2001-02-23
"Metrics, Once and For All"
An Initial Plan for Converting
the United States by January 1, 2004
by Tom J. Price
Norris Middle School
Firth, Nebraska
July 12th, 1999
to fulfill the requirements
of the Independent Study
Doane College Graduate Studies,
Crete, Nebraska
"Metrics, Once and For All"
Outline
1. Why is now a good time to switch to the metric system?
a. TIMSS study
b. Education is under the gun
c. International trade
d. New emphasis from grass roots
2. Why has metrics failed before?
a. Previous national bills
b. Lobbying efforts - local agencies
3. The plan
a. Norris School Board
i. Talk with other disciplines in September, October
ii. Set up a board meeting date for November
iii. Proposal, one way or another
b. Nebraska Unicameral
i. Meet with U.S. House of Representative Doug Bereuter
ii. Meet Senator Dennis Byars, Beatrice
iii. Meet with Senators Bob Kerrey and Chuck Hagel
c. Run for Nebraska Association of Teachers of Mathematics president
i. The "election" campaign
ii. Start on meeting people from the first year of the three
year "term", building bridges, selling the idea
d. Presentations on the plan
i. Speak at the NCTM Regional in the fall of 2000 in Omaha
ii. Speak at other NCTM regionals
iii. Speak at the National meeting (which one?)
e. Work with other educational groups
i. Nebraska Department of Education
ii. Science teachers
iii. Universities
4. Who will be the biggest opponents?
a. Identification of potential problems
b. Identify government agencies that will help in the switch
c. Sports
5. Once the bill has passed, how to implement the training
a. Across the nation, seminars to help the U.S. citizens change
b. Block grants to state
c. Tax added on to real estate transactions to pay for changing
records in the vaults of all government agencies
d. Anything new must be in metric
6. Time line of projected events
7. Projected costs of the switch
a. Cost comparison for the next 10 years
8. Media Ideas for the entire country
a. Hire a firm (NCTM)
b. Who will pay?
9. Other possible solutions
a. Have the education system just teach one measuring system
b. Have the entire United States vote in the fall of 2004
10. What happens if the U.S. doesn't change?
"Metrics, Once and For All"
The United States has embraced the English system of measuring so tightly
that finally converting the nation solely to the metric system will be quite
a battle. The intent of this paper is to not only show why the current time
(1999) is a great time for another and final thrust for conversion, but will
also outline a systematic, five year plan to carry Americans forward.
Educational Reform to Lead the Way
Any U.S. citizen who has followed the metric system in the United States
already knows many stories, jokes, and anecdotes of how the federal
government has tried to initiate this measurement change. In the early 70's
there was a gigantic push from the federal government to reform the country.
The 1975 Metric Act was the beginning of many changes here in the U.S. Many
of us can remember road signs having both English and metric measurements,
maybe even remembering things like metric shingles. But what happened?
Somewhere along the way the English system slipped back as an alternative
that would be allowed. The U.S. did not convert totally; we only kind of
made a "suggestion" about changing. American pride took root and those who
did not want to change simply were not forced to change.
What's different now that would warrant enough evidence to change now?
The Dow Jones average is at an all time high, there is hardly any
unemployment, for the first time ever there is a federal surplus, and we
have survived economic scares from Asia, Brazil, and Kosovo. So what's the
hurry? If the U.S. still remains the dominant nation in all of the world,
why spend the money and hassle of trying to teach our citizens a new way of
measuring?
The biggest reason is the TIMSS report. The Third International Math &
Science Study (TIMSS) has shown that U.S. students fall behind their
counterparts in other parts of the world. For years the American educational
process has been assaulted by reports of how poorly our students do when
compared to Japan, Taiwan, Germany, etc. Our fourth grade scores are fairly
well, we start slipping at the eighth grade year, and by high school we
don't even rate as average. What can be done to change our international
scores?
After looking at the American educational system and the TIMSS test, one can
be assured that none of the questions on the test (or any other
international educational study) had any questions that used English
measurements. That means American students had to do all the work in metric
units, whether they were proficient at them or not. Had the U.S. been
totally metric, those questions dealing with area, volume, rates, distances,
etc. would not have been as difficult or time consuming. If the U.S.
students had grown up with just one system, they would have been on equal
ground with their international counterparts.
