Path: utzoo!attcan!uunet!unsvax!jimi!tahoe!apple!limbo!taylor From: wells@compass.UUCP (Ian Wells) Newsgroups: comp.society Subject: IMPACT ONLINE 1.01 Message-ID: <1401@limbo.Intuitive.Com> Date: 25 Oct 90 22:27:58 GMT Sender: taylor@limbo.Intuitive.Com Lines: 868 Approved: taylor@Limbo.Intuitive.Com - - - IMPACT ONLINE 1.01 October 1990 Welcome to the premier distribution of the Boston Computer Society Social Impact Group's online newsletter - IMPACT ONLINE. This edition includes: o Introduction to the Boston Computer Social Impact Group o Perspectives about introducing computers to children: Computers for Preschoolers? By Ian Wells, presenting viewpoints from two educators o Computer Literacy Education By Dr. Ronni Rosenberg o An Entrepreneurial Idea Information technology helping to feed the hungry (reprinted from BCS Social Impact Newsletter) o Updates from the community telecommunication project known as Community Memory By Tom Nemcik (Director of the CM Project, Berkeley node) Your comments and suggestions about this newsletter will be greatly appreciated. We are striving for a consistent schedule of distribution, and a consistent format of style and content. Please address any and all communications to: Dennis DelDonno, Online Newsletter editor - dendel%pro-angmar.UUCP@bu.edu or Ian Wells, Director, Social Impact group bcs-ssi@compass.com IMPACT and IMPACT ONLINE welcome original, uncopyrighted submissions of articles and graphics by the author, creator, or artist.Copyrighted works or their modifications must be accompanied by the copyright notice and the consent of the owner prior to publication or distribution. Opinions expressed by the author are not necessarily those of the BCS. Mention of a product in this publication does not constitute endorsement of that product by the Society. ---------------------------------------------------------------- THE SOCIAL IMPACT GROUP OF THE BOSTON COMPUTER SOCIETY The purpose of the Social Impact group is to provide a forum for the discussion of social and ethical concerns related to information technology. The Social Impact group is one of the many subgroups of the Boston Computer Society. The BCS is the world's largest organization of personal computer users. The Social Impact group has been meeting monthly since 1983 and produces the bimonthly newsletter 'Impact'. The group meets at 7:30PM the first Wednesday of each month in downtown Boston. Our meetings typically consist of a 20 to 30 minute presentation and 30 to 60 minutes of questions and answers. Speakers and the audience have especially enjoyed the Social Impact meetings because of this lively discussion period. The audience we draw is usually from 10 to 30 in number and from a wide variety of technical and non-technical backgrounds - industry, academia, non-profit and computer hobbyists. Issues occuring on the interface of technology and society often emerge first in the Boston area, because of the high concentration of high-tech industry and services in this area. Part of our work is to disseminate the information from our meetings. Several of our meeting have been taped on audio cassette and are available from the "Powersharing Series" in conjunction with the BCS. All Social Impact meetings are written up in "Impact". If you are a member of BCS and want to receive "Impact", notify BCS at 617-367-8080 that you want to sign-up for the Social Impact SIG. If you are not a member of BCS, you can join by phoning 617-367-8080 and requesting an application form. Notices of our meetings appear in the monthly BCS UPDATE magazine and are distributed on netnews (ne.seminars) and on an Internet distribution list. Here is a summary of some previous meetings: Marv Goldshmitt, Vice President of Lotus and Richard Stallman, developer of GNU, debated software protection. Available on audio tape. Fred Hapgood, science writer, described his strategy for predicting the the directions of technological change. Vin McLellan, journalist, Sandy Sherizen President of Data Security Systems, and Grace Hammonds, director the proposed BCS subgroup on Computer security, debated how we should respond to computer viruses. Available on audio tape. Dr. Ronni Rosenberg, with Computer Professionals for Social Responsibility, presented the results of her study of computer literacy in schools, which suggested the euphoria about computers in schools is unjustified. Available on audio tape. Mario Pagnoni, high school computer teacher, and Stephen Blumquist, teacher at Waldorf schools, debated what is the best age to introduce children to computers. Medard Gabel, director of the World Game Institute in Philadelphia, described how the World Game, invented by Buckminster Fuller, is building a Hypercard database to store world resource information. Bob Weber, who works in the Office for Information Technology at Harvard University, discussed the open versus closed responses to computer viruses and how to defeat virus attacks in a networked world. Dr.Joseph Weizenbaum questioned the rush to introduce computers into schools. Sherry Turkle gave a summary of her book, ``The Second Self''. Alex Beam, who was Business Week bureau chief in Moscow for many years, described his observations of personal computers in the USSR. Scott Mize, an entrepreneur, described his vision for a non-profit organization to feed the hungry in Cambridge. With volunteers from this meeting, this non-profit is in the process of obtaining funding. Dr Elaine Bernard, Executive Director,Harvard Trade Union Program described how to demystify technology. Peter B. Miller, director of the PACRAT Associates non-profit organization described how PACRAT is providing desk-top publishing technology to Non-profits. Dr. Shoshona Zuboff,Professor at the Harvard Business