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1187
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Title: State Test Translation Plan Raises Concerns
Body: From:necla Dan Hardy reports in the Philadelphia Inquirer on concerns raised over the recent annoucement by the Pennsylvania Department of Education to allow English language learners (ELLs) to use translators and bilingual dictionaries when taking the Pennsylvania System of School Assessment (PSSA), Pennsylvania's statewide student assessment test. Some of the concerns are ELLs will have an unfair advantage with translators, some students may not have translators available to them and that, even with translators, cultural differences may still impede student performance. According to Len Reiser, a lawyer, the fact that bilingual dictionaries and translators would be left up to the student is troubling, for it then raises questions about the validity of the test. To read the entire article, visit: http://www.philly.com/mld/inquirer/news/local/7820496.htm
Source: OELA Newsline
Inputdate: 2004-02-05 19:32:00
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Title: State Test Translation Plan Raises Concerns
Body: From:necla Dan Hardy reports in the Philadelphia Inquirer on concerns raised over the recent annoucement by the Pennsylvania Department of Education to allow English language learners (ELLs) to use translators and bilingual dictionaries when taking the Pennsylvania System of School Assessment (PSSA), Pennsylvania's statewide student assessment test. Some of the concerns are ELLs will have an unfair advantage with translators, some students may not have translators available to them and that, even with translators, cultural differences may still impede student performance. According to Len Reiser, a lawyer, the fact that bilingual dictionaries and translators would be left up to the student is troubling, for it then raises questions about the validity of the test. To read the entire article, visit: http://www.philly.com/mld/inquirer/news/local/7820496.htm
Source: OELA Newsline
Inputdate: 2004-02-05 19:32:00
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1188
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Title: Assuring ELLs and Parents Meaningful Access to the Education System
Body: From: ncela The English Language Learner (ELL) KnowledgeBase Web site offers several resources dealing with the need to provide ELL students and their parents "meaningful access" to the public school system. The resources were developed following a complaint filed against the Tucson Unified School District (TUSD); the complaint stated that the district failed to communicate with its ELL students and "national-origin language-minority parents." Following an investigation by the U.S. Department of Education's Office for Civil Rights (OCR), TUSD agreed "to take action in regards to general policies and procedures, notification of parents, assessment of language needs, staff notice and training, interpreters, self-monitoring, and translation of written materials." According to the Web site, although the results are specific to TUSD, districts throughout the country should be aware of these issues and "OCR's areas of concern." The following resources provide a copy of the OCR/ TUSD agreement letter and TUSD Web site developed for its translator and interpreter services. TUSD Interpreter/Translator Services The following Web site provides access to TUSD's "Meaningful Access" procedures including links to parent notifications in five languages: http://www.tusd.k12.az.us/contents/depart/interpreter/ma.html
Source: ELL KnowledgeBase Web site
Inputdate: 2004-02-05 19:36:00
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Title: Assuring ELLs and Parents Meaningful Access to the Education System
Body: From: ncela The English Language Learner (ELL) KnowledgeBase Web site offers several resources dealing with the need to provide ELL students and their parents "meaningful access" to the public school system. The resources were developed following a complaint filed against the Tucson Unified School District (TUSD); the complaint stated that the district failed to communicate with its ELL students and "national-origin language-minority parents." Following an investigation by the U.S. Department of Education's Office for Civil Rights (OCR), TUSD agreed "to take action in regards to general policies and procedures, notification of parents, assessment of language needs, staff notice and training, interpreters, self-monitoring, and translation of written materials." According to the Web site, although the results are specific to TUSD, districts throughout the country should be aware of these issues and "OCR's areas of concern." The following resources provide a copy of the OCR/ TUSD agreement letter and TUSD Web site developed for its translator and interpreter services. TUSD Interpreter/Translator Services The following Web site provides access to TUSD's "Meaningful Access" procedures including links to parent notifications in five languages: http://www.tusd.k12.az.us/contents/depart/interpreter/ma.html
