conducted at Salem State College from July 8, 1991 until July 12, 1991. The papers submitted remain the intellectual property of the authors, all of whom have agreed to distribute them in this format so that other educators may benefit from their work. Inquiries about the course, these papers or other aspects of using telecommunications in educational settings can be directed to the following persons via INTERNET: Jim Downey: JDOWNEY@RCN.MASS.EDU Terry O'Donnell: TODONNELL@RCN.MASS.EDU Jim McGregor: JMCGREGOR@RCN.MASS.EDU Information about contacting student authors will be relased only after permission has been obtained from them *************** SUBMITTED PAPERS *************** ****KRISTA STEVENS: STONEHAM HIGH SCHOOL**** TELECOMMUNICATIONS IN THE ENGLISH CLASSROOM Krista B. Stevens July 13, 1991 Telecommunications in the Classroom Salem State College Introduction Telecommunications can be used in the classroom as an exciting tool that assists teachers and students in learning more about their subject area, each other, their local, nation and global community, current technology as well as themselves. Unfortunately, I have not seen many ideas which address the role of telecommunications in the high school English class. The majority of telecommunication software programs focus on math, science and social studies or history. English is woefully underrepresented; yet I believe English and telecommunications to be a union full of possibility. As I teach junior English focusing on American Literature, I have come up with six telecommunications projects I hope to incorporate in the next year. Students of all levels and abilities can easily participate in them. I need to digress just a moment and give credit to the "Mailbag Projects" which were presented to my telecommunications class at Salem State by Chuck Drayton of the Foxboro Public Schools. He provided the catalyst for what follows. Once I have made a contact with a like-minded teacher through Project Possibilibites via Educator Echo, students will write to their telecommunications peer (TP) on our Apples. I will then pass around a disk for them to save their text on. Once all the text has been collected, I will be sending it via telecommunications to my contact and we will wait for her/his students to respond. Dialogue will have commenced. To set up a dialogue, I follow Chuck's directions in searching the EDUCATOR ECHO message for a teacher with whom I could work on with the following projects. For more information on this, I suggest you contact Chuck. What follows are six telecommunications projects for use in the English classroom. They could easily be adapted to other areas of literature besides American. ************************************ HIGH SCHOOL ENGLISH/SOCIAL STUDIES AMERICAN INDIAN AWARENESS Participants: Stoneham MA USA/School on an Indian Reservation Project Name: AMERICAN INDIANS Purpose: The purpose of this project is to allow students to have a better understanding of life on the American Indian reservations so that they can compare what they have learned about what life was like before exploitation by whites and the effects of that exploitation. In addition, lines of communication could be opened for students to explore stereotypes on both sides as well as to engender discussion about what life is like as a teenager in a suburban town and on a reservation. Description: The Stoneham students would first spend a considerable amount of time reading early American Indian poetry, excerpts from Bury My Heart at Wounded Knee and current issues regarding American Indians (ex: what to do with bones considered sacred by the Indians which are being held by institutes and the issue of disposal of toxic wastes on Indian reservations.) Once this has been done, students would then write to their TP on a reservation choosing three questions to ask them about their lives. Students on the reservation would also write to our students asking them what life is like for teenagers here. Open dialogue would then commence. *********************************** HIGH SCHOOL AMERICAN LITERATURE CHARACTER TAKE OUT Participants: Stoneham MA USA / Any town Project Name: JAY GATSBY VISITS STONEHAM Requirements: Two high school classes which are studying the same novels Purpose: 1) To transform the characters we read about into a realistic, familiar setting 2) To learn about life in another town/area. Description: After reading a novel that both classes have covered (The Great Gatsby, Adventures of Huckleberry Finn, Catcher in the Rye, etc) students will choose one major character to focus on. They will then describe what that character would choose to do upon visiting their town. The activities must fit what we have learned about the character and they must justify that with examples from the book. They will then send this description to their TP (Transmission #1) At the same time, students in Anytown will do the same and the transmission will be received. The teachers should spend time comparing how the characters spent their time in the two different areas - what were similarities, differences? This could be continued all year for different books that were read. ********************************** HIGH SCHOOL AMERICAN LITERATURE GEOGRAPHICAL CHARACTERS RESEARCH Participants: Stoneham MA USA/ Anytown (Geographic specific) USA Project Name: SO WHAT'S IT REALLY LIKE TO RAFT DOWN THE MISSISSIPPI? Description: It amazes me how narrow in scope many teenagers view other areas of the country that they have never visited. To help increase our cultural heritage and again look at novels and characters in a different light, a contact would be made in a geographical area in which a novel was set. Ex: Twain's Huckleberry Finn is set on the wide Mississippi River. It would be intriguing for my students to correspond with peers who live along that expanse and find out how much of Huck's environment still exists and what has changed. Stoneham, for its part, can offer geographic/cultural descriptions for Hawthorne's The Scarlet Letter, writings by Emerson, Thoreau, Frost, etc... ********************************* HIGH SCHOOL AMERICAN LITERATURE AUTHOR EXCHANGE Participants: Stoneham MA USA/Anytown USA Project Name: SALINGER'S WICKED COOL! Description: Sometimes students have an easier time talking to their peers about literature rather than a teacher because there is less pressure to have the "right" answer. Let's let our students talk about what they love, hate, don't understand. This would not be limited to what is being studied in the classroom. I would surmise that Steven King would receive a great deal of attention. But talking about literature can only enrich students and increase their understanding of what's involved in reading and may even be motivated to reading materials recommended by their TPs. This could be done with another class with whom I have already established relationship or it could be a good way to begin one. ************************************** HIGH SCHOOL AMERICAN LITERATURE WRITING EXCHANGE Participants: Stoneham MA USA/Anytown USA Project Name: NO PRESSURE WRITING Description: Too often students only write for a grade on a specified assignment rather than for the enjoyment and exploration. In addition, teachers everywhere will acknowledge the difficulty of responding to large amounts of student writing, yet we all espouse the benefits of writing. This project frees the student to explore creative writing without worrying about a grade. Teachers do not need to grade any material and could for once, just enjoy reading. Once students have written their piece (this area or form could be teacher directed but I would try it first by giving them free reign on their topic and form), they will send it to their peers via telecommunications. Teachers should make sure students keep a copy of their file and may want to require a hard copy to see what students are working on. My contact's students would be doing the same thing. We would switch transmissions and each student would receive a TP's writing. Students would then comment