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Digital Divide New Markets Trip April 2000 [binder] [3]
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Digital Divide New Markets Trip April 2000 [binder] [3]
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Records of the National Economic Council (Clinton Administration)
Gene Sperling's Subject Files
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FOIA Number: 2019-0203-F
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the William J. Clinton
Presidential Library Staff.
Collection/Record Group:
Clinton Presidential Records
Subgroup/Office of Origin:
National Economic Council
Series/Staff Member:
Gene Sperling
Subseries:
OA/ID Number:
20607
FolderID:
Folder Title:
Digital Divide New Markets Trip April 2000 [binder] [3]
Stack:
Row:
Section:
Shelf:
Position:
S
16
4
6
3
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
21
Divider Title:
WORK PLAN FOR DIGITAL DIVIDE KICK-OFF
Event:
Digital Divide Kickoff
Date:
Tentatively scheduled for March 16
Time:
TBD
Purpose
To announce the President's National Challenge and demonstrate widespread support
for the Challenge and the 2 goals.
To provide the opportunity for key CEOs, community and labor leaders to
demonstrate their commitment to helping meet the Challenge
Possibly: To announce UNCF/Microsoft/IBM deliverable
Possibly: To announce the trip destinations
Main Message
POTUS lays out national imperative to create "digital opportunity" and articulates our
two broad goals.
Defines the need build partnerships and take aggressive and comprehensive action.
Lays out the National Challenge (see below for more on this)
Recognizes all those who have signed on to the National Challenge
Notes that many more companies, groups, etc. are working to bridge the digital divide
and urges them to sign on to the National Challenge and work together - bipartisan,
industry/labor/community - toward meeting the two goals
If deliverable is included, talks about the UNCF/Microsoft/IBM commitment as an
example of the type of thing that can help bring digital opportunity
Mentions other such efforts already out there/talks about the need to do more and the
way the trip can help mobilize sustained efforts.
Visual
POTUS in Rose Garden (or Room 450, depending on weather)
Large showing of corporate, community, non-profit, labor representatives to show
major sign on to Challenge and 2 goals.
If UNCF/Microsoft/IBM - include in program
Key Outside Representation (working list)
Note: Not necessary to have a big group of major CEOs and leaders present, given that
we'd want to save certain of them on the trip. It is important to have lots of representatives
from signed on entities to show strong numbers behind the Call.
Andy Grove/Craig Barrett
Intel
Steve Case
AOL
John Chambers
Cisco Systems
Bill Gates
Microsoft
Carly Fiorina
HP
Lew Gerstner
IBM
Eric Benhamou
3Com
Ivan Seidenberg
Bell Atlantic
Roberta Katz
TechNet
Michael Armstrong
AT&T
Mayor Wellington Webb
Pres., US Conference of Mayors
Gov. Michael Leavitt/Gov. Paris Glendening
Chair/Vice Chair of NGA
John Sweeney
AFL-CIO
Morty Bahr
Communications Workers
Sandy Feldman
American Federation of Teachers
Jesse Jackson
Rainbow/Push
Hugh Price
National Urban League
Ginny Markel
PTA
Colin Powell
America's Promise
Press strategy
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
22
Divider Title:
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
23
Divider Title:
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
24
Divider Title:
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
25
Divider Title:
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
26
Divider Title:
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
27
Divider Title:
Where are we on CORP. comnits:
2
Trip mapping
3
Air force 1 1
4
call to Action
JD TAK NB
3/7/00
COUNTRY
0
proposal IN by
Yahoo- - end of week
Train Traines - Camp Yohoo
banner ads to
sign up Amercorp voes-
HP - SENIOR management IN
stuproposale WORKN Helloii week. that
IN
AT&T
Gronts to UNIVERSITIES for
Network traing
Target Agenstrong to Puesday
SBC - Bullo on packet doing of what theye
ENRON
- traditional New pratets
govworks
CISCO/- Native PIECE.
MB letters to trade associations
AOL - TAK talk ed
MCI - TAK
Applied Materials- - TAK
Microsoft - gene
Novell- / TAK
ATT - Tak /Tay -
Qualcom-
crede- - say
High data rate will
Bell Atlantic - Jay
Quest77
SBC - Jay
Bell South 1 Jay
Sun - TAR
BRT - Jay
TEChNet TAK
TI- - TAK
CTIA - Jay
3com 3com-TAK - TAK
CISCO - Way
YAHOO TAK
compac - TAK
TAnQy-TAK -TAK
Computersystems. - TAK
*
Delta - Jay
EDS - Jay
FORD - Jay
apteway. TAK
HP
-
TAK (Philauthsopy CA pessen)
ITAA - TAK
get Names Cose to Acti on
IBM- - TAK
INtel - TAK (Wed)
LUCRNT - Jay (Dow expectation)
3
11
Bell Atlantic (Seidenberg)
-Lawa Ipsen
s
CISCO - TAK will w call tomorrow to follow-up Pash IN direct
of Native American
13
IBM -gs - has a callinto them.
TOR
14
YAHOO TAK followup.
(sonathare)
Remove from 15 Daley list FioriNa & give to gs -
Q
Dell
Schuldt
- but have Daley
do follow up calls.
Blockbuster owner?
J.AY ADDS
15 HP
16 SBC
17
ENRON
18
NCTA (Nant) anal (able)
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
28
Divider Title:
Draft March 19, 2000
Use of technology for New Markets trip
Note: This technology is still far from "bullet proof." We've had technical difficulties with the
use of technology in the past, and will continue to do so. Even Bill Gates has had his demos
crash. There are also risks associated with security and hackers, as the President's cnn.com
interview showed.
East Palo Alto
Basic scenario
1. Conversation with the President is broadcast on the Internet using streaming video and audio
either:
-
Generally
-
Select schools and community technology centers
2. Transcript of event is developed in near-real time for sites that don't have adequate
bandwidth for streaming-video
3. Allow students from selected schools or CTCs to send e-mail questions to the President
-
Questions are not posted on the Internet or in a chat room, they are screened and forwarded
to a moderator -- who can pose them to the President or one of the people on stage.
Possible add-on
Allow low-income students from local schools to show multimedia projects that they have
developed -- as part of a "Technology Innovation Challenge Grant" that the Administration has
supported.
Not recommended
Real-time video-conferencing over the Internet to multiple sites. Too unreliable -- and usually
have major problems with sound.
Detroit
President could see demonstration of Internet applications in Community Technology
Centers -- such as job search, local information, GED equivalence, etc.
New Mexico/Indian Country
DPC is exploring satellite hook-ups to remote sites.
If the site we are at has Internet access -- President could also see demonstration of
-
New web site that combines federal agency efforts in Native American economic
development
Rural North Carolina
May be able to see demonstration of wireless broadband if we give companies enough lead time
and if there is a cell site that is close enough.
Could see site hooked up to North Carolina Information Highway - depending on site location
Tom's Speech
"From Digital Divide to Digital Opportunity: The Critical Role of Higher Education"
Prepared for National Association of State Universities and Land-Grant Colleges, March 8, 2000
Thomas Kalil, White House National Economic Council
From Digital Divide to Digital Opportunity
During the Clinton-Gore Administration, access to computers and the Internet has exploded. In
1993, there were 50 Web-sites - today, there are over 10 million. Access to the Internet and
information technology - and the skills needed to use these new tools - are becoming essential to
full participation in America's economic, social and political life. People use the Internet to
exchange e-mail with their children's teachers, find a job, upgrade their skills, make better
informed decisions about their healthcare needs, and get information about candidates for local,
state and national elections.
As President Clinton said in his State of the Union - America has an important choice to make.
We could allow unequal access to technology to reinforce the existing divisions that exist in
American society along the lines of income, race, education level, geography and disability, or
we could use technology to help create opportunity for all Americans.
This year, the Administration has proposed major new initiatives to help bridge the digital divide
in our schools, families and communities. These initiatives build on our existing investments in
educational technology - such as the $2.25 billion e-rate program, and the $450 million
Technology Literacy Challenge Fund. These new budget proposals include:
$2 billion in tax incentives to encourage companies to donate computers to schools, libraries,
and community technology centers, and to upgrade the technology skills of their workers;
$150 million to help train all new teachers to use technology;
$100 million to establish 1,000 Community Technology Centers in under-served urban and
rural communities;
$45 million to promote innovative applications of IT for under-served communities;
$50 million in a public-private partnership to extend home Internet access to low-income
families;
$25 million to accelerate the deployment of broadband networks in under-served urban and
rural areas;
$10 million to help prepare for more Native Americans for careers in IT and other technical
fields.
Access to information technology and IT skills is certainly not a panacea for all of the economic
1
and social challenges that America faces. But it can make a big difference:
A homeless mother of 3 that received IT training at a San Francisco-based non-profit called
OpNet was recently able to get a job paying $55,000. The wages of people who completed
the program has increased on average from $6/hr. to $14/hr.
Children in remote rural communities in Alaska have been able to take AP courses using
distance learning.
Native American small businesses are able to sell their products on the Web, and even get a
few sales from the President of the United States.
Inner-city school children in Pittsburgh who were reading almost 3 years below grade level
were able to make 2 years progress in 8 months -- using an automated Reading Tutor that
takes advantage of speech recognition technology.
What role can higher education play?
President Clinton believes that we are only going to make progress in creating digital
opportunity for more Americans if we create partnerships between government, industry,
academia, and non-profit organizations. During the week of April 9th, he will be leading a trip
to highlight new and expanded efforts to bring digital opportunity to under-served children,
families and communities.
I think that higher education has a very important role to play, and I'd like to suggest some
concrete steps that you could take. I hope that these suggestions will provoke you to come up
with some even better ideas.
(1) Support research and education that can help create "digital opportunity"
It is clear that research and education in a number of areas - could help increase our
understanding of the digital divide, and help to close it. Below are just a few examples of
potential research topics - in fields such as electrical engineering, computer science, the learning
sciences, and the social sciences. Some of these topics could be supported under the
Administration's proposed increases for information technology research -- including the
"Ethical, Legal, and Social Implications" of the Information Revolution:
What advances in wireless and wireline technologies could accelerate the deployment of
broadband networks in rural communities? How could some of the limitations of today's
broadband technologies for rural America (e.g. the distance limitations of Digital Subscriber
Line technology) be overcome?
What factors influence the decision of low-income families to purchase computers and the
2
Internet at home? What would make the Internet a "must have" for low-income families, just
as TV and cable is today?
What economic benefits would flow from having Internet access approach the same level of
penetration as the telephone and television? How much could governments at all levels save
from the ability to move more rapidly to the electronic delivery of government services and
information? Would ubiquity give the U.S. a source of competitive advantage - just as
being the first country to have the Internet at all gave American companies a "first mover"
advantage?
What applications of information technology would help empower low-income individuals
and communities? How can the government help catalyze the development of a market for IT
applications, in those instances in which the social rate of return significantly exceeds the
private rate of return?
What uses of educational technology have a demonstrable impact on student achievement?
How can advances in IT (e.g. modeling and simulation, AI, digital libraries, multimedia,
tools for collaboration and authoring) be used to support teaching and learning? The
Administration has proposed a $32 million increase in the Department of Education budget to
support this kind of research.
What advances in IT will allow people with disabilities to lead more independent lives and
increase their participation in the workforce?
What are the range of public policies and public-private partnerships that should be
considered by the United States to help close the digital divide and create digital opportunity
for more Americans?
(2) Ensure that new teachers entering the workforce are prepared to effectively use
technology in the classroom and to support their own life-long learning
Study after study has concluded that technology will not improve student performance unless
teachers can integrate technology into the curriculum. Currently, most new K-12 teachers are not
entering the workforce with the ability to effectively use technology in the classroom. Given that
the United States needs to hire 2.2 million new teachers over the next decade, preparing all new
teachers to use technology is an important and achievable national goal. Recognizing this,
President Clinton has proposed $150 million for the Department of Education's "Preparing
Tomorrow's Teachers to Use Technology" program.
A recent report by the CEO Forum on Educational Technology concluded that teacher education
institutions generally receive less attention than professional programs in law, business, medicine
and engineering, and have a less affluent alumni base - making it more difficult to attract large
gifts. University presidents could make upgrading the technology infrastructure of schools of
education a priority. Universities and schools of education could also commit to evaluating their
3
current efforts using the CEO Forum's School Technology and Readiness (StaR) Chart - and to
meet the goals identified by the CEO Forum.
(3) Encourage faculty, employees and students to volunteer to help close the digital divide
Universities could encourage faculty and employees to volunteer or to provide technical
assistance to K-12 schools, community technology centers, and non-profit organizations seeking
to close the digital divide.
(4) Help create a Digital Library for Education
Technology in the classroom won't make a difference without high-quality educational content
and applications. The Administration has proposed the creation of a "Digital Library for
Education" - to increase the availability of high-quality Web-based K-16 educational resources,
and to make it easier for students and teachers to find these materials. The President's FY2001
budget includes $41 million - with support for both math and science (National Science
Foundation) and for America's historic and cultural heritage (National Park Service,
Smithsonian, Institute for Museum and Library Services). NSF has already issued a solicitation
for $13 million with FY2000 funds.
The higher education community could support the Digital Library for Education in a variety of
ways:
Disciplinary organizations (e.g. science and engineering societies, scholarly organizations)
could provide prizes to educators and professors that provide high-quality resources to digital
libraries. They could also try to define what should be in a digital library that
comprehensively covered a particular discipline.
Universities could also provide support and incentives for professors to contribute - such as
including these contributions in tenure and promotion decisions, or giving faculty the training
they need to develop Web-based educational resources.
Some organizations have also received support from private sector companies to develop,
organize and evaluate Web-based educational resources. An example is MCI-Worldcom's
Marco Polo project, which involves partnerships with the National Council on Economic
Education, the National Geographic Society, National Endowment for the Humanities, National
Council of Teachers of Mathematics, American Association for the Advancement of Science,
and the Kennedy Center.
4
(5) Help expand the number of minorities in IT professions
Currently, African-Americans and Hispanics are significantly under-represented in IT
professions. For example, African-Americans account for 5% of all computer programmers but
10% of the general workforce, while Hispanics account for 4% of programmers and 9% of the
workforce. More needs to be done to encourage minorities to pursue careers in IT.
(5) Expand distance learning opportunities for low-income workers
Universities that are developing distance learning programs, especially for adult learners, could
ensure that there offerings meet the needs of low-income workers, and consider providing
discounts on tuition for low-income adults seeking to upgrade their skills or make the transition
from welfare-to-work.
(6) Serve as a "think tank" and resource for local efforts to close the digital divide
Universities could serve as a "think tank" for local communities that are seeking to develop a
strategy to bridge the digital divide. Faculty members could help local communities evaluate
their current efforts, define possible short and long-term goals, and identify "best practices" for
meeting these goals.
(7) Allow campus facilities to be used for local efforts to close the digital divide
Universities could allow facilities (e.g. computer labs) to be used for local efforts to close the
digital divide - such as training of local teachers.
**
We are fortunate to be living in an extraordinary time. The United States is enjoying an
unprecedented period of economic prosperity -- and new information technologies are changing
the way we work, learn, play and communicate with each other. But I think it's still an open
question whether information technology could be used to usher in an era of shared prosperity
and more opportunities for all Americans -- or whether it will reinforce the existing divisions
within American society. I think that the higher education community has a critical role to play,
and I want to challenge you to work with the Administration to define what that role could be.
5
UNCF
event
Patrick M. Dorton
Statement
03/10/2000 10:36:57 AM
Record Type:
Record
Ltrs.
To:
Gigi E. Georges/OPD/EOP@EOP, Natasha F. Bilimoria/OPD/EOP@EOP, Thomas A.
Kalil/OPD/EOP@EOP
CC:
Subject: Statement by the President: Digital Divide
Forwarded by Patrick M. Dorton/OPD/EOP on 03/10/2000 10:36 AM
Christine L. Anderson
03/10/2000 10:28:22 AM
Record Type:
Record
To:
See the distribution list at the bottom of this message
CC:
Subject: Statement by the President: Digital Divide
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
March 10, 2000
STATEMENT BY THE PRESIDENT
Today, the United Negro College Fund (UNCF) announced the creation of its
Technology Enhancement Capital Campaign, a technology initiative that will bring digital
opportunity to historically black colleges across the nation. Through a $50 million contribution
by Microsoft and key commitments from IBM and AT&T, UNCF will help empower students,
faculty and staff at all 39 UNCF member colleges by strengthening technology infrastructure
and improving computer access. I applaud the creation of this partnership and strongly support
the efforts behind it.
While computer and Internet access has exploded in recent years, America continues to
face a "digital divide" -- a gap between those who have access to Information Age tools and
the skills to use them and those who don't. We cannot allow unequal access to deepen
divisions along the lines of race, income, education level, and geography. I believe we can
use technology to help make the American dream a reality for more citizens, and that is why I
have made the effort to bring digital opportunity to all Americans a top Administration
priority.
My Administration is committed to doing its part to ensure that all Americans benefit
from opportunities created by information technology. But the government can not and should
not do this alone. That is why I will lead a New Markets trip the week of April 9th --
designed to mobilize significant private and public efforts to close the digital divide. Efforts
like the Technology Enhancement Capital Campaign are inspiring examples of what can be
done in partnership to meet this important goal.
30-30-30
Message Sent To:
Lou Gerstner:
I want to congratulate for your participation in the United Negro College Fund's Technology
Enhancement Capital Campaign. You can take pride in knowing that your leadership and
commitment to improving the lives of others have helped to make this exciting project a reality.
IBM's contribution with other corporate partners to bring digital opportunity to 39 historically
black colleges across the nation is an inspiring example of how we can widen the circle of
opportunity for all Americans through cooperation between the corporate and non-profit sectors,
and I hope this project will serve as a model for corporate and academic leadership across the
nation. As we continue working to ensure that all Americans benefit from information
technology, I'm glad to know that I can count on your help. Best wishes.
Mar-08-00 02 56P
P.02
United Negro College Fund, Inc.
"A mind is a terrible thing to waste." ®
illiam H. Gray, ill
resident and CEO
For Immediate Release:
Contact: Ryan McDay (UNCF) 703-205-3454
Michael H. Jordan
March 8, 2000
Chairman, Board of Directors
Jenny Moede (Microsoft) 503-443-7000
Frederich D. Polterson
Kendra Collins (IBM) 914-499-2808
Founder
COLLEGES & UNIVERSITIES
Jeff Roberts (AT&T) 212-387-6289
Barber-Seotia College
Concord, NC
Benedict College
Columbia, SG
Bennett College
The United Negro College Fund To Announce
Cremsboro, NC
Betinme-Cookman College
Technology Enhancement Capital Campaign on March 10
Daytona Beach, FL
Claffin College
Orangeburg SC
Microsoft, IBM, and AT&T To Partner With UNCF To
Clark Atlanta University
Allanta, GA
Close the "Digital Divide" in Higher Education
Dillard University
New Orleans. LA
Edward Waters College
Jacksonvalie, FL
New York, NY-The United Negro College Fund will announce its
Fisk University
Nashville, TN
Technology Enhancement Capital Campaign (TECC) and partnership with
Florida Memorial College
Miami, FL
Microsoft, IBM, and AT&T to bolster technology infrastructures of UNCF
Huston/fillotson Catlege
Austin, TX
member institutions and improve computer access for students and faculty at
Interdenominational
Historically Black Colleges and Universities (HBCUs) nationwide.
Theological Center
Atlanta, GA
Jarvis Christian College
Hawkins, TX
TECC will be announced during a press conference at 11:15 am on
Johnson C Smith University
Charlotte, NC
March 10 in the Riverside Ballroom (on the third floor) of the Sheraton New
Lane College
Jackson, TN
York Hotel and Towers (7th Avenue & 52ⁿᵈ Street). Press conference
LeMayne-Own College
Memphis, TN
participants will include:
Livengstone College
Salisbury, NC
its College
William H. Gray, III, President & CEO, UNCF;
mingham AL
Morehouse College
Bob Herbold, Executive Vice President & COO, Microsoft;
Attanta, GA
Morris College
David M. Thomas, Sr. Vice President and Group Executive, IBM;
Sumter, SC
Morris Brown College
Esther Silver-Parker, President, AT&T Foundation;
Atlanta, GA
Oakwood College
Presidents of the 39 UNCF institutions.
Huntsville, AC
Paine College
Augusta GA
Paul Quinn College
Dallas, TX
Philander Smith College
The United Negro College Fund is the nation's oldest and most
Little Rock AR
successful minority higher education assistance organization. UNCF has raised
Rust College
Holly Springs, MS
more than $1.4 billion to support its 39 member institutions and to administer
Saint Augustine's College
Rateigh NC
more than 450 programs, including scholarships, mentoring programs, summer
Saint Paul's College
Laurencroille, VA
enrichment, study abroad, curriculum and faculty development, and leadership
Shaw University
Rairigh, NC
development.
Spelman College
Atlanta, GA
Stillmun College
Auscaloosa AZ.
Talladega College
--30---
Talladega, AL
Tougnino College
Tougabo, MS
Tuskagee University
Tuskiger, AL
Virgeria Union University
Richmond, VA
Vourhees College
Denmark, SC
Wilberforce University
Wilberjance, OH
Wiln College
farshall, TX
ier University
Orleans, LA
8260 Willow Oaks Corporate Drive
P.O. Box 10444
Fairfax, VA 22031-8044
(703) 205-3400
www.uncf.org
March 2, 2000
MEMORANDUM FOR GENE SPERLING
FROM:
Gigi Georges
RE:
Potential Digital Divide commitment
DATE:
March 2, 2000
Based on a call this afternoon from Ginny Terzano, who is now at Microsoft, we (Kalil,
Bilimoria and I) believe we have an opportunity for a strong trip deliverable from a partnership
that includes the United Negro College Fund, Microsft, and IBM. However, if we want to
pursue this, it will require convincing UNCF to hold its initiative announcement, which is
currently scheduled for next Friday, March 10th.
Background on Microsoft/United Negro College Fund Deliverable
The UNCF has put together a comprehensive $80M technology initiative, divided into two
phases:
Phase I, which is ready for announcement, will help all 39 UNCF member colleges upgrade
their administrative and educational computer systems. This part includes the
hardware, software and training for all faculty and staff.
Phase II, which is not yet completed, will create an e-commerce site for students at all 118
historically black colleges and universities (315,000 students in total), allowing them to
purchase low cost computers and software. Terzano did not know when this phase would be
ready for announcement.
The overall initiative is the result of more than a year of technology planning on the UNCF's
part, and has the backing of all 39 UNCF college presidents.
Current UNCF Plans for Phase I
A. Components
Microsoft will donate (about $50M in retail value) software as a component of the first part
of its technology initiative.
The UNCF has lined up deeply discounted hardware from IBM, donated technology
consulting and training from IBM and others, and other private contributions to the initiative.