Source: ELL KnowledgeBase Web site
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1189
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Title: Strategies and Resources for Mainstream Teachers of English Language Learners
Body: From: ncela Strategies and Resources for Mainstream Teachers of English Language Learners (2003) is a "hot topics" report from the Northwest Regional Educational Laboratory. The report begins with an introduction to the legislative changes brought about by the No Child Left Behind Act and the implications for mainstream teachers working with English language learners (ELLs). Separate sections present an overview of second language acquisition theory; instructional methods and program models; teaching principles and strategies; and a sample of schools and programs in the Northwest that are working to raise ELL achievement. Included is the following list of Ten Things the Mainstream Teacher Can Do Today To Improve Instruction for ELL Students. * Enunciate clearly, but do not raise your voice. Add gestures, point directly to objects, or draw pictures when appropriate. * Write clearly, legibly, and in printmany ELL students have difficulty reading cursive. * Develop and maintain routines. Use clear and consistent signals for classroom instructions. * Repeat information and review frequently. If a student does not understand, try rephrasing or paraphrasing in shorter sentences and simpler syntax. Check often for understanding, but do not ask "Do you understand?" Instead, have students demonstrate their learning in order to show comprehension. * Try to avoid idioms and slang words. * Present new information in the context of known information. * Announce the lessons objectives and activities, and list instructions step-by-step. * Present information in a variety of ways. * Provide frequent summations of the salient points of a lesson, and always emphasize key vocabulary words. * Recognize student success overtly and frequently. But, also be aware that in some cultures overt, individual praise is considered inappropriate and can therefore be embarrassing or confusing to the student. Strategies and Resources for Mainstream Teachers of English Language Learners is available online at NWREL. http://www.nwrel.org/request/2003may/textonly.html For more information, contact NWREL at: 101 SW Main St., Suite 500 Portland, OR 97204 Tel: (503) 275- 9500
Source: Northwest Regional Educational Laboratory
Inputdate: 2004-02-05 19:55:00
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Title: Strategies and Resources for Mainstream Teachers of English Language Learners
Body: From: ncela Strategies and Resources for Mainstream Teachers of English Language Learners (2003) is a "hot topics" report from the Northwest Regional Educational Laboratory. The report begins with an introduction to the legislative changes brought about by the No Child Left Behind Act and the implications for mainstream teachers working with English language learners (ELLs). Separate sections present an overview of second language acquisition theory; instructional methods and program models; teaching principles and strategies; and a sample of schools and programs in the Northwest that are working to raise ELL achievement. Included is the following list of Ten Things the Mainstream Teacher Can Do Today To Improve Instruction for ELL Students. * Enunciate clearly, but do not raise your voice. Add gestures, point directly to objects, or draw pictures when appropriate. * Write clearly, legibly, and in printmany ELL students have difficulty reading cursive. * Develop and maintain routines. Use clear and consistent signals for classroom instructions. * Repeat information and review frequently. If a student does not understand, try rephrasing or paraphrasing in shorter sentences and simpler syntax. Check often for understanding, but do not ask "Do you understand?" Instead, have students demonstrate their learning in order to show comprehension. * Try to avoid idioms and slang words. * Present new information in the context of known information. * Announce the lessons objectives and activities, and list instructions step-by-step. * Present information in a variety of ways. * Provide frequent summations of the salient points of a lesson, and always emphasize key vocabulary words. * Recognize student success overtly and frequently. But, also be aware that in some cultures overt, individual praise is considered inappropriate and can therefore be embarrassing or confusing to the student. Strategies and Resources for Mainstream Teachers of English Language Learners is available online at NWREL. http://www.nwrel.org/request/2003may/textonly.html For more information, contact NWREL at: 101 SW Main St., Suite 500 Portland, OR 97204 Tel: (503) 275- 9500
