DO-IT News July 1998: All Articles

Posted to nasa_chat@u.washington.edu:

A seaman meets a pirate in a port, and talk turns to their adventures on the sea. The seaman notes that the pirate has a peg leg, a hook, and an eye patch. The seaman asks, "So, how did you end up with the peg leg?"

The pirate replies, "Aye, matey, we was in a storm at sea, and I was swept overboard into a school of sharks. Just as me men were pulling me out, a shark bit me leg off."

"Wow!" said the seaman. "What about your hook?"

"Well," replied the pirate, "We were boarding an enemy ship and were battling the other sailors with swords. One of the enemy cut my hand off."

"Incredible!" remarked the seaman. "How did you get the eye patch?"

"A sea-gull dropping fell into me eye," replied the pirate.

"You lost your eye to a sea-gull dropping?" the sailor asked incredulously.

"Not exactly," said the pirate. "It was me first day with the hook."

Early this winter one of the DO-IT Scholars posted the following message to the discussion list for participants with hearing impairments.

• Hi everybody! I think it would be great to share with the group funny experiences having to do with being deaf. Here's one of mine.

  Several months ago I had an appointment with the head of a consulting firm about possible jobs. The firm head led me from the waiting room to his office and sat me down across his desk from him. He looked at me for several seconds. In retrospect, I realize he must have been staring at the ear molds for my hearing aids. They are quite large, whitish, and very conspicuous. He then said, "Do you have bad ear infections today?" thinking that my molds were big cotton puffs!

A lively exchange followed. Here are some of the stories shared.

• It's happened more than once that someone will come up to me and ask me if I'm from France or Germany or Switzerland or some European country because of my "accent." You can imagine the shock on their faces when I tell them I have a hearing impairment and some of them act embarrassed... Do people think you guys have accents too?
• If I had a penny for every time someone asked me if I was from France... :) "Bonjour!" That's hello in french in case you are not french speaking. :) I'm not either and that's all the french I know! :) Hmmmm...Funny experiences? I think I could write a book on them especially when related to my hearing impairment! :) Ok. There was this one guy in my History class...he had my number for a reason, I can't remember if it was for a date or for school. Anyway...He kept calling me all the time and everytime I would have to say "Jordan!! I'm deaf! Don't call me on the phone!" Like...HELLO!! You would think he would get it, but the poor guy kept this up for probably about 2 weeks. Thank goodness when he FINALLY got the idea! :)
• Yeah ummm I have quite a bit of hearing so my voice isn't very distinctive to make people think I have an accent. So in other words I talk just like a normal guy except for when I don't have my hearing aids on, guess what??? BEWARE!!! I'm VERY VERY loud (cuz I can't hear!!!) and with my hearing aids...I can hear myself so I can control my tone.
• Today I was walking backwards down the hallway at school trying to watch my interpreter and my deaf classmate talk in sign language (I sign too). I hate having to turn my head to the side to see them so I walked backwards...and a teacher was walking and I almost crashed into him and he said "Watch where you're going or I'll send you to the dean." He was kinda stupid but there was plenty of room for him to go around the 3 of us...hehehe...but I told him I was sorry as well. It was funny afterwards.
• Okay. My sophomore year of high school. My math teacher decided to leave for a minute. At that time I was using an FM system. Our class was working on some problems. You guys know that if you leave the room with the FM system, it doesn't mean that the sound stops transmitting! :) Well I heard some running water and so I figured I better save myself and my teacher from a major embarrassment, and I turned my fm off. A few minutes later, I heard my name, right in front of me. I looked up and it was my teacher. His face as red as a beet! "I was just washing my hands, okay?" It was rather funny!

  Another incident with this teacher is that he went over to tell another student how to solve a problem and I could hear him clear across campus!! :) FM systems really made my days interesting!!