After looking at TIMSS documents, it appeared to me that although
measurement1 was a category where U.S. students rated low, there has been no
suggestion that we go entirely metric. There are proposals for teacher
training, developing a more challenging curriculum, reducing class size,
etc. but nothing about switching to the system that the rest of the world
uses! According to the same report, the Second International Math Study
(SIMS) report of 1982 also states that American students are below average
in measuring2.
The second important reason the U.S. should switch is the time, energy,
and money spent by the educational system in trying to teach two systems of
measurement. For years American teachers have had to answer the question:
Which system do we teach? If we just teach the English system, the science
and medicinal communities will be in an uproar because students will not be
able to understand cubic centimeters or kiloPascals. If we just teach just
the metrics, the local community will cry, "FOUL!" because our students
won't be able to measure a quarter of an inch or figure how many quarts are
in a gallon. Thus, the American teacher has to somehow teach BOTH systems so
that students can go either way, depending on the career they choose.
If two weeks are devoted each year to teaching measuring (and then
reinforced throughout the year), then two weeks a year are wasted. If two
weeks of instruction are wasted every year, and school children go for
thirteen years (K-12), that's twenty-six (26) weeks of wasted instruction by
the time they are out of high school!
Not only is time wasted, but our students can't measure accurately in
either system! We spend so much time and money (like on sets of
manipulatives from both systems), that neither system is really developed
fully.
Instead of spending double time on this one important aspect of
mathematics, we could use that twenty-six weeks in teaching other areas of
our subject. A school year is jam-packed the way it is already, but over the
last twenty years plenty has been added to the curriculum (or teacher
workload) but hardly anything has been taken away. Added items include
cooperative learning, technology, state standards, national standards
(NCTM), problem solving, advisor/advisee, school-to-work, and more. When do
we have time to keep all those records and teach all those skills? Is the
school year any longer in the last twenty years to give us additional time
to focus on these issues? NO! Is the school day any longer to accommodate
these issues? Again, NO! So how can the American teacher teach everything
that is expected? It is a huge task since many more things are required of
teachers and hardly anything has been taken out. Teachers wouldn't have to
make plans on how, when, and where to teach both systems, and if the U.S.
would go totally metric the metric measurements would get reinforced at home
instead of getting combatted at home.
Kids right now are getting mixed messages. At home, the typical system is
obviously English. In high school and college science classes, it is
obviously metric. In vocational school, it is probably English. Anything
done internationally obviously has metric units involved.
A third reason for change is the international market place. Obviously
the phrase, "a global economy", has been around for a while. If the U.S.
wants to be even more competitive, a general population that can measure
accurately is important. Our products, sales, and general communication
should be done in metric to insure efficient and accurate products. With the
NAFTA agreement a few years ago, both our neighbors (Mexico and Canada) have
more open markets for U.S. goods, but the products must be in metric! Our
trade with the European markets must already be in metrics.
Finally, the U.S. federal government has been a leader in trying to
change the American system of measurement. They are not to blame for trying.
I hope this "grass roots" campaign, through the educational system, would be
seen as a solid reform movement with no ulterior motives. I am not proposing
this change so that I can make more money or my company will have better
profits. My intent is to help the American student be able to measure more
effectively, with the most efficient system that is available to us. I am
not a government official trying to be bureaucratic and force the American
public with governmental legislation. Maybe a campaign that starts small and
grows will convince the American public that a change is the best way to go.
Why has metrics failed?
I believe metrics has failed because of American pride and the
inability of humans to accept change. Governmental agencies, starting with
Thomas Jefferson, have tried to get the U.S. to go metric for over 200
years. The metric system not only uses the best number around (10), a
standard set of prefixes (kilo-, deci-, centi-, etc.), but also has the
units efficiently connected (1 liter = 1 dm3). Why wouldn't you want to use
the best system available? Quite possibly it is American pride. The idea
might be that we are the most powerful country on earth, therefore, we
shouldn't have to change to someone else's standards but they should conform
to ours. For instance, here is a typical line of reasoning:
"Our ancestors designed it. It was good enough for them. It allowed the
United States to become the most technologically advanced country in the
world. And it's good enough for me."3
The only problem is that that is the past, not the future. The English
system was a better system than some previous systems, but now it has a
replacement. In order to sustain our world prominence, we need the best
measuring system around to keep up in a technological world.
