Volume 4, Number 11 ---CONTENTS--- November 1988


1 Masthead and Index

2 Call for Ideas - Nonprofit Networking .........Tom Sherman

Call for Proposals for ENA's next f-t-f conference in May '89+ACE-

3 The Electronic Academical Village Part I .................
Glen Bull, Judi Harris, and John Lloyd
Curry School of Education, University of Virginia

4 The Electronic Academical Village Part II ................
Glen Bull, Judi Harris, and John Lloyd
Curry School of Education, University of Virginia

5 Conferencing in a Law Firm ..................Vince Kimball

6 GLOBAL NETWORKING: English Journal Interview with Lisa Kimball

7 NETWORKING FORUM '89: Global Networking Conference in Japan

NETWORKING FORUM '89
Global Networking Conference in Japan

The Electronic Networking Forum and Personal Computer Network
Promotion Center present a three-day symposium and exhibition to
address the issues surrounding global electronic networking and
to promote this medium of communication.

Our goals are to:

-- Examine the current state of global networking.

-- Discuss the strengths and weaknesses of this technology
and its application.

-- Consider future directions for networking.

April 27-28, 1989
SYMPOSIUM - in Sendai

Sendai Terminal Hotel

Invited speakers from Japan, the US and Canada, and Europe will
present information on the current state of global networking.
In study groups, participants and speakers will discuss the
strengths and weaknesses of where we are today, and future
directions.

In concurrent sessions, participants and speakers will exchange
information and discuss specific issues in:

- inter-networking, standards and protocols
- professional and organizational networking
- educational and grassroots networking

Teleconference with Tokyo: Through a real-time video
conferencing link between Sendai and Tokyo, participants will
discuss technical and application issues.

Electronic Networking Association: Members of the Electronic
Networking Association will hold a meeting during the conference
and will moderate events and contribute their expertise to the
sessions.

Sendai is the capital of Miyagi Prefecture and is the largest
city in the Touhoku Region of northeastern Japan, with a
population of around 700,000 people. Just two hours away from
Tokyo by super-express bullet train, Sendai has a famous castle,
built by Date Masamune in 1601, as well as universities,
museums, and nearby scenic areas such as the beautiful
Matsushima coastal view. Although Sendai has been an
established area since the dawn of written Japanese history, she
is also one of the leading cities in the Japanese government's
move to decentralize and increase the role of regional cities in
leading the nation.


April 28-29, 1989
EXHIBITS and EVENTS - in Tokyo

Ikebukuro Sunshine Convention Center

Featuring:

-- Exhibits by organizations engaged in the field of
electronic networking.

-- Face to face meeting areas for computer network users.

-- Demonstrations of computer and multi-media networks from
around the world.

-- Presentations and exhibits by service providers, equipment
vendors, regulatory agencies and users, and users, and users+ACE-


ONLINE SYMPOSIUM

Computer conferences will be moderated by selected organizers on
hosts located in most major networking centers. Participants
will be able to gain access to these conferences through many
public computer networks from almost anywhere in the world.


Who should attend?

- Global network users.

- Computer and telecommunications manufacturers and service
providers in international business.

- Professionals who need network communications with people in
other countries.

There will be special discount travel and accommodations
packages available to ENA members attending the Networking
Forum.

Supporting Networks in Japan include: ASCII Net, EYE-NET, NEC
PC-VAN, Telestar, NTT PC Communications, JALNET, NIFTY-Serve,
Nikkei MIX, Master-Net, Diamond MDB, ScienceNet, DenshiMura,
TWICS BeeLINE, Cominet, and COARA. More continue to join.

ENA member, Izumi Aizu, is General Secretary of the Organizing
Committee for this Forum. ENA's moderator, Jeffrey Shapard,
and founding member, Joichi Ito, are also working on it on the
Japan side. Contact: Institute for Networking Design, 2-17-502
Higashi, Shibuya, Tokyo 150 Japan. 3-797-2900.