The grant would help more than 70,000 black college students, faculty and staff by making
the UNCF colleges more technologically capable.
B. Timing
The UNCF has a meeting of its board members and college presidents set for March 9 in
New York, and intends to publicly announce its technology initiative the following day,
March 10.
The UNCF has not agreed to postpone an announcement despite urgings by Microsoft to hold
off, and has said it will proceed with the other pieces of the technology initiative if Microsoft
is not ready at that time.
C. Background on Microsoft/UNCF Partnership
Microsoft has supported the UNCF with cash and software (totaling more than $24M) over
the last five years. As part of this total giving, Microsoft made a $6M software grant to the
UNCF in 1996 and a $14.6M grant in early 1998.
Recommended Action:
We have an opportunity to ask UNCF to hold its Phase I deliverable for the trip. It would
require a call to Bill Gray, President and CEO of UNCF. As noted above, he has resisted
Microsoft's urgings to postpone the announcement, but Microsoft believes that a call from
the WH could make the difference.
Microsoft would like us to consider highlighting the deliverable as part of a kickoff event --
or we try to incorporate it as a trip deliverable.
Please advise.
Ginny Terzano <[email protected]>
03/07/2000 09:41:56 AM
Record Type: Record
To:
Gigi E. Georges/OPD/EOP
CC:
Subject: FW: UNCF Donation
Sorry - I sent this late yesterday but mistyped your address.
>
Original Message
> From:
Ginny Terzano
> Sent: Monday, March 06, 2000 5:38 PM
> To: '[email protected]'
> Cc: '[email protected]"
> Subject:
UNCF Donation
>
> We talked to Bill Gray. He can't postpone Friday's event because he has
> too many VIPs already committed but he would like the President's
> participation. So, here is what I think the possibilities of WH
> involvement could be. Bill Gray is on board w/all the options:
>
> 1.
have the President do a live satellite into the event (approx
> 11:45am EST)
>2.
taped video message from the President to be played during the
> program
>3.
have Secy Daley or Riley attend the event
>4.
written statement by the President supporting the UNCF effort and
> the partners (MS, IBM, AT&T)
>
> AT&T is committing $1-2M.
>
> Gene, regarding the phone call into Gates. I talked to his secretary
> today (Gates' Nancy Hernreich). Someone will get back to you (probably
> Bruce Brooks). Gates is on vacation during that April period but I think
> there's an open possibility he could do something especially if it's on
> the West Coast. I know they appreciate the purpose of your call.
>
>
>
Programs Page
Page 1 of 4
New America
FELLOWS PROGRAM
Foundation
One of the underlying causes of our nation's impoverished public discourse is the lack of
career opportunities and support structures for younger public-minded thinkers, writers,
and policy innovators. New America's Fellows Program addresses this problem by
providing exceptionally promising young writers and thinkers with the financial,
editorial and institutional support they need to establish themselves as credible voices in
the national debate. By investing in the creative young writers and thinkers most capable
of developing and popularizing new ideas, the Foundation will enable a new generation
of public intellectuals to enrich the quality of our public discourse well into the future.
The New America Foundation will award twelve to twenty Fellowships annually, each
ranging from $15,000 to $75,000. At one end of the spectrum will be a small number of
Senior Fellows, who have already distinguished themselves as leading political thinkers
and social commentators. At the other end will be a larger number of Fellows who have
exceptional potential but are not yet well established. The Fellowship selection process
will be highly competitive, and limited to those rare individuals who combine powerful
ideas for moving public thinking into new terrain with a proven ability to communicate
in ways that gain broad public attention.
Recipients of New America Fellowships will receive more than financial support. They
will be provided office space, health benefits, research and editorial assistance,
mentoring relationships with more established figures, and the opportunity to interact in
a close- knit intellectual community. In addition, they will also receive assistance in
placing articles, access to leading editors, book and speaking agents and talk show
producers, training in public speaking, and a host of other professional services.
Through its Fellowship Program, the New America Foundation seeks to re- create
something that is all but lost in America today - a vibrant inter-generational intellectual
community that honors individual creativity and originality within a common
commitment to democratic and humanistic values. By investing in the career
development of many of the best and brightest young policy entrepreneurs of the day, the
Foundation will gradually build a highly influential network of thinkers, writers and
practitioners who can collectively advance a new vision for America's future.
The New America Foundation awarded its first round of Fellowships in January 1999,
and appoints new Fellows on a regular basis (see Current Fellows). The New America
Fellows Program welcomes and encourages applications from any interested candidate
(see Fellowship_Application).
STRATEGIC INITIATIVES
In addition to its Fellows Program, the New America Foundation is launching a series of
conferences and strategic initiatives designed to push particularly important policy
questions and proposals to the fore of national attention. These initiatives enable New
America to convene many of the nation's best minds to work collaboratively on some of
the most critical challenges of our time. While the architecture of each strategic initiative
will vary, most will be led by a designated Project Director, will begin with a concerted
research program, and will result in the publication of a ground-breaking set of policy
recommendations. Other initiatives will center around or culminate in a major
conference, or will give birth to surprising new alliances. All will take advantage of the
latest technologies for communicating through the World Wide Web, where New
http://www.newamerica.net/programs.htm
2/14/2000
Programs Page
Page 2 of 4
America is establishing itself as a leading policy hub.
New America selects its strategic initiatives based on a determination of where it can add
greatest value to the public debate. In particular, the Foundation seeks to address topics
where it believes it can overcome an existing policy deadlock or put forth a major
conceptual breakthrough. The Foundation is currently pursuing strategic initiatives
related to the following topics.
Convening the Future: The Next Generation of National Leaders
See Roundtable Discussion with Roberta Katz, President, Technet - Silicon Valley's
Year 2000 Priorities
Just as the industrial revolution led to massive social change and adjustment in the late
nineteenth century, the information revolution now underway is fundamentally altering
today's social and economic landscape. Public policy analysts and high- tech leaders
therefore find themselves confronted by a daunting set of new challenges, including:
how to prevent a growing divide between the technological haves and have-nots; how to
fix our public schools; how to safeguard and regulate Internet commerce and individual
privacy without undermining entrepreneurial creativity; and how to manage a dynamic
yet increasingly volatile world-wide market economy that is driven by rapid flows of
information and money.
Since meeting these challenges will require thoughtful new leadership, the Foundation
has launched an initiative to engage the next generation of opinion leaders - early in
their careers - in a sustained dialogue about the pubic policy challenges awaiting them.
Specifically, New America and Technology Network are jointly convening an annual
retreat where outstanding young leaders from high-tech industries are introduced to some
of the most creative young public policy thinkers and doers in America - SO that all
participants can begin to develop the civic sensitivities and entrepreneurial spirit they
will need to be responsible and successful leaders of tomorrow.
New Solutions for Reversing Economic Inequality: Beyond Left & Right
No problem represents a greater political challenge than does the widening gap in wealth
and economic opportunity in America today. While the political right has tended to
ignore the growing problem of economic inequality in America and the political left has
tended to cling to ideas that no longer command popular support, the New America
Foundation seeks to break this deadlock by promoting innovative approaches for
broadening economic opportunity.
The Foundation will explore how new approaches - consistent with the "new economy"
- can help reduce the gap between the wealthiest in our society and average workers. For
example, New America will examine how significant reductions in the payroll tax and
policies aimed at broadening capital ownership could help all working Americans get
ahead, and give rise to powerful new alliances. New America is not interested in
rehashing the old inequality debates. Rather, it seeks to reframe this debate, moving it
into a forward- looking discussion of the adjustments that labor, capital, firms and
government must make in order to "raise all boats" over the long term.
http://www.newamerica.net/programs.htm
2/14/2000
Programs Page
Page 3 of 4
New America Foundation
(Bahamor - Bd member
Claiming our Common Wealth: Rethinking Public Assets & Public Finance
Many of the public assets owned by the American people - ranging from the trees in our
national forests, to the electromagnetic spectrum, to the coal and oil underneath public
lands - are given away either for free or at greatly subsidized prices to private interests.
New America has launched an interdisciplinary research project to explore how charging
fair market value for the use of these common assets could yield trillions of dollars in
new public revenue, which could in turn be used to reduce existing taxes for all
Americans and to fund new public programs.
The Common Assets project aims to provide a new intellectual foundation for reclaiming
the American people's sovereignty over a vast and disparate set of commonly held
assets. In particular, the project will explore the legal and historical basis for broadening
stakeholder control of federal- and state-owned public resources, and for generating new
public revenues from the use of such assets. Because these issues go beyond simple
technical matters to core questions of property rights, democratic empowerment and
control, the Project will also explore how a reassertion of democratic values in the
marketplace could foster better social, economic and environmental outcomes.
An Annual Conference: America's Transition to a Knowledge-Based Society
Given the profound implications of our nation's transition to a post-industrial economy,
it is time that opinion leaders from a wide range of backgrounds be offered an annual
venue to collectively discuss and deliberate upon the foremost social and economic
challenges ahead. In partnership with Technology Network, the New America
Foundation will convene a large-scale annual policy conference in Washington, D.C., to
bring together leaders from the industries of the future with top policymakers from
government, academia, think tanks, and journalism - in a setting which forces both sides
to grapple with the most daunting public policy challenges confronting our society.
Such a conference will not only provide a high-level forum to help focus many of the
nation's best minds on finding creative solutions to the problems ahead, but in so doing,
will help bridge the gap between the high-technology community and the nation's public
policy community. The over- arching theme for these annual conferences will be the
challenges and opportunities inherent in America's transition to a knowledge- based
society, with each conference focusing on a clearly defined set of questions. Among the
questions to be addressed at the first conference will be: (1) New Principles for a New
Economy; (2) The Future of Privacy; and (3) Solving the Digital Divide.
The Global Economic Policy Project: Rethinking the Rules of the Game
The advent of a truly globalized market economy, brought on by the information
revolution as well as trade and financial liberalization, has left policymakers groping for
new rules to govern global commerce and to guide economic management in the next
century. New America's Global Economic Policy Project (GEPP) seeks to stimulate
debate and encourage innovative yet pragmatic responses to these new international
economic policy challenges. Rejecting old labels and ideologies that no longer provide
http://www.newamerica.net/programs.htm
2/14/2000
March 9, 2000
MEMORANDUM FOR GENE SPERLING
From:
Joshua Weinstein
Re:
Cable in the Classroom Background
Cable in the Classroom provides free cable connections to over 80,000 schools. The program
reaches 85% of all U.S. students (42,994,858 million students), giving 4 out of 5 students access
to Cable in the Classroom services.
Provides more than 540 hours per month of educational, commercial-free programming into
classrooms. Programming covers all disciplines and issues.
Teachers may use the programming any way they choose-there are no viewing
requirements.
Consists of a consortium of over 8,500 local cable companies and 41 national cable
networks. Represents an investment of $2 million per week for the last 10 years by the cable
television industry to improve education. This figure represents the cumulative value of the
production, copyright and clearances, installation, services, and staffing to support Cable in
the Classroom in local schools.
Provides curriculum-related support materials and helps expand and improve teacher
resources. Gives students access to many of the educational services on the information
superhighway
ESPN involvement with Cable in the Clasroom
Sports Figures airs each Monday at 5:30 a.m. and uses sports to help students see math and
physics concepts in "real world" applications.
A curriculum guide, available upon request, includes 16 teacher lesson plans with suggested
activities for in and outside the classroom.
College-bound high school seniors are invited to apply for ESPN's Sports Figures
Scholarship.
Attachments: Outline of 41 cable network's commitments to Cable in the Classroom
Cable in the Classroom board members
Cable in the Classroom Online - What is CIC?
Page 1 of 15
Who is Cable in the Classroom?
Cable Networks
- - Membership Types - - Cable Companies - - Chairman and Staff - - Associate Members - - Who's
My Cable Company? - - back to What is CIC?
{ A&E I APL BET I BRV I CNBC I CNN I C-SPAN I COURT I DIS I DSC I ESPN I ESPN2 I FAM
I
FOOD I GSN HBO I HEALTH | HGTV I HIST I KNOW I LIFE MSNBC I MTV I NICK
I
NOGGIN I ODSY I OLN I OVATION I PBS I SFC I SHO I TCM TLC I TOON I TRAVEL I TWC
I
USA I VH1 I WGN/UVTV I WAM I ZDTV }
A&E Network features the original Biography series, mysteries and specials.
A&E Classroom, designed to enhance literature, humanities and social studies curricula, airs
Monday-Friday from 7:00-8:00 a.m. ET (YEAR).
Support materials are available by request each fall and spring. Materials include program
descriptions, discussion questions, and project ideas.
World Wide Web Site: http://www.aetv.com/class
Beth Ann Marian
A&E Television Networks
235 E. 45th Street
New York, NY 10017
(212) 210-1338, fax (212) 551-1540
to top
Animal Planet (APL), the network from the people who bring you Discovery Channel and TLC,
features "all animals all the time."
Acorn the Nature Nut airs weekdays at 8:30 and 11:00 a.m. ET (YEAR). Animal Planet Channel
biologist and nature writer John Acorn explains how to use a microscope, take pictures, and make
videos in the wilderness. Each week he uncovers the secrets of moths, butterflies, fish, frogs, worms,
and ants in programs full of educational and entertaining content.
Additional information and teaching ideas are available on-line.
World Wide Web Site: http://school.discovery.com
Educational Television
Animal Planet
7700 Wisconsin Avenue
Bethesda, MD 20814-3522
(888) 892-3484
to top
Black Entertainment Television (BET) provides inspiring and educational programs that
diversify the learning process.
BET on Learning presents Teen Summit, highlighting social and personal development issues of
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interest to teenagers, on the last Sunday of each month at 3 a.m. ET (YEAR).
Support materials for BET programming are available.
World Wide Web Site: http://www.msbet.com
BET on Learning
Black Entertainment Television
1 BET Plaza
1900 W Place NE
Washington, DC 20018
(800) 229-2383 X 2029
to top
Bravo in the Classroom (BRV) combines programming and resource materials that provide
educators and students with tools to enhance arts and humanities studies at the secondary level.
Programs include literary and historical adaptations, the performing and visual arts, and a profile
series featuring well known writers, musicians and artists.
Bravo in the Classroom airs each Tuesday, Wednesday, and Thursday at 6 a.m. ET (YEAR).
Support materials are available on-line.
World Wide Web Site: http://www.bravotv.com/classroom/main.html
Valerie Barkan
Bravo
150 Crossways Park West
Woodbury, NY 11797
(516) 396-4547
to top
CNBC is the international leader in television reporting of financial news, stock-market action, and
emerging business trends. CNBC features breaking news, interviews with corporate, government, and
Wall Street experts, and exclusive material from The Wall Street Journal.
CNBC offers curriculum support to help students understand the stock market and investing.
Check Cable in the Classroom magazine for air dates and times.
Access CNBC's Student Stock Tournament, an Internet-based simulation game, on-line.
World Wide Web Site: http://www.cnbc.com
Mark Hotz
CNBC
NBC Cable Networks
2200 Fletcher Avenue
Fort Lee, NJ 07024
(201) 585-6463
to top
CNN programming includes in-depth coverage of major news stories and special reports on
business, finance, medicine, nutrition, science, technology, weather, and entertainment. CNN
NEWSROOM is a news and features program designed for the classroom.
CNN NEWSROOM airs Monday-Friday at 4:30 a.m. ET (FREE) and includes a 15-minute review
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of the day's top news stories, plus special feature reports designed for cross-curricular applications.
CNN NEWSROOM WorldView follows CNN Newsroom at 4:45 a.m. ET and adds 15-minutes of
cultural and historic background related to world events reported from CNN's 23 international
bureaus.
Free enrollment includes a daily electronic teacher's guide available on the Internet.
World Wide Web Sites: http://turnerlearning.com, http://turnerlearning.com/newsroom (CNN
Newsroom daily teacher's guide)
CNN NEWSROOM
CNN
1 CNN Center
PO Box 105366
Atlanta, GA 30348-5366
(800) 344-6219 (Educators Only)
to top
C-SPAN, the Cable Satellite Public Affairs Network, is a public service of the cable television
industry offering gavel-to-gavel coverage of the House of Representatives, Senate, and other public
policy proceedings.
All C-SPAN and C-SPAN2 produced programming is commercial-free and is copyright cleared for
use in the classroom and may be retained in perpetuity (FREE).
C-SPAN in the Classroom is the network's free membership service for teachers. Teaching guides,
support materials, and scheduling information are available by calling the educator hotline at 1-800-
523-7586.
World Wide Web Site: http://www.c-span.org
Joanne Wheeler
C-SPAN
400 N. Capitol St. NW
Suite 650
Washington, DC 20001
(202) 737-3220
(800) 523-7586 (Educators Only)
to top
Court TV (COURT) offers live and taped coverage of actual courtroom trials from around the
country in addition to programs that focus on law, social issues, and the legal system.
Choices & Consequences airs every Saturday morning at 4 a.m. ET (FREE). The program educates
10 to 15-year-olds about the consequences of violence, pranks, drugs, drinking, early pregnancy, etc.
Choices & Consequences is was developed in conjunction with Cable in the Classroom and the
National Middle Schools Association.
Curriculum materials are available via the educator hotline: 1-800-333-7649.
World Wide Web Site: http://www.courttv.com/choices
Jennifer Randolph
Court TV
600 3rd Ave.
New York, NY 10016
(800) 333-7649
(212) 973-2600
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to top
Disney Channel (DIS), combining timeless classics with timely series and specials, features a
broad range of entertainment for kids and families.
Going Wild with Jeff Corwin airs the second Tuesday of each month at 5:00 a.m. ET (YEAR). This
nature series features the animal expert trekking around the world to examine animals in their native
habitats.
Amazing Animals airs the last Tuesday of each month at 5:00 a.m. ET (YEAR). This series for
preschool-2nd graders combines live action and animation to highlight different characteristics of
animals.
Call 888-883-4788 for a free teacher's guide.
World Wide Web Site: http://www.disneychannel.com
Jill Hisey
The Disney Channel
3800 W. Alameda
Burbank, CA 91505
(818) 569-7874
to top
Discovery Channel (DSC) invites you to explore the world with quality, non-fiction
programming.
Assignment Discovery, a theme-based series with relevance across the curriculum, airs Monday-
Friday from 9:00-10:00 a.m. ET/PT (YEAR). Programs are close-captioned and include vocabulary
words, study questions and suggested readings.
A free Discovery Networks teacher's guide is available by calling 888-892-3484.
World Wide Web Site: http://discoveryschool.com
Educational Television
Discovery Channel
7700 Wisconsin Avenue
Bethesda, MD 20814-3522
(888) 892-3484
to top
ESPN offers a wide variety of high-quality, exclusive, original sports programs.
World Wide Web Site: http://espn.go.com
ESPN2 is for today's fans interested in a range of sports programming, both traditional and
emerging.
SportsFigures airs each Monday at 5:30 a.m. ET (FREE) and uses sports to help students see math
and physics concepts in"real world" applications.
A curriculum guide, available upon request, includes 16 teacher lesson plans with suggested
activities for in and outside the classroom.
College-bound high school seniors are invited to apply for ESPN's Sports Figures Scholarship.
World Wide Web Site: http://sportsfigures.espn.go.com/index.asp?flash=1
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Marie Kennedy
ESPN Inc.
ESPN Plaza
935 Middle Street
Bristol, CT 06010
(860) 585-2000
to top
Fox Family Channel (FAM) offers fresh, new animated children's series, original movies, and
specials for the entire family.
Check Cable in the Classroom magazine for air dates and times for The All New Captain
Kangaroo, Where on Earth is Carmen Sandiego?, and The Why Why Family, all of which provide
educational enrichment for children in grades preK-2 (2 YRS).
Support materials are available on-line.
World Wide Web Site: http://www.foxfamilychannel.com
Bonnie Rufe
Fox Family Channel
10960 Wilshire Boulevard
Los Angeles, CA 90024
(310) 235-5415
to top
Food Network (FOOD) is for anyone who loves to eat. World-famous hosts invite viewers to
taste the many flavors of the network-from luscious and exotic gourmet meals to smooth home
entertaining tips and fresh, workable weeknight meals. Food Network blends the tastes of the world,
captures the imagination, and satisfies the appetites of millions of viewers.
Taste airs Sundays from 3:30-4:00 a.m. ET (FREE). Each episode of this series features a detailed
look at one dish from preparation to presentation, and offers historical and cultural insights.
Lesson plans for each episode of Taste, are available on-line or by calling 212-575-5500 or your
local cable company.
World Wide Web Site: http://www.foodtv.com
Amy Morrison
Television Food Network
1177 Avenue of the Americas, 31st Floor
NY, NY 10036
(212) 575-7700 x224
[email protected]
to top
Game Show Network (GSN) combines education and family fun featuring live, original
programming plus the greatest collection of favorite game shows. The Kids and Family block
features JEP! and Wheel 2000, kid-focused versions of popular syndicated game shows.
JEP! and Wheel 2000air commercial-free on Saturdays from 4:00-5:00 a.m. ET (YEAR).
The programs challenge children on subjects ranging from science and technology to history and
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geography.
World Wide Web Site: http://www.sony.com/gameshownet
Vickie Braden
Game Show Network
10202 West Washington Blvd.
Culver City, CA 90232
(310) 244-8664
[email protected]
to top
HBO is the world's leading premiere movie network.
Educational projects include original movies and documentaries. Teaching guides may be available
for selected programs.
Due to the nature of this network, its educational programming can only be exhibited in schools
after obtaining specific written consent. Some videocassettes are available on a "lending library"
basis. All requests should be made to HBO in writing.
World Wide Web Site: http://www.hbo4kids.com
Michelle Boas
HBO
1100 Avenue of the Americas
New York, NY 10036
(212) 512-1852
to top
The Health Network (HEALTH) is the most reliable, comprehensive and personalized source
of health information on television and the Internet.
Cable in the Classroom programming, which will address health and science curriculum topics,
is in development for Fall 99.
The Health Network provides comprehensive, sequential K-12 health education curriculum on-
line at www.HEALTHteacher.com The program, which will be completed this summer,
consists of over 300 lesson guides that meet the National Health Education Standards and
provide skills-based assessment methods. Topics include tobacco use, unhealthy diet, risky
sexual behaviors, alcohol and drug use, and more.
World Wide Web Site: http://www.TheHealthNetwork.com, http://www.HEALTHteacher.com
for study guides.
Angela Walsh
Manager, Marketing Communications
The Health Network
2500 Universal Studios Plaza
Orlando, FL 32819
(407) 224-7442
(407)224-7467 (fax)
[email protected]
to top
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Home & Garden Television (HGTV) offers comprehensive programming featuring some of
America's best builders, decorators, gardeners and designers.