• I use an FM system for school too. In fifth grade, my teacher walked out of the room with the FM still on. I heard trickling water...he didn't just wash his hands - he actually went to the bathroom. It was funny for me and embarrassing for him.
• ...hahaha! I've had the same experience! And the teacher had no idea and after class I told him I was scheduling an FM Embarrassment seminar just for the teachers who use the FM system...we make jokes about it now.
• Another FM incident...I had a biology teacher who was a major coffee drinker. Every day I had to sit there and listen to him drink his coffee! Gulp! Gulp! It was annoying!
• You know how teachers always turn away from the class when they blow their noses. Well WE always get the best sound effects of various levels of colds. There's those little sniffles all the way to the nasty phlemy coughing and blowing. I always got grossed out during the cold season!! :)
• I am learning a lot from you and all about the FM devices!! And I am appreciating the humor as well as the reality check about FM devices!! I have never used one. I became Deaf after high school and when I was in Graduate school I used sign language interpreters but I work with children now who may use the FM systems and you all's insight and experiences is teaching me a lot!! Thank you and most of all thank you for your spirit and humor which for me is the thing that gets me through most days!!!

Work-based learning experiences are any work experiences, paid or unpaid, that give you an opportunity to practice the skills you are learning in school, clarify your academic and career interests, determine which work site accommodations work best for you, and develop contacts for future employment. For a recent e-mail discussion, we focused on work-based learning experiences that occur before graduation from college. Participants responded to the following questions:

1. What work-based learning opportunities, if any, have you had?
2. How do you feel that work-based learning experiences can help people prepare for future employment?
3. Do you think it is particularly important for students with disabilities to have work-based learning experiences before they graduate from college? Why or why not?

Below is only a sample of the rich conversation these questions stimulated:

• Work-based learning sounds like an interesting idea, however I am not sure if it is more important than staying on campus and having regular classes at school. Personally, I think a person should be focused on their academics instead of working.
• It is true that it is important to focus on one thing, however life is seldom that simple. I think for the first couple of years of college that classes should be the main thing students worry about. However, it is vital to get hands-on experience before graduation.
• I had a project my senior year of college where I built and maintained a Web site for my church. I'm still maintaining it even after college. It has let me gain experience through experimentation on how to build an effective Web site. It is important for ANY student to do this, and it is especially beneficial to people with disabilities because they sometimes need more help to overcome employers' biases.
• I think work-based learning is an incredibly important component of a student's education. I believe this to be true for any student, with or without a disability. It can be more beneficial for a student with a disability, however. Here's a condensed list as to why it is important:
   
  1. It can help you figure out what you DON'T want to do. A lot of people go through their education with a romantic vision of what career they will pursue after graduation. They often picture themselves as prepared, having taken numerous courses within the occupation's subject area. They are often very disappointed. You may not always enjoy the "practice" as well as the "theory." I have met all sorts of people who hate their jobs, but loved their major.
  2. It can help you determine which accommodations work best for you. The accommodations you use in school may not work at the worksite. Your technology may not interface with the employer's. You need to become a master of your accommodations. Work-based learning gives you the opportunity to practice accommodating yourself. So...when you are applying for your "real job," you will know what accommodations you need as well as where and how to get them.
  3. It offers a low-risk, non-threatening opportunity to disclose your disability to an employer. Disclosure of disability can be a nerve-wracking process for both the student and the employer. Interviews for internships and other experiences can help you try out ways of talking about your disability.
  4. You can apply what you're learning in school to a real-world situation. This makes learning fun and offers a whole new perspective on the subject area.
  5. It enables you to learn and practice skills not learned in a typical classroom.
  6. You can sometimes get academic credit for it.
  7. You can sometimes get paid for it.
  8. You can network with potential future employers. You can prove to an employer who has never had an employee with a disability that you are capable; thus creating a future position for yourself or opening the door for a friend.
  9. You might have the opportunity to work with state-of-the-art equipment not available on campus.
  10. Employers want education AND experience. Just a degree simply won't cut it anymore. If you want a job when you graduate, this is the best way to get experience in your field.
       
• I'd agree with the general sentiment that internships and work-related experiences can be good, especially for students with disabilities, although I do think that one needs to ensure that it is a GOOD opportunity.

  I'd argue that internships would work best:

  • where there is clear agreement on tasks to be performed.
  • where previous interns and perhaps the supervisor have disabilities.
  • where the transition to a paid position is clear, if not for the agency, then somewhere else.
     
• Good point that although internships are a good idea, not all internships are good ones. I would add to this list:
   
  • a clear understanding that you are there for educational purposes. This could mean a number of things, but most of all it means there is someone to ask questions, and that you will be allowed to perform tasks in such a manner that helps you learn and not necessarily have the focus on performance.