Metasystems Design Group is providing support by coordinating
the U.S. Committee. Contact: 2000 N. 15th St., Suite 103,
Arlington, VA 22201.

GLOBAL NETWORKING
English Journal Interview with Lisa Kimball

When I visited Kyoto last year I was interviewed about
networking for "The English Journal". This is an interesting
publication which is designed for students of the English
language in Japan. It comes with an audio tape which goes along
with the articles - most of which seem to be interviews.

_reprinted with permission_

+ACI-Networkers of the World Unite+ACEAIg-

Sumire: Music is one form of communication, and computers are
another.

Scott: Years ago, I never thought I'd one day be using a
computer in my daily life. Now that I do, I can't imagine
getting along without it. I guess more and more people are
using them - and for more than just work. Many like to talk to
each other through their computers.

Sumire: Lisa Kimball is a computer buff. She's met lots of
people via her computer keyboard. +AF8-The English Journal+AF8-
recently had a chance to talk with her ... in person+ACE-

(note: I think Sumire and Scott are folks on the tape who
introduce the interviews/articles.)

English Journal (EJ): We have the honor of talking today in
Kyoto with Ms. Lisa Kimball, co-founder of the International
Electronic Networking Association. You've been at the leading
edge of electronic networking in America for many years now.
Could you briefly explain for our readers what a computer


networker is, and what you find most fascinating about the
trade?

Making Old Friends
------------------

KIMBALL: Well, it's always a challenge to try and define it,
but usually a computer networker is someone who is, first of
all, a networker -- someone who feels a need to and enjoys
interacting with other people. And that's the most important
part about it. We use the computers to achieve that, in the
same way you might use a telephone to call your friends, might
use the mail to contact people in other ways. We use computers
to stay in close contact with people from whom we're separated,
in both space and time. So it means we can network with people
in Japan, even though we might be in the United States+ADs- and we
can leave a message for someone who we know is busy all day
today, but will be able to pick up that message when they come
home tonight.

Computer networkers, I think, fall into a couple of
different categories+ADs- one is people who use the network
primarily for their social or community needs+ADs- and it's not so
much related to their business+ADs- and then there are many other
people who use networks to support their business activities but
not necessarily their recreational activities+ADs- and then there
are some of us that do both.

The Electronic Networking Association's motto, or purpose,
is to promote electronic networking in ways that enrich
individuals, enhance organizations and build global
communities. So another way of defining who computer networkers
are - they're people who are interested in one or more of those
levels of purposes for computer networking.

But probably my favorite application, and the most exciting
part of computer networking for me, has been the way that it
connects people from all over the globe. In that sense, my trip
to Japan has been particularly interesting, because I have had
the opportunity to meet several people I first met online. In
fact, I consider them to be good friends. We've exchanged all
kinds of information -- we've celebrated each other's birthdays ---
we've talked about philosophy -- we've done practical things, like
figure out who was going to make a hotel reservation for me on
what day. And yet, we had never met in person. When we did
meet in person, I had an experience I've now had many times with
people that I've met through computer networks: it felt like
meeting an old friend again, rather than meeting someone new.
And it enabled us to pick up a relationship right from the
middle, rather than from the beginning.

And that ability to make connections with people, no matter
where they are in the world, has broadened my own perspective+ADs-
and I think other people have had a similar reaction. All of a
sudden, the world does not seem like a very big, distant place.
But now I feel like I have neighbors who, in reality, are
operating a dateline day ahead of me, in a completely different
part of the world.

EJ: In some ways, networking is almost a traditional part of
Japanese society. Electronically, what potential do you see
here for becoming the next "network nation?"

KIMBALL: I think it has a lot of potential. In terms of
explaining to people about the concept of networking, it's much
easier to do in Japan than anywhere else in the world+ADs- because,
as you say, Japanese have been networking for several hundred
years at least and the place of relationship-building in
business, in general, and in organizations in society, in
general, is very strong. It's only recently in the United
States we've come to understand the importance of
relationship-building to business associations and to
organization building.