School and author, discussed her studies of computers in the workplace. The BCS Public Service Program - What It Can be and How Communities in Need Can Use It - A Panel and Audience Discussion Jose Duran - Hispanic Office of Planning and Evaluation Joe Gannon - Institute for Commmunity Based Computers Mel King - Community Fellows Program, M.I.T. Diana Lam - Chelsea Superintendent of Schools Antonia Stone - Playing to Win Moderator: Lisa Breit - Connect Available on videocassette. The founder of Teknica, Michael Urmann, discussed his volunteer organization which provides technical assistance to Nicaragua. Dr. Maud Chaplin, discussed technology and human freedom from a philosophical and ethical point of view. Mike Basch, of Synectics Inc, desribed how he incorporates computers into problem solving workshops. Social Impact sponsored a panel discussion on Home Based Enterprises and helped form this new BCS group. In the spring of 1990, Social Impact sponsored a series on the potential and perils of the open networks of the nineties. William H. Murray, Fellow at Ernst and Young spoke on Influence, Power, and Control in the Networks of the Nineties. Fred Hapgood, science writter, gave a talk on Networks and The American Perestroika. Anatol Holt of Coordination Technology, talked about his book "The Mechanics of Organized Human Activity". Jerome Glenn, Executive Director of the American Council of the United Nation University described ideas from his book "Future Mind: Artificial Intelligence - Merging the Mystical and the Technology". For information about audio tapes, phone 1-800-535-TALK or (CT and world) 203-637-0270. For further information about the Social Impact group or to receive our Internet email distribution, contact Ian Wells, director, at 617-665-5136 (8:00 - 10:00pm) or by email at bcs-ssi@compass.com. ------------------------------------------------------------------ COMPUTERS FOR PRESCHOOLERS: CHILD'S PLAY? Ian Wells Boston Computer Society Social Impact Group Carl and Naomi really enjoy playing games on my 'puter at work. Now they are preschoolers. Will my children be better equipped for life in the 21st century if they start using computers now? What is the best age to introduce them to computers? A lot of money, thought and time rides on the answers to these questions. So to find out, I asked two excellent educators with quite different experiences to address a meeting of the Social Impact group. Both educators have an obvious love of teaching and both enjoy children. Mario Pagnoni is a computer teacher in the Methuen public school system. He has written an informative and well- reviewed book describing preschoolers using computers called "Computers and Small Fries". Stephen Blumquist is a grade 1-8 teacher at the Waldorf school in Lexington, MA. Computers are not used by students in the Waldorf system of education until 8th grade. The school systems they teach in are quite different - Waldorf is private and Methuen is public; the Waldorf education stresses educating the whole child, the Methuen stresses conventional skills, such as the 3 R's. Both speakers gave descriptions of their teaching experiences with and without computers and both brought along examples of students' work. Mario has had wonderful experiences with preschoolers and computers in his wife's Home Preschool. To provide material for his book, he set up an Apple computer in the preschool and obtained a sampling of childrens' software from publishers. At the Social Impact meeting, he demonstrated the types of computer software that kids enjoy, such as FACE MAKER, which allows children to construct a variety of faces and then animate them (eyes wink, ears wiggle, etc) and BUILD A BOOK ABOUT YOU, which contains everything you need to create, print out and bind two personalized childrens' storybooks. This program creates 32 full- color, illustrated pages that are then bound in a washable hard cover. In the KINDERCOP game, the child pushes a key on a "Muppet Learning Keys" (an over-size keyboard with special kid- orientated icon uttons). The pressed letter appears dancing and changing colors on the screen. This helps the child learn the letter. The programs were entrancing - the antecdotes delightful. "Is this a girl computer or a boy computer?" asks one child. Devony answered that "It must be boy computer, because it does mistakes". Mario works with computers and high school students everyday. He recognizes that computers for kids are oversold, but underneath the hype, he sees that computers will be a big part of our childrens' futures. Mario enjoys computer technology. Nobody knows for certain what will happen in the future, but if computers are to be a major part of the future, we may as well start early to ease them into a computing environment. His enthusiasm is based on the straightforward observation that computers and small fries can be fun. Computers in public schools can improve skill levels in specific tasks and may even help girls maintain an interest in mathematics that many girls seem to lose in about grade 5. Despite the apparent urgency not to let our children miss out on the computers, Mario supports a common-sense approach to computers. He believes computers are not good for teaching everything. The best way to teach reading is by reading to your kids. Mario's experience has shown him that computers are powerful educational tools. However, they do not replace teachers. A key factor in teaching preschoolers with computers is the teacher. Mario's computer workstation includes room for the preschooler and teacher to work side by side. Stephen Blumquist teaches grades 1 to 8 (in Waldorf education, one teacher takes the students through all grades). He uses no computers in his classroom, not because of fear