How's That Made? is a lively, close-up look at the manufacturing processes behind items we use
every day. It airs at 3:00 a.m. ET on the fourth Friday of each month (2 YEARS).
To help teachers integrate How's That Made? into their math, science, vocational or career
awareness programs, HGTV is teaming up with SkillsUSA-VICA, one of the largest business
education partnerships in the country, to develop teaching ideas and student activities for each
episode. Materials are available on-line; for more information call (423) 470-3975.
World Wide Web Site: http://www.hgtv.com
Lori Martin
HGTV
PO Box 50970
Knoxville, TN 37950
(423) 470-3975
to top
The History Channel (HIST) features historical documentaries, movies and mini-series that
bring history alive for both students and educators.
The History Channel Classroom airs Monday-Friday from 6:00-7:00 a.m. ET (YEAR).
The History Channel also offers free teaching materials each semester. The materials, available
upon request, include program descriptions, discussion questions, and project ideas.
World Wide Web Site: http://www.historychannel.com/classroom/index.html
Beth Ann Marian
A&E Television Networks
235 E. 45th Street
New York, NY 10017
(212) 210-1338, fax (212) 551-1540
to top
Knowledge TV (KNOW) offers educational and enrichment programming in four categories:
business and personal finance, computers and technology, health and medicine, and global culture
and language. All Cable in the Classroom programs are copyright-clear for one YEAR.
Daily international news airs in German (weekdays, 8-8:30 a.m. ET), French (weekdays, 8:30-9
a.m ET), Spanish (weekdays 9-9:30 a.m. ET), and English (weekdays 9:30-10:00 a.m. ET).
Triunfadores profiles individuals of Latin and South American heritage who have excelled in the
fields of business, the arts, and politics and airs Tuesdays, 10-10:30 a.m. ET.
Great Museums offers virtual tours of the country's finest repositories of American culture and airs
every other Thursday, 10-10:30 a.m. ET.
World Jazz presents the rich sounds and heritage of jazz, as told and played by top musicians from
around the globe and airs every other Thursday, 10-10:30 a.m. ET.
Curriculum materials are available by calling 800-527-7002 x8216 or on-line.
World Wide Web Site: http://www.knowledgetv.com
Andy Holdgate
Knowledge TV
9697 E Mineral Avenue
Englewood, CO 80112
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(800) 777-MIND
to top
Lifetime Television (LIFE) presents contemporary, innovative programming of special interest
to women. Biographies, documentaries, and current issues programs connect with a variety of
curriculum topics.
Lifetime in the Classroom airs the first and second Wednesday of each month at 4:00 a.m. ET/PT
(YEAR). Programs include IntimatePortraits, featuring women in diverse fields.
BreakingThrough is a series of specials complementing Lifetime'spublic service commitment to
women and girls in sports. This commitment also includes the Lifetime in the Classroom
Academic/Athletic Scholarship program. Contact your local cable company for curriculum materials
and scholarship information.
World Wide Web Site: http://www.lifetimetv.com
Lifetime Classroom/Public Affairs
Lifetime
309 W 49th Street, 17th Floor
NY, NY 10019
(212) 424-7000
to top
MSNBC uses the world-class reporting of NBC News and the cutting-edge technology of Microsoft
to bring you the world's first 24-hour integrated cable and Internet news service. With reporters like
Tom Brokaw, Katie Couric and Brian Williams, MSNBC is first on the scene with breaking news,
and delivers in-depth coverage and special reports about health, business, politics, sports, and
entertainment.
MSNBC in the Classroom features Time and Again with Jane Pauley. Check Cable in the
Classroom magazine for air dates and times.
Additional programming and curriculum information is available on-line.
World Wide Web Site: http://www.msnbc.com
Mark Hotz
CNBC
NBC Cable Networks
2200 Fletcher Avenue
Fort Lee, NJ 07024
(201) 585-6463
to top
MTV is the entertainment and information source for young adults. Its distinctive style keeps them
plugged into news and issues, as well as into music, sports and style.
MTV's Community of the Future classroom series, with connections to government, social studies,
and personal development curricula, presents thought provoking programming on social issues that
concern young people today. The 24-minute programs air every Monday morning at 4 a.m. ET/PT
(YEAR).
Additional information is available on-line.
WorldWide Web Site: http://www.hotlink.mtvn.com/cic/
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MTV
Community of the Future
1515 Broadway, 25th Floor
New York, NY 10036
to top
NICKELODEON (NICK), the number one network for kids, is dedicated exclusively to
children's programming.
Nickelodeon's classroom programming includes elementary, middle, and preschool curricula. Mr.
Wizard's World airs on Mondays; Teacher to Teacher with Mr. Wizard on Tuesdays; Nick News and
Nick News Special Editions on Wednesdays & Thursdays; and Launch Box on Fridays. Programs air
at 5:30 a.m. ET/PT (10 YEARS).
Nick Jr. programs for preschool, including Blue's Clues, Gullah Gullah Island, Little Bear, and
Allegra's Window, air every weekday morning (10 YEARS).
Teacher's guides with program descriptions, schedules, and activities are available on-line or by
writing to P.O. Box 979, NY, NY 10109.
Call 800-258-2344 to request the Teacher to Teacher with Mr. Wizard newsletter.
World Wide Web Site: http://teachers.nick.com
Jean Margaret Smith
Nickelodeon
1515 Broadway
NY, NY 10036
(212) 258-8000
(800) NICK-NET
to top
Noggin is the first and only 24-hour, commercial-free kids' thinking channel -- both on-air and
online - brought to you from Nickelodeon and Children's Television Workshop. Noggin's mission is
to serve kids' natural urge to learn by creating a place where learning is driven by them. Noggin's
integrated television network and online service incorporates kids' questions, ideas and stories,
allowing them to be active participants in their own learning.
Noggin's programming line-up features the best from Nickelodeon and CTW, including Blue's
Clues, Allegra's Window, Eureeka's Castle and Nick News from Nickelodeon, and Sesame Street,
Electric Company, 3-2-1 Contact and Ghostwriter from CTW.
More information about Noggin's programming is available online.
World Wide Web Site: http://www.noggin.com
Denielle Bertarelli
Noggin
1515 Broadway
New York, NY 10036
(212) 846-5376
[email protected]
to top
Odyssey: A Hallmark and Henson Network (ODSY) seeks to build bridges of
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understanding among people of different faiths and cultures with programming that empowers,
challenges, entertains, and inspires. Cable in the Classroom programming includes:
Landmarks of Faith, a documentary series that explores the churches, synagogues, cathedrals, and
meeting sites where America's rich tapestry of faiths took root and grew, airs Thursdays at 1:00 a.m.
ET (YEAR).
The Field Afar, airing Thursdays at 2:00 a.m. ET (YEAR,) examines the work, lives, and impact of
the Maryknoll missioners.
News Odyssey, offering news updates on the world of religion, airs Thursdays at 2:30 a.m. ET
(YEAR).
Today's Life Choices, designed to promote discussion on ethics, values, and social issues, airs
Saturdays at 2:00 a.m. ET (YEAR)
Free program guides are available by calling 888-390-7474.
World Wide Web Site: http://www.odysseychannel.com
Keisha Williams
Odyssey
12700 Ventura Blvd.
Studio City, CA 91604
(818) 755-2603
to top
Outdoor Life Network (OLN) is the leading source for television coverage of expeditions and
adventure, wildlife and environmental issues, alpine sports, cycling, water sports, fishing and more.
No matter what you love about the outdoors, OLN will help you make the most of it.
Friends of the Forests (YEAR) is a series of original documentaries produced in conjunction with
the USDA Forest Service. Programs focus on wildlife habitat, community forestry, conservation
education, fire prevention and recreation. Programs include Smokejumpers, a look at the courageous
fire fighters who do battle behind the fire lines and River of No Return, the story of the endangered
salmon of Idaho's Salmon River. Tapes of these programs and a detailed curriculum are available for
schools and community groups. Check Cable in the Classroom magazine for air dates and times.
World Wide Web Site: http://www.greatoutdoors.com/oln/fof.html
Friends of the Forests
Outdoor Life Network
Two Stamford Plaza
281 Tresser Blvd.
Stamford, CT 06901
(203) 406-2685
to top
OVATION The Arts Network provides programming on music, dance, literature, visual art, and
theater. Program hosts explore the lives of writers, musicians, and artists and take students behind the
scenes and around the globe to experience world-class visual and performing arts.
ArtsZone airs Tuesdays from noon to 2:00 p.m. ET (YEAR).
More than 60 percent of OVATION's programming is copyright-cleared for use by schools.
For information on OVATION's Tape Lending Library, call the educator hotline (1-800-682-8466
ext. 5).
For study guides, lesson plan ideas, video clips, and a student gallery, see OVATION's Web site.
World Wide Web Site: http://www.ovationtv.com
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Alisa Carrel
OVATION The Arts Network
201 N. Union St. Suite 210
Alexandria, VA 22314
(800) 682-8466 x8
to top
Public Broadcasting Service (PBS) stations provide educators an array of K-12 programming
and teaching resources.
Programs include Wishbone, Reading Rainbow and Bill Nye the Science Guy. Check local listings
for air dates/times.
Support for educators is provided by local PBS stations through workshops, newsletters, guides
and on-line services. Some stations offer distance learning classes, as well as college credit
telecourses.
World Wide Web Site: http://www.pbs.org/teachersource/
Your local PBS station or
PBS Teacher Resource Service
1320 Braddock Place
Alexandria, VA 22314
(703) 739-8118
to top
The Sci-Fi Channel (SFC) offers the best in science fiction, fantasy, science fact, and classic
horror programming with original science fiction movies and series, memorable sci-fi classics, and
popular off-network series, all suitable for family viewing.
The New Edge, a Cable in the Classroom program airing Mondays at 5:30 a.m. ET, is a half-hour
magazine-style series which offers a glimpse into the future by covering the most advanced
technological developments in both elite technology labs and inventor's garages.
Lesson plans to help integrate The New Edge episodes into your curriculum are available on-line.
World Wide Web Site: http://www.scifi.com/cableinclassroom
Public Affairs
USA Networks
1230 Avenue of the Americas, 8th Floor
New York, NY 10020
(212) 413-6509
to top
Showtime (SHOW) is an award-winning, critically acclaimed, premium network featuring
theatrical movies, original movies and series, championship boxing, and family entertainment.
Family programming includes Whiskers; Ronnie & Julie; Heck's Way Home; In His Father's
Shoes; and the live-action children's series My Life As A Dog. Many programs are close-captioned
and are available in Spanish through a separate SAP audio feed.
Due to the nature of this network, requests to use its educational programming must be made in
writing. Free copies of some programs, including Mandela and deKlerk, The Wall, and Thanks of a
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Grateful Nation are available upon written request.
World Wide Web Site: http://www.sho.com/cic
Jocelyn Brandeis
SHOWTIME
1633 Broadway, 17th Floor
NY, NY 10019
(212) 708-1579
to top
Turner Classic Movies (TCM) is a 24-hour television network that presents the greatest motion
pictures of all time from the largest film library in the world, un-colorized and commercial-free.
TCM BY THE BOOK: Stage to Screen was designed by educators specifically for use in the
classroom. This film series and accompanying curriculum materials will provide students with tools
for comparing and contrasting the way a story is told though different genres. Programs for 1998-99
are based on the classic stage plays Julius Caesar, Cat on a Hot Tin Roof, Casablanca, The
Philadelphia Story and Ah, Wilderness!.
The TCM BY THE BOOK: Stage to Screen curriculum guide is available by mail upon request or
by contacting your local cable company. The guide includes curriculum connections, plot summaries
and suggested activities.
World Wide Web Site: http://turnerlearning.com/tcmbythebook
Gloria Avillar
Turner Classic Movies
1 CNN Center
Atlanta, GA 30348-5366
(404) 885-4598
to top
TLC offers people of all ages enjoyable, educational television programs.
TLC Elementary School, designed for use in K-6 classrooms, airs Fridays at 11:00 a.m. ET (2
YRS) with segments appropriate for science, social studies, language arts and math curricula.
Call TLC at 1-800-321-1832 to request a free teacher's guide.
World Wide Web Site: http://school.discovery.com
Educational Television
TLC
7700 Wisconsin Avenue
Bethesda, MD 20814-3522
(888) 892-3484
to top
The Cartoon Network (TOON) offers the best in animated entertainment from the world's
largest cartoon library.
Big Bag, the critically-acclaimed preschool series produced by Children's Television Workshop,
airs Sundays at 7:00 a.m. ET (FREE). Big Bag nurtures creative thinking and the development of pro-
social behavior. Free Big Bag activity booklets are available by calling the number below.
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Animate Your World is an award-winning public service campaign designed to inspire students to
explore their individuality and creativity and to fuel learning in all disciplines.
Corresponding "inspirations" air on the first Monday of each month at 2:00 a.m. ET (FREE).
Call for a free classroom kit; curriculum guides are available on-line.
World Wide Web Site: http://turnerlearning.com/cartoon/animate/index.html
Cartoon Network
1050 Techwood Drive
Atlanta, GA 30318
(800) 344-6219 (Educators Only)
(404) 827-1700
to top
Travel Channel (TRAVEL) is the only network that provides viewers with ideas on where to
go, what to do, and how to make the most of their travel dollars. Watch Travel Channel and be a
smart traveler - - not a tourist.
Travel Channel's Cable in the Classroom programming is in development. Likely program
offerings will include strong educational links to geography, math, history, and cultural diversity.
Check Cable in the Classroom magazine for programming updates and air times.
Support materials will be available semi-annually and periodically to support specific programs.
Materials will include study questions, vocabulary words, and advance program schedules.
World Wide Web Site: http://www.travelchannel.com
Educational Television
Travel Channel
7700 Wisconsin Avenue
Bethesda, MD 20814-3522
(888) 892-3484
to top
The Weather Channel (TWC), cable television's only national all-weather network, is a
convenient, accurate source for round-the-clock weather information. Programming provides local,
regional, and national weather conditions.
The Weather Classroom airs in three 8-minute segments at 4 a.m. ET Mondays and repeats at 4
a.m. ET Thursdays (FREE). Using dramatic video, hands-on demonstrations, and the latest
technologies, The Weather Classroom provides a comprehensive exploration of the hows, whys, and
wonders of weather.
The content of each new episode of The Weather Classroom television program is integrated with
TWC's Web site. The on-line teacher's guide for The Weather Classroom is divided into easy-to-
navigate sections in both graphic and text-only versions.
World Wide Web Site: http://www.weather.com/education
The Weather Channel
Education Marketing
300 Interstate North Pkwy.
Atlanta, GA 30339-2404
(800) 471-5544
to top
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USA Network (USA) offers a broad range of quality programming for every member of the
family, including exclusive original movies, dramas, and comedies, popular off-network series. big-
ticket sporting events, and blockbuster films.
USA produces and airs commercial-free programs such as the USA Pictures Original Special
Presentation Moby Dick throughout the year.
The Erase the Hate series supports USA Networks' continuing public affairs initiative dedicated to
combating hate and racism while promoting understanding of individual differences.
Refer to Cable in the Classroom magazine for specific programs and exact dates/times.
USA produces teacher support materials to enhance its educational programming.
World Wide Web Site: http://www.usanetwork.com
Public Affairs
USA Networks
1230 Avenue of the Americas, 8th Floor
New York, NY 10020
(212) 413-6509
to top
VH1 is proud to be a new Cable in the Classroom member.
Educational projects are in development.
World Wide Web Sites: http://www.vhlmusicstudio.com for lesson plans and information on CIC
programming, http://www.vhlsavethemusic.com for information about the VH1 Save the Music
Foundation, and http://www.vh1.com for general information on VH1.
Irma Rodriguez
VH1
1515 Broadway, 20th Floor
New York, NY 10036
(212) 846-4739
[email protected]
to top
WGN/UVTV, one of the industry's longest-running services, provides an array of original
programming, news, entertainment, and sports programming.
WGN/UVTV's commercial-free programming includes a weather information series and original
programming pertaining to social issues. Refer to Cable in the Classroom magazine for specific
programs and exact dates/times.
World Wide Web Site: http://www.uvtv.com/
Cheena Pazzo
WGN/UVTV
1 Technology Plaza
7140 S. Lewis Ave.
Tulsa, OK 74136
(800) 331-4806 x4230
to top
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WAM! America's Kidz Network, targeting 8-16 year olds, provides 60 hours of subject-
specific Cable in the Classroom programming each week.
WAM! Reel Learning Mind Zone, airing between 3:00 a.m. and 3:00 p.m. ET (YEAR) Monday -
Friday, promotes learning in fun, original ways.
Subjects include natural science, social studies, language arts, math, computer science, career
education, music, and art appreciation. Personal development and guidance topics help young people
cope with issues such as peer pressure, career preparation and sportsmanship. Kid's Planet Video,
featuring camcorder diaries from around the world, explores diverse cultures. WAM!Cam vignettes of
extraordinary young people inspire and motivate.
Support materials are available upon request for many programs.
Midge Pierce
WAM! America's Kidz Network
5445 DTC Parkway, Suite 600
Englewood, CO 80111
to top
ZDTV is a 24-hour cable television network dedicated to providing viewers with entertainment,
education, and information about computing, technology and the Internet.
ZDTV produces original television programming with simultaneous content on its companion Web
site.
Cable in the Classroom programming is in development, and curriculum support materials will be
available. Check Cable in the Classroom magazine or ZDTV.co for updates.
World Wide Web Site: http://www.ZDTV.com/
Peggy Keegan
ZDTV
650 Townsend St. 3rd Floor
San Francisco, CA 94103
(415) 551-4529
[email protected]
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Who is Cable in the Classroom?
Chairman and Staff
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Contact Cable in the Classroom, Alexandria, Virginia
Leo J. Hindery
Chairman, Cable in the Classroom
Megan S. Hookey
Managing Director
Taffy Patton
Associate Director
Donelle Blubaugh
Director of Curriculum
Carol Vernon
Public-Affairs Manager
Carolyn Wapnick
Frank Gallagher
Project Coordinators
Judy Segaar
Accounting Assistant
Nora Skiba
Kimberly Schor
Office Assistants
Peter J. Dirr, Ph.D.
Director, Professional Development Institute
Jane Johnston, David Debs
Managers of Field Training, Professional Development Institute
Sharon Metcalf
Manager of the DC Centers, Professional Development Institute
Laila Edjlali, DeJaya Wootton
Administrative Assistants, Professional Development Institute
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TAK speech WEL - state VN NY
laND grant
UNIVERSITIES
Circulate to higher
calleges-
2d community-
From Digital Divide to Digital Opportunity: The Critical Role of Higher Education
SIgN up to
tall to
UNVI
Action
From Digital Divide to Digital Opportunity
Presi dnts letters-
During the Clinton-Gore Administration, access to computers and the Internet has exploded. In get lette
1993, there were 50 Web-sites - today, there are over 10 million. Arguably, access to the
Internet and information technology - and the skills needed to use these new tools - are
to preside
becoming essential to full participation in America's economic, social and political life. People
for
use the Internet to exchange e-mail with their children's teachers, shop for lower prices for
April
groceries and home mortgages, find a job, make better informed decisions about their healthcare
needs, and get information about candidates for local, state and national elections.
As President Clinton said in his State of the Union - America has an important choice to make.
We could allow unequal access to technology to reinforce the existing divisions that exist in
American society along the lines of income, race, education level, geography and disability, or
we could use technology to create opportunity for more Americans.
This year, the Administration has proposed major new initiatives to help bridge the digital divide
in our schools and in our families and communities. These initiatives build on our existing
investments in educational technology - such as the $2.25 billion e-rate program, and the $450
million Technology Literacy Challenge Fund.
$2 billion in tax incentives to encourage companies to donate computers to schools, libraries,
and community technology centers, and to upgrade the technology skills of their workers;
$150 million to help train all new teachers to use technology;
$100 million to establish 1,000 Community Technology Centers in under-served urban and
rural communities;
$45 million to promote innovative applications of IT for under-served communities;
$50 million in a public-private partnership to extend home Internet access to low-income
families.
$25 million to accelerate the deployment of broadband networks in under-served urban and
rural area.
What do I mean by digital opportunity
The potential to use new information technologies to give
Homeless mother of 3 able to get ajob paying $55,000
People with disabilities able to participate in the workplace and lead a more independent lives
Teenagers from East Palo Alto
Inner-city school child in Pittsburgh who learned to read using speech recognition software
Child in Alaska able to take an AP course
Migrant families
Native American businesses able to sell their products on the Web - even the President of the
United States
(1) Support research and education that help create "digital opportunity"
It's clear that research and education in a number of areas - could help increase our
understanding of the digital divide, and help to close it. Below are just a few examples of
potential research topics - in fields such as electrical engineering, computer science, the learning
sciences, and the social sciences.
What advances in wireless and wireline technologies could accelerate the deployment of
broadband networks in rural communities? How could some of the limitations of today's
broadband technologies for rural America (e.g. the distance limitations of Digital Subscriber
Line technology) be overcome?
What factors influence the decision of low-income families to purchase computers and the
Internet at home? What would make the Internet a "must have" for low-income families, just as
TV and cable is today?
What economic benefits would flow from having Internet access approach the same level of
penetration as the telephone and television? How much could governments at all levels save
from the ability to move more rapidly to the electronic delivery of government services and
information? Would ubiquity give the U.S. a source of competitive advantage - just as being
the first country to have the Internet at all gave American companies a "first mover" advantage?
What applications of information technology would help empower low-income individuals and
communities? How can the government help catalyze the development of a market for IT
applications, in those instances in which the social rate of return significantly exceeds the private
rate of return?
What uses of educational technology have a demonstrable impact on student achievement? How
can advanced IT (e.g. modeling and simulation, AI, digital libraries, multimedia, tools for
collaboration and authoring) best be used to support teaching and learning?
What advances in IT will allow people with disabilities to lead more independent lives and
increase their participation in the workforce?
What are the range of public policies and public-private partnerships that should be considered
by the United States to help close the digital divide and create digital opportunity for more
Americans?
(2) Ensure that new teachers entering the workforce are prepared to effectively use
technology in the classroom and to support their own life-long learning
University
Study after study has concluded that technology will not improve student performance unless
teachers can integrate technology into the curriculum. Currently, most new K-12 teachers are
they
priority
not entering the workforce with the ability to effectively use technology in the classroom. Given
that the United States needs to hire 2.2 million new teachers over the next decade, preparing all
new teachers to use technology is an important and achievable national goal. Recognizing this,
President Clinton has proposed $150 million for the Department of Education's "Preparing
Tomorrow's Teachers to Use Technology" program.