on what they had received stressing positive points and noting areas of confusion or constructive criticism. Both teacher contacts need to agree upon a set of peer editing rules and these should be discussed in detail before students comment on their peer's writings. ******************************** HIGH SCHOOL AMERICAN LITERATURE - THE AMERICAN DREAM PARTICIPANTS: Stoneham, MA USA/Anytown USA Purpose: To see how the American Dream differs in interpretation in various part of the United States. Description: The study, definition and discussion of the American Dream is a theme that is followed all year in my classes. We explore what it has meant in the past, what it means now, and what it may or may not mean for my students ten years from now. They learn that the American Dream is ambiguous, varied, transmutative and an unarguable part of our society. Each contact teacher would spend time discussing what the American Dream is and how it has been altered and why. Each student would then conduct their own survey on what the American Dream is to someone their own age, someone aged 24-35, someone aged 35-45 and someone 46 and older. Once these surveys have been tabulated, we will share our results with our telecommunication partners. Each student will first write a short essay defining what their American Dream is and then inform the student as to what people in this area in a variety of ages thought about the American Dream. It would be fascinating to see how different parts of the country perceived the American Dream. CONCLUSION: Two primary goals have been accomplished by using telecommunications in the English classroom. First of all, students have become acquainted with the concept of telecommunications which becomes increasingly important as we approach the twenty-first century. We must prepare students for the technological future. Secondly, and to me, most importantly, students are taking what we read and study concerning our country, its heritage, and literature and expanding their own knowledge and experience. We open one world when we open a book - we open hundreds others when we incorporate telecommunications in the classroom. And anything that will help my students understand, appreciate and enjoy the world in their book is well worth the effort. ************ CYNTHIA O'GRADY: IPSWICH HIGH SCHOOL ************ MAIL BAG PROJECTS Career Education Presented by Cynthia O'Grady Ipswich High School Ipswich, MA July 12, 1991 PROJECT NAME: BRAG BAG Requirements: Grade 9-12...Two classes of students Word Processing and telecommunications hard/software Purpose: The purpose of the project is to provide a forum for students from distant regions of the country to share ways in which they have been honored in their schools and communities. Discussions should highlight areas where students choose to focus their energy and document various methods people employ to recogniz e individual achievements. In addition to increased self-awareness, students will learn about their peers' efforts to contribute to society in positive ways, thus adding to their global education. Description: Have each student in the class complete a brief(one page) questionnaire about academic and community honors or recognition which they have earned. Add the following request: Choose one award or honor and explain what first "hooked" you and what you hoped to achieve by working so hard. List some of the difficulties you encountered, then describe steps you took when problems occurred. Were there important people who helped you along the way? Tell about them. Did you ever feel like giving up? What kept you interested in meeting your goal and how did it feel to finall y be recognized? Consider the region of the country which is to receive your messages and make two predictions about awards which you might expect students to earn. Students from both communities would complete the questionnaire on a word processor. Then, you take all the essays, package them as one, place them in your fil e area, and have your sysop upload them via NetMail. Your cooperating teacher does likewise. This swapping of information would be transmission #1. Upon receiving the message package, each student is responsible for replying to one (or more, as long as each message has a reply) of the given messages. The purpose of the reply is to learn about peers in distant communities. Check the a ccuracy of student predictions and examine possible stereotypes of the particular region. Reply packages would then be sent via upload procedures. This second swapping of information would be transmission #2. Teachers/counselors should followup with classroom discussion on the returned in formation. ********** STEPHEN SARADNIK: NATICK HIGH SCHOOL ************* CURRICULUM PROPOSAL by Stephen Saradnik Natick High School Natick, MA RE: Telecommunications -- Program OBJECTIVE--Plan an in-service workshop for the Social Studies Department on Tele communication use in the classroom. The second half of the program will be used to illustrate how the class and various disciplines can be utilized. Included in the program will be a description of the overall view of telecommuni cations, present in the building resources, how quickly these sources can be uti lized for present and future opportunities, and any barriers involved in getting started. PROGRAM--The program will be divided into two parts of equal length. Total dura tion will be two hours. This is very little time for the material to be present ed and must be followed up with additional seminars within a short period of tim e. FIRST PART OF THE PROGRAM 1. AN INTRODUCTION TO TELECOMMUNICATIONS Although many people are familiar with the computer they are, however, not famil iar with any programs relating to telecommunications, thus time must be spent at ground zero explaining just what telecommunications is and how it can be utiliz ed in the classroom as a constructive tool that can only enhance ones teaching c apabilities. DEFINE TELECOMMUNICATIONS In a positive approach explain the advantages of telecommunications and stress t hat telecommunications will in fact be the wave of the future within the schools and that a little knowledge on the subject is not in fact that dangerous. Keep in mind that people in all walks of life are at times tentative in trying somet hing new especially when their way, old as it may be, is in fact outdated and ca using the student to fall behind in up to date educational procedures. At this point stress the importance and the need of telecommunications while also explai ning how it can benefit the teacher by way of vast resources, software included, and networking with other teachers from around the state or country and the world. Define-- Certain words must be defined before any hands on application is to take place. 1. modem 2. e-mail 3. snail-mail 4. main frame 5. gateways 6. bulletin boards 7. user name 8. password 9. log-on 10. log-off 11. network topology Other words will have to be defined as program continues but should take place during the hands on time which should make things a little clearer. After the definitions: SHOW HOW TELECOMMUNICATIONS WORKS -- VISUALS (hand-outs and overheads) Using diagrams (handouts) -- It is at this stage that it will become necessary to explain in some detail just how the whole system works--taking each step slowl y and succinctly. Explain the procedure as follows: a. Explain what a modem is and does. b. Explain how a modem can be integrated into ones own computer. c. Explain what is needed to put the modem on line and in full operation. d. Explain how the modem is attached to ones computer--internally as well as ex ternally explaining the advantages and the disadvantages of both. e. The cost of the modem and the cost of totally coming on line. f. Using one of the diagrams that has been handed out show how telecommunications works from logging on, sending the message, where to look for the reply or fi le or whatever to logging off. g. Important to show, using one of the handouts, where the message is sent and how it is picked up