of the technology itself, but because of the Waldorf philosophy of education. This philosophy was developed in the 1930's in Germany by Rudolf Steiner. There are hundreds of Waldorf schools worldwide including several in the Boston area. In the Waldorf view, childhood consists of three stages - children up to 7 years old learn by imitation and applying their will; feelings and imagination are paramount in children ages 7-14; when children are 14-21 years old, their thinking and intellect fully emerge. Stephen described the Waldorf preschool with its emphasis on socialization, finger plays, working with natural materials and singing. A previous speaker at the Social Impact group, Shoshana Zuboff of the Harvard University School of Business Administration, described the job of a worker in the information age as "push a button and watch". Stephen wonders if pushing a button and watching allows a preschooler to express their will as effectively as painting with a paintbrush. In an interesting contrast to the computer program-generated letters and books, Stephen displayed the books that his students had written themselves. When the children learn their letters, they spend 3 full school days on each letter and draw several pictures associated with that letter in their book. Later they wrote and illustrated their own stories. There is a fundamental question to be answered - what are the goals of early childhood education? Alan November, computer teacher in Newton and a winner of the Christa McAuliffe Educator award, spoke at a BCS Education subgroup meeting I attended. He feels that education should allow students to acquire skills needed to survive and thrive in the 21st century. The skills he considered crucial are the ability to make decisions on the basis of limited information, communication, accessing information, computation and teamwork. Although Alan once had the hope that the introduction of computers into schools would improve education, he now feels this will not happen unless other changes first occur in schools, such as changes in management structure, curriculum, and the role the teacher plays in education. Teachers must be allowed to demonstrate in the classroom the same skills that they are teaching. Assuming Alan's list is the best list, at what age should we help children acquire these skills? Are computers helping children to acquire these skills? What is the best way to introduce kids to computers? Stephen feels that it certainly is possible to make childrean acquire intellectual skills at an early age. He considers it more important, however, that when children are 14 years old and ready to be intellectual, they are enthusiastic to be intellectual and their imaginations are sufficient to find solutions to tough problems. Young children tend to see themselves as part of the whole world including computers. Kids hate to be torn away from an engrossing computer game. Time is suspended. What is the effect of time suspension on children who cannot fully distance themselves from the computer? After I heard Stephen describing how he nurtures balanced capacities in his students at each age, and after I heard how Mario observed young children enthusiastically taking to preschool computers, I thought again about what are my goals for the education of my young children. Are computers significant to this education? Books such as "The Hurried Child" point out the possibilities of burnout in children who are pushed too early. Can the use of a computer by a preschooler lead to burnout later? Both Stephen and Mario are effective teachers attuned to their students and they both admit they do not know the effects of early childhood computer exposure. Where they differ is in what they see as the important skills children will need in the next century. Stephen asks the question "How do I provide the best possible education for young children?" Mario asks, given that I have this marvelous educational technology, how can I use it most effectively? For Mario, the computer is a fun way of spending quality time with a child and to have fun while learning some basic skills. Stephen nutures learning by selecting topics and methods that match the child's capabilities at each age. Stephen and Mario both demonstrate that the care they express for their students is more important than the tools they each choose to use. Each parent must make their own choice. What am I going to do for Carl and Naomi? I am a parent who cannot do everything, so I will concentrate my time on what is most important. Computers are not most important. I feel that "push a button and watch" will be important in my childrens' future but this skill can be learned quickly at any age. In fact, future computers will be far easier to use than any we have today. However, learning teamwork and problem solving takes parental time and attention. So I will continue to give my children some access to computers because they are interested, but I will limit the access. I feel the interaction kids have with any computer are insignificant compared to their interactions with adults and with each other. For information about Waldorf education, write to: Stephen Blumquist at the Waldorf School, 739 Mass Avenue, Lexington, 02173. For information about the "Computers and Small Fries" book or newsletter, write to Mario Pagnoni at PO Box 608, Methuen, MA 01844. -------------------------------------------------------------------------- COMPUTER LITERACY EDUCATION This is a writeup of the presentation that Dr. Ronni Rosenberg of Computer Professionals for Social Responsibility made to the Boston Computer Society Social Impact group in June 1989 meeting. Reprinted from 1989 IMPACT, the newsletter of the BCS Social Impact Group One Center Plaza, Boston MA 