A recent report by the CEO Forum on Educational Technology concluded that teacher education
institutions generally receive less attention than professional programs in law, business, medicine
and engineering, and have a less affluent alumni base - making it more difficult to attract large
gifts. University presidents could make upgrading the technology infrastructure of schools of
education a priority. Universities and schools of education could also commit to evaluating their
current efforts using the CEO Forum's School Technology and Readiness (StaR) Chart - and to
meet the goals identified by the CEO Forum.
(3) Help create a Digital Library for Education
Technology in the classroom won't make a difference without high-quality educational content
and applications. The Administration has proposed the creation of a "Digital Library for
Education" - to increase the availability of high-quality Web-based K-16 educational resources,
and to make it easier for students and teachers to find these materials. The President's FY2001
budget includes $41 million - with support for both math and science (National Science
Foundation) and for America's historic and cultural heritage (National Park Service,
Smithsonian, Institute for Museum and Library Services). NSF has already issued a solicitation
for $13 million with FY2000 funds.
The higher education community could support the Digital Library for Education in a variety of
ways:
-
Disciplinary organizations (e.g. science and engineering societies, scholarly
organizations) could provide prizes to educators and professors that provide high-quality
resources to digital libraries. They could also try to define what should be in a digital
library that comprehensively covered a particular discipline.
Universities could also provide support and incentives for professors to contribute - such
as including these contributions in tenure and promotion decisions, or giving faculty the
training they need to develop Web-based educational resources.
Some organizations have also received support from private sector companies to develop,
organize and evaluate Web-based educational resources (e.g. MCI-Worldcom's Marco Polo
project, which involves partnerships with the National Council on Economic Education, the
National Geographic Society, National Endowment for the Humanities, National Council of
Teachers of Mathematics, American Association for the Advancement of Science, and the
Kennedy Center.)
(4) Help expand the number of minorities in IT professions
Currently, African-Americans, Hispanic-Americans
e-commerce entrpreneurs
ITAA figures
(5) Encourage faculty, employees and students to volunteer to help close the digital divide
Universities could encourage faculty and employees to volunteer or to provide technical
assistance to K-12 schools, community technology centers, and non-profit organizations seeking
to close the digital divide.
(6) Expand distance learning opportunities for low-income workers
Universities that are developing distance learning programs, especially for adult learners, could
ensure that there offerings meet the needs of low-income workers, and consider providing
discounts on tuition for low-income adults seeking to upgrade their skills or make the transition
from welfare-to-work.
(7) Serve as a "think tank" and resource for local efforts to close the digital divide
Universities could serve as a "think tank" for local communities that are seeking to develop a
strategy to bridge the digital divide. Faculty members could help local communities evaluate
their current efforts, define possible short and long-term goals, and identify "best practices" for
meeting these goals.
(8) Allow campus facilities to be used for local efforts to close the digital divide
Universities could allow facilities (e.g. computer labs) to be used for local efforts to close the
digital divide - such as training of local teachers.
K1666
Kalil draft February 24, 2000
Issu
Proposal for message event on Friday, March 3rd
time (S -not M day while
-
President talks about new economy -- incredible impact that e-commerce and the Internet
are having on U.S. economy -- policies that Clinton-Gore have pursued to foster growth
good
and innovation
President issues challenge to universities and private sector to explore ways to use this Let
technology not only for e-commerce, but to tackle some of our biggest social challenges.
This would advance the "content/applications" pillar of our digital divide/digital
taly tc
opportunity initiative.
Examples
ASAP
Digital Library for Education that makes it easy for teachers and students to find high- 65
quality content -- and moves us towards the President's vision of "an America where
every child can stretch a hand across a keyboard and reach every book ever written, every
painting ever painted, every symphony ever composed."
JACO
Adult literacy software that is almost as good as a one-on-one tutor and can understand
multiple foreign languages
Software that gives at-risk youth the entrepreneurial skills they need to start their own
"micro-enterprise" -- and improves their math and writing skills in the process
-
The next generation of assistive technology for people with disabilities - e.g. a device
as good as a guide dog
-
Technology that would help increase the rate of childhood immunization
Follow-up
President announces that we'll have a process for collecting ideas over the Internet -
highlighting some of the best ones, and directing members of his Cabinet to make these
ideas a reality -- working with companies, non-profits, foundations, etc. Ideas could be
evaluated by an outside group like President's Information Technology Advisory
Committee.
Deliverables
We could work on the following for deliverables:
-
Getting a professional society to pledge to work on this
-
Getting a university to set up or expand a research center
-
Promise from TechNet to have follow-up brainstorming session - come up with at least
10 good ideas
Draft February 19, 2000
Thomas A. Kalil
The Case for "Social Software."
What is "social software?"
I think that it is highly likely that there is a category of software that is under-produced by the
marketplace relative to its potential social rate of return. Furthermore, it's possible that some
social services for low-income families and communities could be delivered more efficiently and
effectively using technology.
For example, I believe that there would be significant social benefits if any adult with a low level
of literacy could access software with the following characteristics:
Affordable even for low-income families
As effective (or almost as effective) as a one-on-one tutor
Highly engaging and easy to use
Available on multiple platforms (e.g. computers, set-top boxes, video-games)
Widely and effectively marketed and distributed through a variety of channels (employers,
video-rental stores, state employment agencies, adult literacy programs, Internet, community
technology centers, etc.)
Able to communicate with users in multiple languages using speech technology
Able to support different learning styles of adult learners
Able to support "communities of learners" by allowing Internet-based interaction between
instructors, mentors, and other adult learners -- to harness the social dimension of learning
Built-in assessment
Easy to update, customize and enhance (e.g. developed in a "modular" way so that it is
possible to add new languages that the software can understand)
Although film studios are willing to invest $100 million for a Hollywood blockbuster, and game
developers routinely spend $30 million on a Nintendo or Sega game, software publishers are
only able to invest a small fraction of this to develop products such as courseware for adult
literacy. It's difficult to imagine the current market for adult literacy courseware supporting the
kind of investment needed to develop the kind of product described above.
If such a product were developed and widely used, the social returns could be significant. Many
1
Americans lack the basic literacy skills needed to be successful citizens and workers in the "new
economy." The 1994 National Adult Literacy Survey found that 23-27 million adults performed
at or below the fifth-grade level in reading and math. Adults who function at the lowest levels of
literacy tend to live in poverty, drop out of school, and, if employed, have low-paying jobs. Poor
literacy skills affect not only these adults, but their children as well; numerous studies have
shown that the educational level of the parent, is one of the most influential factor in children's
success in school. Adults that are struggling to balance the competing demands of work and
family often find it difficult to complete classroom-based adult literacy programs
Moreover, software and digital content has marginal costs that are essentially zero. This is a very
different cost structure from the way in which social services (such as classroom-based adult
literacy) are currently delivered. Costs rise in direct proportion to the number of people being
served.
I obviously don't mean to limit the definition of "social software" to traditional shrink-wrapped
software or multimedia CD-ROMs. It could also be Web-based content and applications,
databases, or networked information systems. Social software may also be designed not just to
deliver information, but to foster human interaction. Social software will also not eliminate the
need for face-to-face interaction. The experience of the Department of Labor is that their Web-
based services (America's Job Bank, etc.) allow many people who are looking for work to
engage in "self-service." Others still need or want to talk to a human being for some or all of the
job search and job counseling services that are provided. However, their Web-based services
allow them to serve many more people that they could reach through face-to-face interaction.
Issues for further exploration
I think that the concept of "social software" raises a number of important questions that need to
be explored - not only through public debate and discussion, but also through pilot projects and
other forms of experimentation. Below are a few:
1. What are some other plausible examples of social software?
In the context of President Clinton's digital divide initiative, the Administration is interested in
applications that could help empower low-income families and communities, and enable them to
improve their quality of life. Possible examples include:
Entrepreneurial training: Courseware that would help at-risk youth or low-income adults gain
the necessary business and entrepreneurial skills needed to become self-employed or start micro-
enterprises. Youth entrepreneur programs have motivated many students to learn math and other
academic subjects because they immediately see their real-world relevance.
Industry-specific skills training: Courseware that would help low-income workers acquire the
skills needed for jobs in specific industries, and make the transition from welfare-to-work.
Public health information systems: Information systems that help address the health challenges
faced by low-income communities. For example, public health information systems can help
2
increase the rates of childhood immunization rates in inner cities by generating automatic
reminder notices to parents and doctors, and allowing principals to manage school-based
immunization programs.
2. What kind of public-private partnerships would lead to the increased creation, marketing and
use of social software?
Obviously, it should not be assumed that government intervention in the marketplace is needed
to stimulate the development of "social software." In many instances, existing commercial
software can be used as is or customized to meet the needs of schools, non-profits, government
agencies, low-income communities. For example, many volunteer organizations are now
running K-12 digital reference services that match students and teachers with questions with
experts that can provide answers (e.g. Ask A Scientist, Ask Dr. Math). A company that makes
"customer relationship management" software used by Fortune 500 companies is working with
many of these "Ask A" services to help them handle the flood of e-mails that they are receiving.
But if it is clear that current marketplace arrangements are not producing high-quality software
and content that could address the needs of low-income families -- government, industry, and
non-profits should explore a number of different approaches to stimulating its development and
use.
To stimulate discussion, let me describe one possible scenario building on the adult literacy
example:
Experts in adult literacy (academic researchers, practitioners) and software developers meet
to define the desirable characteristics of high-quality adult literacy software
Various parties with an interest in the development of adult literacy courseware (federal and
state government agencies, employers, foundations, etc.) pool their purchasing power and
issue a joint "request for proposal."
One or more companies (or alliances between companies, universities, and non-profits) are
chosen (via a competitive, merit-based process) to develop the courseware.
As a condition of the contract - the software and content are developed under an "open
source" license. This allows many companies to distribute and market the product at a low
price - since the basic development costs have already been paid for. "Open source"
software is software that can be freely redistributed and modified. Leading information
technology companies such as Hewlett Packard and Novell are already issuing "requests for
proposal" to the open source development community.
A community of open source developers may form around the courseware, continuing to
enhance and improve it.
3
00
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
March 10, 2000
STATEMENT BY THE PRESIDENT
Today, the United Negro College Fund (UNCF) announced the creation of its
Technology Enhancement Capital Campaign, a technology initiative that will bring digital
opportunity to historically black colleges across the nation. Through a $50 million contribution
y Microsoft and key commitments from IBM and AT&T, UNCF will help empower students,
aculty and staff at all 39 UNCF member colleges by strengthening technology infrastructure and
efforts behind it.
improving computer access. I applaud the creation of this partnership and strongly support the
While computer and Internet access has exploded in recent years, America continues to
ace a "digital divide" -- a gap between those who have access to Information Age tools and the
skills to use them and those who don't. We cannot allow unequal access to deepen divisions
along the lines of race, income, education level, and geography. I believe we can use technology
0 help make the American dream a reality for more citizens, and that is why I have made the
effort to bring digital opportunity to all Americans a top Administration priority.
My Administration is committed to doing its part to ensure that all Americans benefit
rom opportunities created by information technology. But the government can not and should
not 0 do this alone. That is why I will lead a New Markets trip the week of April 9th designed
mobilize significant private and public efforts to close the digital divide. Efforts like the
Technology Enhancement Capital Campaign are inspiring examples of what can be done in
partnership to meet this important goal.
30-30-30
Mar-08-00 02:56P
P.02
United Negro College Fund, Inc.
"A mind is a terrible thing to waste." R
FAX
William H. Cray, ill
President and CEO
For Immediate Release:
Contact: Ryan McDay (UNCF) 703-205-3454 703-205-3597
Michael H. fordan
March 8, 2000
Chairman, Board of Directors
Frederick D. Potterson
Fina
Jenny Moede (Microsoft) 503-443-7000
Founder
Lopez
Kendra Collins (IBM) 914-499-2808 914-499-5099
COLLEGES & UNIVERSITIES
- Jeff Roberts (AT&T) 212-387-6289
Barber-Seotia College
Concord, NC
Benefict College
Columbia, SG
Bennett College
Creensboro, NC
i
3712-582-4462
I
The United Negro College Fund To Announce
Betine-Cookinan College
Technology Enhancement Capital Campaign on March 10
Daytona Beach. FL
Claffin College
Orangeburg, SC
Microsoft, IBM, and AT&T To Partner With UNCF To
Clark Atlanta University
Ailanta, GA
Close the "Digital Divide" in Higher Education
Dillard University
New Orleans. LA
Edward Waters College
Jacksonvilie, FL
New York, NY-The United Negro College Fund will announce its
Fisk University
Nashville, TN
Technology Enhancement Capital Campaign (TECC) and partnership with
Florida Memorial College
Miami, FL
Microsoft, IBM, and AT&T to bolster technology infrastructures of UNCF
Huston-Tilletson College
member institutions and improve computer access for students and faculty at
Austin, TX
Invidenominational
Historically Black Colleges and Universities (HBCUs) nationwide.
Theological Center
Atlanta, GA
Jarvis Christian College
Healthins, TX
TECC will be announced during a press conference at 11:15 am on
Johnson C. Smith University
Charlotte, NC
March 10 in the Riverside Ballroom (on the third floor) of the Sheraton New
Lane College
York Hotel and Towers 17th Avenue & 52ⁿᵈ Street). Press conference
Tackson, TN
Mayne-Ourn College
participants will include:
emphis, TN
isingstone College
Salisbury, NC
Miles College
William H. Gray, III, President & CEO, UNCF;
Birmingham. AL
Morehouse Codege
Bob Herbold, Executive Vice President & COO, Microsoft;
Atbanta, GA
Morris College
David M. Thomas, Sr. Vice President and Group Executive, IBM;
Sumter, SC
Marris Brown College
Esther Silver-Parker, President, AT&T Foundation;
Atlanta, GA
Oakwood College
Presidents of the 39 UNCF institutions.
Huntsville, AL
Pains College
Angusta, GA
Paul Quinn College
Dallas, TX
The United Negro College Fund is the nation's oldest and most
Philander Smith College
Little Rock AR
successful minority higher education assistance organization. UNCF has raised
Run College
Holly Springs, MS
more than $1.4 billion to support its 39 member institutions and to administer
Saint Augustine's College
Raleigh NC
more than 450 programs, including scholarships, mentoring programs, summer
Saint Paul's College
Laurencroilie, VA
enrichment, study abroad, curriculum and faculty development, and leadership
Share University
Raingh, NC
development.
Spelman College
Atlanta, GA
Stillmun College
Tuscaloosa AL
Talladega College
--30---
Talladega, AL
Touguino College
Tougabn, MS
Tuskeger University
Tuskegre, AL
Virginia Union University
Richmond, 14
Vourhees College
Denmark, SC
University
OH
in College
arshall, TX
Xavier University
New Orleans, 11
8260 Willow Oaks Corporate Drive
P.O. Box 10444
Fairfax, VA 22031-8044
(703) 205-3400
www.uncf.org
March 2, 2000
MEMORANDUM FOR GENE SPERLING
FROM:
Gigi Georges
RE:
Potential Digital Divide commitment
DATE:
March 2, 2000
Based on a call this afternoon from Ginny Terzano, who is now at Microsoft, we (Kalil,
Bilimoria and I) believe we have an opportunity for a strong trip deliverable from a partnership
that includes the United Negro College Fund, Microsft, and IBM. However, if we want to
pursue this, it will require convincing UNCF to hold its initiative announcement, which is
currently scheduled for next Friday, March 10th.
Background on Microsoft/United Negro College Fund Deliverable
The UNCF has put together a comprehensive $80M technology initiative, divided into two
phases:
Phase I, which is ready for announcement, will help all 39 UNCF member colleges upgrade
their administrative and educational computer systems. This part includes the
hardware, software and training for all faculty and staff.
Phase II, which is not yet completed, will create an e-commerce site for students at all 118
historically black colleges and universities (315,000 students in total), allowing them to
purchase low cost computers and software. Terzano did not know when this phase would be
ready for announcement.
The overall initiative is the result of more than a year of technology planning on the UNCF's
part, and has the backing of all 39 UNCF college presidents.
Current UNCF Plans for Phase I
A. Components
Microsoft will donate (about $50M in retail value) software as a component of the first part
of its technology initiative.
The UNCF has lined up deeply discounted hardware from IBM, donated technology
consulting and training from IBM and others, and other private contributions to the initiative.
The grant would help more than 70,000 black college students, faculty and staff by making
the UNCF colleges more technologically capable.
B. Timing
The UNCF has a meeting of its board members and college presidents set for March 9 in
New York, and intends to publicly announce its technology initiative the following day,
March 10.
The UNCF has not agreed to postpone an announcement despite urgings by Microsoft to hold
off, and has said it will proceed with the other pieces of the technology initiative if Microsoft
is not ready at that time.
C. Background on Microsoft/UNCF Partnership
Microsoft has supported the UNCF with cash and software (totaling more than $24M) over
the last five years. As part of this total giving, Microsoft made a $6M software grant to the
UNCF in 1996 and a $14.6M grant in early 1998.
Recommended Action:
We have an opportunity to ask UNCF to hold its Phase I deliverable for the trip. It would
require a call to Bill Gray, President and CEO of UNCF. As noted above, he has resisted
Microsoft's urgings to postpone the announcement, but Microsoft believes that a call from
the WH could make the difference.
Microsoft would like us to consider highlighting the deliverable as part of a kickoff event,
but we believe it makes the most sense to incorporate as a trip deliverable.
Please advise.
Ginny Terzano <[email protected]>
03/02/2000 03:01:53 PM
Record Type:
Record
To:
Gigi E. Georges/OPD/EOP
CC:
Subject: FW: MS/UNCF Plan
>
Original Message
> From:
Christopher Jones (LCA)
>
Sent: Thursday, March 02, 2000 3:00 PM
> To:
Julie Inman (LCA)
> Cc:
Ginny Terzano; Bruce Brooks (LCA)
> Subject:
RE: MS/UNCF Plan
>
> On 10 March the UNCF will be kicking off their Technology Enhancement
> Capital Campaign (TECC), a comprehensive initiative that will provide
> technology infrastructure at all 39 UNCF campuses and will provide
> low-cost computers and software to all 315,000 students at the 118 HBCUs
> nationally. As part of this event, the UNCF is expected to announce
> Microsoft's donation of $50M in software in support of this, as well as
>
IBM's agreement to deeply discount large quantities of computers and
> provide technology consulting and support for this effort.
>
> This initiative is the result of more than a year of technology planning
> on the UNCF's part, and has the unconditional backing of all 39 UNCF
> college presidents. Because of their commitment, we expect this to be
> more than just a shot in the arm for these schools: our expectation is
> that this will permanently improve their technology infrastructures and
> thus improve the quality of education these institutions offer for
> generations to come. In the first year alone we expect more than 70,000
> students, faculty, and staff to be impacted through this initiative.
>
> What else??
>
> Chris
>
>
Ginny Terzano <[email protected]>
03/07/2000 09:41:56 AM
Record Type:
Record
To:
Gigi E. Georges/OPD/EOP
CC:
Subject: FW: UNCF Donation
Sorry - I sent this late yesterday but mistyped your address.
>
Original Message
> From:
Ginny Terzano
> Sent: Monday, March 06, 2000 5:38 PM
> To: '[email protected]'
> Cc: '[email protected]"
> Subject:
UNCF Donation
>
> We talked to Bill Gray. He can't postpone Friday's event because he has
> too many VIPs already committed but he would like the President's
> participation. So, here is what I think the possibilities of WH
> involvement could be. Bill Gray is on board w/all the options:
>
>1.
have the President do a live satellite into the event (approx
> 11:45am EST)
> 2.
taped video message from the President to be played during the
> program
> 3.
have Secy Daley or Riley attend the event
>4.
written statement by the President supporting the UNCF effort and
> the partners (MS, IBM, AT&T)
>
> AT&T is committing $1-2M.
>
> Gene, regarding the phone call into Gates. I talked to his secretary
> today (Gates' Nancy Hernreich). Someone will get back to you (probably
> Bruce Brooks). Gates is on vacation during that April period but I think
> there's an open possibility he could do something especially if it's on
> the West Coast. I know they appreciate the purpose of your call.
>
V
>
DRAFT
STATEMENT BY THE PRESIDENT
Today, the United Negro College Fund announced the creation of an $80 million technology
initiative that will bring digital opportunity to 315,000 students at historically black colleges
across the nation. The partnership between UNCF, Microsoft and IBM will empower students,
faculty and staff at 39 UNCF member colleges by making these institutions more technologically
capable.
The administration remains firmly committed to creating digital opportunity for every American.
Similarly, we believe that access to computers and the Internet and the ability to use this
technology effectively are becoming increasingly important for full participation in America's
economic, political and social life.
While computer and Internet access has exploded during the Clinton-Gore Administration,
America continues to face a "digital divide" -- a gap between those who have access to
Information Age tools and the skills to use them and those who don't. We cannot allow unequal
access to deepen divisions along the lines of race, income, education level, and geography. I
believe we can use technology to help make the American dream a reality for more citizens.
If we are going to bridge the digital divide, we must develop strong partnerships between
government, industry, and the rich mosaic of America's civil society - educators, labor unions,
librarians, civil rights leaders, faith-based organizations, foundations and volunteers, and
community-based organizations.
The Clinton-Gore Administration is committed to doing its part to ensure that all Americans
benefit from opportunities created by information technology. But the government can not and
should not do this alone. We need to build partnerships and develop a comprehensive approach
to bringing digital opportunity to all Americans.
Dollar Man
MICHAEL SAYLOR IS SUPER
SMART, A BIT WEIRD AND
TOTALLY LOADED. HOW DID
HE GO FROM M.I.T. GEEK TO
HIGH-TECH MESSIAH?
CHRISTINA IANZITO
HACKS INTO THE
MICROSTRATEGY CEO'S
OPERATING SYSTEM.
PROTECTION
MARCH 2000 CAPITAL STYLE 35
You'd Smile Too: MicroStrategy COO Sanju Bansal with his former frat brother.
who looks pretty hot in a tux, as plenty of women have no-
The amount of money some of them are pulling in, at
ticed. Lately, he's been a visible presence on the Washington
least on paper, is mind-numbing - even to the initiated. In
social circuit, making appearances at charity balls, hobnob-
the middle of our interview, Saylor stops to look at his sig-
bing at the White House and throwing big, splashy parties at
naling beeper. "Oh! MSTR at 241! I didn't know that one.
the Corcoran Gallery and FedEx Field to celebrate Micro-
So that's up 20 bucks and, uh," (reading the next message)
Strategy milestones.
"this one tells me that I made $306 million in the half-hour
"Suddenly he's on the A-list," says Mark Bisnow, a Mi-
we've been chatting here. It's a weird life."
croStrategy vice president. "The A-plus list."