EJ: As networking becomes more truly international, have you
seen, or do you foresee, cultural obstacles arising to this form
of communication?

KIMBALL: Ordinarily, in intercultural situations, when people
are from different countries, you don't get the opportunity to
spend very much time together. If you come to visit me, we
could have a couple of great evenings together, and I come to
visit you and we see each other for a couple of meetings+ADs- but
there are great, long spaces of time in-between. So each time,
we have to start our relationship over, and we don't have that
ongoing feeling of comfort. When people communicate with each
other on an international network, you get a chance to have,
first of all, much more communication, in volume, than you would
have otherwise. But also, and I think more importantly, you get
a chance to communicate about a broad variety of things.
Sometimes it's about business, but you might just send a note
that says, "Hello." At another time, we might both be
responding to what someone else has said. So it's much more
like living with another person, or working desk-to-desk with
another person.

My guess is that we may need to wait a generation for it to
really pay off. There are a number of projects now where
children from Japan and Canada and the Soviet Union and the
United States and places in Europe are using these networks to
develop relationships with one another. And because of the
great interest in a number of different societies in helping
children get into the technological age and learn about
computers, they've discovered that networking is a great way to
get children involved with computers. And I can't help but
think that a generation of people from many different countries
who have grown up being more than just pen pals, but having
real relationships with other children in other countries over
time -- it's got to be a positive thing.

Overcoming Technophobia
-----------------------

EJ: How do you think that other grassroots organizations could
use networking most effectively?

KIMBALL: Well, the first thing, of course, is always the
problem that many people involved in social movements and
grassroots movements are either technophobic or, sometimes, even
very anti-technology because technology has been associated with
the "Big Brother" image or modern industrialization, or a number
of other kinds of things that don't seem to match up with the
values that many people who are involved in local movements
hold.

I would say, when I'm using a computer network, it's
almost as though I move right through my computer and out into a
space that's full of other people. So the fact that it's
technology is not something I'm all that aware of. I'm really
thinking about the other people with whom I'm communicating. So
I think the first thing that people involved in grassroots
movements need to do is to get over their attitude problem about
technology if they have one.

Usually the message that I like to give people who are
working in community work or grassroots work is that they
already know 99 percent of what they need to know to use a
computer network, because the most important things have to do
with knowing how to communicate, knowing why it's important to
work with other groups, understanding the dynamics of creating
interest in your issue -- and then there's that little one percent
about actually tapping stuff out on a keyboard and sticking a
wire into a phone. But that's a relatively minor aspect of it.
What's so much more important is knowing about why it would be a
good thing to do.

EJ: Well, thank you very much.

---interviewed by Kathy Sokol---

Scott: If you want to stay on-line with us ... don't shut down,
Press eject, and flip the tape over. There's lots more on the
other side

Conferencing in a Law Firm
by Vince Kimball

Gallagher & Gallagher -- the law firm that I work for in
Boston, Massachusetts -- is a twenty attorney firm specializing
in insurance defense work. We have about twenty-five support
people and are associated with a four or five person private
investigation firm which handles investigative work for us and
for some of the insurance claims offices in the Boston area. We
have been using our conferencing system for two years.


APPLICATIONS
------------

We use our network for two principal applications: a forum
for discussing case handling and legal issues and a vehicle for
client communications.

We post a discussion item on each new case summarizing it,
and the attorney handling the case adds responses as the case
progresses describing what is happening and his impressions of
the case. Other attorneys are kept informed of what is happening
in the office and are free to add comments and ask questions.

We also post discussion items on legal issues of note and on
cases and articles from outside sources that the attorneys have
found interesting.