    Also, I agree internships need to be clear about the pay situation, future or whatever. I wouldn't assume however that it will automatically mean employment. Don't be afraid to voice your desire to work there, or get a good recommendation. The bottom line is - be clear and honest in what you're looking for.

• I agree. Not all internships will lead to a paid position with a company. However, they will help to lead to a paid position somewhere in that they will help to give you much needed experience. Employers want education and experience.
• Hey all! I graduated from high school in '94 and have not yet gone back to school. Since then I have worked with DO-IT, Time-Life Libraries Incorporated, and presently Ticketmaster Northwest. Working has given me motivation to want to return to school and do it well this time. For four years I've been working entry level positions and now have a better understanding of where I want to be in life and the "direction" that I want to go. I also feel that I have a better understanding of the job market and how things work in a highly corporate environment. On the one hand I'm jealous of the seemingly simple life of college students, and on the other hand I wish all DO-IT kids could feel the motivation and excitement to learn what I have after four years of poverty and $5.50 an hour jobs.
• I had a valuable work experience when I was in high school. I worked on a project in Explorer Scouts. We formed a group that worked at a local TV station and we actually produced 6 half-hour TV programs that aired on Sunday afternoons. Of course, we were not paid for this, but the experience was valuable in many ways. Other opportunities exist through such programs as Junior Achievement, 4-H and many community service organizations.

  I do believe that many things can be gained from work-based experiences, even if those experiences are not directly related to the field of interest or career goals of the individual. Interpersonal skills, communication skills, and awareness of one's strengths and limits are just some benefits that can be gained through work-based experiences.

• Where I live, in the country, by a very small town of 514, there just isn't anything for me. I work on our family farm doing what needs to be done, and do some of the paperwork for our finances on my computer, so I guess that is kind of work experience, should look good on a resume if nothing else (besides making a small sum of spending money).
• I am visually impaired and hearing impaired as well...I am currently involved in work experience programs within my school and the community as well. The school district has a program called "School-to-Work" and a "school-within-a-school" program. A school-to-work program is basically a program that fits inside the school within a school program. A school-within-a-school is kind of like having a miniature school inside a large school. My school has 3 of these.

  All three of them have school-to-work programs for internship and co-op training. We do our internships and work experience projects during school hours once a week for 3 1/2 hours at a business/agency. In the past 2 years (third year this year) I have been to a manor, doctor's office, Internet provider and a travel agency and I will be transferring to a new facility next week to a computer center for the disabled.

  I have gained a lot of knowledge of business management work ethics and other work-related skills. Besides the internships, once a week we are in the school-within-school classes 4 days a week for 3 1/2 hours Mon, Tues, Thurs, Fri. We take our required classes in this program and it is integrated...Most of all, the school-within-a-school program teaches resume composition, cover letter composition, business letters, some general knowledge of business law, interview practices and rules and how to apply for a real job and use good communication skills with supervisors, staff, managers and co-workers.

• I myself have been interested in weather for a long time, but when I was an executive intern with a local meteorologist during my senior year in high school and then worked for two summers for the Assistant State Climatologist of Colorado, these experiences strengthened my desire to go into atmospheric science research. I also learned that connections can really help you get a job! And I practiced articulating my needs when necessary.
• I have some pretty strong viewpoints about work-based learning experiences. I did one last summer and even though it was frustrating, it taught me some lessons that I would not have learned otherwise. First of all, I learned that we need to be able to focus on more than one task at a time. Two, I learned that one can usually do something that he sets his mind to.
• When I first started working for the press, I was doing a little computer article every week. I covered different topics for using the computer...Work, play, Internet...Then, when they got the new computer in with the new software, they were really wondering how to use it and get the job done. I said I was really interested in graphic work. My boss was really wondering if I could do it because, obviously, if you are working with pictures, you have to see...pretty well. He was a little leery about letting me do it because of the program too. It turned out I knew more than him about it, but he didn't want to take the chance. I watched him for a little while one day, and he said ok, try it. From that day on, I was the primary person who did all of it. We just have to know what we can and can't do. At least we have the right to try. If not, oh well, but you can't say we didn't try.
• I've had the following work-based learning experiences:
  • Nursing home administration (worked in the following departments: business, recreation, nursing, social work, maintenance).
  • Hospice (hospice counselor and respite provider/shadow intern).
  • Ronald McDonald House (fundraising Department).
  • The American Heart Association ("Jump for Heart" representative and school contact).