by the system and especially by other users. Explain here t hat there are files in the bulletin boards that are subject related and that any one can use them always getting new ideas. h. Explain that many software programs that individual owners might be using at the moment include a telecommunications program already installed and therefore one will not have to incur any cost of buying a telecommunications program. i. Explain that many of the bulletin boards have Shareware which is the ability to share (free) new software that is on the market and if you decide to purchas e the product after using it is a fraction of the retail cost. IMPORTANT--Let it be known that whatever type of computer one owns they can talk to people using other brands of computer--i.e. Mac users can talk to IBM users and Apple to Mac and IBM etc. etc. j. Using the handout of the bus line topology explain how a classroom with each student working on a separate computer can be networked to the teachers console and that he/she can check what each student is doing at any time on the teacher 's screen. ON LINE At this point in the program place one of the teachers in front of a computer th at has a modem and slowly walk that person through the entire program, logging o n, answering the questions for first time users, getting into the program, playing with it a bit, send a message and log off. At the end of the program log on to see if any mail has been received. VERY IMPORTANT TO GET ONE OF THE TEACHERS ON LINE TO SHOW THE EASE AT WHICH IT C AN BE DONE. AT THIS STAGE OF THE PROGRAM A GOOD TIME TO TAKE A 10 MINUTE BREAK. THE SECOND PART OF THE PROGRAM Classroom Assignments It now becomes necessary to show just how the telecommunications programs can be utilized and cross-utilized within the various departments using a variety of s kills that we use in our teaching, but for the most part at separate times and n ot in conjunction with one another. For instance the following skills can be ta ught using telecommunications . . . 1. Writing 2. Organizational 3. Budgeting of time 4. Group interaction 5. Research 6. Teaching ones peers 7. Oral presentations--ability to speak in front of a group 8. Editing 9. Evaluating 10. Listening Once it is agreed upon, through discussion within the group, that these skills a re in fact taught and needed then the question will arise just how can we intera ct and cross-utilize the other disciplines? It must be stressed here that it is beneficial to both the students and the teachers when they work in conjunction with each other in two or threes or more. The point put across to the students is that this project is important "just look how many of them there are." At this point in the program a few class projects can be discussed and shared. The teacher, through the use of the telecommunications system, makes contact and arrangements with a teacher in another country and then can proceed with variou s projects. PROJECT 1 Government Classes In conjunction with the language department have the students look up the form of government (local and federal) of a particular country. Because there could be obvious limitations due to language there will probably be four definite poss ibilities. Have the students break up into four groups and assign each group a research project on the foreign country chosen. Students will have to organize as to who does what and present his/her material to the group (the group at this stage will edit where needed) before presenting it to the entire class and the teacher. Once all the material has been presented to the government class have the students write a series of questions that they would like to know about the student in the country (town) that they have researched. Make it in the form of a letter. Bring the class to the computer lab and place letters on disks. The language class can now retrieve these files translate them and send via the modem. When return mail arrives combine both classes to read and discuss the vario us replies. Note: Many misconceptions and stereotyping will have occurred from both countries. PROJECT 2 World Culture Classes -- World History OBJECTIVE: To have the students learn first hand what living in a particular co untry is like. Teacher has to log countries that might be on line, make the necessary arrangements and then proceed. Same procedure for the first exercise also. Have students form groups of three, depending on the size of the class. Assign a particular country to each group with a series of questions to be researched i n the library. Each group will have similar topics for points of reference duri ng an overall class discussion. Having found out the names of students in the f oreign countries have the students write personal letters and enter them on disk s in the computer lab. Have a few of the students electronically mail them. Sh are replies when they come in making note of the misconceptions among peoples. Again class can work in conjunction with the language department as well as any of the other departments. FINALIZE Ongoing---Teachers, as they listen to this program are probably figuring out ways in which this type of program and learning can enter into their own schedules and more than likely have better ideas for class projects than those presented. Leave some time for open discussion during the entire program which due to a time limitation might be next to impossible. ********** CYNTHIA O'GRADY: IPSWICH HIGH SCHOOL ************** SOFTWARE REVIEW Keirsey Temperament Sorter (c) 1987 P. Johnson Available on Channel One pcNetMail 617-354-8873 by Cynthia O'Grady Telecommunications at Salem State July 12,1991 INTRODUCTION: The Myers-Briggs Type Indicator is used widely in schools and businesses as a tool to assist counselors and managers in personal advising. As a high school cou nselor I have used a paper and pencil version with juniors as part of a career g uidance program. Reception has been highly positive in that the teacher and stu dents involved have recognized important self-characteristics in the assessments . What began as a small Horace Mann grant targeting two English classes may soon emerge as a computer tool which can be adapted for use with the entire junior c lass. Administration of this instrument can be managed in two class periods. One key advantage of the computer version, in addition to the cost factor is the ease of administration, once the basic instrument has been introduced along with some f un exercises(which I would be happy to share, in keeping with the philosophy of "Shareware"). Basically, the computer verion is self- administered and will req uire 15-20 minutes for the average student to complete. Immediate results are a n option. Students receive a print-out of the scores, including individual valu es of the questions, as well as an explanation of the implication of the scores. The text seems appropriate for the high school student, but needs to be accompa nied by counselor review of the terminology regarding basic concepts. Summary of Key Advantages: The immediacy of the results is critical for this type of tool. The computer component is a time-saver, in that a counselor needs to personally review scores on a hand-scored version. In addition, the computer a spect lends an air of credibility to the accuracy of the predictions for student s. Another feature which adds to the overall ease of the instrument for the stud ent is that he/she is generally given a choice of two possible responses, rather than three. Summary of Disadvantages: This is an enhanced version of the Myers-Briggs and as ks 70 questions rather than 20. Some of the vocabulary in the questions may need explanation for individual students. The introduction to this software does not provide the user with any information regarding the research and development of this particular version. Hopefully, I will be employing this tool in the coming year. Please feel free to contact me with questions. CYNTHIA O'GRADY IPSWICH HIGH SCHOOL GUIDANCE DEPT. IPSWICH, MA *************** CAROLYN GUARINO, Salem, Mass. ************ Carolyn J. Guarino Telecommunications: Electronic Network Systems in the Classroom Dr. Terrence O'Donnell Salem State College Leadership Institute for Educators Summer 1991 Introduction: The purpose of this paper is to produce a series of lessons for students to produce work using technology in the classroom. Teachers are still reluctant to use available technology either because they are unaware of the available uses or resources available to them. Many are unfamiliar with telecommunications and the vast capabilities and avenues open to them and their students. With these lessons as a starting point I hope to encourage them to delve into the world of technology with as much excitement as their students will be when given the opportunity to telecommunicate. -------------- Assignment #1 --------------- Equipment needed: computer, modem, telecommunication software, and a telephone line. Personnel needed: 2 willing teachers, 2 classrooms of students. Project Requirements: Meeting of minds of cooperating teachers about: 1. letter format 2. length of individual letters 3. upload dates 4. student to student assignments 5. grammar, spelling, punctuation 6. anticipated difficulties (reluctant students, less able ones, etc.) 7. number of contacts through telecommunications Curriculum Area(s): Language Arts/Letter Writing Project name: Exchanging Us Process: The host teacher leaves a message with an active telecommunicating teacher on the Educator Echo requesting an exchange of letters between their students in an area that is of interest to the students. Purpose(s): To develop writing skills using the friendly letter format. To become familiar with telecommunications as a means of exchanging information. To practice the skill oforganizing information in a meaningful way. Setting the scene: Students are told that they will be writing to other students in another part of the world/ US. To get to know each other they will write an autobiographical sketch as their introductory letter. Activity #1: Teacher present a friendly letter format lesson. Activity #2: Students write and develop their autobiography using the friendly letter format and using a word processor for their finished copy. They save their finished product on their own disks and also to the teacher's disk. Activity #3: All letters are merged into a single file that is then uploaded to the host bulletin board to await download to the remote classroom. Activity #4: While awaiting the remote classroom letters, as a class the students can brainstorm about the information the expect to receive. After the brainstorming session the ideas can be recorded by category. Activity #5: Download the transmitted file from the remote classroom. Activity #6: Read and discuss with classmates the letters each received. Compare the similarities and differences between the host letters and the remote letters. Activity #7: Students can compare their brainstorming ideas with the actual facts received to determine how accurate they were in their predictions. Activity #8: Various graphs can be made illustrating kinds and/or numbers of pets, family members, ages, sports, hobbies, etc. Follow-up: Reply to letters and continue telecommunicating throughout the year. ------------------- Assignment #2: -------------------- Equipment needed: computer, modem, telecommunication software, and a telephone line. Personnel needed: 2 willing teachers, 2 classrooms of students. Project Requirements: Meeting of minds of cooperating teachers about: 1. correspondence format 2. length of individual correspondence 3. upload dates 4. student to student assignments 5. grammar, spelling, punctuation 6. anticipated difficulties (reluctant students, less able ones, etc.) 7. number of contacts through telecommunications Curriculum Area(s): Language Arts/Creative Writing Project name: Spying for Information Process: The host teacher leaves a me ssage with an active telecommunicating teacher on the Educator's to participate in an exchange of letters between their students in an area that is of interest to the students. Purpose(s): To develop and expand the students' creative writing abilities. To become familiar with telecommunications as a means of exchanging information. To compile and analyze information. To practice the skill of organizing information in a meaningful way. Setting the scene: Teachers announce to the class that they must visit with the students of the remote classro ey don't know very much about the remote classmates, they will be able to secretly spy on them by becoming an inanimate object (article of clothing, bed, light, pen, etc.). They must choose appropriately in order to be inconspicuous in order to spy without being discovered. They must also choose a room to be in in order to do the spying. Their ability to move about will be limited by the object they choose (or by their ingenuity to get the object moved). Activity #1: Students choose their objects and h old a classroom discussion telling why they chose the item and what they hope to learn by their observation. Activity #2: Students pretend they are in the remote location, (keeping in mind the inanimate object they have chosen to be) begin to write and develop their piece of writing and using a word processor for their finished copy. They save their finished product on their own disks and also to the teacher's disk. Activity #3: All stories are merged into a single file that is then uploaded to the host bulletin board to await download to the remote classroom. Activity #4: While awaiting the remote classroom transmission, as a class the students can brainstorm about the information they expect to receive. After the brainstorming session the class can be placed into cooperative groups to record the ideas by category. Activity #5: Predict and chart which inanimate object their remote counterpart will use to spy on them. Activity #6: Download the remote classroom information and compare both sets of information. Activity #7: Reply to the remote classroom as to: 1. the accuracy of their predictions 2. correcting their misconceptions 3. Inform their counterparts what inanimate object they were in order to spy on them. 4. Inform their counterparts how they moved about if this applies. Follow-up: Respond to stories and continue telecommunicating throughout the year. ------------------ Assignment #3 ------------------ Equipment Needed: telephone line, thermometer(s), anemometer, barometer, chart paper, logs for data, containers for precipitation, ruler. Personnel needed: 2 or more willing teachers, 2 or more classrooms of students. Project Requirements: Meeting of minds of cooperating teachers about: 1. correspondence 2. length of individual correspondence 3. upload dates 4. student to student assignments 5. grammar, spelling, punctuation 6. anticipated difficulty 7. a number of contacts through telecommunications Curriculum Area(s): Science, Language Arts Project name: Weather Observation Process: The host teacher leaves a message with an active telecommunicating teacher on the Educator Echo requesting his/her willingness to participate in an exchange of letters between their students in an area that is of interest to the students. Purpose(s): To be aware of the similarities and differences of the weather in a variety of locations over a period of time through data gathering that daily weather is not the same throughout the country/world. To compare the accuracy of forecasts with the actual weather. To become familiar with telecommunications as a means of exchanging information. To practice the skill of organizing information in a meaningful way. Setting the scene: Students are told that they will be meteorologists for one week. They are to predict weather, compare with official forecasts, and record actual weather. Activity #1: Teams of students work together to measure, observe, record and log their findings for the day. A log will be kept by each student on the team. A single report will be compiled and posted daily by the team. Each team member will be responsible for one of the following: 