He owns about 59 percent of MicroStrategy, which, at my
He and his friends are part of a whole network of tech-
last check, is worth almost $11 billion. Not surprisingly,
world supermen who are transforming not only the Washing-
there have been small lifestyle changes: He now has at his
ton area's economy, but also its culture.
disposal two private jets and has hired a valet, who cooks
MARCH 2000 CAPITAL STYLE 37
The
Power
of
Intelligent
E-Business
Master of His Domain: Saylor unveils his TV ads on Super Sunday.
in the marching band, the jazz band and "everything to do
the Air Force Reserve, he had to drop out because of a be-
with music," and learned the guitar, bass, saxophone and
nign heart murmur.
trombone.
Saylor's technology degree eventually came in handy
He went off to MIT on a ROTC scholarship, pursued two
when he got a job doing computer simulation work at
degrees - one called "Science, Technology and Society"
DuPont in Wilmington, Del. He didn't stay long, but it gave
and one in astronautics and aeronautics - and joined a fra-
him the springboard for a business that would, basically,
ternity, where he met his best friend and now MicroStrategy
commoditize knowledge.
chief operating officer, Sanju Bansal. The low-key Bansal
"I had borrowed $5,000 from a bank, told them I was
says he first saw Saylor in the basement of the frat during
going to use it to buy furniture for my living room. That
rush week, "playing the guitar and sort of entertaining the
was our start-up capital," says Saylor. From there, MicroS-
brothers."
trategy doubled every year for ten years, relying on no ven-
They didn't become close until they were roommates ju-
ture capital funding - "and so we were playing a game
nior year, when Bansal says he was blown away by his
where we were either going to win big or we were going to
friend's "amazing ability to synthesize information. I'm ab-
get totally toasted."
solutely convinced he's got a three-dimensional, photo-
Before the initial public offering in June of 1998, "I had
graphic memory." After seeing a movie together, Bansal re-
$12 million in debt," he laughs, tickled by his own gumption.
members they'd discuss it, and "Mike would be like,
"If the company failed, not only did I not have a job, but I
'Hmmm, that's interesting.' Then he'd go on for five min-
had basically an $800,000-a-year interest payment. At that
utes verbatim, what the actor said." A road trip along the
point I was pretty scrappy, I think."
California coast sparked long debates between the two about
George Will's brand of conservatism, a fascination of Say-
TODAY THE COMPANY'S EMPLOYEES (AVERAGE AGE:
lor's at the time.
28) are headquartered in Vienna, Va., in a sleek Philip
The summer after their junior year, Saylor and Bansal
Johnson building. The staff has tripled in the past two
lived in Georgetown, partly to be close to Bansal's family in
years, growing so quickly that they're having to scatter a
the area. While Saylor worked at a think-tank called the In-
bit - the marketing department, now with a staff of 65,
stitute for Defense Analysis, he paid for his own flying
has moved three times trying to find a place to fit. They're
lessons on weekends to get a leg up on his dreams to be like
now on the fourth and fifth floors of an office building on
Tom Cruise in the movie Top Gun. "The guy's unbelievably
Leesburg Pike, where at the end of January I find them
committed," says Bansal. But while he did get his wings in
frantically churning out press releases on the company's
MARCH 2000 CAPITAL STYLE
39
absurd heights. Saylor's
pleased, anyway. He says he
likes his company's spots
even more after seeing Mi-
crosoft's commercial, which,
he thinks, "sucked."
As the party demonstrates,
Saylor has become quite good
at the art of self-promotion.
Though he isn't as well known
as Bill Gates or Steve Case,
he's already shared the cover
of Fortune magazine with
Michael Jordan and a bunch of
other "Young and Rich," and
been profiled in Forbes and the
business pages of Newsweek
and USA Today. ABC's Sam
Donaldson interviewed him on
New Year's Day about technol-
ogy in the new millennium and
60 Minutes wanted his take on
Internet privacy.
In fact, Saylor appears to be
on the verge of developing a
major case of Potomac fever.
When he turned 35 last month,
he celebrated with a big party
for all his friends at Cities in
Adams-Morgan. The invitation
read, "Guess who's old enough
to run for president?" (At the
celebration, he playfully an-
nounced a run for the White
House on the Technology Par-
ty ticket.)
When I ask him if he's har-
boring any political ambitions,
he plays coy. "Maybe if the
company's worth $500 billion
and we're more successful
than Microsoft," he says,
pleased by the question, "then
I might give myself a midlife
crisis and decide I want to be
a politician."
Saylor calls himself an in-
Hello, Saylor: The dapper boss at MicroStrategy's Corcoran anniversary bash.
dependent, but also describes
Clinton as "the most charis-
matic man in the room" and "a pretty amazing guy." He's
same speeches, nearly word for word. I've already been
baffled by the GOP obsession with tax cuts when there are
warned by one Saylor observer that the perpetual marketer
so many more crucial things to address - like how tech-
has a "set of tapes," and if you're too passive a listener
nology can save civilization.
he'll just start re-playing the one on how he wants to end
Mark Bisnow, a former counsel for Sen. Bob Dole, says
crime with universal locator devices, or go off yet again on
Saylor "would certainly be a great presidential candidate
how traffic needn't ever be congested.
He always phrases things in a very big, historic, bold way."
But the stock monologues, his friends insist, don't mean
But Warner, who calls him "one of the brightest people I've
he doesn't believe what he's saying. He's out to change the
ever met," chuckles. "I'm not sure how Michael would do
world. And he's already learned that it's fun to play with
on the rubber-chicken circuit. He doesn't suffer fools well
power, especially when you never seem to lose.
and in politics you've got to suffer a lot of fools."
"I sort of feel like you have one life and if you're going to
Still, Saylor's got lots of cash and, unlike some candi-
live it, you might as well actually play to win," he shrugs,
dates, actual ideas. And he doesn't mind repeating them.
"because you might. People do."
During our second interview, he starts giving me the
MARCH 2000 CAPITAL STYLE 41
March 9, 2000
MEMORANDUM FOR GENE SPERLING
From:
Joshua Weinstein
Re:
Cable in the Classroom Background
Cable in the Classroom provides free cable connections to over 80,000 schools. The program
reaches 85% of all U.S. students (42,994,858 million students), giving 4 out of 5 students access
to Cable in the Classroom services.
Provides more than 540 hours per month of educational, commercial-free programming into
classrooms. Programming covers all disciplines and issues.
Teachers may use the programming any way they choose-there are no viewing
requirements.
Consists of a consortium of over 8,500 local cable companies and 41 national cable
networks. Represents an investment of $2 million per week for the last 10 years by the cable
television industry to improve education. This figure represents the cumulative value of the
production, copyright and clearances, installation, services, and staffing to support Cable in
the Classroom in local schools.
Provides curriculum-related support materials and helps expand and improve teacher
resources. Gives students access to many of the educational services on the information
superhighway
ESPN involvement with Cable in the Clasroom
Sports Figures airs each Monday at 5:30 a.m. and uses sports to help students see math and
physics concepts in "real world" applications.
A curriculum guide, available upon request, includes 16 teacher lesson plans with suggested
activities for in and outside the classroom.
College-bound high school seniors are invited to apply for ESPN's Sports Figures
Scholarship.
Attachments: Outline of 41 cable network's commitments to Cable in the Classroom
Cable in the Classroom board members
Cable in the Classroom Online - What is CIC?
Page 1 of 15
Who is Cable in the Classroom?
Cable Networks
- - Membership Types - Cable Companies - - Chairman and Staff - - Associate Members - - Who's
My Cable Company? - - back to What is CIC? -
{ A&E | APL BET I BRV I CNBC I CNN I C-SPAN I COURT I DIS I DSC I ESPN I ESPN2 I FAM
I
FOOD I GSN HBO I HEALTH I HGTV I HIST I KNOW I LIFE MSNBC I MTV NICK
NOGGIN I ODSY I OLN I OVATION | PBS I SFC I SHO I TCM TLC I TOON I TRAVEL I TWC
I
USA | VH1 I WGN/UVTV I WAM I ZDTV }
A&E Network features the original Biography series, mysteries and specials.
A&E Classroom, designed to enhance literature, humanities and social studies curricula, airs
Monday-Friday from 7:00-8:00 a.m. ET (YEAR).
Support materials are available by request each fall and spring. Materials include program
descriptions, discussion questions, and project ideas.
World Wide Web Site: http://www.aetv.com/class
Beth Ann Marian
A&E Television Networks
235 E. 45th Street
New York, NY 10017
(212) 210-1338, fax (212) 551-1540
to top
Animal Planet (APL), the network from the people who bring you Discovery Channel and TLC,
features "all animals all the time."
Acorn the Nature Nut airs weekdays at 8:30 and 11:00 a.m. ET (YEAR). Animal Planet Channel
biologist and nature writer John Acorn explains how to use a microscope, take pictures, and make
videos in the wilderness. Each week he uncovers the secrets of moths, butterflies, fish, frogs, worms,
and ants in programs full of educational and entertaining content.
Additional information and teaching ideas are available on-line.
World Wide Web Site: http://school.discovery.com
Educational Television
Animal Planet
7700 Wisconsin Avenue
Bethesda, MD 20814-3522
(888) 892-3484
to top
Black Entertainment Television (BET) provides inspiring and educational programs that
diversify the learning process.
BET on Learning presents Teen Summit, highlighting social and personal development issues of
http://www.ciconline.com/textonly/nets.htm
3/9/2000
Cable in the Classroom Online What is CIC?
Page 2 of 15
interest to teenagers, on the last Sunday of each month at 3 a.m. ET (YEAR).
Support materials for BET programming are available.
World Wide Web Site: http://www.msbet.com
BET on Learning
Black Entertainment Television
1 BET Plaza
1900 W Place NE
Washington, DC 20018
(800) 229-2383 X 2029
to top
Bravo in the Classroom (BRV) combines programming and resource materials that provide
educators and students with tools to enhance arts and humanities studies at the secondary level.
Programs include literary and historical adaptations, the performing and visual arts, and a profile
series featuring well known writers, musicians and artists.
Bravo in the Classroom airs each Tuesday, Wednesday, and Thursday at 6 a.m. ET (YEAR).
Support materials are available on-line.
World Wide Web Site: http://www.bravotv.com/classroom/main.html
Valerie Barkan
Bravo
150 Crossways Park West
Woodbury, NY 11797
(516) 396-4547
to top
CNBC is the international leader in television reporting of financial news, stock-market action, and
emerging business trends. CNBC features breaking news, interviews with corporate, government, and
Wall Street experts, and exclusive material from The Wall Street Journal.
CNBC offers curriculum support to help students understand the stock market and investing.
Check Cable in the Classroom magazine for air dates and times.
Access CNBC's Student Stock Tournament, an Internet-based simulation game, on-line.
World Wide Web Site: http://www.cnbc.com
Mark Hotz
CNBC
NBC Cable Networks
2200 Fletcher Avenue
Fort Lee, NJ 07024
(201) 585-6463
to top
CNN programming includes in-depth coverage of major news stories and special reports on
business, finance, medicine, nutrition, science, technology, weather, and entertainment. CNN
NEWSROOM is a news and features program designed for the classroom.
CNN NEWSROOM airs Monday-Friday at 4:30 a.m. ET (FREE) and includes a 15-minute review
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of the day's top news stories, plus special feature reports designed for cross-curricular applications.
CNN NEWSROOM WorldView follows CNN Newsroom at 4:45 a.m. ET and adds 15-minutes of
cultural and historic background related to world events reported from CNN's 23 international
bureaus.
Free enrollment includes a daily electronic teacher's guide available on the Internet.
World Wide Web Sites: http://turnerlearning.com, http://turnerlearning.com/newsroom (CNN
Newsroom daily teacher's guide)
CNN NEWSROOM
CNN
1 CNN Center
PO Box 105366
Atlanta, GA 30348-5366
(800) 344-6219 (Educators Only)
to top
C-SPAN, the Cable Satellite Public Affairs Network, is a public service of the cable television
industry offering gavel-to-gavel coverage of the House of Representatives, Senate, and other public
policy proceedings.
All C-SPAN and C-SPAN2 produced programming is commercial-free and is copyright cleared for
use in the classroom and may be retained in perpetuity (FREE).
C-SPAN in the Classroom is the network's free membership service for teachers. Teaching guides,
support materials, and scheduling information are available by calling the educator hotline at 1-800-
523-7586.
World Wide Web Site: http://www.c-span.org
Joanne Wheeler
C-SPAN
400 N. Capitol St. NW
Suite 650
Washington, DC 20001
(202) 737-3220
(800) 523-7586 (Educators Only)
to top
Court TV (COURT) offers live and taped coverage of actual courtroom trials from around the
country in addition to programs that focus on law, social issues, and the legal system.
Choices & Consequences airs every Saturday morning at 4 a.m. ET (FREE). The program educates
10 to 15-year-olds about the consequences of violence, pranks, drugs, drinking, early pregnancy, etc.
Choices & Consequences is was developed in conjunction with Cable in the Classroom and the
National Middle Schools Association.
Curriculum materials are available via the educator hotline: 1-800-333-7649.
World Wide Web Site: http://www.courttv.com/choices
Jennifer Randolph
Court TV
600 3rd Ave.
New York, NY 10016
(800) 333-7649
(212) 973-2600
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to top
Disney Channel (DIS), combining timeless classics with timely series and specials, features a
broad range of entertainment for kids and families.
Going Wild with Jeff Corwin airs the second Tuesday of each month at 5:00 a.m. ET (YEAR). This
nature series features the animal expert trekking around the world to examine animals in their native
habitats.
Amazing Animals airs the last Tuesday of each month at 5:00 a.m. ET (YEAR). This series for
preschool-2nd graders combines live action and animation to highlight different characteristics of
animals.
Call 888-883-4788 for a free teacher's guide.
World Wide Web Site: http://www.disneychannel.com
Jill Hisey
The Disney Channel
3800 W. Alameda
Burbank, CA 91505
(818) 569-7874
to top
Discovery Channel (DSC) invites you to explore the world with quality, non-fiction
programming.
Assignment Discovery, a theme-based series with relevance across the curriculum, airs Monday-
Friday from 9:00-10:00 a.m. ET/PT (YEAR). Programs are close-captioned and include vocabulary
words, study questions and suggested readings.
A free Discovery Networks teacher's guide is available by calling 888-892-3484.
World Wide Web Site: http://discoveryschool.com
Educational Television
Discovery Channel
7700 Wisconsin Avenue
Bethesda, MD 20814-3522
(888) 892-3484
to top
ESPN offers a wide variety of high-quality, exclusive, original sports programs.
World Wide Web Site: http://espn.go.com
ESPN2 is for today's fans interested in a range of sports programming, both traditional and
emerging.
SportsFigures airs each Monday at 5:30 a.m. ET (FREE) and uses sports to help students see math
and physics concepts in"real world" applications.
A curriculum guide, available upon request, includes 16 teacher lesson plans with suggested
activities for in and outside the classroom.
College-bound high school seniors are invited to apply for ESPN's Sports Figures Scholarship.
World Wide Web Site: http://sportsfigures.espn.go.com/index.asp?flash=1
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Marie Kennedy
ESPN Inc.
ESPN Plaza
935 Middle Street
Bristol, CT 06010
(860) 585-2000
to top
Fox Family Channel (FAM) offers fresh, new animated children's series, original movies, and
specials for the entire family.
Check Cable in the Classroom magazine for air dates and times for The All New Captain
Kangaroo, Where on Earth is Carmen Sandiego?, and The Why Why Family, all of which provide
educational enrichment for children in grades preK-2 (2 YRS).
Support materials are available on-line.
World Wide Web Site: http://www.foxfamilychannel.com
Bonnie Rufe
Fox Family Channel
10960 Wilshire Boulevard
Los Angeles, CA 90024
(310) 235-5415
to top
Food Network (FOOD) is for anyone who loves to eat. World-famous hosts invite viewers to
taste the many flavors of the network-from luscious and exotic gourmet meals to smooth home
entertaining tips and fresh, workable weeknight meals. Food Network blends the tastes of the world,
captures the imagination, and satisfies the appetites of millions of viewers.
Taste airs Sundays from 3:30-4:00 a.m. ET (FREE). Each episode of this series features a detailed
look at one dish from preparation to presentation, and offers historical and cultural insights.
Lesson plans for each episode of Taste, are available on-line or by calling 212-575-5500 or your
local cable company.
World Wide Web Site: http://www.foodtv.com
Amy Morrison
Television Food Network
1177 Avenue of the Americas, 31st Floor
NY, NY 10036
(212) 575-7700 x224
[email protected]
to top
Game Show Network (GSN) combines education and family fun featuring live, original
programming plus the greatest collection of favorite game shows. The Kids and Family block
features JEP! and Wheel 2000, kid-focused versions of popular syndicated game shows.
JEP! and Wheel 2000air commercial-free on Saturdays from 4:00-5:00 a.m. ET (YEAR).
The programs challenge children on subjects ranging from science and technology to history and
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geography.
World Wide Web Site: http://www.sony.com/gameshownet
Vickie Braden
Game Show Network
10202 West Washington Blvd.
Culver City, CA 90232
(310) 244-8664
[email protected]
to top
HBO is the world's leading premiere movie network.
Educational projects include original movies and documentaries. Teaching guides may be available
for selected programs.
Due to the nature of this network, its educational programming can only be exhibited in schools
after obtaining specific written consent. Some videocassettes are available on a "lending library"
basis. All requests should be made to HBO in writing.
World Wide Web Site: http://www.hbo4kids.com
Michelle Boas
HBO
1100 Avenue of the Americas
New York, NY 10036
(212) 512-1852
to top
The Health Network (HEALTH) is the most reliable, comprehensive and personalized source
of health information on television and the Internet.
Cable in the Classroom programming, which will address health and science curriculum topics,
is in development for Fall 99.
The Health Network provides comprehensive, sequential K-12 health education curriculum on-
line at www.HEALTHteacher.com. The program, which will be completed this summer,
consists of over 300 lesson guides that meet the National Health Education Standards and
provide skills-based assessment methods. Topics include tobacco use, unhealthy diet, risky
sexual behaviors, alcohol and drug use, and more.
World Wide Web Site: http://www.TheHealthNetwork.com, http://www.HEALTHteacher.com
for study guides.
Angela Walsh
Manager, Marketing Communications
The Health Network
2500 Universal Studios Plaza
Orlando, FL 32819
(407) 224-7442
(407)224-7467 (fax)
[email protected]
to top
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Home & Garden Television (HGTV) offers comprehensive programming featuring some of
America's best builders, decorators, gardeners and designers.
How's That Made? is a lively, close-up look at the manufacturing processes behind items we use
every day. It airs at 3:00 a.m. ET on the fourth Friday of each month (2 YEARS).
To help teachers integrate How's That Made? into their math, science, vocational or career
awareness programs, HGTV is teaming up with SkillsUSA-VICA, one of the largest business
education partnerships in the country, to develop teaching ideas and student activities for each
episode. Materials are available on-line; for more information call (423) 470-3975.
World Wide Web Site: http://www.hgtv.com
Lori Martin
HGTV
PO Box 50970
Knoxville, TN 37950
(423) 470-3975
to top
The History Channel (HIST) features historical documentaries, movies and mini-series that
bring history alive for both students and educators.
The History Channel Classroom airs Monday-Friday from 6:00-7:00 a.m. ET (YEAR).
The History Channel also offers free teaching materials each semester. The materials, available
upon request, include program descriptions, discussion questions, and project ideas.
World Wide Web Site: http://www.historychannel.com/classroom/index.html
Beth Ann Marian
A&E Television Networks
235 E. 45th Street
New York, NY 10017
(212) 210-1338, fax (212) 551-1540
to top
Knowledge TV (KNOW) offers educational and enrichment programming in four categories:
business and personal finance, computers and technology, health and medicine, and global culture
and language. All Cable in the Classroom programs are copyright-clear for one YEAR.
Daily international news airs in German (weekdays, 8-8:30 a.m. ET), French (weekdays, 8:30-9
a.m ET), Spanish (weekdays 9-9:30 a.m. ET), and English (weekdays 9:30-10:00 a.m. ET).
Triunfadores profiles individuals of Latin and South American heritage who have excelled in the
fields of business, the arts, and politics and airs Tuesdays, 10-10:30 a.m. ET.
Great Museums offers virtual tours of the country's finest repositories of American culture and airs
every other Thursday, 10-10:30 a.m. ET.
World Jazz presents the rich sounds and heritage of jazz, as told and played by top musicians from
around the globe and airs every other Thursday, 10-10:30 a.m. ET.
Curriculum materials are available by calling 800-527-7002 x8216 or on-line.
World Wide Web Site: http://www.knowledgetv.com
Andy Holdgate
Knowledge TV
9697 E Mineral Avenue
Englewood, CO 80112
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(800) 777-MIND
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Lifetime Television (LIFE) presents contemporary, innovative programming of special interest
to women. Biographies, documentaries, and current issues programs connect with a variety of
curriculum topics.
Lifetime in the Classroom airs the first and second Wednesday of each month at 4:00 a.m. ET/PT
(YEAR). Programs include IntimatePortraits, featuring women in diverse fields.
BreakingThrough is a series of specials complementing Lifetime'spublic service commitment to
women and girls in sports. This commitment also includes the Lifetime in the Classroom
Academic/Athletic Scholarship program. Contact your local cable company for curriculum materials
and scholarship information.
World Wide Web Site: http://www.lifetimetv.com
Lifetime Classroom/Public Affairs
Lifetime
309 W 49th Street, 17th Floor
NY, NY 10019
(212) 424-7000
to top
MSNBC uses the world-class reporting of NBC News and the cutting-edge technology of Microsoft
to bring you the world's first 24-hour integrated cable and Internet news service. With reporters like
Tom Brokaw, Katie Couric and Brian Williams, MSNBC is first on the scene with breaking news,
and delivers in-depth coverage and special reports about health, business, politics, sports, and
entertainment.
MSNBC in the Classroom features Time and Again with Jane Pauley. Check Cable in the
Classroom magazine for air dates and times.
Additional programming and curriculum information is available on-line.
World Wide Web Site: http://www.msnbc.com
Mark Hotz
CNBC
NBC Cable Networks
2200 Fletcher Avenue
Fort Lee, NJ 07024
(201) 585-6463
to top
MTV is the entertainment and information source for young adults. Its distinctive style keeps them
plugged into news and issues, as well as into music, sports and style.
MTV's Community of the Future classroom series, with connections to government, social studies,
and personal development curricula, presents thought provoking programming on social issues that
concern young people today. The 24-minute programs air every Monday morning at 4 a.m. ET/PT
(YEAR).
Additional information is available on-line.
WorldWide Web Site: http://www.hotlink.mtvn.com/cic/
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MTV
Community of the Future
1515 Broadway, 25th Floor
New York, NY 10036
to top
NICKELODEON (NICK), the number one network for kids, is dedicated exclusively to
children's programming.
Nickelodeon's classroom programming includes elementary, middle, and preschool curricula. Mr.