  Work-based learning experiences give you a chance to practice and develop work skills that are not taught in classroom (this would include personal interaction with others, team work, learning how to take criticism etc. etc.).

  I believe it's very important for students with disabilities to have work experiences before they graduate. An internship gives students a chance to problem solve how they will use or transfer an accommodation used in school to a work setting...in a non-threatening environment. It's a learning experience! You learn what works for you, and you learn what doesn't work for you. You may have good experiences or bad experiences, but in my opinion...the bad experiences are sometimes more valuable than the good experiences. And...it's fun!

• My senior year, I had an intern job at a local newspaper...I had been interested in doing some graphic work using computers for a couple of years. I had a couple of job shadows in high school that made me really consider something in this area. So this was a really good way, I think, to get my foot in the door...I think it's important to have one or more of these jobs as early as you can. Whether it would be raking or mowing at the house down the street, or something like I did. My internship wasn't a paying one, but I got high school credit for it since I did it during school hours. If you get paid, great. Extra cash won't hurt, but if not it's still good to just have the experience...

  It's also easier to get a real job in the future if you have done something like that. I work at Disability Support Services on the UND campus, and having the computer and graphics background helped make me look more qualified for the position.

• I focused almost exclusively on academics during high school and college, but got my work experience in during the summers. That seemed to work well.
• It seems the discussion of work-based experience has centered around employment, however, keep in mind that work-based experience does not need to mean that one gets a job. There are other avenues by which one can gain experiences and skills which will be useful once one enters the work market. One can demonstrate leadership by becoming involved in clubs and organizations...run for an office in the student council, for example. Dealing with the challenges one may face in these situations (such as mobility, public perception, adaptive equipment) can help prepare you for dealing with those challenges when they arise in the job market.

  To answer the question raised earlier about the priority which should be placed on work-based experience and school, there is no contest here. School should definitely take priority. However, I think many things can be woven into academic pursuits which will not adversely impact one's education while providing work-based experiences. Keep an open mind and consider all options.

DO-IT is on the road again and expecting big-time impact from a pint-sized audience. The DO-IT Show 'N Tell project has been funded by Visio Corporation to promote full inclusion of people with disabilities by creating positive attitudes about their abilities.

DO-IT Mentor Imke demonstrates her talking computer to kindergarten students.

DO-IT Show 'N Tell presentations will be incorporated into show-and-tell times in kindergarten and first grade classes in the Seattle area. Successful college students with disabilities will be paid stipends to deliver the presentations. Presenters will share information about their disabilities, including the ways in which they access information (e.g., Braille, sign language), adapt to learning environments, and live independently. They will demonstrate adaptive technologies (e.g., voice input/output computers). A significant portion of the Show 'N Tell time will be open for questions and group problem solving (e.g. "I'm blind. How do you suppose I manage to cross the street safely?"). Additionally, a paperback coloring booklet about how people with disabilities accomplish tasks will be developed and distributed to kindergarten and first grade participants. The project will help young people understand alternative ways to do everyday tasks employed by people with disabilities.

A special thanks goes to the participants in our DO-IT Show 'N Tell pilot project. Imke Durre, one of our Mentors who is blind has conducted four "Show 'N Tells" at Laurelhurst Elementary School; she showed her computer that can talk and print in Braille and printed all of the students' names in Braille. My son, Travis, helped make the arrangements with the teachers and introduced Imke to his classmates. Thank you, Imke and Travis, for proving the concept of DO-IT Show 'N Tell.