The other important consideration is that people resist change. All of
us hate to give up something we know and learn a new system, whether it be
metrics or using a computer. Human beings get into a comfort zone and resist
change, especially if someone, especially government, forces us! If we come
to the point to make up our own minds that the change would be beneficial to
us, change is a lot smoother.
Local groups (governmental agencies, construction contractors, etc.)
have planted their feet and have said they will just continue using the
English system. There has not been a total change, only a voluntary change.
The federal government has initiated plans but has not forced compliance.
When given the option, the English system has been allowed to stay.
The Plan
The starting point for my plan is the local school board. I plan on
meeting with the Norris school board in November, 1999. I will propose that
Norris go totally metric starting in the 2000-2001 school year.
Before that meeting, I will hold a series of meetings in September and
October with the staff to resolve some of the problems that will come up. I
will try to persuade them why the metric system is so much easier and why
our students should have to learn just one system. I will gather feedback
and adjust accordingly.
Of course there will be opposition. The three major thrusts of my
arguments will be the TIMSS report, the time wasted by teachers, and the
inability of our students to measure in either system. The science teachers
will want metrics; most all the other teachers will want English. I will
point out that math teachers have to teach both, which is a waste. One
important point to emphasize with them is that this is just the beginning of
a national campaign. If it was just the Norris district, I wouldn't propose
it . If Norris is just the first school to do this with the rest of the
nation following, I think it would have a better chance of passing.
Starting with Nebraska
I have already made contact with Representative Doug Bereuter at his
"Town Hall" meeting on Thursday, July 8, at Norris High School. I will be
working with his staff, especially Marcia Glover, in organizing material and
looking at past legislative bills. The U.S. Federal government has led the
way and have done their part, so I hope to use the expertise of Rep.
Bereuter in pushing the legislation down to the local level.
At my first opportunity this fall, I will be meeting with Senator
Dennis Byars from Beatrice this fall. I will inform him of the concerns and
hopefully have a reasonable solution. I would like to encourage him and his
colleagues to lead the nation in this effort to make a stronger America.
I have emailed Senator Bob Kerrey concerning these issues as well. I
have also called his Lincoln office and left a message. Before school starts
I will either visit in person or make contact by phone to start this
process. Senator Kerrey has been a firm supporter of education and would
seem to be a better choice on these issues than Senator Hagel, although any
support would be welcome. Helen Banzhaf of Seward High School is on some
kind of educational committee of Senator Hagel's and I have made initial
contact with her about this proposal.
Leading the Educational System
One of my first steps is running for the office of president for the
Nebraska Association of Teachers of Mathematics (hereafter known as NATM) in
the fall of the year 2000. I believe I have a strong shot at winning the
position due to my experience at NATM conferences and the feedback I get
from these presentations. I have had a lot of neat experiences from the
Nebraska Math Scholars program, the MathVantage video series, and now the
"Math Splash" conference held at Doane College. I have had the privilege of
working with a lot of Nebraska educators and have a network that I think I
can count on.
In my election "campaign", metrics would be the first of three issues
addressed. The second issue would be to somehow use NATM officers to go to
schools and visit different sites to improve mathematics instruction (go to
the people instead of hoping they come to the NATM conferences). The third
issue would be to hire a full time aide for Deb Romanek at the State
Department. Should I not be elected by the NATM members, I would take that
as a sign that I should not continue as a leader in this venture.
If I am elected, I would immediately start looking at the NCTM regional
meetings coming up that I could speak at and I would send in proposal forms
to talk about metrics.
The position of president is a three year term. For the first year (2001), I
would be second vice-president and responsible for the preservice training.
This involves providing a workshop for college students in conjunction with
our fall NATM meeting. I would have a session on metrics, start spreading
the message to these future teachers, and making connections to these future
leaders. I would also submit a plan to the NATM leadership for consideration
in making all NATM publications, articles, etc. metric. I would also
encourage NATM to work directly with NCTM representatives to push this at
the national level. Beth Anderson of Brownell-Talbot is the NATM
representative to NCTM and I have already made initial contact with her
about this proposal. Another proposition is that NATM would lobby the
Nebraska Legislature for the entire state to go metric, much like the Norris
school board being the first school in the state, Nebraska could be the
first state in the nation.
During the second year of service (2002), I would be first
vice-president and help the second vice-president with the preservice
conference. If the NATM membership allows, I would start making contact with
the science education groups, the university/college representatives, the
Nebraska and U.S. Departments of Education, etc. I would hope to have a
legislative bill or other plan in place by the end of 2002.
