Shelley,
A passionate response. No one appreciates passion more than I. However,
I wonder how you would reconcile this statement
> The students' desire to use P2P should not -- NOT -- overwhelm the
> other legitimate uses of the Internet by other students, by faculty,
> and by staff.
with our current project to create an educational P2P application. There
seemed to be a lot of interest this morning in the "learnster" link. Our
project, which is already funded and well under way (we're about four
weeks from the first functioning prototype) will both (a) allow
students, faculty, and researchers to trade homework, lecture notes,
data sets, and other files (with searches facilitated by IEEE1484.12
conforming metadata), and (b) let users communicate / collaborate with
each other in real-time.
So, I wonder... were an application like this to begin eating bandwidth
(although we have shown for several reasons [like the mean size of
homework or lecture note file compared to mp3s] that it will not), how
would you respond?
David
PS. The project link is http://educommons.org/
--
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$_='while(read+STDIN,$_,2048){$a=29;$b=73;$c=142;$t=255;@t=map{$_%16or$t^=$c^=(
$m=(11,10,116,100,11,122,20,100)[$_/16%8])&110;$t^=(72,@z=(64,72,$a^=12*($_%16
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=5;$_=unxb24,join"",@b=map{xB8,unxb8,chr($_^$a[--$h+84])}@ARGV;s/...$/1$&/;$
d=unxV,xb25,$_;$e=256|(ord$b[4])<<9|ord$b[3];$d=$d>>8^($f=$t&($d>>12^$d>>4^
$d^$d/8))<<17,$e=$e>>8^($t&($g=($q=$e>>14&7^$e)^$q*8^$q<<6))<<9,$_=$t[$_]^
(($h>>=8)+=$f+(~$g&$t))for@a[128..$#a]}print+x"C*",@a}';s/x/pack+/g;eval
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