Wizard's World airs on Mondays; Teacher to Teacher with Mr. Wizard on Tuesdays; Nick News and
Nick News Special Editions on Wednesdays & Thursdays; and Launch Box on Fridays. Programs air
at 5:30 a.m. ET/PT (10 YEARS).
Nick Jr. programs for preschool, including Blue's Clues, Gullah Gullah Island, Little Bear, and
Allegra's Window, air every weekday morning (10 YEARS).
Teacher's guides with program descriptions, schedules, and activities are available on-line or by
writing to P.O. Box 979, NY, NY 10109.
Call 800-258-2344 to request the Teacher to Teacher with Mr. Wizard newsletter.
World Wide Web Site: http://teachers.nick.com
Jean Margaret Smith
Nickelodeon
1515 Broadway
NY, NY 10036
(212) 258-8000
(800) NICK-NET
to top
Noggin is the first and only 24-hour, commercial-free kids' thinking channel -- both on-air and
online - - brought to you from Nickelodeon and Children's Television Workshop. Noggin's mission is
to serve kids' natural urge to learn by creating a place where learning is driven by them. Noggin's
integrated television network and online service incorporates kids' questions, ideas and stories,
allowing them to be active participants in their own learning.
Noggin's programming line-up features the best from Nickelodeon and CTW, including Blue's
Clues, Allegra's Window, Eurecka's Castle and Nick News from Nickelodeon, and Sesame Street,
Electric Company, 3-2-1 Contact and Ghostwriter from CTW.
More information about Noggin's programming is available online.
World Wide Web Site: http://www.noggin.com
Denielle Bertarelli
Noggin
1515 Broadway
New York, NY 10036
(212) 846-5376
[email protected]
to top
Odyssey: A Hallmark and Henson Network (ODSY) seeks to build bridges of
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understanding among people of different faiths and cultures with programming that empowers,
challenges, entertains, and inspires. Cable in the Classroom programming includes:
Landmarks of Faith, a documentary series that explores the churches, synagogues, cathedrals, and
meeting sites where America's rich tapestry of faiths took root and grew, airs Thursdays at 1:00 a.m.
ET (YEAR).
The Field Afar, airing Thursdays at 2:00 a.m. ET (YEAR,) examines the work, lives, and impact of
the Maryknoll missioners.
News Odyssey, offering news updates on the world of religion, airs Thursdays at 2:30 a.m. ET
(YEAR).
Today's Life Choices, designed to promote discussion on ethics, values, and social issues, airs
Saturdays at 2:00 a.m. ET (YEAR)
Free program guides are available by calling 888-390-7474.
World Wide Web Site: http://www.odysseychannel.com
Keisha Williams
Odyssey
12700 Ventura Blvd.
Studio City, CA 91604
(818) 755-2603
to top
Outdoor Life Network (OLN) is the leading source for television coverage of expeditions and
adventure, wildlife and environmental issues, alpine sports, cycling, water sports, fishing and more.
No matter what you love about the outdoors, OLN will help you make the most of it.
Friends of the Forests (YEAR) is a series of original documentaries produced in conjunction with
the USDA Forest Service. Programs focus on wildlife habitat, community forestry, conservation
education, fire prevention and recreation. Programs include Smokejumpers, a look at the courageous
fire fighters who do battle behind the fire lines and River of No Return, the story of the endangered
salmon of Idaho's Salmon River. Tapes of these programs and a detailed curriculum are available for
schools and community groups. Check Cable in the Classroom magazine for air dates and times.
World Wide Web Site: http://www.greatoutdoors.com/oln/fof.html
Friends of the Forests
Outdoor Life Network
Two Stamford Plaza
281 Tresser Blvd.
Stamford, CT 06901
(203) 406-2685
to top
OVATION The Arts Network provides programming on music, dance, literature, visual art, and
theater. Program hosts explore the lives of writers, musicians, and artists and take students behind the
scenes and around the globe to experience world-class visual and performing arts.
ArtsZone airs Tuesdays from noon to 2:00 p.m. ET (YEAR).
More than 60 percent of OVATION's programming is copyright-cleared for use by schools.
For information on OVATION's Tape Lending Library, call the educator hotline (1-800-682-8466
ext. 5).
For study guides, lesson plan ideas, video clips, and a student gallery, see OVATION's Web site.
World Wide Web Site: http://www.ovationtv.com
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Alisa Carrel
OVATION The Arts Network
201 N. Union St. Suite 210
Alexandria, VA 22314
(800) 682-8466 x8
to top
Public Broadcasting Service (PBS) stations provide educators an array of K-12 programming
and teaching resources.
Programs include Wishbone, Reading Rainbow and Bill Nye the Science Guy. Check local listings
for air dates/times.
Support for educators is provided by local PBS stations through workshops, newsletters, guides
and on-line services. Some stations offer distance learning classes, as well as college credit
telecourses.
World Wide Web Site: http://www.pbs.org/teachersource/
Your local PBS station or
PBS Teacher Resource Service
1320 Braddock Place
Alexandria, VA 22314
(703) 739-8118
to top
The Sci-Fi Channel (SFC) offers the best in science fiction, fantasy, science fact, and classic
horror programming with original science fiction movies and series, memorable sci-fi classics, and
popular off-network series, all suitable for family viewing.
The New Edge, a Cable in the Classroom program airing Mondays at 5:30 a.m. ET, is a half-hour
magazine-style series which offers a glimpse into the future by covering the most advanced
technological developments in both elite technology labs and inventor's garages.
Lesson plans to help integrate The New Edge episodes into your curriculum are available on-line.
World Wide Web Site: http://www.scifi.com/cableinclassroom
Public Affairs
USA Networks
1230 Avenue of the Americas, 8th Floor
New York, NY 10020
(212) 413-6509
to top
Showtime (SHOW) is an award-winning, critically acclaimed, premium network featuring
theatrical movies, original movies and series, championship boxing, and family entertainment.
Family programming includes Whiskers; Ronnie & Julie; Heck's Way Home; In His Father's
Shoes; and the live-action children's series My Life As A Dog. Many programs are close-captioned
and are available in Spanish through a separate SAP audio feed.
Due to the nature of this network, requests to use its educational programming must be made in
writing. Free copies of some programs, including Mandela and deKlerk, The Wall, and Thanks of a
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Grateful Nation are available upon written request.
World Wide Web Site: http://www.sho.com/cic
Jocelyn Brandeis
SHOWTIME
1633 Broadway, 17th Floor
NY, NY 10019
(212) 708-1579
to top
Turner Classic Movies (TCM) is a 24-hour television network that presents the greatest motion
pictures of all time from the largest film library in the world, un-colorized and commercial-free.
TCM BY THE BOOK: Stage to Screen was designed by educators specifically for use in the
classroom. This film series and accompanying curriculum materials will provide students with tools
for comparing and contrasting the way a story is told though different genres. Programs for 1998-99
are based on the classic stage plays Julius Caesar, Cat on a Hot Tin Roof, Casablanca, The
Philadelphia Story and Ah, Wilderness!.
The TCM BY THE BOOK: Stage to Screen curriculum guide is available by mail upon request or
by contacting your local cable company. The guide includes curriculum connections, plot summaries
and suggested activities.
World Wide Web Site: http://turnerlearning.com/tcmbythebook
Gloria Avillar
Turner Classic Movies
1 CNN Center
Atlanta, GA 30348-5366
(404) 885-4598
to top
TLC offers people of all ages enjoyable, educational television programs.
TLC Elementary School, designed for use in K-6 classrooms, airs Fridays at 11:00 a.m. ET (2
YRS) with segments appropriate for science, social studies, language arts and math curricula.
Call TLC at 1-800-321-1832 to request a free teacher's guide.
World Wide Web Site: http://school.discovery.com
Educational Television
TLC
7700 Wisconsin Avenue
Bethesda, MD 20814-3522
(888) 892-3484
to top
The Cartoon Network (TOON) offers the best in animated entertainment from the world's
largest cartoon library.
Big Bag, the critically-acclaimed preschool series produced by Children's Television Workshop,
airs Sundays at 7:00 a.m. ET (FREE). Big Bag nurtures creative thinking and the development of pro-
social behavior. Free Big Bag activity booklets are available by calling the number below.
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Animate Your World is an award-winning public service campaign designed to inspire students to
explore their individuality and creativity and to fuel learning in all disciplines.
Corresponding "inspirations" air on the first Monday of each month at 2:00 a.m. ET (FREE).
Call for a free classroom kit; curriculum guides are available on-line.
World Wide Web Site: http://turnerlearning.com/cartoon/animate/index.htm
Cartoon Network
1050 Techwood Drive
Atlanta, GA 30318
(800) 344-6219 (Educators Only)
(404) 827-1700
to top
Travel Channel (TRAVEL) is the only network that provides viewers with ideas on where to
go, what to do, and how to make the most of their travel dollars. Watch Travel Channel and be a
smart traveler - - not a tourist.
Travel Channel's Cable in the Classroom programming is in development. Likely program
offerings will include strong educational links to geography, math, history, and cultural diversity.
Check Cable in the Classroom magazine for programming updates and air times.
Support materials will be available semi-annually and periodically to support specific programs.
Materials will include study questions, vocabulary words, and advance program schedules.
World Wide Web Site: http://www.travelchannel.com
Educational Television
Travel Channel
7700 Wisconsin Avenue
Bethesda, MD 20814-3522
(888) 892-3484
to top
The Weather Channel (TWC), cable television's only national all-weather network, is a
convenient, accurate source for round-the-clock weather information. Programming provides local,
regional, and national weather conditions.
The Weather Classroom airs in three 8-minute segments at 4 a.m. ET Mondays and repeats at 4
a.m. ET Thursdays (FREE). Using dramatic video, hands-on demonstrations, and the latest
technologies, The Weather Classroom provides a comprehensive exploration of the hows, whys, and
wonders of weather.
The content of each new episode of The Weather Classroom television program is integrated with
TWC's Web site. The on-line teacher's guide for The Weather Classroom is divided into easy-to-
navigate sections in both graphic and text-only versions.
World Wide Web Site: http://www.weather.com/education
The Weather Channel
Education Marketing
300 Interstate North Pkwy.
Atlanta, GA 30339-2404
(800) 471-5544
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USA Network (USA) offers a broad range of quality programming for every member of the
family, including exclusive original movies, dramas, and comedies, popular off-network series, big-
ticket sporting events, and blockbuster films.
USA produces and airs commercial-free programs such as the USA Pictures Original Special
Presentation Moby Dick throughout the year.
The Erase the Hate series supports USA Networks' continuing public affairs initiative dedicated to
combating hate and racism while promoting understanding of individual differences.
Refer to Cable in the Classroom magazine for specific programs and exact dates/times.
USA produces teacher support materials to enhance its educational programming.
World Wide Web Site: http://www.usanetwork.com
Public Affairs
USA Networks
1230 Avenue of the Americas, 8th Floor
New York, NY 10020
(212) 413-6509
to top
VH1 is proud to be a new Cable in the Classroom member.
Educational projects are in development.
World Wide Web Sites: http://www.vhlmusicstudio.com for lesson plans and information on CIC
programming, http://www.vhlsavethemusic.com for information about the VH1 Save the Music
Foundation, and http://www.vh1.com for general information on VH1.
Irma Rodriguez
VH1
1515 Broadway, 20th Floor
New York, NY 10036
(212) 846-4739
[email protected]
to top
WGN/UVTV, one of the industry's longest-running services, provides an array of original
programming, news, entertainment, and sports programming.
WGN/UVTV's commercial-free programming includes a weather information series and original
programming pertaining to social issues. Refer to Cable in the Classroom magazine for specific
programs and exact dates/times.
World Wide Web Site: http://www.uvtv.com/
Cheena Pazzo
WGN/UVTV
1 Technology Plaza
7140 S. Lewis Ave.
Tulsa, OK 74136
(800) 331-4806 x4230
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WAM! America's Kidz Network, targeting 8-16 year olds, provides 60 hours of subject-
specific Cable in the Classroom programming each week.
WAM! Reel Learning Mind Zone, airing between 3:00 a.m. and 3:00 p.m. ET (YEAR) Monday -
Friday, promotes learning in fun, original ways.
Subjects include natural science, social studies, language arts, math, computer science, career
education, music, and art appreciation. Personal development and guidance topics help young people
cope with issues such as peer pressure, career preparation and sportsmanship. Kid's Planet Video,
featuring camcorder diaries from around the world, explores diverse cultures. WAM!Cam vignettes of
extraordinary young people inspire and motivate.
Support materials are available upon request for many programs.
Midge Pierce
WAM! America's Kidz Network
5445 DTC Parkway, Suite 600
Englewood, CO 80111
to top
ZDTV is a 24-hour cable television network dedicated to providing viewers with entertainment,
education, and information about computing, technology and the Internet.
ZDTV produces original television programming with simultaneous content on its companion Web
site.
Cable in the Classroom programming is in development, and curriculum support materials will be
available. Check Cable in the Classroom magazine or ZDTV.con for updates.
World Wide Web Site: http://www.ZDTV.com/
Peggy Keegan
ZDTV
650 Townsend St. 3rd Floor
San Francisco, CA 94103
(415) 551-4529
[email protected]
to top
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Gigi E. Georges
03/13/2000 12:10:57 PM
Record Type:
Record
To:
Natasha F. Bilimoria/OPD/EOP@EOP
CC:
Subject: digital divide trip suggestions
Forwarded by Gigi E. Georges/OPD/EOP on 03/13/2000 12:10 PM
Lori A. Perine
03/13/2000 11:57:00 AM
Record Type:
Record
To:
Thomas A. Kalil/OPD/EOP@EOP, Gene B. Sperling/OPD/EOP@EOP, Mary E. Cahill/WHO/EOP@EOP
CC:
[email protected], Jena Roscoe, Gigi E. Georges/OPD/EOP@EOP
Subject: digital divide trip suggestions
Tom, Gene, and MaryBeth,
John Templeton attended last Wednesday's digital divide meeting for key African American leaders which
was chaired by Gene and MaryBeth. He sent the comments below. Tom was included in the orginal
send, but with an incorrect address. I'm also taking the liberty to forward them on to all of you, since you
and your staff are working on setting up the President's tour and subsequent events.
Thanks,
Lori
Forwarded by Lori A. Perine/OSTP/EOP on 03/13/2000 11:29 AM
John Templeton <[email protected]>
03/13/2000 11:28:43 AM
Record Type:
Record
To:
Lori A. Perine/OSTP/EOP, Jena V. Roscoe/WHO/EOP, [email protected]
CC:
Subject: digital divide trip suggestions
I had a chance to synthesize some ideas from the March
8 meeting, which was excellent. Kudos to the White
House staff for pulling together such a diverse set of
experiences. In the same way that the President has
put the digital divide on the agenda, he can begin the
process of changing the assumptions that certain
groups of people can't compete. I suggest that he
rally volunteers within the organizations represented
at the meeting and others to get behind the National
Action Council on Minorities in Engineering's Math is
Power campaign, which already is one of the most
widely used Ad Council campaigns with TV, display and
newspaper exposure. During the trip, the President
would call on an effort to get underrepresented
minority group students to actually take math and
science course. April is close to when students
register for the upcoming year. Each student who
agrees to take the courses would get a promise of a
mentor and tutor for the summer from organizations
like NACME and its alumni, Black Data Processing
Associates, Black MBA Association, National Society of
Black Engineers, students from the National
Association for Equal Opportunity in Higher Education
campuses and the participating churches of the
Congress of National Black Churches. Those groups
would also provide technology ambassadors to about
15,000 schools with more than 50 percent black or
Latino student bodies to evangelize taking those
cources. As you know, NACME has received Presidential
recognition for Math, Science and Engineering
Mentoring and has a secondary curriculum that takes
students with SATs as low as 750 and produces honors
engineering graduates. This would be an opportunity
to spread their techniques more widely. It also
calls upon the personal responsibility of the affected
communities to make the cultural change to embrace
technology careers over entertainment and athletics.
The Presidential focus can enlist the 770,000
African-Americans and Hispanics who already work in
high technology to more effectively make their
presence felt in the classrooms. Celebrities that
Darien Dash can pull together can enhance the appeal
of the math and science role models. The energy
generated through this volunteer effort would be the
most direct way of achieving gains in student
achievement and would help undergird administration
policy which favor strengthening public schools vis a
vis vouchers.
A good place to embody the concepts is Thurgood
Marshall Academic High School in the Bayview district
of San Francisco, the originating school for Cisco's
networking academy. John Chambers and Dixie Garr, an
African-American vice president of Cisco in
engineering (a Grambling alumnus and former Black
Engineer of the Year) could participate along with
Mike Beasley, one of the top black executives at IBM
who is chairman of the Mathematics Engineering Science
Achievement (MESA) program for the University of
California.
As for the entreprenueral thrust, the new building for
the Fields Group, Adamation and Via Novus in downtown
Oakland can highlight venture funded companies who got
a boost from a CDFI when they couldn't get funding
elsewhere. They've pledged to hire 300 workers who
get training through the Peralta Community College
District. We could pull together about a dozen black
CEOs for an event there. Alternatively, if time is
tight, the CEOs could join the President at Thurgood
Marshall High.
As for announcements, the Northern California Council
of Black Professional Engineers, the 30-year-old
organization that began the MESA program, is building
a Museum of African-American Technology in Oakland to
extend its youth outreach activities which recently
attracted 500 students to a math fair in Oakland.
Assemblywoman Carole Migden, D-SF and Sens. Tim
Leslie, R-Inyo and Bruce McPherson, R-Santa Cruz, are
cosponsoring bipartisan legislation in the California
Legislature to fund the museum and a project to
develop online math and science education resources
based on those role models through the California
Community Colleges 4-C Net educational network.
If you have questions, call me at 510-663-2649 or
510-907-3553.
=====
More than 7 million African-American students need an on-ramp to the information superhighway. Books
and Bytes: the technology alliance for African-American students is the
link. Read the African-American Students Guide to the Internet and World Wide Web to discover how
you can help. Register for
Save Our Students Saturdays at JobCAFE in http://www.blackmoney.com
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Copyright 2000 Times Mirror Company
Los Angeles Times
View Related Topics
January 24, 2000, Monday, Home Edition
SECTION: Business; Part C; Page 1; Financial Desk
LENGTH: 1425 words
HEADLINE: THE CUTTING EDGE: FOCUS ON TECHNOLOGY;
INNOVATION / CHARLES PILLER;
READING THE FUTURE IN HIS PALM;
BUILDER OF HAND-HELD COMPUTER MUSES ON NETWORKED WORLD
BYLINE: CHARLES PLLER
BODY:
Technologists at scores of companies are developing Internet-linked appliances, from cordless
Web pads to smart refrigerators, and frantically selling the dream of an always-on, always-connected
digital culture. Rarely do they mention the potential pitfalls of that vision. Eric Benhamou, chief
executive of 3Com Corp., is among the few willing to take a step back and ask, "Before we network
another 50 million homes, how connected do we really want to be?"
Coming from the builder of the Palm hand-held computer, any note of caution seems provocative.
Benhamou, 44, is an Algerian native who grew up in France and emigrated to this country in 1976.
He co-founded networking pioneer Bridge Communications, acquired by 3Com in 1987.
Benhamou, a member of President Clinton's Information Technology Advisory Committee, sat
down at his Santa Clara headquarters to discuss the challenges facing the thoughtful development of
ubiquitous computing and network-connected appliances.
Q: You recently wrote about an experience at a telecom trade show that brought to mind some
frightening images about our electronically connected society. Can you explain?
A: The vision I had conjures up a scenario like "The Matrix" movie, where you basically have
people living in cyberspace.
There were 200,000 people on half a dozen square miles of the
exhibit floor, all talking to each other on cell phones, not face to face
Electronic connections should add to rather than replace existing relationships. You still do business
between people, and members of a family have to live together, they have to have something shared
to
have true relationships being together in the same physical space and sharing meals and
sharing stories and so on. Then you have a foundation where being able to have spontaneous
connections--through mobile telephony, e-mail or voicemail--is additive.
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Q: Historically, technological complexity has overwhelmed many people. In light of that, how
realistic is the industry vision of seamlessly interconnected, simple network appliances?
A: Perhaps we're still understating the magnitude of the challenge--in other words, of crossing the
complexity chasm. But I think we're all very aware of the fact that we have to make dramatic strides
in simplifying digital technology.
At 3Com, we talk about the Zen of Palm, an almost quasi-religious approach to design principles
and philosophies--about having just the right features but nothing more.
That's foreign to the PC
philosophy, where more is always better.
For example, it is always surprising to people that we never talk about the processor inside the Palm.
PC vendors always tout, oh, the "Pentium 3700, 110 megahertz." But the immense majority of Palm
users don't even know what kind of processor there is, nor should they. They should only care
whether it truly does a good job of keeping track of my appointments, my telephones, my contacts,
my notes.
You cannot build simplicity after the fact. It has to be absolutely paramount, part of the philosophy
of the entire company.
Q: So will the creation of genuinely easy-to-use digital products require a cultural shift in the
industry?
A: It's not just in the industry, it's also in the mind of the public. Today many people think that
technology is not an enhancement to their lives; in fact, today's technology is probably an enemy. As
the generations go by, the public is much more receptive to technology, finds it much more natural.
And 25 years from now, one generation from now, the people who declare themselves allergic to
technology will be a very small minority.
Q: People who use new technology devices often develop what has been called "hurry sickness" or
"techno stress"- speeding up of everyday life in a multitude of small ways. Do they overstate the
case?
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A: These are legitimate concerns, but it goes back to your vision of how technology should be
intelligently deployed. Let me give you an example. In most modern automobiles today you have
several dozen microprocessors, several dozen connected devices, but these are not obtrusive. They
simplify your experience. You don't have manual chokes anymore, just to pick one example. Lots of
things happen just automatically.
Perhaps the only
detriment is that now it's very hard to enjoy your weekend working on your car
because you no longer understand how it all works
It serves as a lesson of what we should
expect in the home.
Many of the personal computers that emerged in the '80s are basically dead-ended. You need a
restart. Palm is a restart from the PC, a completely clean slate, and that's why it is enjoying success
today. And there'll be breakthrough inventions beyond the Palm in a few years.
To keep things simple you have to be able to hold on to a few invariants. The Palm philosophy is to
hold on to the operating system, the basic look and feel, so that anyone who used our very first Palm
device would learn how to use this latest one in a matter of minutes.
Q: Unlike other executives who promote the idea of ubiquitous computing--notably Sun's Scott
McNealy and Microsoft's Bill Gates--you point out some of the downsides of constant digital
connections. Has that raised eyebrows at 3Com or among industry colleagues?
A: I don't receive any criticisms of that kind. And I find it odd that some of my colleagues are just so
narrowly focused on purely the technological dimension that they lose sight of the big picture. The
whole purpose of creating a more connected world is to feel better. You have to enjoy yourself more,
to fulfill your potential more.