During the third year (2003), I would be president. I would present a
session at the national meeting and should have most things in place for a
target date of January 1, 2004 for conversion. At the national meeting,
hopefully all the work will have been done and just an informational (rather
than confrontational) session will emerge.
Other Educational Groups
Deb Romanek, Nebraska's math consultant at the Nebraska Department of
Education, will be contacted about this venture. I have a good working
relationship with Deb and admire her efforts.
The National Association of Teachers of Science would be a key partner
in this campaign. Science and medicine are already metric and would have a
lot of expertise in this area.
I will make contact with Dr. Jim Johnson, Doane College professor, to
ask for assistance and advice. Other math professors that I know (and know
me): Dr. Mel Thornton at University of Nebraska-Lincoln (UNL), Dr. Monty
Fickel at Chadron State, Dr. Liz Behrens at Hastings College, Dr. Al Arth at
UNL, Dr. Jim Paige at Wayne State College, Dr. Dick Vogt at Nebraska
Wesleyan University, Dr. Chris Masters at Doane College. Using these
professors as a starting point, other connections will be made into the
science and engineering field.
Opponents of the Metric System
Almost the entire American population will be opposed in one way or
another. It will be rare when someone whole-heartedly is eager for the
switch. Citizens who have recently moved to the United States or who work
currently with metrics exclusively at their job will be jumping for joy!
Most of the American population can probably be won over if enough
sound reasons are given. The old reason that "everyone else in the world is
doing it" won't work this time. The major hurdle that will have to overcome
is the fear of change, but as long as things are delineated and a reasonable
plan is developed for helping the "average" citizen into the metric system,
I think we can do it! The biggest opponents will be in the construction
industry. All of the plumbers, electricians, carpenters, concrete workers,
etc. will be greatly affected because they use measurement every day, and
rely on accurate details in their plans.
There will be a chunk of people who will not be convinced at all. They
believe the American system is the best because America is the best. It's
partly American pride and partly not wanting to learn something new. They
would gladly welcome anything that they can complain about. I found one web
site that astonished me (www.freedom2measure.org), but their reasoning I
think can be overcome without much trouble.
People over 40 will be a tough challenge. The young Americans (20 and
under) probably won't have a problem at all. College educated people should
be fairly receptive.
The good news is there are some resources available that will be quite
useful in the conversion. Going metric will not be a new subject, thus there
were several books in the library card catalogue that could be used. There
are many educational products already on the market since the metric system
has to be taught already. Thus the thrust will not be developing new
material (expensive), but choosing which is the best route. The U.S. Metric
Association would probably serve well in this capacity.
Sports, an American Classic
On a national scale, sports has grown tremendously since 1980. There are
more kinds of sports, sporting events, sporting clubs, sporting clothes and
equipment, television programs, cable channels, etc.
If the U.S. is to go metric, all of these sports must make some changes.
The biggest change is our truly American pastime: football. If we could get
the football fields to be 100 meters instead of 100 yards, I don't think
there would be any problem for the country to shift into high gear for
metric conversion. Even when the National Football League started a European
league, I thought the field would be in meters, but no! The fields were all
done in yards! How arrogant! Do it the American way even on foreign soil!
The football fields would cause a big problem, as most stadiums
(professional and college) would not be able to lengthen them without a
substantial cost. Most high school fields would probably be okay. Of course,
the field would not have to be extended at all if the field was narrowed to
90 meters (about 98.4 yards). Hey, that would really help out geometry
because 90 degrees is the most import angle! And two 45's would be
reinforced!
Track has gone metric, but people still refer to the 880 or the 220, which
are English units, not metric. It's interesting that although the races are
in metric distances, the field events are still English! The high jump, long
jump, pole vault, etc. would have to be stated in metric units. This could
be done easily and would be a nice start on the process to make the public
aware of some of these units.
About the only thing done to baseball is change the signs and the
records. The fields would not have to be changed. Basketball would not
experience much of a change either. Who cares if the three point line is 28
feet of 9.1 meters? Swimming and soccer are already metric. Horse racing
would not experience a cost in changing over but in reporting only.
Once the Bill has Passed
What would be the key ingredients in the bill that will finally project
us to metric? This is where the experience of our Congress representatives
is necessary.