02108 USA. Dr. Ronni Rosenberg believes that computer literacy as a fundamental skill (like reading and writing) is oversold, misapplied, basically trivial in many applications, and not demonstrably up to its claims for education. She believes that while computers can be useful tools, mandatory computer education is unjustified. Many well-intentioned schools and dedicated teachers are striving to overcome the serious flaws that characterize computer-literacy education: vague goals, inadequate hardware, bad software, and poor training. But in many cases, enthusiasm for computers and education has less to do with the educational value of computers than with a complex web of social pressures on educators. The euphoria about computers in schools can be a smokescreen, diverting attention from fundamental educational problems which do NOT have technological solutions, such as the demoralizing environments in which many primary and secondary-school teachers work, and the lack of "real" literacy among many graduates. Where Dr. Rosenberg's analysis of computer literacy diverges from others is in her fundamental question. She wants to know *whether* computers can be used effectively to solve educational problems; she does not want to know "how" to effectively use computers once they are in the schools. She also wants to know what computer literacy is and she wants educators to explain what education methodology it fits into. She questions whether providing computer literacy is an effective use of scarce educational resources and she would like an explanation of why the stated goals of computer literacy are so different from what is really happening in schools. When Dr. Rosenberg asked educators why they felt it was important to teach computer literacy, she found their answers fell into one of three groups: 1. Computer jobs skills will be needed by everyone. 2. Learning about computers is good discipline for the mind. 3. Every informed citizen in today's society needs to know about computers. Although these views are widely held, nowhere in the literature does anyone offer justification for them. Dr. Rosenberg maintains that these reasons for teaching computer literacy do not stand up to close examination. The Argument of Jobs: U.S. Bureau of Labor Statistics indicate that the occupational outlook is for more jobs in menial areas. The number of high tech jobs is far lower than most people think - actually computer companies will be hiring more janitors and clerical workers than programmers. Many so-called computerized jobs, such as grocery store clerks using barcode readers and air traffic controllers have jobs that depend on computers, but not on computer-literacy skills. Studies of how automation actually occurs repudiates the premise that increased automation will require increased job skills. The trend is towards computerized machines that are easier to use and that therefore require less computer-literacy to use. As for future jobs that will require computer literacy skills, educational proponents may wish current computer literacy courses were teaching students how to be really skilled with data, to really understand complex systems, and how to better refine knowledge from data. But computer literacy courses are not teaching. Some say computer literacy is needed to help graduates in making decisions. It has been found that decision-making depends as much on human experience and unanticipated events as it does on algorithmic processes. When businesses are asked what skills they are looking for, they list written, oral and interpersonal skills, mathematical skills and behavioral traits and attitudes related to sound business practices. These are lacking in many of today's graduates, whether they are computer literate or not. The Argument of Mental Discipline: Will electronic learners think on higher levels than paper and pencil learners? Advocates of the mental discipline argument believe that exposure to computers will cause students to become *better* thinkers (i.e. more logical) in domains other than computing. For example, using word processing to improve writing skills will train people to organize their thoughts better. Scientific studies have not supported this hypothesis. Students who best adapt to word processing are those who are already accustomed to planning before writing. Word processors are convenient tools, that more and more people rely on, but they do not address the most difficult tasks involved in learning to write. Several studies have been done to explicitly find a correlation between increased mental discipline and computer literacy, but the results are inconclusive and contradictory. Studies of "Logo Children" have shown that these children tend to ask more questions and to self-correct their errors. Some researchers believe that they do this, not because of Logo, but because of the extra attention ( for example, videotaping of the class by MIT researchers) they are getting in the study. This reminded me of what one experienced educator once told me: "every educational experiment is doomed to success". The extra attention that is given to pilot educational projects often gives the students and teachers incentive to make the project successful, no matter what the experiment is. When the pilot project becomes part of the curriculum, the results are less spectacular. Dr. Rosenberg has heard as many stories about computer literacy successes as failures. The mental discipline argument is a great hope, but it remains an unsubstatiated one. The Argument of the Informed Citizen: To participate fully in society that uses computers, it is argued that citizens must be computer literate: "Computers are everywhere so people must need to know about them to function". People who are not computer