1. temperature 2. precipitation 3. cloud cover at time of readings 4. sunshine Activity #2: The teams daily findings will be word processed and saved to student's disks and the teacher's disk and uploaded for transmission to the remote class to await download. Activity #4: While awaiting the remote classroom data, the students can graph their data for further study. Activity #5: Download the transmitted file from the remote classroom. Activity #6: Compare the similarities and differences between the host data and the remote data. Activity #7: Students can compare their pre-conceptions with the actual facts received to determine how accurate they were in their predictions. Activity #8: Various graphs can be made illustrating the different kinds of weather recorded by the participating classes. Follow-up: Respond to data received and continue telecommunicating throughout the year. -------------------- Assignment #4 ------------------- Equipment needed: computer, modem, telecommunication software, and a telephone line. Personnel needed: 2 willing teachers, 2 classrooms of students. Project Requirements: Meeting of the minds of cooperating teachers about: 1. correspondence format 2. length of individual correspondence 3. upload dates 4. student to student assignments 5. grammar, spelling, punctuation 6. anticipated difficulties (reluctant students, less able ones, etc.) 7. number of contacts through telecommunications Curriculum Area(s): Social Studies, Language Arts Project name: Looking at Our Roots Process: The host teacher leaves a message with an active telecommunicating teacher inquiring about his/her willingness to participate in an exchange of letters between their students in an area that is of interest to the students. Purpose(s): To recognize where the students' roots originate from and the reasons resulting in being located where they are today. To recognize the beauty and value of their ancestry. To appreciate the similarities and differences of a variety of cultures found in their classroom as well as in other parts of the country/world. To compare their data with the data of the remote classroom. Setting the scene: The teacher informs the class that they will be taking a closer look at their families roots, Use the tree as a symbol to help them under- stand what is meant by our roots. Activity #1: Students look at themselves and their family and record what they know. Activity #2: As a class they compile a list of questions they want answered about their families. A second list is compiled to determine who could help them get the information they need. Activity #3: Conduct one or more interviews with the people they believe could help them get the information they need. Activity #4: Word process their gathered information on the computer. Save the information on their own disks and on the teacher's disk. Activity #5: After a single file is made the file is uploaded for transfer. Activity #6: Download remote classroom information. Compare the information to their classroom information and draw conclusions about their findings. Activity # 7: (Optional) Continue telecommunicating throughout the year. ------------------- Assignment #5 ------------------ Equipment needed: computer, modem, telecommunication software, and a telephone line. Personnel needed: 2 willing teachers, 2 classrooms of students. Project Requirements: Meeting of minds of cooperating teachers about: 1. letter format 2. length of individual letters 3. upload dates 4. student to student assignments 5. grammar, spelling, punctuation 6. anticipated difficulties 7. number of contacts through telecommunications Curriculum Area(s): Social Studies, Language Arts Project name: History at Our Door Process: The host teacher leaves a message with an active telecommunicating teacher on the Educator Echo requesting his/her willingness to participate in an exchange of correspondence between their students in an area that is of interest to the students. Purpose(s): To develop an awareness of local history and its importance in time. To provide/acquire new, and historical information and data about the community we live in. Setting the scene: Your remote classmates and his/her family are planning to visit the community you live in. They are interested in the local history, places they can visit, and the significance they have in the development of the area and the country. Activity #1: Student's are to choose and research a tourist attraction describe it , and tell why it is significant to our area and i ts time and place in history. Activity #2: Word process and transmit their information. Activity #3: While waiting for the remote information to arrive, find the location of the remote classroom on a map. Determine how they will get to your community, how long it will take, how much it will cost, where they will stay, eat and visit. Set up a tentative itinerary. Activity #4: Develop a linear graph showing where local events, people and significant events researched fall on a timeline. Activity #5 Download remote classroom information and disc uss information received. Activity #6: Make a timeline of the remote classroom information received and merge with the host timeline. Activity #7: Determined further information needed for your trip. Send request for more information if needed and the tentative itinerary you have set up for them. Activity #8: Continue telecommunicating as needed or desired throughout the year. ---------****** CONCLUSION ******--------- Conclusion: Some students come to school more globally aware than others because of their family travels. On the other hand, many students because of economical circumstances are unable and will be unable to experience the world beyond their immediate neighborhoods. Telecommunications for them is especially useful and critical in order to provide them with the opportunity to step through the door to the larger world community. It will also give them the personal touch and involvement they need to provide the hook needed to arouse and keep their interest in their own personal learning. It is hoped that with the use of these lessons the students will become more knowledgeable about themselves and their immediate environment in using telecommunications they will expand their experience to a more global awareness of the larger world community they live in. Credits: I became aware of the use of telecommunications as a tool for the learning and exchanging of student gathered information through the use of the National Geographic Kids' Net program. I was not aware, however, of the use of local bulletin boards for which I thank Jim Downey. Dr. Terrence O'Donnell made me aware of the Regents Network for which I am grateful. Chuck Drayton's lecture made me aware that many of the classroom lessons teacher present can be combined with telecommunications using the Educator Echo to enlarge the students' learning and open their horizons to a global community. My permission is granted for the distribution of this document. ******** JAYNE MILLER, SALEM HIGH SCHOOL ******** ON-LINE LIBRARY CATALOG SYSTEMS Jayne Miller Librarian Salem High School Salem, MA 01970 INTRODUCTION This analysis evaluates related telecommunication on-line resources for accessing bibliographic information on young adult Spanish literature. The need for such resources is particularly relevant to high school media centers serving growing Hispanic student populations. EVALUATION CATEGORIES Four resource centers were selected: Harvard Universtiy, Boston University, Tufts University, and the University of California. Each offers bibliographic services accessible via modem from remote locations. The services provided by each of the four centers were evaluated on 6 dimensions: 1. Scope 2. Ease of Accessing Information 3. Format of Information 4. Research Aids 5. Books Identified for Topic 6. Overall Rating In the interest of clarity and understanding each of the dimensions is defined: Scope - the number of holdings listed in the on-line catalog for that library as of July, 1991. Ease of Accessing