Our second application is client communications. We have set
up a conference for a client organization which needs close
contact and cooperation between its main office, ourselves, and
a service company. Each of these groups is up to fifty miles
from the others. The nature of computer conferencing has
greatly improved the development of this client's business by
providing a communications channel that does not depend on each
key player being present with all of the others at the same time
for decisions and status reports to be made and that keeps a
written record of discussions, commitments, and actions.

LESSONS
-------

What have we learned from our experiences with computer
conferencing? I think we can draw three general lessons.

First, one must have a clear purpose in mind for computer
conferencing in a given organization. Computer conferencing did
not work for us until we had defined some applications that had
a definite structure. We had to create the habit of using the
conferencing system rather than using the telephone or waiting
for a face-to- face meeting. Moreover, we had to gain the
support of some senior people in our organization as active
participants in order to promote use of the system. When a
partner decides to use computer conferencing to coordinate a
project, this action does a lot to convince other people to take
a hard look at the concept. It is much easier to gain the
support of senior people if you can show them a clearly defined
application with significant benefits.

Second, computer conferencing does not eliminate the need
for other channels of communication such as face-to-face
meetings or telephone calls, but used in conjunction with them
it can make the whole process of communication more effective
and efficient. By handling the aspects of a project that can be
recorded in written form via computer conferencing, one can
reduce the need to endure the delay and disruption of other
forms of communication. Attorneys are not required to fly in
from halfway across the country or even drive across the state
to determine the status of a project or wait a day or two to
contact a colleague who has some needed information or
expertise.

Third, to make computer conferencing a success, one must be
ready to take advantage of all of the leverage available and to
provide enough support to allow new users to become quickly
comfortable with the system. We should not be too surprised to
discover that people who already have experience with personal
computers have less trouble learning to use computer
conferencing systems than those with little or no computer
experience. One or two guided sessions using the system and
quick responses to whatever questions arise during the first few
weeks of use are all that is required for those with previous
personal computer experience to become comfortable with
conferencing. I believe that those with little or no computer
experience need at least a full day of training, much of which
would be devoted to familiarizing them with computers in general
before proceeding to show them computer conferencing.

HANDLING INFORMATION
--------------------

We use subject indices to keep track of the information in
the system. Each participant, as well as the person organizing
the conference, can create a list of categories and assign items
to one or more of them. The category names can be used in online
commands+ADs- therefore, one can look up and display items and
responses using categories of one's own making rather than
arbitrary numbers or the authors' titles. One simple use for
subject indices is to make a category of all of the items to
which one should respond before a certain date.

TECHNICAL NOTES
---------------

We use the CAUCUS computer conferencing system.
Currently, we are upgrading the power of our Caucus host
system. We'll soon be running on an Everex 386/20 with 8 MB
RAM, a 300 MB hard drive, a Tecmar 125 MB tape drive, a 16 port
board, and SCO Xenix 386.

We have a voice/data PBX built by Telenova of Los Gatos,
California and sold and supported by Wang. A serial cable from
each in-house PC connects with the back of those telephone
extensions equipped with the appropriate jack (and internal
hardware). A user can dial an extension to connect his or her
phone to one of our computer ports. Other ports on our computer
are connected to modems which are in turn connected to outside
telephone lines.

The Electronic Academical Village

Glen Bull, Judi Harris, and John Lloyd
Curry School of Education
University of Virginia

Thomas Jefferson conceived of the University of Virginia as an
"academical village". The homes of professors alternated with
student rooms in two rows facing a central lawn. Classes were
held on the first floor of each instructor's home. The
architectural arrangement was intended to create an academic
community. The result was so successful that the American
Institute of Architects has ranked Jefferson's design among the
nation's top ten architectural achievements.

In Jefferson's academical village, geographic proximity led to
academic interaction. Jefferson went so far as to import cooks
of different nationalities -- Italian, French, Spanish -- for
the dining halls. Jefferson was an innovator of considerable
note. Many of his designs, such as the dumbwaiter at Monticello,
have operated for over 100 years without replacement or repair.
With this background of invention, Jefferson might have been
intrigued by the thought of bringing learners together
electronically as an alternative to moving them to a common
geographic location.