One key component will be training. Since this is an educational bill,
my proposal is that all school districts in America, public or private,
would hold meetings where the public could be instructed. I envision about 4
meetings during the year 2004, quite possibly with a free kit or videotape
that the public can take home with them. Teachers, not necessarily classroom
teachers, would be selected (after applying?) who would teach the four
seminars in the evening.
Block grants to the states might be a good idea, thus giving the power
of each state to do the procedure the best way they feel. It would be fine
if some other kind of funding is valued.
One interesting point was made to me by a city engineer in Lincoln. What
are we going to do about our records? Everything is kept in a vault,
especially road maps, sewer maps, city sidewalks, etc. Would everything have
to be changed to metric and then reshelved? I'm not sure of that answer, but
if we do need to convert them, one way of financing this is a tax on real
estate transactions to help fund the changeover.
Any new product or construction after January 1, 2004 would have to be
entirely metric in measurement. Machines that are already in place, however,
would not have to be torn apart and refigured with metric parts. Thus,
English parts would have to be kept around a while to service old machines,
etc. A whole new industry might be born in converting English parts (sewage
lines, gas pipes, etc.) so that things fit!
Projected Timeline
July 8, 1999 Met with U.S. House Representative Doug Bereuter
July 9, 1999 Emailed all Norris staff about upcoming fall meetings
July 9, 1999 Initial contact with Senator Kerrey's office
Sept., 1999 Write a letter to all Nebraska Congress representatives
and Governor Mike Johanns (done)
September, Meet with other curriculum departments at Norris (Sept.15th &
22nd, only 4 participants)
October 1999 Meet with Senator Dennis Byars, Beatrice
November, 1999 Norris School Board vote on proposal (scheduled for October,
postponed)
November, join the US Metric Association, join their listserve
Winter 1999 Adjust plan, meet with Congressional representatives
in light of the decision by the Norris School Board
Summer 2000 Start on writing initial legislative bill,
work on web site at Norris to promote metrics
Fall, 2000 Run for NATM president
Spring 2000 Gather information through NATM contacts
Fall 2000 Speak at the Omaha NCTM regional meeting
Summer 2001 Finalize draft of legislative bill
Fall, 2001 Have NATM leadership help draft a training plan for the
country
Fall, 2002 Submit legislative bill in Congress
January 1, 2004 Total conversion
Jan-Dec, 2004 Training, inservice, help all across the country
Projected Costs
Going Metric Staying English
1999 0 $200 million
2000 0 $210 million
2001 $50 million $220 million
2002 $100 million $230 million
2003 $150 million $240 million
2004 $2 billion $250 million
2005 $1 billion $260 million
2006 $500 million $270 million
2007 0 $280 million
2008 0 $290 million
2009 0 $300 million
2010 0 $310 million
Totals $3.8 billion $3.06 billion
These figures are just arrived at pure estimating. I will have to work
with other governmental agencies to even come close to being accurate. The
"Going Metric" costs would be bore by the federal government, while the
"Staying English" costs are figured by their embedded nature in the
repetitive tasks associated with having two systems. I increased the English
costs by $10 million a year, while the Metric conversion was mainly for the
years 2004 and 2005. During the years 2001, 2002, and 2003 I estimated the
costs of meetings across the country with key leaders, finding resources,
and developing a plan for 2004.
My point is that there will be a huge initial investment in the
process, and after a few years in the metric system, there won't be a cost.
If we keep having a dual system, every year there will be time wasted in
schools all across America, there will be dual labels on most all of our
products, specification guides for federal contracts won't have to be
printed in two systems, and international trade will be that much smoother.
Media
A key player in all of this will be television. My initial idea is
develop a series of television "ads", much like the popular "School House
Rocks" series shown to kids. If there was a 2 minute teaching video that
could be shown on national television, the American public would see the
metric system in a different light. This could be produced before 2004 with
the hope of helping the American public becoming more familiar with some of
the key aspects of the metric system.
Another key piece of the media would be guest spots on some of the talk
shows to sell the vision. I have absolutely no idea who would be on there or
when or what, just that if this campaign picks up enough steam, these kinds
of exposures could really help the cause.
Press releases in newspapers would also be quite helpful. NCTM would be the
key leader in releasing these publications.