Information - The efficiency with which a search can be executed. Format of Information - The configuration in which the information is presented. Research Aids - Tools provided by the programs that aid in finding lower tier information and accessing related topics and sources of information. Books Identified for Topic -The availability of information on the subjects of interest, i.e., Young Adult Spanish Literature and Young Adult Spanish American Literature . Overall Rating - An evaluation denoting weaknesses and strengths. THE RATINGS The information centers are evaluated on each of these dimensions. The ratings are based on the author's experience gained through interacting with the service and on quantitative data compiled in the course of study. A summary of the evaluation is presented in Table 1. Each data center is rated on a scale from 1 to 4 with 1 being the most desirable. Supporting comments are provided for each rating. TABLE 1. ******* RATING BOSTON UNIVERSITY ******* SCOPE: [2] 1.5 Million Volumes 2.5 Million Microforms All Libraries Included EASE OF ACCESS [1] The initial screen informs the user to press the key marked return for information on how to use their system TOMUS. The command screen provides the user with examples of how to begin a search. It also introduces the use of abbreviated codes for search commands, and the use of the word " and " to combine two terms to narrow a search. FORMAT [1] Information is presented in neat, orderly fashion. The words author,title, publication,location, and call number are capitlaized at the left margin and the related information is listed to the right. Tutorial statements are listed below this information and most often require the use of the return key to continue a search. RESEARCH AIDS 1 An adequate collection of research aids include: three display features, modify search commands, help screen for all commands, find and browse commands, abbreviated codes for commands and tutorial statements. # OF BOOKS 3 IDENTIFIED Four books identified for topics searched. OVERALL 1 RATING Easy for novice to use. Excellent bibliographic records. Time saving typing commands and tutorial statements that include the help command in every situation. ------------------------------------------------- ******* HARVARD UNIVERSITY ******* SCOPE 3 2 Million volumes on-line. 6 Million volumes not listed. EASE OF ACCESS 4 Initial screens present a great deal of information that challenge the first time user. Selectingthe database and accessing the command structure requires the user to execute more steps than on other systems. The exit command t log out of the catalog is presented on the first screen and is not repeated. FORMAT 4 Information appears cluttered on the screen. Command options listed at the bottom of the screen also appear cluttered. Few tutorial statements are presented and the user must enter one of the commands. Most commands may be abbreviated for ease of accessing the desired information. RESEARCH AIDS 2 Long and short display format. Tracing subject headings using the *S feature, keyword searching, index function and the listing of other titles by the same author as part of a display for a retrieved item. ISBN information. # OF BOOKS 2 IDENTIFIED Seven books identified for topics searched. OVERALL 4 RATING Difficult start up procedure. Poor exit command screen. Limited access to databases. Excellent bibliographic records. ------------------------------------------ ******* UNIVERSITY OF CALIFORNIA ****** SCOPE 1 6,320,999 Holdings are on-line. EASE OF ACCESS 2 Introductory screen lists the databases and a tutorial statement informs the user on the steps to take to access the desired database. The search commands are defined and examples are given. FORMAT 2 The bibliographic information is presented as it would be on a card in the card catalog. It is easy to read and the user can quickly determine which campus library has a copy of the materials and the section in the library where it is located. RESEARCH AIDS 3 Three display formats. Browse and select commands for searching. A variety of commands to restrict a search or add to a search, Commands to comment to the MELVYL system and to change databases. Tutorial statements follow each search. # OF BOOKS 1 IDENTIFIED Fourteen books identified for topics searched. OVERALL 2 Easy to use for the beginner. Good documentation of commands. Help commands available for all procedures. Helpful tutorial statements to aid the user in researching. Excellent bibliographic records. -------------------------------------- ******* TUFTS UNIVERSITY ******* SCOPE NA Not available. EASE OF ACCESS 3 Introductory screen presents search commands. The example for the subject command does not provide enough information. It does not include combined terms so the user must experiment to determine if the system accepts the "and" command or "hyphen" command. The "keyword" command does not give an example. FORMAT 3 Organized format with bibliographic information identified in the left hand margin. Tutorial statements and options listed at the botttom of the screen. RESEARCH AIDS 4 Keyword search, three display formats,circulation status of material, and request for title command. # OF BOOKS 4 IDENTIFIED No items listed for topics searched. OVERALL 3 This system despite its poor system command RATING examples and help commands has two very useful featuresfor a researcher. The ability to determine the circulation status of the material and the ability to request the material from a remote setting. ********************************** EVALUATION OF SERVICES SCOPE All services offered on-line access to a very large number of volumes although the University of California and Harvard University require special permission to access large sections of their holdings. EASE OF ACCESSING INFORMATION All the systems are satisfactory once you get use to them. But for the first time user, there were significant differences among systems. Among the best for ease of access of information are Boston University and the University of California. Following the welcome screen the user is introduced to the search commands along with the command to find help. Help is available for each of the commands and the help command provides information about the procedure for executing a search and procedures to log out of the catalog. On these two systems, after each search request the number of items retrieved is indicated followed by an instruction for listing them on the screen as well as a reminder on how to seek help. It is possible to get help information at any time in the search. The Harvard University system does not allow the user access to all the databases. Some of these databases require a special identification code to access the information. On the welcome screen of the Harvard system are the instructions for exiting the data base. This information is not repeated on the help screen. The help screen does have a quit command but its function does not exit you from the database. It simply stops the search in progress and returns the user to the screen where you determi ne which database you are going to search. FORMAT Each of the systems offers a display option for items retreived by the search. The dispalyed information varies but all formats include author, title, publication date, call number and location(Name of library or section of library). Some systems include subject headings in this display format but others require an additional command to access that information. The long or full display format includes additional information such as tracings/subject headings, notes, ISBN code, and other titles by author of the book dispalyed. Harvard offers the most complete cataloging information in the expanded format of all the systems. The system also allows the user to search the subject headings by typing Trace *S 1(Number of subject heading) to locate information related to the original term searched. For example, five *S codes appear in the following format: AUTHOR: Dale, Doris Cruger TITLE: Bilingual books in Spanish