And, thanks to Visio Corporation, for the next two years we will be able to provide many more of these experiences for young people. At this age we're not CHANGING attitudes about people with disabilities; we're CREATING positive attitudes before attitudes have been developed.

by Brandon Wood

Hi, I'm Brandon Wood. I'm a new DO-IT Pal. I live in Washington, and go to Auburn High...GO TROJANS! I'm in 9th grade and 15 years old. The classes I'm currently taking are the basics LA, algebra...etc. The electives I'm taking are Intro to Marketing (Deca), Drawing, and P.E. Some of my favorite interests are sports, especially flag football, and cars. My favorite car is the '67 fastback Mustang. My goals are to go to college, preferably the UW, to become a graphic arts professional for Nintendo or some big electronics company like that. Recently, I was offered a job as a graphic facilitator for a group that works on housing issues for older persons with disabilities.

by Emilie Sutterlin

Hello! I am a new DO-IT Pal! My name is Emilie Sutterlin and I am 15 years old. I have chronic fatigue (Immune Dysfunction) syndrome, fibromyalgia, neurally mediated hypotension, attention deficit disorder, multiple chemical sensitivities, and severe allergies.

Something different about my illnesses and most others' is that it is very unpredictable. In a way this is better, but it is still difficult. Some rare, good days, I feel almost as good as my "healthy" friends. But the next minute, I will be in bed for days, have lost my memory, or be in extreme pain. This is especially hard with my school, because they do not understand how my performance level, like my illness can ride like a roller coaster. I go to a magnet school for science and tech.

I'm very interested in mathematics, science, and technology. I am very excited about joining the DO-IT program. I have so many interests and so many career ideas and dreams, I don't know where to begin. I am very interested in computer programming, a new skill I am learning at school. I also like to design Web pages. Mine is at www.geocities.com/HotSprings/5330. I like baseball, inventing, engineering, chemistry, biology (especially biotechnology and genetics), electronics, reading and analyzing theories, math, physics, etc. Some of the things I am interested in are hard for me to do with my disabilities.

If anyone shares any particular interests and would like to "talk," please send email to doitpals@u.washington.edu.

Mentor Minda Dentler

My name is Minda Dentler and I am a sophomore at the University of Washington. Originally from India, I contracted polio at an early age. I was adopted into an American family where I was able to get the medical treatment necessary so I can walk with leg braces and crutches.

I have been involved with the DO-IT disability community for almost two years now. This past summer I was fortunate to have obtained an internship with the President's Committee on Employment of People with Disabilities in Washington, D.C. There I worked closely with the project manager for the employer subcommittee, writing and developing marketing plans for small business hiring people with mental and physical disabilities. Through this valuable experience I was selected to attend a unique conference targeted for leaders in the disability community in Washington, D.C. in March. At this conference we discussed ways to empower persons with disabilities in our country today. One way I hope to show this empowerment is through an internship I obtained at the White House this summer. By demonstrating to others that my disability does not hinder what I do, perhaps I can help them to see that people with disabilities are capable of many jobs.

I am looking forward to next year as I will be studying abroad for the full academic year in Madrid, Spain. My interests in international business have stemmed from an early age and finally I will be able to live out my longtime dream of studying abroad and learning about another culture. I plan on honing my Spanish skills to complete my minor requirements. In addition, I hope to obtain an internship with a Spanish business. This will be an invaluable experience that will help me obtain a future career with an international business firm.

When, and if, I have free time, I enjoy traveling, playing the piano, swimming, or hanging out with my friends. :)

DO-IT Ambassador Eric represents DO-IT at the 1998 UW Computer Fair.

For the second year in a row, I helped out at the DO-IT booth at the UW Computer Fair. This time, it turned out to be better than last year since I knew where I was going to stay and how I was going to get there. I also learned how to use the online networks to help me plan my trip. I tapped into the Seattle Network Online to find the number of the hotel, major cab companies, and metro transportation. I had also pre-arranged for the DO-IT staff to meet me at the Husky Union Building.

This year, I went from Oregon to Seattle by railroad. Amtrak was economical compared to the airlines. It was only $31 round trip. I learned about their special rate for people with disabilities and got a round-trip ticket for $27. I took my portable phone with me so my counselors could call me if there was any problem. Because I am blind, the wireless phone has proven to be a useful tool. This is because it is harder to find phone booths especially in a big building. I pre-arranged with the hotel for them to take me to the university. The DO-IT staff had already set up a time to meet me at the building and I made sure to set it up so I would arrive at that time.

The first day of the Fair was one of the busiest days. I had a long line of people wanting to know about speech access for PC systems. I thought I was going to be hoarse by the end of the day because I had been talking so much. The most common misconception was that blind people use PCs with speech input. They thought that speech input was the same as speech access. I had to explain the difference.