I'm very concerned about making sure that we do things that are
useful for a very broad cross section of society. And so more recently, I've been concerned about this
digital divide issue
It is inconceivable to me that 10 years from now we have a society with 75% of the people
extremely connected, who live the kind of lifestyle I've been describing, with another 20%, 25%
completely adrift.
And we all know that this is completely crazy and a crisis of phenomenal
proportions in the making.
I don't have the arrogance of suggesting that I know the answer to this. But first we have to make
sure we describe the problem well. I'm personally upset when I hear people say, "Oh, this is another
racial problem." It's not a racial problem.
Q: This brings to mind the refrain of many young technology entrepreneurs who say their true
motivation is "to change the world." Do they seem naive to you?
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A: How many innovations will have the impact that the fundamental inventions have had in the last
10, 20 years? Very few. Think about the true breakthroughs, the invention of packet switching the
principal technique for transferring digital data over networks is absolutely essential. But this goes
back 25 years ago. Also decades ago the invention of Ethernet a key method to network computers
by our founder, Bob Metcalfe, was absolutely a breakthrough technology
The invention of the
Web is a turning point. The PC, of course, along the way.
Beyond that, all of these are just incremental innovations. I'm hoping that a couple of years from
now, with the benefit of perspective, we'll be able to say, yes, the Palm was also another turning
point
When we have 50 million people using it.
Q: Shifting gears, can you explain the logic of 3Com's plan to spin off the Palm division as a
separate company?
A: Right now 3Com owns Palm. After the IPO expected later this year, 3Com will own 80% plus.
But in the second phase, probably two to three quarters after the IPO itself, we'll dividend out our
ownership of Palm to 3Com shareholders. And then we'll retain 0%.
While I'll be chairing the board of both companies, there will be a complete separation of the two
businesses. This doesn't mean that we will not talk to each other. There will be very close
relationships, but close relationships like you would have between business partners.
So 3Com has a license to the Palm OS operating system, and 3Com is building other kinds of
Internet appliances that leverage the Palm OS. But these will not be hand-held because 3Com will
not compete with Palm. 3Com will be part of the Palm economy.
We figured that the opportunity was so vast that we had to optimize for speed. And a small, nimble
company is more up to speed.
GRAPHIC: PHOTO: (2 Photos), CEO of Palm computer maker 3Com, Eric Benhamou (inset in
front of firm's Web site), says digital products need to be vastly simpler to use before they can meld
into everyday life. PHOTOGRAPHER: Associated Press PHOTO: To promote innovation,
Benhamou plans to spin off Palm division. PHOTOGRAPHER: GARY FRIEDMAN / Los Angeles
Times PHOTO: (2 Photos), CEO of Palm computer maker 3Com, Eric Benhamou (inset in front of
firm's Web site), says digital products need to be vastly simpler to use before they can meld into
everyday life.
LANGUAGE: English
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"Giving Programs: Open Gateways Program
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Welcome to the Sun Microsystems Open
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Giving Program
Gateways Program home page. Through
grants of Sun products and teacher
professional development, Sun forms
educational partnerships with primary and
secondary (K-12) schools to bring the
power of network computing to teachers
and students. Through these technologies,
students and teachers have expanded
access to curricula and reference materials;
teachers can share curriculum ideas and
lesson plans electronically; and school
P R a
districts can centrally manage complex
Wide Area Networks cost effectively and
with ease. Through close collaboration with our partner schools, Sun
is working to close the Digital Divide and prepare students for the
information age.
We invite you to learn more about the goals of the Open Gateways
Program and our grant guidelines and application procedures. We
also extend a special invitation to become a member of the Open
Gateways Learning Community. By joining this group, you will have
access to Sun's database of Lesson Plans and Student Projects
developed by our school partners through their participation in the
Open Gateways Professional Development Program.
Goals of the Open Gateways Program
Open Gateways Communities
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Sun and America's Promise
For More Information
Goals of the Open Gateways Program
Fully integrating networking computing into primary and secondary
(K-12) education requires vision, commitment and collaboration. It is
a journey in which Sun seeks out schools with a shared vision. We
then forge partnerships to achieve common goals. Sun's contribution
to these partnerships are designed to:
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"Giving Programs: Open Gateways Program
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Assist schools, particularly in economically disadvantaged
communities, deploy network computing technologies;
Assist schools in utilizing networked-based solutions to deliver
effective models of instruction and improve student outcomes;
and
Promote the integration of technology into curriculum through
teacher professional development.
These are ambitious goals. But Sun is committed to taking
steps to close the Digital Divide and working with schools to
prepare students for the information age.
Open Gateway Communities
In order to maximize the impact, Open Gateway grants are focused
in the communities in which Sun has a major presence. These
communities are:
Silicon Valley, California
Front Range (North of Denver to Longmont), Colorado
City of Boston and Middlesex County, Massachusetts
West Lothian Council, Scotland
Sun may occasionally issue grants outside of the above targeted
communities. In such instances, grants are undertaken as Strategic
Initiatives or as announced in published RFP's. Unsolicited grant
requests are not reviewed.
Open Gateways Grants
Helping to create the schools of the 21st century is about more than
just money and equipment. It's about developing new models of
instruction, developing educational content and providing tools to
deliver them to students. Sun periodically establishes demonstration
sites or issue Request For Proposals (RFP) with specific grant
opportunities that can include:
Product Grants: Grants are tailored to objectives outlined in each
RFP and feature Sun's latest server, Enterprise Appliance, and/or
Java technologies.
System Training and Support: Grants include training to ensure
that schools have the capacity to support the systems received
through Open Gateways Product Grants. A one year service contract
may also be provided.
Teacher Professional Development: Sun sponsored educational
consultants or employee volunteers trained in the Open Gateways
Teacher Professional Development Program deliver training on
integrating StarOffice and other technologies into the school's
curricula.
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Giving Programs: Open Gateways Program
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Open Gateways Learning Community
Schools participating in the Open Gateways Program, become part
of Sun's Learning Community of teachers, staff and volunteers, all
working together to improve student learning by integrating network
computing technologies into curriculum. Sun makes a variety of tools
and resources available to members of the Learning Community
which include:
StarOffice Professional Development Curriculum: This curriculum
is for teachers or volunteers who wish to receive training in how to
deliver the Open Gateways Professional Development Program to
educators in their community.
Collaboration Central: This tool enables members of the Learning
Community to link up with other members to collaboratively conduct
student projects in their respective classrooms.
Communication Central: Members of the Learning Community are
able to sign up for special interest e-mail aliases to encourage
communication, information sharing and intra-community learning.
Open Gateways Professional Development Program
At Sun, we believe that curriculum should drive the use of
technology, and not the reverse. Through our Professional
Development Program, Sun is training teachers to combine effective
models of instruction with technology to enliven curricular units and
promote student centered instruction, collaboration and critical
thinking skills.
The Professional Development Program utilizes a "train-the trainer"
approach and consists of units intended to train persons to deliver up
to 30 hours of training on integrating the StarOffice suite of
productivity tools into school curricula. The first module is an
overview of the Professional Development Program curriculum, with
an emphasis on working with adult learners. Other modules focus on
StarOffice tools: E-mail/Web Browser, Word Processing & Graphics,
Web Authoring, Presentations, Spreadsheet & Database.
Each unit contains resources designed to help the prospective trainer
develop an understanding of the content and gain confidence in the
design and delivery of workshops. Resources include:
A narrative description of each curricular unit;
Presentation Slides for the trainer to use to deliver each
workshop;
Talking points for each Presentation Slide;
Guided Practices for workshop participants to practice the skills
developed in each workshop; and
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Giving Programs: Open Gateways Program
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Sample Student Projects and Lesson Plans developed and
implemented in classrooms by members of the Open Gateways
Learning Community.
Click here to be notified when materials are available for the Open
Gateways "train-the trainer" Program.
ABOU
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Sun and America's Promise
Sun is proud to have been one of the first high-tech companies to
respond to General Colin Powell's call to action on behalf of
America's Youth. Through the Open Gateways Program, Sun
pledged to bring Internet access to K-12 schools in economically
disadvantaged areas, provide training to teachers and deliver
innovative curricula based on the Internet. By the end of 2000, Sun
and its employees will contribute more than 20,000 hours of service
in schools and more than five million dollars in equipment and
teacher training to help prepare youth for the world of work and
lifelong learning in the 21st century.
For More Information
For more information about Open Gateways and other Sun
Worldwide Corporate Affairs programs, contact:
Sun Microsystems, Inc.
Corporate Affairs Department
901 San Antonio Road, M/S UPAL01-462
Palo Alto, CA 94303
[email protected]
Giving Programs : Sun Microsystems Foundation I Education & Employment
Training Grants Program I Open Gateways Program I Employee Matched Giving
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How to .com: Executive Perspectives
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The McNealy Report, Nov. 15, 1999
See Also:
Join Sun's CEO Scott McNealy as he
- datacenter.com
discusses the latest industry trends and issues
- ServiceProvider.com
with some of the leading executives in the
business world today.
The Future of Software
I have seen the future of software.
Multiple Choice
It's not a question; it's the answer.
How to turn the Web into a real education
The next Amazon.com may not be a ".com" at
all. But it could very well come from a realm
where books have always been central:
education.
Think Outside the Box
This is out-of-the-box thinking at its best.
Literally out of the box Imagine a solution
that takes everything you don't need out of the
box on your desk
The New Model for Home and Office
Productivity
You might describe the Staroffice
announcement as one small step for office
software, one giant leap for the Web.
STOP BUYING SOFTWARE!
Need a database application? Inventory?
Billing? Just call your service provider.
What the Wireless Deal is All About
The agreement we're announcing with Motorola
is about moving the wireless industry forward.
U.S. right to challenge Microsoft? Yes
Actions we take today to ensure that software --
the written and spoken language of the digital
age -- remains as innovative tomorrow as it has
been in the past will have a profound effect on
our lives and our economy in the 21st century.
Don't Keep the Rocket Scientists Out!
Without access to these workers, the high tech
industry, and ultimately the American economy
and jobs, will suffer. It doesn't take a genius to
figure out that we shouldn't be shutting the door
on the rocket scientists of the world.
Ed Zander
The Next Phase
http://www.sun.com/dot-com/perspectives/index.html
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How to .com: Executive Perspectives
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Once again, Sun is redefining itself, and the
industry.
Dot-Competence
How to deliver quality service in a nonstop
business world.
Going Portal
A new model for doing business in the .com
era.
Putting Perspective Back Into the Y2K
Debate
More than anything, the Y2K problem indicates
that the kind of computing systems we have
been relying on for decades should be
scrapped. We need to move past the
melodrama and see the Y2K problem for what
it is -- an opportunity.
Network Computing helps win the battle for
information superiority in the 90s
Network computing delivers many benefits, but
two stand out above the rest.
How to .com : What is .com I Executive Keynotes I Executive Perspectives
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Eric Benhamou
Eric Benhamou is the Chairman of the Board and Chief
Executive Officer of 3Com Corporation. He was named CEO
in September 1990; previously, he held a variety of senior
management positions in engineering, operations and
management.
In 1981, Benhamou co-founded Bridge Communications, an
early networking pioneer, and was Vice President of
Engineering of that company until its merger with 3Com in
1987. Before joining Bridge Communications he spent four
years at Zilog, Inc. serving as Project Manager, Software
Engineering Manager, and Design Engineer.
In 1992, he received the President Environment and
Conservation Challenge Award, the United States highest
environmental award. In 1994, 3Com entered the Fortune 500,
with 1993 calendar sales of (US) $167 million; by fiscal 1999, 3Com had sales of $5.7
billion.
From 1993 to 1997, Benhamou served on the Board of Directors of Smart Valley Inc., a non-
profit consortium seeking to revitalize the Silicon Valley economy through advanced
telecommunciations and networking technologies. Benhamou chaired Smart Valley's
telecommuting effort.
In 1997, Bill Clinton appointed Benhamou to the President's Information Technology
Advisory Committee, which advises the President on research and development focal points
of federal programs to maintain United States leadership in advanced computing and
communications technologies and their applications.
In 1998 Benhamou was recognized by Israeli Prime Minister Benjamin Netanyahu with the
Foreign Investor Jubilee Award for investments and contributions made by the company in
furthering the ongoing development of Israel's economy. That same year, Benhamou
received the Ellis Island Medal of Honor, which pays homage to the immigrant experience,
as well as individual achievement to U.S. citizens from various ethnic backgrounds. He is
also a graduate of the American Leadership Forum, which seeks to revitalize leadership
within communities across the nation.
Benhamou currently serves as Chairman of the National Advisory Board for Western
Governors University, a virtual university using advanced networking technologies to deliver
technology-based distance-education. He also serves on the board of directors for Cypress
Semiconductor and Legato, as well as the Stanford University School of Engineering board
of advisors. Benhamou holds an honorary doctoral degree from Ben Gurion University of the
Negev, a Master of Science degree in Electrical Engineering from Stanford University and a
Diplôme d'Ingénieur from Ecole Nationale Supérieure d'Arts et Métiers, Paris.
http://www.3com.com/inside/employee/ebenhamo.html
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3Com Donates $1 Million To 10 U.S.
Related Information
Cities To Help Bridge The Digital Divide
Urban Challenge
And Promote 'Connected Communities'
In Urban Areas
NetPrep
Other Press
3Com's Urban Challenge Grants to Extend Through the year 2000
Releases
to 10 Additional U.S. Cities for a Total of Another $1 Million in
Networking Equipment and Consulting Services
Press Box
SANTA CLARA, Calif. - January 28, 2000 - 3Com
Corporation (Nasdaq: COMS), in collaboration with the United
States Conference of Mayors, today awarded a total of $1 million
in networking equipment and consulting services to 10 U.S. cities
in the first phase of the company's Urban Challenge program.
3Com also announced today that Urban Challenge will be
extended through the year 2000 to provide a total of $1 million in
grants to 10 additional cities.
"3Com's innovative approach to the Urban Challenge program has
resulted in exciting public/private partnerships to address the
digital divide in our nation's urban communities," said J. Thomas
Cochran, executive director of the U.S. Conference of Mayors.
"Based on this program's initial success, I see many more
opportunities for pioneering companies to collaborate with
innovative public officials to deliver access to technology in our
schools and libraries and public facilities nationwide."
The 3Com Urban Challenge program helps mayors bridge the
digital divide in their communities by fostering partnerships
between public officials and private companies to connect people
and communities and to improve access to educational, health
care, and other municipal resources. Through the program, 3Com
is donating a total of $1 million in technology products and
network design and consulting services. The program has grown
from 3Com's proven success in urban environments such as
Boston and San Jose, Calif.
"Initiatives such as Urban Challenge have clearly demonstrated
that creative, ground-breaking programs can grow from
public/private partnerships in our urban communities," said Greg
Rohde, assistant secretary of the United States Department of
Commerce for the National Telecommunications and Information
Administration (NTIA). "Urban Challenge is an excellent model to
build from as public officials throughout the country work with the
private sector to ensure that all Americans have access to the
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Com Donates $1 Million To 10 U.S. Cities To Help Bridge The Digital Divide And Prom.. Page 2 of 5
dividends of the digital economy."
Building on its initial success in 1999, 3Com today also
announced that the company is extending Urban Challenge
through the year 2000 to 10 additional U.S. cities for a total of
another $1 million. The application deadline for the new round of
grants is April 15, 2000, and the winners will be announced in
June 2000. For applications and information, go to:
http://www.3com.com/urbanchallenge
3Com offered its Urban Challenge to U.S. mayors in July 1999
when the U.S. Department of Commerce released its landmark
study, "Falling Through the Net: Defining the Digital Divide." The
study outlines in detail the growing divide separating the digital
"haves" from the digital "have-nots," particularly in urban
communities. In December, the Clinton administration announced
that the president plans to devote his next "New Markets" poverty
tour in the spring of 2000 to highlighting the issue.
3Com has significant experience bridging the digital divide and in
bringing technology access to urban communities. In 1996 the
company initiated a successful relationship with Mayor Thomas
M. Menino in Boston to improve access to technology in the city's
130 public schools. The collaboration resulted in Boston being the
first fully networked urban school system in the United States,
while supporting Menino's efforts to reduce the ratio of networked
computers from one for every 63 students to one for every seven
students.
"Urban Challenge grew out of our collaboration with Mayor
Menino in Boston," said David Katz, director of Global Market
Development at 3Com, the world's leading provider of e-
Networks. "The essence of Urban Challenge is a strong mayor
willing and able to bring together interested parties and key
constituents to leverage resources in the city. So what we do is
look for cities in which mayors can step up to the plate the way
Mayor Menino did in Boston to begin the process of connecting
their communities."
"This relationship we have with 3Com has been critical in our
efforts to bring state-of-the-art technology to students throughout
the public schools in Boston," said Boston Mayor Menino. The
process of delivering access to technology in the schools is
complex. It demands close cooperation from both the public and
private sector, and 3Com has always recognized the value that city
officials can bring at the local level. This partnership is working
here in Boston, and I'm happy that 3Com has decided to extend
the model we developed here to other cities in the U.S. through
Urban Challenge."
3Com's 10 Urban Challenge Winners and their Local
Programs
Baltimore, Maryland - Mayor Martin O'Malley
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Baltimore will use 3Com networking equipment to network the
libraries of 187 public schools in the city. This project will connect
all schools in the city to the Internet.
Charleston, South Carolina - Mayor Joseph P. Riley, Jr.
Charleston will develop pilot technology programs in several
schools and document the results so that the programs can be
enhanced and migrated to other schools throughout the city. As
part of the grant, 3Com will set up NetPrepᵀ centers at high
schools to prepare high school students for high tech jobs.
Chaska, Minnesota - Mayor Robert Roepke
Chaska is building a Metropolitan Area Network (MAN) for the
city that links the schools to the libraries and city services as well
as to the Internet. This is part of a long-term effort to integrate
computers into the learning process starting at the elementary
level. City officials expect to create a model that other school
districts can follow. By providing low-cost Internet access, Chaska
hopes to bring the information superhighway within the reach of
more families.
Chester, Pennsylvania - Mayor Dominic Pileggi
Chester and 3Com will partner with the Commonwealth of
Pennsylvania and Widener University to build a multimedia
distance learning curriculum that will train Chester students for
high-skill jobs. The program will use the South Eastern
Pennsylvania MAN and build on 3Com's existing NetPrep
programs in the Philadelphia area.
Denver, Colorado - Mayor Wellington E. Webb
Denver will combine voice and video services on the city-wide
MAN that will enable distance learning between students and
teachers at schools throughout the city. As part of the project,
Denver is doubling the number of PCs available to students and
expanding the underlying network infrastructure.
Glasgow, Kentucky - Mayor Charles B. Honeycutt
Glasgow is installing a MAN, which will be owned and operated
by the city and link all residents to the public schools and to city
services. The network will foster more parental involvement in the
schools and to help motivate students to reach higher levels of
achievement.
Madison, Wisconsin — Mayor Susan J. M. Bauman
Madison has an existing citywide school network and is now ready
to move to the next level of performance and Internet access.
Enhanced network performance will allow more students in the
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public schools to access educational resources on-line. Adding
voice technology with 3Com's NBX® 100 communications
system and video communications to the data network will allow
videoconferencing and distance learning with University of
Wisconsin.
New Orleans, Louisiana - Mayor Marc H. Morial
New Orleans' YO!NOW! initiative will provide for computer
kiosks throughout the city to reach students who have dropped out
of school and those that may be in danger of dropping out. The
new computer network will connect the kids with training
alternatives and job opportunities.
Pontiac, Michigan - Mayor Walter Moore
Pontiac is building a MAN that will integrate voice, video, and
data services to establish a world-class information infrastructure
for the city's schools and libraries. The network will bring access
to technology to a city in which over 50 percent of students are
eligible for the federal Free Lunch program and help promote a
new standard of educational excellence with equity for all
students.
Providence, Rhode Island - Mayor Vincent A. "Buddy" Cianci,
Jr.
Providence will network its remaining two high schools and bring
all the high schools online with Internet access. Teachers will
integrate computers and the Internet into their classroom lesson
plans to constructively engage students with technology. Besides
donating networking equipment, 3Com will also contribute its
NetPrepᵀ program (http://www.3com.com/netprep), a computer-
networking curriculum designed to provide high school students
with the technology skills they need for careers in the networking
industry.
About 3Com Corporation
With over 300 million customer connections worldwide, 3Com
Corporation connects more people and organizations to
information and each other in more innovative, simple and reliable
ways than any other networking company. 3Com delivers e-
Networking solutions through information access products and
network systems to enterprises, small businesses, consumers,
carriers and network service providers. For further information,
visit 3Com's World Wide Web site at www.3com.com or the press
site at www.3com.com/pressbox.
3Com and NBX are registered trademarks and NetPrep is a trademark of 3Com Corporation.
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Building a Connected Community
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Building a Connected Community
A Municipal Blueprint from 3Com Corporation
DOWNLOAD PDF
PDF HELP
A key role of local governments is to provide constituents with essential
infrastructure services. These services help promote general well-being and foster
continuing economic development. At the turn of the 21st century, local
RELATED
INFORMATION
governments must attend to a new kind of infrastructure, a newly emerging public
utility: the information highway. Governments must work with private companies to
promote pervasive voice, data, and video communications services that can benefit
Solutions &
citizens and businesses, increase public involvement in government, and increase
Technologies
the internal efficiency of government agencies.
White Papers
This paper introduces the metropolitan area network (MAN), a high-speed
infrastructure that can deliver next-generation voice, data, and video services within and across disparate
buildings. It describes some of the benefits of a public MAN and how governments can bring together key
stakeholders around a shared communications vision. It discusses some common economic models for MANs,
and describes key technologies and 3Com solutions that support remote site and mobile user connectivity. The
paper will be of interest to local government leaders and decision makers looking for innovative ways to boost
economic development and keep pace with the technology requirements of today's information economy.
Contents:
A New Turning Point in Public Infrastructure
Fulfilling the Promise of the I-Way
The Foundation: A Metropolitan Area Network
What Government Can Do
Creating a Metropolitan Area Network
Economic Models
Making the "Buy or Build" Decision
Leased Circuits (Managed Telco Services)
Cable/Institutional Network Model
Municipal Utility Model
State or Federal Projects
Key Technology Components
ATM or Gigabit Ethernet MAN Backbones
Remote/Branch Site WAN Connectivity
Branch/Remote Site Connectivity: Aggregating Voice, Data, and Video Traffic
Connecting Mobile Users and Telecommuters
Cable and DSL Modems for High-Speed User Access
Conclusion
Acronyms and Abbreviations
A New Turning Point in Public Infrastructure
In the 18th century, many cities thrived as commercial seaports through their proximity to natural harbors or
navigable rivers. In the 19th century, towns on the U.S. western frontier boomed or faded into history based on
their access to emerging railroad systems. In 1950s America, many towns fell into economic oblivion because
their locations were too far from the federal government's new interstate highway system.