An "electronic academical village" is under development in the
Curry School of Education at the University of Virginia. The
need is particularly acute for a school of education, because
the necessity of working in the public schools means that
students in the Curry School are geographically scattered as
they perform their teaching internships.

The logistical considerations posed by coordination of the
student teaching process could give pause to an army. The
problem is the same in each case -- communications. For
example, suppose that a student teacher needs to consult her
faculty advisor at the university. She may call her advisor
during her lunch break -- but, of course, the professor is in a
meeting or teaching class. The faculty advisor calls back later
that afternoon, but now the student teacher is in class. With
skilled players, this type of "telephone tag" may continue for
days.

In 1987 Teacher-LINK became the first component of a network
designed to address this problem. Teacher-LINK is a joint study
between IBM and the Curry School. By January, 1989, fifty
classrooms in the local school system will have links to this
network. The Centel phone company provided a contribution to
partially defray the cost of installing phone lines. The
remaining costs have been absorbed by the school systems. A
laptop computer and modem in each classroom are used to access
the network via the phone line. This permits teachers in the
classroom to readily interact with each other and with faculty
at the university via an electronic mail system. (Teacher-LINK
is using several different networks and systems including
BITNET, Confer II, and CAUCUS.)

Enhancing the Teaching Internship
---------------------------------

Students on the network can use the system for many
applications. They can share a lesson plan with an advisor,
obtain support from peers during a stressful period, and share
ideas with one another. Students receive an electronic mail ID
when they first enter the Curry School and retain it until
graduation. During this time, it will be used for informal
conversations, formal research applications, and as a
communications link during field teaching experiences.

For example, in the math education program, the network is used
to respond to questions about teaching ideas, requests for
teaching suggestions, and questions about content to be taught.
The director of this program, Joe Garofalo, observes:

"Because I have different students, in different schools,
teaching at different times, it is not easy to set up an
efficient observation schedule by using the telephone. The
electronic mail system has made the task of scheduling very
easy. ... I can coordinate all my observations and also
schedule around tests and quizzes, school assemblies, and
other non-instructional sessions."

It is rumored that in this program the network is also used as a
vehicle for bad puns and terrible jokes.


Teacher-to-Teacher Communications
-------------------------

Teachers are also using the network in many ways, ranging from
professional interactions to administrative applications. By
next year, it will be possible to access the University library
system through the network. Teachers are also using the network
to stay in touch with one another. For example, the heads of
the science departments at Albemarle High School and Western
Albemarle High School are able to use electronic mail to
interact. One teacher described some of the uses of the network
in this way:

"I think that electronic mail is quite valuable. Just
yesterday I contacted a biology professor at the University
of Virginia with a question and I already have the reply.
I'm sure that I would not have been able to reach him by
phone. I contact my supervisor at the central office at
least once a week through e-mail. That is very convenient
since she is frequently out of her office. We sometimes
send e-mail messages within the department when a day is
hectic and we don't have a chance to talk to one another."

Classroom Applications
---------------------

Teacher-LINK, instituted to enhance the teaching internship, is
only one element of a larger vision. Once a link has been
extended between the classroom and the university network, many
other facilities can be accessed. The university network is
linked to other networks across the nation. A network known as
BITNET stretches across the United States, and has links to other
networks in foreign countries.

The original Teacher-LINK project has served as the platform for
establishment of a more comprehensive academical network. The
projects listed below are illustrative of the educational impact
of a widespread electronic network.

ELEMENTARY EDUCATION

Virginia Prototype Science Network, Chap Percival

A classroom in the Hanover school system has been linked to
the BITNET network via a node at Virginia Commonwealth
University. BITNET nodes at Virginia Commonwealth
University and the University of Virginia allow classrooms
in Richmond and Charlottesville to communicate with one
another. The pilot test was so successful that the Hanover
school system is now going to link all ten of its elementary
schools to the network.