literate will be "technopeasants" and at a great disadvantage in all areas of life. Dr. Rosenberg pointed out that, although computers may be omnipresent, it does not follow that we all need to know how computers work. We all drive cars - do we all need to be be automobile-literate? The correct analogy to computers may be electric motors. These are devices embedded everywhere but we do not need to be motor- literate. Today's computer literacy courses may be doing "harm" by turning out people whose model of computation is extremely simplistic but nevertheless consider themselves computer literate. Large computer systems are qualitatively different than the programs students encounter in computer literacy classes. Graduates of such courses do not help them contribute to public policy. Why do schools start computer literacy programs? Her interviews with computer literacy teachers indicate that enthusiasm in the class room about computers has already begun to wane. The novelty is wearing off. Dr. Rosenberg pointed out how the social pressures in school environment is conducive to the introduction of computers, yet the goals of computer literacy are completely different than what actually happens in the classroom. The enthusiasm for computers is often a statement of what is wrong with schools. A typical school is a place where there is a shortage of all physical resources - even xerox copies and paper clips are hard to come by - and there is an attitude of rationing towards all materials. Advertisements, parents, administrators and the social culture pressure educators to teach children something about computers. Computers typically arrive in schools in a way most computer professionals would regard as backwards. First the hardware is purchased (often with outside funding). Then computer programs are purchased. Finally it is recognized that all this investment is wasted if the teachers are not trained to use it and computers are not integrated into the curriculum, so training begins and committees are set up to recommend how to use the equipment. Precollege teaching in this country is a low prestige profession and teachers have little control over their jobs. Glitzy software and hardware can be a means to give computer teachers control and prestige in their work. College professors who were surveyed did not find that high school students who had had computer literacy courses were at any advantage over those who had none. In fact, some professors complained of having to unteach students who had been misinformed in such courses! At the end of her presentation, Dr. Rosenberg said she is always asked whether she supports any form of computer literacy education and so she answered the question before it was asked. She does believe a computer literacy course could be offered. Topics covered would include the myth of computer infallibility, incomprehensible systems, computer ethics, simulations and their limits, real world applications and computer monitoring techniques. This course would not meet a technical need and would not be mandatory. Biography: Dr. Rosenberg is the first MIT Computer Science student to receive an advanced degree in Societal Implications of Computers. She received her Ph.D. degree in Science, Technology and Society February 1989 and the title of her thesis is "Computer Literacy Education". Dr.Rosenberg is currently a NSF post-doctoral fellow at the Kennedy School at Harvard University working on issues of computers and civil liberties. Further information: A comprehensive description of her work can be found in "Computer Literacy Education" (MIT/LCS/TR-433 January 1989, available from the MIT Laboratory for Computer Science, 545 Technology Square, Cambridge,MA 02139). This meeting was recorded by Powersharing Tapes and the audio cassette can be purchased for about $8 by phoning 1-800-535- TALKor (CT and world) 1-203-637-0270. Powersharing can be reached via email at 76146.1472@compuserve.com. Dr. Rosenberg can be reached at Internet address ronni@ksr.com. --------------------------------------------------------------------- AN ENTREPREURIAL IDEA From: Boston Computer Society Social Impact Group IMPACT newsletter, 1988 Scott Mize's well-prepared talk " a proposal for using information technology to facilitate the redistribution of surplus food" is a challenge to all socially minded entrepreneurs to apply their innovative and organizational skills to the social problems of our age. Scott is well qualified to be called "entrepreneur". At college he started a "young entrepreneurs" group which grew into a national organization which has annual conferences. He started a software company called "Strawberry Software" and is in the process of obtaining funding for a startup in the field of neural networks. Scott's idea for this food redistribution scheme began when Scott met Lawrence "C.T." Butler, an organizer of the successful 8 year old non-profit Cambridge-based organization "Food for Free". The two immediately started working on ways that modern information technology could be used to improve getting surplus food and redistributing it to the hungry. This meeting resulted in the proposal that we heard. Scott stressed that his work is only at the proposal stage. He has yet to present this proposal to "Food for Free" and he is actively looking for computer people to implement this plan. Scott feels there is a new trend in the field of entrepreneurship-- a trend to applying entrepreneurial spirit to non-profits. Scott's presentation is an example of this trend.It was surprising to hear business terms such as "targeting markets", "consumers", "distributors", even "franchising" being applied to feeding the hungry! Conventional businesses maximize profits; non-profits strive to maximize