As we enter the 21st century, we are approaching another crossroads for the future of America's towns. This
demarcation point is still a matter of infrastructure, but that infrastructure now consists not of concrete and
rubber, but rather of fiber optic glass and pulses of light.
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Building a Connected Community
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Traditionally, a key mandate of local governments has been to provide residents, schools, hospitals, and
businesses with basic infrastructure services such as water and sewer access, paved roads, and, in the case of
some 2,000 U.S. communities, electricity and natural gas. Providing these infrastructure services promoted
economic development and vitality.
Information technology now plays a growing role for citizens, schools, and businesses alike, and governments
are increasingly recognizing the information highway (I-way) infrastructure as a newly emerging utility-a new
universal service that represents the next boon for economic development. Government's role in working with
private companies to promote competitive voice, video, and data communications services is growing in
importance, as is the opportunity for governments to use these technologies internally to improve constituent
services. Today, the pervasive, cost-effective delivery of high-speed information access is comparable to the
delivery of electricity or indoor plumbing a century ago.
Fulfilling the Promise of the I-Way
While most towns have a single electric grid and sewage system, communications systems have evolved as ad
hoc patchworks of various topologies and technologies-some leased, some owned. Today, many cities'
information infrastructures are like a series of dirt roads that often dead-end or do not intersect with one
another. Parallel, redundant roads run right next to each other, while many residential tracts have no access at
all. Governments, schools, hospitals, residents, and businesses reside on separate network systems, and these
systems typically fail to provide universal access.
By contrast, local governments that do take proactive steps to promote a coherent communications strategy can
achieve numerous benefits for their constituents:
Local government can become more efficient and responsive. By creating a government-wide
intranet that allows agencies to share information and consolidate databases and applications such as e-
mail, financials, and human resource enterprise resource planning (ERP) solutions, government can do
more with less and function more like a business, improving public confidence. Relying on an intranet
can break down barriers and allow agencies to share best practices and automate processes for more
effective government service and operations.
24x7 constituent services are possible. Residents can register for licenses, pay utility bills, view
geographic information, access deeds and other public records, and reserve parks and recreational
facilities simply by pointing and clicking from home or from public kiosks.
E-commerce is available to government, businesses, and residents. Through consolidated, high-
function city or county Web sites, government can streamline its own procurement processes as well as
promote e-commerce between local businesses and residents.
Cost-effective distance training/learning applications can be delivered. A high-speed intranet allows
government employees to access video training on demand. For example, third-shift firefighters can
access video training sessions at convenient times. School classrooms can access multimedia
educational content based on particular class schedules, or can provide multicast video instruction.
Video-conferencing sessions can be provided. Courtroom arraignments can occur without having to
transport the accused from jail, saving taxpayers money. Schoolchildren can interact with other classes
outside of their building. Remote county branch offices can be cost-effectively linked over a wide area
to reduce driving requirements for face-to-face meetings.
The Internet can be incorporated into classroom curriculums. Governments can promote Internet
access to schools at lower cost and at greater speeds.
Advanced communications services become available to healthcare and businesses. Governments
can enable telemedicine applications for healthcare centers and promote their community as a high-tech
hub to knowledge businesses seeking locales with attractive communications services.
Voice communications can be offloaded. Inter-office and inter-building voice calls can be carried on
the network, reducing the number of voice lines required.
Telecommuting is possible. Workers can work from home via high-speed links to their offices.
Residents can re-engage in the governing process. Governments can more easily register voters and
take censuses. By providing online avenues for distribution of news and participation in policymaking,
governments can help voters become more engaged in decision-making processes and feel closer to
their communities. Public kiosks can provide universal access to information services.
The Foundation: A Metropolitan Area Network
How can local governments realize all these benefits of information technology? The first step is to lay the
foundation by building a metropolitan area network (MAN).
While a local area network (LAN) can connect PC users in a single building and a wide area network (WAN)
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Building a Connected Community
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can connect people using public carriers over thousands of miles, a MAN is somewhere in between. A MAN
delivers the bandwidth-intensive services of a LAN within and across buildings up to 100 miles apart.
Able to transmit voice, video, and data, a MAN typically connects multiple buildings using fiber optic lines or
coax cables, providing robust and transparent connectivity to thousands of network users. MANs can often
utilize a city's or county's rights of way along streets and poles and across buildings to make these dedicated,
high-speed connections.
A MAN can be built for a single entity such as a university, or for a group of entities such as offices and clinics
participating in a local health maintenance organization (HMO). Large state agencies often build their own
individual MANs. At the local government level, however, tremendous synergies can be achieved by building a
multiconstituent MAN that pools the resources of a community to create a unified, up-to-date infrastructure that
is more responsive to the needs of all constituents at a lower cost.
What Government Can Do
Many local government officials across the country will likely do very little to ensure that the I-way reaches
their town. They'll merely hope for the best, wondering, "What can we really do?" Unlike a century ago,
however, town officials do not have to resort to bribing railroad barons in order to ensure that the tracks run
next to their town. In many ways, local officials hold their communities' fates in their own hands. Through
careful planning and coalition building between key stakeholders, local officials can promote competitive
information access and improve government services at the same time.
"Technology will enrich the lives of all area citizens, businesses, governmental entities, and
schools by anytime and anyplace pervasive information exchange. Schools will prepare
every student to meet technological challenges. Public libraries will fill new roles.
Healthcare systems will speed diagnosis and treatment. Businesses will be world-class
"
competitors
-Abilene, Texas, Mayor's Task Force on Technology, Final Report
In the wake of national telecommunications deregulation, local officials are already being forced to reexamine
local ordinances such as cable franchise agreements. In large urban areas, governments are being bombarded
with requests for permits to utilize the city's rights of way along utility poles and boulevards. Managing these
rights of way is increasingly important as competing private companies seek to tear up public streets to lay
fiber, causing traffic jams and prematurely wearing out pavements. In a recent three-month period, for example,
three different telecom companies laying fiber tore up exactly the same strip of Third Street in San Francisco,
while several others were lining up to do the same. Other companies seeking to deploy wireless services may
obstruct views with antenna towers. Clearly, cities will be better served with a more proactive municipal
telecommunications strategy.
Smaller towns and counties perceived as less attractive by private network service providers may find
themselves neglected, or only narrow commercial sections of town may be served, depriving citizens and
businesses of universal access to information. In this case, proactive government involvement is required.
In a competitive world in which cities have achieved a level of parity in attracting businesses, promoting a town
as a broadband on-ramp to the I-way can be a powerful economic development tool. The common alternative
method is to resort to tax breaks and other financial incentive packages to attract businesses, but this can often
become a "race to the bottom" for cities and can dilute their tax base.
But isn't all this networking technology the job of the private businesses, local exchange carriers, or cable
companies? Yes and no. Only through dialogue and partnership can the interests of network service providers
as well as those of community leaders be fully served. A win-win scenario is possible-one in which the
community is provided an attractive information infrastructure and service providers experience burgeoning
demand for their communication services.
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Figure 1. A Public Sector MAN Can Connect Many Stakeholders
Creating a Metropolitan Area Network
The first step in creating a public-sector MAN is to engage all the community stakeholders and form a
technology committee or task force (Figure 1). Stakeholders for such a public sector MAN can include:
All city government agencies, including fire, police, city hall, courts, corrections, parks, libraries,
license bureaus, and so on
All county government agencies
Local cable and telecommunications service providers
Local electric utilities, whether privately or municipally owned
School districts
Local community colleges or universities
Any state or federal agencies that reside within the jurisdiction
Local nonprofit entities
Healthcare providers
Local businesses and/or real estate developers
Residents
Once everyone with a vested interest in technology has been gathered, they must agree upon a common vision
and objectives for the community. Where does the city or county want to be in the future? What applications
would be most valuable?
The next step is to conduct an internal inventory of IT assets, highlight shortcomings, and assess needs-in
short, perform a gap analysis. How many PCs, servers, and minicomputers does the public entity own, and
where are they located? What platforms must be supported? What are the capabilities of IT staff? Where are the
key public access points? Do adequate computer servers and PCs exist to distribute information to all public
sector locations? Where are fiber optic cables laid in the community and who owns them? How many different
Web hosts do agencies use? How much could be saved by consolidating? As an anchor tenant for telephony
and data service in the community, can the city or county negotiate a broader service agreement?
Economic Models
Once these questions have been answered, the next step is to create a community-wide telecommunications
plan, complete with action items. At this point, it is valuable to explore various business models to implement a
robust MAN infrastructure.
Building MAN: The First Steps
/. Engage all stakeholders
2. Agree upon a common vision
3. Conduct an internal inventory
4. Evaluate economic models
Making the "Buy or Build" Decision
An early and crucial decision that local government must make in building a MAN is whether to contract with
local communications service providers to utilize their managed services, or to build a private, government-
owned and -operated network. The cost of digging holes and laying fiber optic lines across town to support
high-speed networking is a significant consideration in the "build" option. Governments have successfully
implemented various models to avoid this cost.
As an anchor tenant, local government can play an important role in promoting infrastructure development in
partnership with local communications service providers, which may already have significant fiber
infrastructures. In poorer or underserved rural communities, however, some local governments have
successfully built their own MAN infrastructures. In that scenario, the key is for local governments to
intelligently utilize their right-of-way authority.
Leased Circuits (Managed Telco Services)
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Perhaps the most straightforward option in building a MAN is to lease circuits (Frame Relay, T1, T3, DSL, etc.)
from a local exchange carrier, tying various buildings together to lease a carrier-supported MAN. In this model,
local government neither owns nor maintains the MAN, but must pay ongoing monthly fees to carriers for each
line.
Solano County, California utilized this method to build a county-wide intranet. They leased a 45 Mbps T3
circuit from Pacific Bell to connect two campuses together across their largely rural county. 3Com's local
government customers have saved money when using this model by combining, or multiplexing, their voice
and data lines together using the Path-Builder™ line of access concentrators, hence reducing the number of
voice and data leased lines required for individual locations.
"A telecommunications network that would provide two-way voice, data, video, and multimedia
communication capabilities to all residents, businesses, and institutions within the City of
Seattle."
-Seattle, Washington, Information Highway RFP
Cable/Institutional Network Model
Cities are normally responsible for granting residential cable TV franchise licenses. Cities have often negotiated
for closed-circuit cable TV networks for exclusive government usage (known as institutional networks, or
INETs) as part of these cable franchise agreements. In the past, INETs were typically a physically separate,
closed-circuit cable TV system run public buildings. These older systems typically use standard cable TV
equipment, but with reverse channel allowing upstream transmission of video.
As data-over-cable becomes widely deployed and as cable companies upgrade their trunk lines to support cable
modem service, governments are seeking to have their analog cable INETs upgraded to support voice, video,
and data, or are negotiating to have dark fiber laid to public buildings. For example, the city of Boston
negotiated with Cablevision to have fiber laid to all its public buildings as part of its residential cable franchise
renewal. Other city examples include Tulsa, Oklahoma and Santa Clara, California. All three of these cities
have built public-sector MANs based on this dark fiber resource in partnership with 3Com.
Municipal Utility Model
More than 2,000 U.S. municipalities own their own electric utility, including electricity poles and/or
underground conduits. Many utilities already have their own fiber optic networks along electricity poles or
underground conduits used to perform electric grid monitoring, signaling, and other basic utility network
applications. These utility networks are usually underutilized, and that excess bandwidth can be leveraged for
other public-sector purposes. By utilizing this infrastructure, municipal utilities can more cost-effectively
deploy fiber networks to numerous public buildings by eliminating the manpower costs of digging new ditches
and cutting streets.
The Lower Colorado River Authority, a Texas utility, used their own poles and fiber cables to create a 100-
mile+ MAN with 3Com equipment. The cities of Vineland, New Jersey and Anaheim, California both utilized
their municipal utilities to leverage significant fiber optic network infrastructures. Vineland chose to build its
own public sector-owned MAN for government buildings and schools, while Anaheim struck an innovative
revenue-sharing contract with a competitive local exchange carrier, FirstWorld Communications, which is
leasing Anaheim Public Utility's fiber resources and expanding the network throughout the city.
State or Federal Projects
For cities without municipally owned electric utilities, there are sometimes other ways local governments can
garner fiber optic network assets. Taking advantage of Colorado's Traffic Signaling Project, an initiative that
laid fiber cable throughout the state, the city of Denver began planning fiber installations for city-owned sites in
1996. As a result, when Denver built its 3Com public-sector MAN, it was able to design in high availability
through a redundant, high-bandwidth link between city hall downtown and the city and county's data center
complex several miles away.
Key Technology Components
No two cities or counties are exactly alike, and therefore there is no "standard" network design template for
building a MAN. However, certain elements are required-a high-speed backbone is needed, most likely based
on either Asynchronous Transfer Mode (ATM) or Gigabit Ethernet standards. Robust secondary office
connectivity is needed, and this can be achieved via dedicated, government-owned fiber optic lines or through
carrier-managed services providing ATM OC-3, T3, T1, Frame Relay, ISDN, or DSL connectivity. Small,
remote offices or individual users' needs can be met via dial-up connections.
3Com's broad product line uniquely positions it to provide a robust, cost-effective, and highly flexible MAN
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solution. 3Com can design and deliver a high-speed ATM or Gigabit Ethernet backbone, workgroup LANs,
network "edge" devices, and next-generation high-speed client access products such as cable and DSL modems.
For remote dial-up users, the 3Com Total Control® multiservice access platform can support hundreds of
remote or mobile users simultaneously.
ATM or Gigabit Ethernet MAN Backbones
A MAN typically has a high-speed backbone tying together multiple buildings based on either ATM or Gigabit
Ethernet technology. In urban areas where carriers have built Synchronous Optical Network (SONET) rings,
ATM managed services are common. Back-bones often originate from a city hall complex, data center, or
school district headquarters. At this network core, where traffic aggregates, scalable bandwidth is needed to
enable users at the edge to access centralized resources without compromising network performance.
3Com's CoreBuilder® High-Function switches are robust, feature-rich solutions that are reliable enough to
support an entire mission-critical operation and implement powerful LAN technologies to effectively scale
performance, manage bandwidth, and control the entire network. The 3Com CoreBuilder 9000 enterprise
switch is a high-performance switching and routing system that offers the highest core switching capacity in the
industry. The CoreBuilder 9000 switch delivers the exceptional levels of performance and control needed by
MANs.
Figure 2. 3Com CoreBuilder 9000 Enterprise Switch Provides Scalable, High-Bandwidth Connectivity
The CoreBuilder 9000 switch is built on a powerful new architecture incorporating both ATM and Gigabit
Ethernet technologies, which deliver a synergistic mix of high-volume bandwidth needed to service a diverse
application set. A meshed design can scale to support up to 5,000 users across four to six buildings (Figure 2).
A switching cluster centered on a pair of CoreBuilder 9000 ATM switches can be designed to support very
large networks of up to 40,000 users across dozens of buildings. A unique combination of Layer 2 and Layer 3
control features in the CoreBuilder 9000 switch removes the performance bottlenecks and topological
constraints of router-based backbones.
Smaller MAN backbone needs can be met by the very cost-effective, high-performance CoreBuilder 3500
Layer 3 switch. The CoreBuilder 3500 switch is ideally suited for deploying Layer 3 switching in high-
performance departments, smaller-sized data centers, and wiring closets.
"A city-wide, open, switched, digital, broadband network that makes available broad-band
switched services at a reasonable cost to every home, business, school, and public office.'
-Austin, Texas, RFSP for Telecom Infrastructure
Remote/Branch Site WAN Connectivity
For remote sites located beyond the MAN boundary (as well as for smaller sites within the MAN boundary
where the cost of laying fiber is not justified), 3Com offers switching and routing solutions that work over the
three principal WAN backbones: IP, Frame Relay and ATM. 3Com offers these solutions in a variety of sizes
ranging from platforms that support very small sites of only a few users and where WAN bandwidth
requirements are handled by a 56 Kbps analog or 128 Kbps ISDN line, to platforms supporting the very largest
sites with WAN bandwidth requirements of multi-T1/E1 or T3/E3 or OC-3.
For the smallest sites (2 to 10 users), 3Com's OfficeConnect R LAN modem is most appropriate. For sites with
5 to 20 users, the OfficeConnect NETBuilder R router/VPN tunnel switch is usually the right choice. For
slightly larger installations (20 to 50 users) 3Com's SuperStack R II NETBuilder router/VPN tunnel switch
provides flexible, cost-effective WAN connectivity at up to T1/E1 rates.
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For larger remote sites with bandwidth requirements of T1/E1 rates and above, 3Com offers the PathBuilder
family of switches and routers. For IP and Frame Relay networks, 3Com offers the PathBuilder S400 WAN
convergence switch, a solution that combines full multiprotocol routing with encryption-assist ASICs for VPNs
with voice. For ATM networks, 3Com offers the SuperStack II PathBuilder S300 WAN access switch series for
remote sites with needs above T1/E1 rates. All these systems let users combine diverse technologies and
network services in a single integrated system, strengthen them with redundant power systems, and manage
them with 3Com's Transcend® network management and control software.
These remote site solutions must, of course, connect back to a central site where a highly scalable solution is
required. If the central site is small, one of 3Com's larger remote site platforms is probably most appropriate. If
the central site is larger (more than 250 users), 3Com recommends the PathBuilder S700 switch for ATM WAN
connectivity, and the highly scalable PathBuilder S500 tunnel switches for IP, Frame Relay, and VPN
connectivity. For central sites requiring the utmost in connection flexibility, 3Com offers the chassis-based
NETBuilder II® router/VPN tunnel switch.
All 3Com routers and VPN tunnel switches run an identical Enterprise Operating System code base, ensuring
full interoperability and simplifying management. Because the routers support all major WAN protocols,
including SNA and legacy, it is easy and cost-effective to integrate remote branch offices, no matter how
diverse. These products also incorporate 3Com's award-winning Boundary Routing® technology, which
dramatically simplifies configuration and administration.
Branch/Remote Site Connectivity: Aggregating Voice, Data, and Video Traffic
Most government buildings have multiple, separate lines for voice, data, and video services. Normally a PBX
telephone switch is used for voice and a WAN router for traditional data and video (e.g., H.320 video codec).
3Com's PathBuilder switch family offers support for converged voice, video, and data applications over wide
area connections, including MANs.
Using high-speed, cell-based ATM switching architectures, PathBuilder switches make it easy to access any
carrier service or private MAN, simply and affordably. Whether a government needs to interconnect dispersed
LANs, access IP or Frame Relay services, or transport voice and video over public or private voice networks,
PathBuilder switches deliver powerful, standards-based connectivity that can increase network performance,
reduce costs, and support new high-bandwidth applications.
In a leased circuit environment, the PathBuilder switch family makes the WAN affordable by "muxing"
multiple voice and data together. It supports high-quality voice transmission and video conferencing (both
point-to-point and multipoint), offering dynamic bandwidth allocation (DBA) and silence suppression that help
preserve expensive bandwidth and detect speech activity, saving utilization costs.
Connecting Mobile Users and Telecommuters
There are two principal solutions for connecting mobile users and telecommuters back into the MAN/LAN. The
first is traditional dial access, where users connect over a standard telephone line, frequently incurring long-
distance charges when on the road. The second is a virtual private network (VPN), where users connect via a
local phone number to an Internet service provider (ISP), which then puts the traffic onto a low-cost public IP
network. 3Com provides industry-leading solutions for both methods.
For dial access, 3Com has solutions for large, midsize, and small sites: the Total Control multiservice access
platform, the SuperStack II Remote Access System 1500, and the OfficeConnect LAN modem. Over six
million Total Control platform ports are currently deployed in enterprises and ISPs throughout the world. 3Com
dial access solutions and Transcend network management software work together to provide remote users with
fast, reliable access to network services using today's most advanced communications technologies. 3Com's
solutions are the most robust in the industry, with excellent fault-tolerance features.
For VPN connectivity, 3Com solutions connect any user using an analog modem, ISDN, cable modem, or DSL.
Our solutions support users connecting via both the Point-to-Point Tunneling Protocol (PPTP), the de facto
standard found in Microsoft's Windows 95, Windows 98, and Windows NT 4.0, and IPSec. More and more
telecommuters are interested in using high-speed cable modem and DSL connections to connect to work; 3Com
VPN solutions enable this connectivity with complete security. Users connect to the same PathBuilder and
NETBuilder platforms used for remote site connectivity, simplifying the overall network design.
Cable and DSL Modems for High-Speed User Access
Already a leader in traditional analog modems with its #1 selling U.S. Robotics® brand, 3Com also provides
standards-based modems based on the quickly emerging market for cable and DSL services. For schools,
libraries, and other public buildings already on an institutional cable network, cable modems may prove to be
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the easiest way to access the Internet at speeds hundreds of times faster than analog modems. 3Com's U.S.
Robotics cable modems have earned CableLab's standards certification for interoperability.
The 3Com HomeConnect™ ADSL modems exhibit true multimegabit transmission speeds over ordinary
copper telephone lines up to 8 Mbps downstream and up to 1 Mbps upstream. Based on standards, the U.S.
Robotics ADSL modem is fully interoperable with broadband service providers' central office equipment from
other standards-compliant ADSL vendors.
Conclusion
Local governments face a turning point today. The I-way represents an economic revolution on a par with the
railroads of the last century or the interstate highway system of this century. To remain vital and continue to
grow, municipalities must engage in this latest revolution. Fortunately, local entities have the opportunity to
seize control of their own fates by connecting to the I-way through local technology infrastructure initiatives.
Successful local governments will create powerful economic development magnets that attract knowledge
businesses and knowledge workers to reside in their communities.
3Com Corporation, a proven leader in local and global networking, invites communi-ties to partner with us to
build their MANs. For more information on MANs and 3Com's public sector solutions, visit
www.3com.com/gov.
Acronyms and Abbreviations
ADSL
Asynchronous Digital Subscriber Line
ASIC
application-specific integrated circuit
ATM
Asynchronous Transfer Mode
DBA
dynamic bandwidth allocation
DSL
Digital Subscriber Line
ERP
enterprise resource planning
HMO
health maintenance organization
INET
institutional network
IP
Internet Protocol
IPSec
Internet Protocol Security
ISDN
Integrated Services Digital Network
ISP
Internet service provider
IT
information technology
I-way
information highway
LAN
local area network
MAN
metropolitan area network
PBX
private branch exchange
PPTP
Point-to-Point Tunneling Protocol
SNA
Systems Network Architecture
SONET
Synchronous Optical Network
VPN
virtual private network
WAN
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