National Geographic Kids Network, Gerry Burnett

As a result of experimental use of education networks, an
invitation was extended to participate in the pilot of the
National Geographic Kids Network project. Two hundred
classes in this country and abroad used a common network to
participate in a joint study of acid rain. Students
transmitted data collected to a central site via the
network. The sixth-grade class of Gerry Burnett at Broadus-
Wood school participated in this pilot in April 1988, and is
now engaged in beta testing of future experiments developed
at the Technical Education Research Centers (TERC).

SCIENCE

StarNet Center, Ertle Thompson

The StarNet Project extends the NGS Kids Network to the high
school level. The Curry School of Education will serve as
one of ten StarNet Centers. A description by Bob Tinker,
president of TERC, outlines the intent of the project:

"An approach we have termed microcomputer-based
laboratories, or MBL, uses the microcomputer, equipped with
a small array of transducers and general-purpose software,
as a universal instrument performing the functions of
storage-tube oscilloscope, counter-timer, frequency
analyzer, and other devices. Easy-to-use software makes
these functions readily available to the student. The
computer is also a universal tool for analyzing, comparing,
storing and graphing data, as well as generating models and
exploring theories. Telecommunications can bring students
together to cooperate in conducting projects and setting up
data collection networks that are much more complex and
sophisticated than any one student could handle alone.
Thus, MBL increases student capabilities and productivity
while reducing costs, and telecommunications technology
fosters collaboration and reduces the demand on each
teacher."

Operation Frog, Richard Strauss and Jean Foss

At one time, dissection of a frog was a standard component
of high school biology classes. For a variety of reasons,
this is no longer the case. Richard Strauss, a doctoral
student in the Curry School, and Jean Foss, a biology
teacher at Western Albemarle High School, are collaborating
on development of a replacement exercise which combines
videodisc and computer technologies.

Jean Foss describes the project in this way:

"This interactive videodisc deals with dissection of a
pithed frog. This topic is of great educational value to
students of the life sciences. It is, unfortunately, one
which I no longer offer to my students due to the use of
live frogs. Successful completion of this project would
provide me with an acceptable means of offering this
learning experience to my students. The planned interactive
nature of this lesson will make it much more useful than
other learning materials on frogs which are currently
available."

The network is being used as the medium for interaction on
this project, and makes a joint collaboration possible.
Programming code developed by one author can be sent to the
other in seconds over the network.

ENGLISH

Novel Communications, Pat Crook and Judi Harris

In this project, Curry School professors have adopted the
persona of characters from different novels. Classes
reading these novels are able to use the network to interact
with characters from the book. This interaction adds to the
reality of the character and leads to a more comprehensive
exploration of the novel.

Writing with a Purpose, Gerry Kruger and Betsi Lohr

During Spring 1988, a ninth-grade basic English class agreed
to "help" a third-grade class by corresponding with them
over the mail system. The third-grade class was delighted
with the attention from high school students. The ninth-
graders found writing meaningful and purposeful, because of
the genuine communication which was occurring.

SOCIAL STUDIES

A Different Point of View, Jeanette Wells

During Spring 1988, BITNET was being used to link a sixth-
grade class in Charlottesville, Virginia with a class of
native Alaskan children. During the semester the two
classes exchanged scientific data and sociologic
information. A field trip to Alaska is not feasible, but an
on-going electronic conversation produces many of the same
benefits. In a similar project, in Fall 1988, a classroom
in central Ohio will be linked with classes in
Charlottesville.

Messages from Monticello, Jennings Wagoner

In another project, a professor at the University of
Virginia emulates historical individuals such as Thomas
Jefferson via the network. Children have the opportunity to
ask questions on the electronic mail system, and receive
answers in the style that Jefferson might have used.

