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Contentid: 1086
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Title: International Children's Conference on the Environment
Body: From: Lucille Kelley The United Nations with the Mashantucket Pequot Tribal Nation are sponsoring an International Children's Conference and have requested that I help send out a request for children to register between the ages of 10 to 13. The conference is to take place at Connecticut College between July 19 to 23 of 2004. The honorary chairperson is Dr. Jane Goodall whose foundation is also associated with the event. They are particularly interested in recruiting Native Americans, women and other underrepresented minorities to participate. If you have any contacts with the age 10 to 13 learning communities. For additional information, the contact person for the event is Ms. Barbara Morgan, her e-mail is: icce@icc04.org Lucille Kelley K-12 Program Manager American Indian Science & Engineering Society 2305 Renard SE, Suite 200 Albuquerque NM 87106 Ph: 505.765.1052, Ext 107 Fax: 505.765.5608
Source: The United Nations with the Mashantucket Pequot Tribal Nation
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Contentid: 1087
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Title: Superintendent's Update #1
Body: From: "CHOY Andrew H" 1. Class of 2003's CIM Numbers Increase 2. Closing the Achievement Gap Conference 3. ODE Internship Program 4. Susan's Schedule For the SUPERINTENDENT'S PIPELINE UPDATE Go To: 1. Class of 2003's CIM Numbers Increase Gene Evans, Director of Communications Superintendent Susan Castillo announced that a record number of Oregon students earned a Certificate of Initial Mastery (CIM), and expects the rising trend to continue. In 2003, 28.5% of Oregon's graduating seniors earned a CIM - up from 27% last year and 24% in 2001. The report showed 36,696 students completed high school in 2003, one of the largest graduating classes in state history. Of all the graduates, 28.5% (10,494) received a diploma with a CIM, meaning they met all state standards in writing, math, reading, science, and public speaking. Another 60% (21,972) received a regular diploma without a CIM. Last year, 2.6% (970) received a modified diploma, given to students in special education programs, and 1% (478) received an honorary diploma, usually given to foreign exchange students. Finally, 7.5% (2,782) completed four years of high school, but did not receive a diploma and did not drop out; these students generally fell a credit or two short of meeting graduation requirements and planned to finish over the summer or during the following school year. Drop out numbers will be available for release next month. "The good news is that more students than ever before are demonstrating high levels of proficiency," Castillo said. "The bad news is that the improvement is not shared by all students - another clear indicator that the achievement gap in Oregon is real. What this report can provide in the future is another way for us to gauge progress as we focus on one of my priorities - bringing minority and disadvantaged student performance up to the high levels of proficiency we know can be achieved." For access to the 2003 "High School Completers" and "High School Completers by Gender and Race" reports, go to . For more information on the Certificate of Initial Mastery, go to . The Oregon Department of Education provides leadership in statewide curriculum programs, school improvement efforts, and statewide assessment testing. In addition, the Department acts as a liaison and monitors implementation for a variety of state and federal programs. Superintendent of Public Instruction Susan Castillo provides statewide leadership for all elementary and secondary students in Oregon's 199 public school districts and 20 education service districts. Her responsibility also extends to public preschool programs, the state Schools for the Blind and the Deaf, regional programs for children with disabilities and education programs in Oregon youth corrections facilities. 2. Closing the Achievement Gap Conference Ralph Wisner Applications for 'Call for Presentations' are now on the ODE website at: Are you an educator in Oregon that has developed programs/techniques that have increased the achievement of all students? Do you have data to show how you have "closed the gap"? If so, then you would be the perfect presenter for the Closing the Achievement Gap Conference. This conference will showcase success stories of teachers, schools, or districts that have successfully closed the achievement gap within Oregon. We want to promote these successes and share them with others in the hopes that attendees will walk away from this event with solid concrete tools that they can implement in their school system immediately. 'Call for Presentation' applications are due next Friday January 16th.
Source: ODE
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Contentid: 1088
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Title: TPRS Workshop
Body: From: "Cindy Walsh" East Longmeadow High School in East Longmeadow MA is having a 3-day Susan Gross TPRS workshop June 28, 29, 30, 2004. If you'd like more information, please contact me, Cindy Walsh, at cinders410@yahoo.com I'll email you a flier and a registration form. This is a great location. Not far from Bradley International Airport in Hartford CT, about an hour from Boston by car. Thanks Cindy Walsh
Source: East Longmeadow High School, MA
Inputdate: 2004-01-15 15:16:00
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Contentid: 1089
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Title: Former Braceros Oppose Bush Plan
Body: From: "Anselmo Villanueva" FRESNO, Calif. - President Bush's plan to give undocumented workers temporary legal status brings back painful memories for Florentino Lararios, who spent 14 grueling years in a similar World War II-era program. Lararios, a 77-year-old with large, rough hands that never mastered a pencil, recalls the back-breaking work picking cotton in the South, the slapped-together communal housing, the cold meals they ate in the fields, and the unwelcome prospect of going back to Mexico without a chance to become a U.S. citizen.