their "ROI" -- ratio of value to cost. Note that the statistics quoted below are estimated from Cambridge and the proposal deals with the redistribution of only perishable food. The concept is based on the successful "Food for Free". Computers can be key because the redistribution of perishable food is time-critical. What is the profile of hunger? First Scott defined his "market" - a typical consumer in this system is called a "GTBH" -- a person who Goes To Bed Hungry. This is estimated to be 10% of the population. Only 20 to 25% of the GTBHs are street people. The average GTBHs keeps quiet about their situation, they are often single mothers with low income, unemployed, elderly on fixed income or ill. They are typically fiercely proud of their self sufficiency, they are poor and under-educated. In fact, they only need assistance for 1 or 2 years of their whole lives. Scott defines the "Food Chain" as the sequence of organizations that cooperate to get food from the farm to your plate. These include farmers, farmer co-ops, packagers, distributors, retailers and finally consumers. Food is typically discarded at each step of the chain, not because it is unusable but for business reasons - restaurants cook more food than is ordered, caterers deliver more food than is eaten etc. It seems that every food organization throws away 10% of its food. This adds up to an immense volume. It works out that only one half of the farmers' food is ever eaten! What about the discarded food? 60% of this is edible, 40% is inedible. This edible discarded food then represents a vast source of supply for feeding the GTBHs. In fact, there is more free food in our food system than there are hungry people capable of eating it. "Food for Free" picks up edible food that is being discarded by distributors and retailers and provides it to churches and shelters throughout Cambridge. An analysis of "Food for Free" demonstrates that the average meal it provides costs 15 cents and it is now supplying 30% of the GTBHs in Cambridge with food. The remaining 70% will be harder to reach and probably more expensive to feed. Scott found a ROI (Value Money Ratio) of 800% for "Food for Free".In other words, "Food for Free" is providing meal for 1/8 the cost that comparable distributors are. "Food for Free" finds that 50% of the food is in excellent condition. The key point from such analysis is that there is more than enough food to go around. The missing elements are accessibility of the service and real time coordination. Scott's brainwave, tentatively called "Food Express", is an organization to expand the organization and obtain more free food from "suppliers" and distribute it to more "retailers" (churches, meal programs, etc). Scott sees the problem as market penetration - how to reach those remaining 70% of the potential market? "Food Express" would have faster on demand food collection from suppliers, mobile processing, preparation and redistribution from a "Hub Kitchen". The "Hub Kitchen" could better oversee quality control of their product.Convenient retail outlets would be used to distribute food to people who would be typically reticent to obtain free food. These outlets would likely be churches. Most potential consumers don't know how where to get information about such a program so the key to "Food Express" is an information management system. The image in mind is something like "Federal Express", where an operator is always available with the latest free food information.The marketers phone the service representative saying where and when food is available; prospective customers phone in to find where the nearest distribution point is. The computer could also calculate optimum truck routings for food pickup and delivery. "Food Express" would provide the increased market penetration required to feed more of the GTBHs it would provided ease of use, more effective use of societal resources, reduction of government expenditures by redistributing food to other organizations. What is needed to make "Food Express" work? People, including a computer expert, marketing, perhaps an 800 number (how about 800-GET-FOOD?), stickers,trucks (3 to 5 for Cambridge), "Hub kitchen", convenient outlets. Today there is little infrastructure to spread this information.The cost estimates indicate the price per meal will increase as the scale of the organization increases. However the costs per meal are still so low as to make the program viable. What are the next steps? Since perishable food distribution is inherently local, the first step is to create a successful pilot project and then formulate a plug-in franchise. The idea could be replicated in any telecommunication-rich community. In fact, the organization does not have to just distribute food, other free materials could be redistributed to the needy by a similar system. Email Scott Mize at mize@applelink.apple.com for further information. --------------------------------------------------------------------------- COMMUNITY MEMORY >From Social Impact Newsletter 1989 Philosophically Speaking On March 27, 1884, the first long-distance telephone call was placed by branch managers of the American Bell Telephone Company between Boston and New York City. Social observers at the time asked: What does Boston have to say to New York? In 1990, Community Memory Project's experiments with public access community-based computer networks are often received with similar puzzlement. The cohesion of local communities, based on economic and cultural interdependence has been significantly eroded in contemporary urban settings. Community Memory links people and their ideas to create new bonds based on shared interests, commitments and goals. What is The Community Memory Project? The Community Memory Project