SPECIAL EDUCATION

Special-Talk, Glen Bull and Paula Cochran

In 1986, an initial group of twenty special educators and
clinicians in communication disorders met in
Charlottesville, Virginia to establish an electronic
conference. The Special-Talk conference, devoted to
discussion of technology in special education, was
established on the CONFER electronic conferencing system.
(CONFER is a system which resides on a mainframe computer at
the University of Michigan.) The original electronic
conference has now grown to more than 100 clinicians and
special educators. The Educational Technology committee of
the American Speech-Language-Hearing Association now uses
the conferencing system as the official vehicle for
conducting business, as does the board of directors of
Computer Users in Speech and Hearing (CUSH).

Kid-LINK, Sue Anderson

CAUCUS, has been used for several projects such as Kid-
LINK. Kid-LINK is a project initiated by Sue Anderson which
links hearing-impaired students with non-impaired classes.
Electronic networks provide an ideal medium for development
of language skills by hearing impaired students.

The idea underlying the +ACI-electronic academical village+ACI- is a
straightforward one: it is no longer necessary to be in a common
geographic location in order to exchange ideas. A class in
Virginia can interact with classes in Maine or California or
Australia. Teachers who might otherwise be isolated can interact
with other teachers with similar interests.

Currently about half the faculty in the Curry School of Education
have a computer on their desk that is linked to the network.
Pilot trials have been so successful that every faculty office
and every departmental office is now being linked to the network
via a high-speed Ethernet connection. Students at the University
of Virginia receive accounts on the electronic network when they
enter the Curry School of Education. These accounts are retained
until the year after graduation. Students on the network can
communicate with their classmates, their professors, with
professors at other schools of education, and classroom teachers.
By graduation, they will use the network as fluently as the
blackboard -- and become the first generation of teachers
trained to use an extended academic community as an instructional
resource.

Call for Ideas - Networking for Nonprofits
by Tom Sherman

Nonprofit/independent sector concerns will be among the issues
discussed at the next annual meeting of the Electronic
Networking Association, May 25-28, 1989. Emphasizing electronic
communication, the meeting will generally address computer
facilitated work for groups and organizations.

Your ideas are important to make the meeting as productive as
possible -- both for those organizations already using
electronic networks and for those interested in the
possibilities. Four 90-minute blocks of time are allocated to
our concerns.

Please take a few minutes to send me your answers to any or all
of these planning questions.

1. What are the key issues?

What do you think we should discuss? Some possibilities:
Opportunities created by new information and communication
technologies. Sharing information among groups and
electronic networks. Getting started online.

2. What are most informative and representative examples?

Electronic networks are being used by groups focused on
social/political action, health care, culture, religion,
international relations, volunteer and other associations,
the handicapped, management, training and support. Some of
the networks and groups involved are Amnesty International,
ArtsNet BBS ChildNet, Community Memory, CompuMentor,
Computer Use in Social Services, EcoNet, EcuNet,
GrantLink, HandsNet, Human Care Net, Kellogg Foundation,
NonProfit Connection, PeaceNet, Philadelphia Energy
Network, PresbyNet, TCN.

Please add to this list (name, contact, phone, online
address) and recommend the most useful +ACI-case studies.+ACI-

3. How should we publicize the ENA meeting to nonprofits and
independent sector organizations?

Where will you post announcements (and these questions)
online? What publications do you suggest? Other kinds of
publicity?

4. Would you like to participate as a panelist or speaker? On
what subject(s)? Who would you recommend as panelist/speaker
(name, topic, phone).

5. Does your attendance depend on additional funding for
conference fees, travel, room and board? (See separate
announcement for details.) How much? Can you recommend any
funding sources for ENA to approach to help subsidize
nonprofits' participation?

Tom Sherman
224 South Chester Road
Swarthmore, PA 19081

THANKS+ACE-