``If we accept, then our grandsons and great-grandsons will go through what we went through,'' Lararios said. ``We suffered a lot.'' While generally welcomed by farmers, Bush's immigration proposals face opposition from an unlikely combination that includes unions, conservatives and migrant workers such as Lararios who are supposed to benefit the most. The issue is sure to resonate far beyond the vegetable fields and orange groves that make up the heart of California's central valley. Bush considers the immigration overhaul crucial to his re-election bid as he courts the growing Hispanic vote, but the proposal faces an uncertain fate in Congress. Bush's plan would give legal status for at least three years to millions of undocumented immigrants working in the United States, and allow for more foreign workers to come when employers show a need. But Bush has stressed that he expects most of the workers will return home permanently when their job is done. And as a motivator, part of their pay would be collectable only after they go back to Mexico. Compared with illegal immigration, ``this program will be more humane - humane to workers - and will live up to the highest ideals of our nations,'' Bush said Monday in Mexico in a visit with President Vicente Fox. But immigration advocates and unions want protections allowing workers to switch jobs and stay in the United States, and conservatives are reluctant to reward anyone who entered the country illegally. Lararios, who left his native San Luis Potosi as a young man and spent most of his life in the fields, said he is leery of any program that does not guarantee a chance at American citizenship. ``It's not good. The Mexican government shouldn't let him do it,'' he said in Spanish, pushing his worn straw hat down against the cold wind. Supporters say the program would have protections in place for workers' rights, preventing abuses that occurred in previous generations. ``No one wants to repeat the problems from the bracero program,'' said John Gay, co-chairman of the Essential Workers Immigration Coalition, a group of businesses associations pushing for immigration reform. ``This is a population that really got the shaft. I can understand their skepticism, but that was a long time ago.'' From 1942 to 1964, about 400,000 men became braceros - a term that stems from the Spanish word for arm, ``brazo,'' and refers to their manual labor. Some managed to stay after escaping their job sites and joining the undocumented work force. Others were lucky enough to get sponsored by an employer for permanent residency. The ones who stayed were able to give their children a better life, said Dimas Villareal, who got permanent residency in 1959 and raised his nine children in the United States. The rest ``got cut off, like a machine that they didn't need anymore,''said Frank Villareal, who brought his father to a meeting Sunday at a church in Fresno. ``It was humiliating,'' said Manuel Herrera, 75, who was a bracero from 1954 to 1960. ``They rented us, got our work, then sent us back when they had no more use for us.'' Bush would divert a portion of the workers' pay to ``tax preferred savingsaccounts'' collectable only in Mexico. The bracero program had a similar provision that sent 10 percent of workers' wages to Mexico. Few bracerosever saw that money, and their demands for those wages were forgotten for half a century.
Source: Juliana Barbassa, The Associated Press
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Contentid: 1090
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Title: International Online Conference on Second and Foreign Language Teaching and Research - September 25-26, 2004
Body: From: "Editors" International Online Conference on Second and Foreign Language Teaching and Research - September 25-26, 2004 Call for Proposals We invite you and your colleagues from around the globe to participate in the First International Online Conference on Second and Foreign Language Teaching and Research to be held on September 25-26, 2004. The basic aim of this conference is to provide a venue for educators, established scholars and graduate students to present work on a wide variety of pedagogical, theoretical and empirical issues as related to the multi-disciplinary field of second and foreign language teaching and research. On these two days we will gather to share information and capitalize on each others' learnings, experiences and contributions. This conference will also give you an opportunity to make global connections with people in your field. The two days of sessions will be supplemented by keynote presentations delivered by distinguished professionals. For more information visit http://www.readingmatrix.com/onlineconference/index.html For a list of possible conference topics visit http://www.readingmatrix.com/onlineconference/callforpapers.html Abstract Submissions If you would like to participate as a presenter, please submit an abstract online at: http://www.readingmatrix.com/onlineconference/abstract.html Important Deadlines Submission of Abstracts - April 30, 2004 Notification of accepted abstracts - May 30, 2004 Submission of presentation materials - June 15, 2004 Registration 50$ US - July 30, 2004 Conference Program Listing of Conference presentations will be available June 20, 2004 For more information visit http://www.readingmatrix.com/onlineconference/index.html Information will be posted online as it becomes available. Please join us as a presenter or attendee. For further information, contact editors@readingmatrix.com _______________________ Editors-The Reading Matrix: An International Online Journal http://www.readingmatrix.com/journal.html
Source: The Reading Matrix
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Contentid: 1091
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Title: Yookoso users
Body: From: "Emi Ahn" / Sensee gata: Kazuko Ioroi Sensee and I participated in the Michigan State's CLEAR summer program in July and learned a little bit about Flash. If you are using Yookoso, your students may be able to use these games. http://www.mc.maricopa.edu/~emiahn/concentration.htm Emi Ochiai Ahn
Source: Emi Ochiai Ahn
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Contentid: 1092
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Title: Spanish Culture Sites
Body: From: FLTEACH@LISTSERV.BUFFALO.EDU Here is a collection of Spanish culture sites to check out: http://eleaston.com/sp-culture.html Eva Easton
Source: FLTEACH
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Contentid: 1093
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Title: wwwtools - best of 2003
Body: From: If you wish to promote a conference, a book, your institution, a course then reply to this email. Take a look at the "best" of 2003 education websites. http://magazines.fasfind.com/wwwtools/m/386.cfm?rid=386
Source: wwwtools
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Contentid: 1094
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Title: Fluency in Foreign Language Using iMovie
Body: From: "Fahey, John K." Fluency in Foreign Language Using iMovie A nice example of motivating use of video with imovie in Foreign language class. at: http://ali.apple.com/ali_sites/ali/lessonideas/fluency.html John Fahey EL Paso
Source: John Fahey
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Contentid: 1095
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Title: Japanese Children Books suitable for beginners of Japanese
Body: From: "Fahey, John K." There are a number of simple online stories for Japanese children at Botsan.com http://www.botsan.com/botsan.htm They make extensive use of small embedded pictures for vocabulary development. John Fahey El Paso, Texas
Source: www.botsan.com
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