is a California non-profit corporation, dedicated to studying and promoting the use of new technology in community development. We have developed a unique model for a community-based information utility, designed from the ground up as a tool for full participation. Full participation means removing economic, educational, and cultural barriers to the use of the system, and allowing each user full expression. We have named this model Community Memory. Our Commitments: Insuring all members of the community are able to participate by providing public access to the Community Memory network: All of our terminals are in public locations such as libraries, senior centers, and laundromats. Users may access information at the terminals for free, and contribute their own messages for a mere 25 cents. Therefore, use is not limited to only those who own terminals and modems. Extending anonymity to all who publish their views and ideas: Authors can write messages using their real names or pseudonyms. All author names are password protected, therefore all messages are the property of their authors. Authors are free to edit or erase their messages at a later date. We provide users the opportunity to respond to all information found on the network. This gives rise to the fullest range of expressions and viewpoints on any subject. Providing access without requiring registration or subscription; The system is designed for casual, "drop in" use. People use Community Memory on an "as needed" basis. This contrasts with the subscription approach of most on-line information systems. Making telecommunications tools elegant in their simplicity and usability. Community Memory has a simple, intuitive, visual interface. People can operate the terminals without prior computer experience. Community Memory is designed as a database, so that information on any subject from a wide variety of contributors can be located quickly. Expiration dates on messages can be designated by the authors. Leveraging technology to maximize utility while minimizing costs and resources: A workstation/server architecture using local intelligence to handle all user interface functions delivers a high quality user interface at a low per-user cost. Community Memory software supports two to five times the number of users as conventional architectures running on the same hardware. The user interface is stored as part of the database, and multiple simultaneous interfaces are supported. This feature can be used to provide the interface in a number of languages, or to customize versions for particular applications. Indexing systems for different interest areas are also independently customizable. Community Memory is supported by funds from the Telecommunications Education Trust, established by the California Public Utilities Commission. THE TELECOMMUNICATIONS REVOLUTION IS NOW AT YOUR LAUNDROMAT, and other Berkeley locations By: Tom Nemcik 415/841-1114 (Tom is the project director of the Berkeley node of CM ) Everyman's Network A grass-roots nonprofit group in Berkeley is leveraging inexpensive computer hardware and unique software designs with public placement of terminals to counter the two fundamental barriers associated with computer-based telecommunications: lack of access , and the complexity of the tools. Unique design and implementation features are making it possible for everyone in the community to participate in on-line dialogue. On an average day, 150 people read and write messages on a wide range of subjects using publicly placed terminals at locations as varied as libraries and laundromats. The group is the Community Memory Project (CMP), the network is called Community Memory (CM). CMP board and staff believe that computer networks can help bridge the division and isolation existing in many geographic communities, provided those networks are designed and implemented specifically for that purpose. The diversity, richness, and uniqueness of a community goes mostly unrecognized and unchronicled because traditional social and economic bonds have weakened or disintegrated. Community Memory is designed specifically to give rise to new bonds and connections based on interests and needs. Individuals in the same geographic community who may otherwise never meet, now have an opportunity to connect around issues, common concerns, and interests. What's Online In Berkeley? The network is a mere six months old. As with any infant, it is far too early to predicts how its character, personality, intelligence, or even size will develop. Practical uses of the network have been the first to attract a following. People are using CM to find housing, sell cars and household items, and pose questions like: "Where do I find a good chimney sweep?" A visit to the services forum where free-lancers, odd-jobbers and the home employed list and describe their wares can provide one with house cleaners, gardeners, painters, a roofer, a sign maker, an auto mechanic and a number of computer programmers. One finds lively discussions on a variety of subjects, ranging from literature, to the legalization of drugs issue, to whether leaf blowers should be banned in the city. Several city departments are using CM to publish information. Short of going to City Hall to pick-up an agenda, CM is the only way to find out the scheduled proceedings for upcoming city council meetings. There are calendars of community, environmental, school and literary events. A social services directory includes listings for emergency housing, food, and medical care a well as a wide range of available non-emergency assistance programs. Public Acesss and Outreach to the Under-enfranchised Currently, seven terminals are operating throughout Berkeley. Sites include: four libraries, a senior center, a