and English for Children / Doris Cruger Dale PUB: INFO: Littleton, Colo. : Libraries Unlimited, 1985. DESCRIPTION: ix, 163p.; 25cm NOTES: Includes indexes ISBN: 087287477x: SUBJECTS: *S1 Children's literature, Spanish--Bibliography. *S2 Children's literature, English--Bibliography. *S3 Bilingual Books--Bibliography *S4 Children's Literature, Spanish--Translations into English--Bibliography *S5 Children's Literature, English--Translations into Spanish--Bibliography. The Boston University and University of California system were easier to use because of the tutorial statements that appear on the screen upon completion of a command. After the initial search command, the number of items is identified and a tutorial command instructs the user on how to list the items or how to seek help. When the search is not successful a tutorial directs you to check accuracy of spelling or numbers and instructs you on how to continue with your search. Once again the help command is g iven. These tutorial statements appear on the screen immediately after the listing of retreived information or after the terms used in an unsuccessful search. For example in the Boston University system the following tutorials appear: Your search: FS SPANISH LITERATURE AND YOUNG ADULT Items found: 2 at all BOSTON UNIVERSITY LIBRARIES Press RETURN to see them, or type HELP, then press the key marked RETURN. Item 1. AUTHOR Schon, Isabel. TITLE Books in Spanish for Children and young adults: an annotated guide. Series IV = Libros infantiles y juveniles en Espanol: una gula anotada. Serie no. IV / by Isabel Schon. PUBLICATION Metuchen, N>J> : Scarecrow Press, 1987. LOCATION Educational Resources Reference X CALL NUMBER Z1037.7 .S383 1987 Press RETURN to see the next item, ot type HELP, then prress RETURN The Harvard system uses a different format . Across the bottom of the screen is a list of option changes which varies depending on the command performed. The configuration of the options at the bottom of the screen is difficult to read and requires the user to type in a new command. Note the options listed at the bottom of the following example: HU SHORT DISPLAY page 1 of 1 Item 1 of 1 retrieved by your search: FIND SU YOUNG ADULT LITERATURE SPANISH AMERICAN ------------------------------------------------------------------- AUTHOR: Schon, Isabel. TITLE: Books in Spanish for children and young adults: an annotated guide. Series III = Libros infantiles y juveniles en espanl: una guia anotada. Serie no. III / by Isabel Schon. PUB. INFO: Metuchen, N>J>: Scarecrow Press 1985. DESCRIPTION: xi, 208 p.; 23cm. SUBJECTS: *S1 Children's literature, Spanish--Bibliography *S2 Children's literature, Spanish American--Bibliography *S3 Young adult literature, Spanish--Bibliography *S4 Young adult literature, Sapnish--Bibliography *S5 Young adult literature, Sapnish American--Bibliography LOCATION: Gutman Education Ref. Z1037.7.s38 1985 ------------------------------------------------------------------- OPTIONS: DISPLAY LONG HELP HELP COMMAND TRACE *S1 (etc) START-search options QUIT- exit database REDO COMMAND? The dispaly format for the University of California system has a unique feature. Upon completion of a find command, the short as well as the long display format lists the location of the material in the various libraries of the campuses that are part of the university system in California. For example: Search request: FIND SU SPANISH LITERATURE--YOUNG ADULT Search result: 7 records at all libraries Type HELP for other display options. 1. Schon, Isabel. Books in Spanish for children and young adults: an annotated guide = Libros infantiles y juveniles en espanol : una guia anotada / by Isabel Schon, Metuchen, N>J> : Scarecrow Press, 1978. UCI Main Lib PN1009.S8 S35 UCLA URI Z2694.5 S35 UCSB Library Z2694.5 .S35 Col Tloque Nahuaque UCSD Central PN 1009 .S8z S36 Press RETURN to see the next screen. RESEARCH AIDS The Tufts University system has an oustanding research aid. It provides the user with the necessary bibliographic information and also indicates if the book is checked-out. Obtaining the material is the reason for using an on-line catalog, knowing the book is on the shelf expedites the process of locating the information. A host of other research aids are shared by all systems evaluated. Typical of these aids are: notes, subject headings, keyword searches, one letter code for search commands, access c apability by author, title, subject, and call number. BOOKS IDENTIFIED FOR TOPIC The number of books identified by the resource services accessed is suprisingly small. Using the subject headings Young Adult Literature--Sapnish and Young Adult Literature--Spanish American, the titles range in number from zero to fourteen. A small number considering the number of volumes contained in the centers ranged from 2 million to 6 million. Additional resources were available by searching other related subject headings. OVERALL RATING All four programs fulfilled the needs of the researcher but some are easier to use and more comprehensive and, therefore, more useful than others. The Boston University, University of California, and Tufts University catalog systems were nearly equivalent in usefullness while Harvard provided the most complete bibliographic information and offered the most flexibility once the initial commands were mastered. The Boston University system wins my vote for the best overall system on the merit of ease of access and the format of information on the screen. YOUNG ADULT LITERATURE -- SPANISH/SPANISH AMERICAN SELECTED BIBLIOGRAPHY Bibliografia Basica Para Bibliotecas Infantiles y Juveniles. Ministerio de Cultura, Direccion General del Libro Y Biblioteca, 1986. Breaking Boundaries: Latina Writing and Critical Readings / edited by Ascuncion ahorno-Delgado ... (et al.). University of Massachusetts, 1989. Cendan, Pazos, Fernando Medio siglo de libros infantiles y juveniles en Espana: (1935-1985). Ediciones Pirmade, 1986. Dale, Doris Cruger Bilingual Books in Spanish and English for Children. Libraries Unlimited, 1985. A Decade of Hispanic Literature: an anniversary Anthology. Revista Chicano- Riquena, 1982. Demerson, Paula de Esbozo de Biblioteca de la Juventud Ilustrada (1740-1808). Univeridad, Caterdra Feijoo, Facultad de Filosofia y Letras, 1976. Fitzmaurice-Kelly, James 1858-1923 Spanish Bibliography. Oxford University Press, 1925. Foster, David William Manual of Hispanic Bibliography. University of Washington Press, 1970. Foster, David William Puerto Rican Literature: a Bibliography of Secondary Sources. Greenwood Press, 1982. Jones, Cecil Knight A Bibliography of Latin American Bibliographies. U.S. Government Printing Office, 1942. Kanellos, Nicolas Biographical Dictionary of Hispanic Literature in the United States: the Literature of Puerto Ricans, Cuban Americans, and other Hispanic Writers. Greenwood Press, 1989. Pattison, Walter Thomas, 1903- Representative Spanish Authors: A First Book of Spanish Literature. Oxford University Press, 1942. Pedreiira, Antonio Salvador Bibliografma Puertorriqueqa (1430-1930) B. Franklin Reprints, 1974. Rela, Walter A Bibliographical Guide to Spanish American Literature: Twentieth-Century Sources. Greenwood Press, 1988. Schon, Isabel A Hispanic Heritage, Series III: A Guide to Juvenile Books About Hispanic People and Cultures. Scarecrow Press, 1988. Schon, Isabel Books in Spanish for Children and Young Adults: An annotated Guide = Libros Infantiles y Juveniles en Espanol: Una Guia Anotada. Scarecrow Press, 1978. Series II. Scarecrow Press, 1983. Series III Scarecrow Press, 1985. Series IV Scarecrow Press, 1987. Series V Scarecrow Press, 1989. Simsn, Dmaz, Josi Manual de Bibliografma de la Literatura Espanola. G. Gill, 1966. Woodbridge, Hensley Charles, 1923- Guide to Reference Works for the Study of the Spanish Language and Literature and Spanish American Literature. Modern Language Association of America, 1987. Woodbridge, Hensley Charles, 1923- Spanish and Spanish American Literature: An Annotated Guide to Selected Bibliographies. Modern Language Association of America, 