On the first evening of the Computer Fair, I got to take part in a presentation that Sheryl and Julie were giving. It was about the DO-IT program and work-based learning experiences. I covered information about the technology I use and how I use it for both preparing to work and on the job. I returned to my room after the presentation.

The second day was somewhat quieter. I did not have as many people wanting to talk to me as I did before. My uncle who works as an instructor at the university came to the booth. I had a lot of people asking about the DO-IT program and how it worked. There were quite a few people in line at the end and the others at the booth were making jokes about conserving my voice so I could talk to my family. I had the hotel pick me up at 5:15. When I got back to my room, I called my relatives and we went out to dinner together. It felt good to break loose after two really busy days.

The following day, I was supposed to go from Seattle to Southern Oregon. I woke up at 5:00 am that day, finished packing up, and checked out of the hotel. I went from the hotel to the railroad station via Access Transportation, which is Seattle's special service for people with disabilities. They let me off right in front and the driver took me into the station. I made it back to Portland, went from the station to the air terminal, and caught a flight to Southern Oregon. By the time I got there, I was very tired out, but I knew I had completed a successful mission. I am very glad I attended the technology fair, and there are some lessons I learned by going on this trip. Some words of advice I would give to someone else are:

1. If you have a wireless phone, you should keep it on while you are on the road. This gives people a way to get hold of you in case of emergency.
2. If you plan to take a cab to your hotel, pick one that is going to accommodate you the best. This sometimes requires asking your hotel which one they would recommend. When you arrive, you should tell the porters which company you want and what kind of assistance you need.
3. The online networks can function as your personal trip planner. If you are looking for information on transportation, lodging, or any other type of information, there are online services that can help you find what you are looking for. Once you have found the information that you want, you should download it and keep it on hand for future reference.
4. If you have a portable talking clock, you should take it with you so you don't have to worry about getting a wakeup call.
5. Communication is the key to a successful mission. As long as you can be up-front with people and tell them what kind of assistance you need, your trip will most likely be successful.

I've learned that being visually impaired does not make it impossible to attend the technology fair or go on any other mission. It just takes planning ahead and being determined to achieve what you want.

The steps to transferring files from one computer to another are easy once you have the correct tools and know how to use them. The term we use for moving files around on the Internet is FTP - File Transfer Protocol.

Regardless of whether you're using a Macintosh or a PC, speech output or switches, or even what kind of Internet connection you have, the steps are the same. Only the tools may change. You can use FTP to transfer your own files on your password-protected account, or at FTP sites using "anonymous" FTP. Most Web browsers are capable of doing anonymous FTP.

Anonymous FTP allows easy sharing of files without giving away passwords. Though this feature means that many people don't have to learn the ins and outs of FTP, if you're transferring files from your home computer to your Internet account you'll need to know a bit more. I'll use an account on DO-IT's computer named hawking for the example at the end of this article.

In a nutshell, here are the steps for FTP, followed by more detailed descriptions.

Overview

1. Start your computer.
2. Launch your FTP software.
3. Change to the directory you want to move the file from (the local side) and where you want to move the file to - the remote system.
4. Choose the correct file transfer mode - binary or ascii.
5. Transfer the file.

Details

1. Most times, you'll want to get a file from a remote system and transfer it to your computer. There are many reasons you might want to do this. For example, you can update your system software with new versions of video drivers, sound drivers, or even update the basic operating system. You can also obtain programs such as utilities to better manage your computer or detect viruses, as well as games or productivity software.
2. There are many different FTP programs (also called FTP clients) available. On the Windows/PC side the most common are WS_FTP or CUTE-FTP. Windows95 also has an FTP client that runs in DOS, called simply FTP and run from the DOS command line. For Mac users, by far the most common FTP client is Fetch. Unless you're transferring files to/from your personal account, you'll use a protocol called anonymous FTP. When visiting FTP repositories, you will use a login name of "anonymous" and your email address as your password. When connecting to your own account to move files, you'll need to log in with your usual username and password. I'll be using anonymous FTP in the example below.
3. In order to use FTP effectively, it's important to have a good understanding of directory or folder structure. Without going into too much detail, you need to know where you want to be on your local computer (the one in front of you) as well as on the remote system. When using WS_FTP, you PC users (once you're connected) can click up and down in the directory structure to indicate where you want to transfer a file from, or where you want it to be received. I personally like to have a folder called "Temp" or "Unpack" on my desktop for receiving files. The directory name for an Unpack folder on the desktop would be C:\WINDOWS\DESKTOP\UNPACK\.