student dormitory, and a 24-hour laundromat. Ten sites in all are planned in the first year. While there are plans to eventually make the network accessible to PC owners, for the time being it is a closed network. Participation is through public terminals only. To attract broad usage, training is held for members of the community least likely to be familiar with this technology: seniors, at-risk youth, and low income families. CMP's Education Director, Evelyn Pine conducts workshops at the public sites and maintains schedules for staffing the terminals with volunteers who assist new users. The network and accompanying educational activities are supported by funds from the Telecommunications Education Trust, established by the California Public Utilities Commission. Friendly Look and Feel People least familiar with computers, often view them with the greatest apprehension. To make CM as non-intimidating as possible, the appearance of the computer was significantly downplayed by blond wood cabinet enclosures for the hardware that serve as freestanding kiosks. Modified keyboards feature candy-colored keys: yellow, red, green, lilac, and blue. The colors accentuate the arrow keys, enter, f1, f2, and f3 - the basic keys needed to operate the system. Accompanying explanatory text is printed on the same colors and is mounted above the keyboard for quick reference. Users can also take the same instructions with them in a fold-up wallet size. A coin slot, similar to ones found on pay phones is perhaps the most curious part of the kiosk. While reading messages on CM for any duration is absolutely free, writing a message costs a quarter. Without the quarter, the terminal will not send the message to the database for storage. However, once a message is written, the author may return to it at a later date and edit it for free since all messages are password protected. The coin box serves two important functions: it is an effective "nonsense filter," and an attempt at making terminals self-supporting. Ten new messages ($2.50) need to be added each day at a terminal in order for that terminal to be self-supporting. This not only defrays phone line costs, but also the amortized hardware costs of one terminal. The Personal Touch CM staff, in addition to other responsibilities, add the personal touch to training. They are involved with teaching people who have never touched a computer; what a cursor is, the uses of the enter key, the importance of a password, and the like. In 45- minute training sessions, people learn how to navigate throughout the system, how to find messages in a topic of interest to them, how to reply to an existing message, and how to write and index a message. This is the area in which a great deal of work needs to be done if anyone even wants to begin to speak of public access or critical mass. Take Me to the Forum All writing on CM is in the form of messages. Messages are the basic units of information on the system, and are grouped by topic in "forums." A message can be included in more than one forum. Since anyone may start a new forum, there are no restrictions on what subjects or topics people discuss. Anyone who starts a new forum becomes that forum's host, and gains the authority to purge messages from his/her forum, thus keeping it topical and pertinent. Forum hosts also establish recommended indexes for their forums. Authors of messages can use the recommended index words, or specify their own index words for the messages they write. Messages may be added directly to any forum(s), or may be attached to a specific message as a direct response to that message. This opportunity to "talk back" to any message gives rise to feedback, controversy, questioning, de-bunking and lively debate in general. Since responses can facilitate further responses, long and fascinating branches of messages can evolve from a single root message. One gets the feeling of navigating through a neural network instead of a linear arrangement of information. What has been the first message most people write about? It is almost always a request for a service, assistance or advice that hopefully, another Community Memory user will respond to. Here is a system that enhances and facilitates face-to-face encounters rather than supplanting them. A safe generalization is that people who use Community Memory really desire contact, and since the system is readily accessible, easy to utilize, and geographically restricted, it CAN serve as a source for human connections rather than being a conduit for random information from throughout the country/ world. For the Technically Curious A workstation/server architecture using local intelligence to handle all user interface functions delivers a high quality user interface at a low per-user cost. Community Memory software supports two to five times the number of users as conventional architectures using the same hardware. XT clones are used as terminals, and a 386 machine using the UNIX operating system serves as the database. The user interface is stored as part of the database, and multiple, simultaneous interfaces can be supported. This feature can be used to provide the interface in a number of languages, or to customize versions for particular needs. Indexing systems for different interest areas are also independently customizable. The goals and ideas behind this unique on-line environment are now being tested by an entire city. We will be reporting our findings and surprises as they happen. For those interested in being on the CMP mailing list can write the project at 2617 San Pablo Avenue, Berkeley, CA 94702, phone 415-841-1114, or Tom Nemcik email at cdp!tnemcik@labrea.stanford.edu. ------------------------------------ End of IMPACT ONLINE 01.01 ************************