1983. CREDITS Boston University: TOMUS On-line Library Catalog Harvard University: HOLLIS On-line Library Catalog Tufts University: TULIPS On-line Library Catalog University of California: MELVYL On-line Library Catalog Permission to distribute to telecommunication class. ************** P. JAYNE ROTSKO & RICK MERULLO *********** IPSWICH HIGH SCHOOL MacIntosh Telecommunications Manual Rick Merullo P. Jayne Rotsko Telecommunications (computers communicating over phone lines) has the reputation for being one of the least friendly areas of personal computing. Although this is apparently true, telecommunications on the Mac is a lot easier than on other computers because of its user friendly format. To make this venture even easier we have created this user's directory to telecommunications on the MacIntosh, and, for the purposes of this manual, we will be utilizing the Microsoft Works integrated software program, although other software programs, such as Red Ryder or TermWorks could easily be used instead. Telecommunications using Microsoft Works (from now on MSW) allows you to utilize an integrated software package to create word processing, data base and spreadsheet documents, and then allows you to import or export these documents with its built in telecommunications option. It also allows you to connect with people from all over the world to talk and share ideas on the subject of your choice. This manual will take you step by step, from installing your NetModem modem to uploading/downloading files using MSW communications. Following is a glossary of terms used throughout this directory. Glossary of Terms ASCII files - standard text language for all American computers baud rate - used as a measure of how fast data is transmitted by a modem BBS - Bulletin Board Systems; a computer dedicated to maintaining a list of messages and making them available over phone lines at no charge capture - take text from screen and put into a file download - retreiving information from a distant computer and storing it modem-device that lets computers talk to each other over phone lines no carrier - message on screen when modem connection was unsuccessful on-line - actively connected to a computer parity - electronic file polarity protcol - agreement between computer systems to send/receive using same approach shareware - software that is distributed on the honor system, usually through BBS, user groups, information services, etc. telecommunications - transferring information between computers on telephone lines upload - sending information to a distant computer from your own Xmodem - protocol to use with MSW on telecommunications MODEM INSTALLATION The Shiva NetModem modem is very easy to install. There are many other types of modems that can be used, but make sure that it is 100% Hayes compatible. The one we are installing is 1200 baud; you will see that 1200 baud is the default on the Communications menu "settings" once the installation is complete. Follow the steps listed below to install the Netmodem: 1. Connect the NetModem phone line to the jack insert in the back of the modem and to the phone jack on your telephone(it is not necessary to take the phone off the hook). 2. Connect the black power chord to an outlet and to the back of the modem. 3. Connect the computer's printer cable from the printer port to the 8-pin port on the back of the modem. 4. Insert the NetModem Installation disk into the floppy drive and turn on the Mac. a. open this disk and double click on the install icon (you should see a message that the installation was successful). Click on the netmodem name second from the bottom. b. if you ever need to re-install this software, follow the same steps, but before you click install, click remove to get rid of the first installation 5. Open the Control Panel on the Apple menu and click on the NMPrefs icon(scroll until it appears). a. click on the non-interupt status and printer emulation buttons and close the window 6. Open Chooser on the Apple menu and click on the NetModem icon (the netmodem name should appear in the box). Then close this window. 7. Open MSW and choose File -Open and double click on the Communications icon. 8. Select Communications on the menu bar and drag down to settings(a box will appear that will allow you to set the netmodem to your needs). a. all settings should remain at default with the exception of: 1. telephone touch-tone or rotary 2. capture text(check box) or not 3. connect to modem icon BBS Connection You are now ready to make your first BBS Connection (appendix B has a data base of local BBS networks). 1. Select Communications on the menu bar and drag down to "dial"(this allows you to enter BBS names and #'s for quick redials). 2. Check the button of the BBS with which you wish to connect. 3. You will see a screen indicting that dialing is taking place and, after a few moments, whether a connection has been made or not (no carrier indicates no connection). 4. At this point, depending on the BBS you have entered, you will have to register(first call only) by answering certain questions on-line. If you read the screens this should be very easy. DOWNLOADING using MICROSOFT WORKS on the MacIntosh 1. Go to conference area of the BBS. On Channel 1 choose conference J 248 or J Professor. 2. Choose "F" for files. 3. Choose "F" again for flag. 4. Type "N" 6. Type "D" for download. 7. Choose "X" for Xmodem protocol. 8. Go to communication menu and choose "receive file". When dialogue box appears select Xmodem text if it is a text file or select Xmodem data if it is a data file (ZIPPED or STUFFED). 9. Type in a name for the file you are receiving and select the "receive" button. UPLOADING using MICROSOFT WORKS on the MacIntosh. 1. Choose or create a file you want to upload. The file most be converted to ascii format (standard text language). To do this, go to the menu and choose "save as". When the dialogue box appears select "export" and then "Export As Rich Text Format". Alter the filename to indicate the ascii format. Select "Save". 2. Dial a BBS. 3. Type "U" for upload. 4. Type in name of file and description when asked. 5. Choose "Xmodem" protocol. 6. In communications menu, go to "send file". 7. Select Xmodem text or Xmodem data under Send Protocol. 8. Highlight file in scroll box. 9. Select "send" button. 10. Computer will verify. DRAFTING AND DESIGN TECHNOLOGY TELECOMMUNICATIONS PROJECT - MAILBAG FORMAT PROJECT NAME: HOUSE SWAP REQUIREMENTS: Two architectural drafting/design technology classes from different geographical areas of the country or the world desiring to communicate with each other. Word processing and telecommunications hard/software. OBJECTIVES: 1. This project will enlighten students' awareness of house styles and designs and how they may differ in other locations and cultures. Students will describe their house or apartment from a design standpoint. Architectural style, layout, and how the design accommodates the climate and environment will be key points for description and discussion. 2. To give students a knowledge of how architectural design, climate, geography, history and culture are related. DESCRIPTION: Each student in both classes will word process a brief answer to the following hypothetical situation: You have been selected as an exchange student. You will swap families and of course living situations with another student from another part of the U.S. or a foreign country. You are to use this opportunity to describe your house or apartment to the student who will be coming to Ipswich for two months. Key points to include in your correspondence: * Architectural style of the building - include roof style and trim details. Be very descriptive! * Age of the building - is it an antique? reproduction? contemporary? Is there a history of this design? * How is your house designed to accommodate climate and the environment? * Describe in general the floorplan. * How does this house meet your personal needs? What do you like about it and what do you dislike about it? What changes would you make to better suit your needs?