   Mac users with Fetch can indicate the proper folder for upload or download once they've clicked on either the "Get File" or "Put File" buttons. The dialog box for saving files is just like any other Mac Save dialog box.

4. There are two types of file transfer - binary and ascii. Binary mode is used for anything that's a program or executable files, graphics, and word processor-created documents. Ascii mode is used for generic text files and HTML files. Most of the time you'll need to indicate binary (or raw data for you Mac users) but keep in mind the difference if something you've downloaded doesn't work correctly and try the other mode.
5. Transferring a file is the easiest step of all. On either the Mac or PC platform, it's usually a simple matter of clicking or double-clicking a file once you have the local and remote directories set up correctly.

The example that follows demonstrates the process of downloading a simple text file.

Example

Let's download a copy of these instructions for using FTP. We'll be using the University of Washington's anonymous FTP server to do this.

1. Connect to the Internet (those of you already on campus won't need to worry about this step).
2. Start your FTP software, using the FTP client on your home computer to do this. You can quit the telnet session you started if you want, but it's not necessary. PC users on Windows95 can go to the Programs->Winsock Applications group to launch WS_FTP if it's not already on the Start menu.

   Those using speech output may find it easier to open an MS-DOS box, switch to the desktop directory (C:/WINDOWS/DESKTOP) and use the FTP client for DOS as it's much friendlier to speech output. Mac users will need to find and start Fetch.

3. Open a connection to the UW FTP server: ftp.u.washington.edu
4. Log in to the server with the username anonymous and your email address for the password.
5. Now you need to make sure the destination, or local directory is correctly selected.

   WS_FTP users will have a two-windowed view. Your local machine is on the left and the remote is on the right. Click up and down in the left window folder list to choose the destination for the file. I like

   C:\WINDOWS\DESKTOP.

   Speech users under Windows95 should change directories to

   C:\WINDOWS\DESKTOP.

   Mac users will pick the destination once they do the next step. You'll probably want to put it on your desktop so it's easy to find.

   Now switch to the directory that has the file. If you're using the DOS text version, use the cd (change directory) command and ls (list directory) commands to see where you are on the server. If you're using WS_FTP or Fetch, you'll need to go a number of levels, or directories, to get there. Starting at the top level, change folders to pub, then user-supported, then danc. The complete path is pub/user-supported/danc/

6. You're ready to download the file to your local machine. You should know which directory you're in if you're using the text version (it'll be part of the prompt) otherwise, the graphical clients will let you know when you download. Once you're in the correct location on the remote system for getting the file, do an "ls" command to see what's in the directory - the file name for this file is "ftpinstructions.txt"

   If you're using the text version, Type: ascii and hit return to ensure ascii mode transfer will be enabled. When you did the "ls" command you should see a list of files and directories. If you're using WS_FTP, click on the "ASCII" button and if you're using Fetch make sure the Text button is selected.

7. You may also want to download a picture of the 1996 Phase 1 Scholars. When you did the "ls" command to view the files in the directory, you should've also seen a file called "phase1.jpg". You'll need to change to "Binary" mode to download this file. If you're using text FTP, you'll need to type "binary." If you're using WS_FTP, click on the "Binary" radio button, and Fetch users should select "Raw Data."
8. Your file should now be transferred. You can quit your FTP software, either by choosing "Exit" or "Quit" from the File menu or by typing "quit" if you're using the DOS-based FTP client, and then "exit" at the C:\ prompt to return to the desktop.
9. Now you can view the files! The text file should be viewable using a number of editors, including Word, SimpleText, Notepad, etc. The photo can be viewed using your web browser.

Once you've FTP'ed files a few times, it really becomes quite easy. Check your FTP software documentation first if you get stuck, and if you really have problems, shoot me some email and I'll assist. Have fun FTP'ing!