Other Possible Solutions to the Measuring Problem
1. We could lengthen the school year by two weeks and concentrate solely on
measuring in the math classroom. (probably too costly)
2. We could lengthen the school day by 30 minutes and thus have more time,
especially in the elementary school, to focus on measuring. (probably not
logistically possible)
3. We could cut out sports from school and thus not be distracted by the
time, money, and energy devoted to those extracurricular activities. Clubs
could be formed in the community to replace the school's teams. (will never
happen)
4. We could go to the metric system, solely in the school system and not
teach the English system. The country would not have to switch and the
American population would not have to buy liters of gasoline. However, those
jobs that require English units would have to teach their workers on the job
site and bear the costs of such teaching. Those students who have come
through the educational system would be very well versed in the metric units
and would not require any further training. (would be fought by lots of
businesses)
5. We could solely teach the English system and leave the metrics out of the
educational process. Science teachers would have to convert back and
international employers would have to bear the costs of training their
employees. (fought by science teachers and international trade groups)
6. We could come up with a national vote. In the fall of 2004, put a
national referendum for the American people to decide once and for all.
What Happens if the U.S. doesn't change?
If the United States doesn't switch, we will have two systems of
measurement for a long time. The embedded costs of serving the American
population in English and trying to serve the rest of the world in metrics
will continue every year. Our students will not be good at measuring in
either system. The double labeling, producing conversion tables, and dual
production in certain areas will continue every year.
The process will not be easy as change is always tough. The U.S. has
tried many times over the years to change to the metric system. There will
be quite a bit of opposition, as expected. However, if enough time and
effort is put forth before the conversion, it is my belief that America can
change smoothly.
Do we want our students to be able to measure accurately? The answer is
yes, and the answer is metrics.
Footnotes and References
1 "Improving Mathematics in the Middle School - Lessons from TIMSS and
Related Research", Edward A. Silver, U.S. Department of Education report,
page 3.
2 "Improving Mathematics in the Middle School - Lessons from TIMSS and
Related Research", Edward A. Silver, U.S. Department of Education report,
page 5.
3 "No, Let's Keep America American", Nick Brunt, Popular Mechanics,
September 1996, page 46
"Yes, America Needs to be Metrified", Richard Bonner, Popular Mechanics,
September 1996, page 46
"Mathematics Achievement in the Middle School Years - IEA's Third
International Mathematics and Science Study" Albert E. Beaton, Ina V.S.
Mullis, Michael O. Martin, Eugenio J. Gonzalez, Dana L. Kelly, Teresa A.
Smith, 1996, Center for the Study of Testing, Evaluation, and Educational
Policy (CSTEEP), Boston College
Internet Sites
www.freedom2measure.org - totally against changing due to culture
www.ed.gov - all sorts of publications on bills, speeches, etc.
www.whitehouse.gov - President Clinton's speeches and proposals
www.aashto.org/metric/index.html - American Association of Safety
and Highway Transportation Officials
http://lamar.ColoState.edu/~hillger - U.S. Metric Association
http://www.csteep.bc.edu/timss Boston College site for TIMSS
(last updated 10-4-99)
John
Keiner ist hoffnungsloser versklavt als derjenige, der irrt�mlich glaubt
frei zu sein.
There are none more hopelessly enslaved then those who falsely believe they
are free!
----- Original Message -----
From: "Han Maenen" <[EMAIL PROTECTED]>
To: "U.S. Metric Association" <[EMAIL PROTECTED]>
Sent: Friday, 2001-02-23 16:38
Subject: [USMA:11253] for educators
> I found this on the Deplhi forum and it is intersesting for any educator
on
> the list:
>
> Strategies for US Metrication - Math teachers unite! Subscribe
> From: PRICET1 Feb-21 9:15 am
> To: ALL (1 of 1) 74.1
>
> I am trying to lead a movement to metrication via the education field. I
am
> a math teacher in Nebraska and I am frustrated at trying to teach 2
systems,
> neither of which the students get competent at.
>
> I will be speaking at Doane College in July, in Laramie, Wyoming in
August,
> and would like to have a regional meeting Sept. 8th in Lincoln.
>
> If you know of any teacher, math or science, that would be interested in
> moving a grass roots effort along in the education arena, please let me
> know.
>
> I have a proposal at my web site http://www.norris160.org/pricet
>
> for more information.
>
> Tom J. Price
> Norris Middle School
> Firth, NE 68358
>
>