DO-IT is increasing the representation of people with disabilities in science, engineering, mathematics, and technology academic programs and careers. DO-IT uses computer technology, adaptive technology, and the Internet to help individuals with disabilities reach academic and career goals. Primary funding is provided by the National Science Foundation and the State of Washington. Additional grants have been received from NEC Foundation of America, the Seattle Foundation, the Telecommunications Funding Partnership, the U.S. Department of Education, U.S. West Communications, Washington State Services for the Blind, and Visio Corporation. It has won national awards for its unique programs, including the National Information Infrastructure Award in Education and the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. DO-IT was also showcased at the 1997 Presidents' Summit on Volunteerism. DO-IT supports several key initiatives:

K-12 to College Transition

DO-IT Scholars are high school students with disabilities who have an interest and aptitude in science, engineering, mathematics, or technology, and who have a desire to attend college. DO-IT Scholars attend live-in summer study programs at the University of Washington and communicate electronically with each other as well as mentors.

DO-IT Pals form an electronic community of pre-college students with disabilities from around the world. They are supported by one another and by DO-IT Mentors in their efforts to pursue college degrees and careers.

DO-IT Campers participate in Internet, science, and college preview programs at existing camps for children and youth with disabilities. Some campers become DO-IT Pals.

Two-Year to Four-Year College Transition

DO-IT 2-4 helps students with disabilities in community colleges successfully transition to four-year schools.

School-to-Work Transition

DO-IT CAREERS (Careers, Academics, Research, Experiential Education, and Relevant Skills) works to increase the participation of students with disabilities in work-based learning programs such as internships and cooperative education. It helps them to meet school-to-work challenges as well as those related to their disabilities.

Training Teachers

DO-IT MATH-SCI helps teachers and faculty of science and mathematics understand the potential contributions and accommodation needs of students with disabilities.

Access to College, Employment, WWW, Libraries, Labs

DO-IT supports a broad community through workshops, presentations, publications, videotapes, electronic discussion lists, and the World Wide Web. Topics covered include adaptive technology, transition to college and employment for individuals with disabilities, accessible Web page design, accessible libraries and labs, and strategies for accommodating and including individuals with disabilities in the classroom and workplace. DO-IT has created a thriving electronic community through its discussion lists and World Wide Web site.

Key Staff Members

Dr. Sheryl Burgstahler, director

Dan Comden, technology specialist

Kathy Cook, counselor/coordinator

Marvin Crippen, technology research assistant

Deb Cronheim, research coordinator

Dr. Steve Nourse, DO-IT 2-4 & MATH-SCI coordinator

James O'Connor, counselor/assistant

Kristin Otis, DO-IT counselor/coordinator

Julie Smallman, CAREERS coordinator

Congratulations to DO-IT Scholar Trent, and DO-IT Ambassador David, who will be inducted into the 1998 Youth Hall of Fame.

The Youth Hall of Fame honors ordinary youth for being extraordinary! Young people who are taking positive action toward their dreams and goals, and who are voluntarily giving back to others. Trent and David have both signed the Youth Hall of Fame Pledge, to mentor and encourage another person in the coming year.

The Youth Hall of Fame International is a 501c3 non-profit corporation whose mission is to recognize, document, publicize, and celebrate the inspiring contributions of the world's youth. Trent and David have both designed their own individual hand-etched tiles that will be part of the Greater Seattle Youth Wall of Fame!

Congratulations from DO-IT!!!

Once the honors were announced via the Internet, congratulations were received from around the world. What follows is one comment from a DO-IT Pal.

• DO-IT has received much recognition for the accomplishments of the DO-IT program and the key personnel involved in creating the DO-IT model. From the seeds of an idea to getting the sponsorship, to attracting talented youth to becoming involved in the various aspects of DO-IT. And this is nothing short of fantastic. But when the participants of DO-IT receive recognition, this is even greater because it truly is a mark of success of the DO-IT Program to do just that, DO-IT!

  Ditto in the congratulations to youth who provide a fine role model for other youth to follow. Too often youth who do fine things are not recognized for their contributions. I salute these two exemplary young men and the program that recognized them. And additional congratulations to DO-IT for giving them the opportunities to focus on their strengths and to help them further their potential through the DO-IT program.

  Great stuff, keep it up and grow to even greater heights. Blessings to everyone involved.

Trent and David join other DO-IT participants who have been inducted into the Youth Hall of Fame. They include Jennifer, Matt, Nguyen, Matthew, and Priscilla. Way to go!