Source: Northwest Regional Educational Laboratory
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1190
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Title: Materials for Bilingual and Spanish Teachers Published
Body: From: ncela [Source: WAECE-AMEI Bulletin no. 168, January 29, 2004] The Cervantes Spanish Institute has just published some materials for teachers of Spanish as a second language and for bilingual parents and educators. "My world in words" is a set of materials for 7 to 9 year olds to foster the learning of Spanish in an active and playful manner. It includes stories, games, listening comprehension activities, reading materials, crafts projects and interactive adventures. There is also a Club where children can make friends in other countries and exchange messages, photos and more. To view the materials, visit: http://cvc.cervantes.es/aula/mimundo/
Source: Cervantes Spanish Institute
Inputdate: 2004-02-05 19:57:00
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Title: Materials for Bilingual and Spanish Teachers Published
Body: From: ncela [Source: WAECE-AMEI Bulletin no. 168, January 29, 2004] The Cervantes Spanish Institute has just published some materials for teachers of Spanish as a second language and for bilingual parents and educators. "My world in words" is a set of materials for 7 to 9 year olds to foster the learning of Spanish in an active and playful manner. It includes stories, games, listening comprehension activities, reading materials, crafts projects and interactive adventures. There is also a Club where children can make friends in other countries and exchange messages, photos and more. To view the materials, visit: http://cvc.cervantes.es/aula/mimundo/
Source: Cervantes Spanish Institute
Inputdate: 2004-02-05 19:57:00
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1191
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Title: Elder Voices: Southeast Asian Families in the United States
Body: From: ncela Elder Voices: Southeast Asian Families in the United States By Daniel F. Detzner Rowman and Littlefield Publishers [Publisher's Description] More than a quarter of a century has passed since the first Southeast Asian refugees arrived in this country, but because of their age and formidable language barriers, many elders have difficulty making their voices heard. Language barriers, family privacy, and social isolation have made it almost impossible for their experiences to be shared outside the family and community. Elder Voices helps to understand the family life of Vietnamese, Cambodian, Lao, and Hmong refugees from the perspective of the oldest generation. Their stories are composed of complex family narratives that help us understand the ways in which migration and resettlement processes are experienced. The forty life histories of Southeast Asian elders gathered for this study collectively reveal personal perspectives on new immigrant family adaptation to American life at the end of the twentieth century. This volume is for anyone interested in Southeast Asian families in America. To buy this book in hardback, visit: http://www.amazon.com/exec/obidos/ASIN/0759105766/ centerforimmigra To buy this book in paperback, visit: http://www.amazon.com/exec/obidos/ASIN/0759105774/ centerforimmigra
Source: Daniel F. Detzner
Inputdate: 2004-02-05 19:59:00
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Title: Elder Voices: Southeast Asian Families in the United States
Body: From: ncela Elder Voices: Southeast Asian Families in the United States By Daniel F. Detzner Rowman and Littlefield Publishers [Publisher's Description] More than a quarter of a century has passed since the first Southeast Asian refugees arrived in this country, but because of their age and formidable language barriers, many elders have difficulty making their voices heard. Language barriers, family privacy, and social isolation have made it almost impossible for their experiences to be shared outside the family and community. Elder Voices helps to understand the family life of Vietnamese, Cambodian, Lao, and Hmong refugees from the perspective of the oldest generation. Their stories are composed of complex family narratives that help us understand the ways in which migration and resettlement processes are experienced. The forty life histories of Southeast Asian elders gathered for this study collectively reveal personal perspectives on new immigrant family adaptation to American life at the end of the twentieth century. This volume is for anyone interested in Southeast Asian families in America. To buy this book in hardback, visit: http://www.amazon.com/exec/obidos/ASIN/0759105766/ centerforimmigra To buy this book in paperback, visit: http://www.amazon.com/exec/obidos/ASIN/0759105774/ centerforimmigra
Source: Daniel F. Detzner
Inputdate: 2004-02-05 19:59:00
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1192
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Title: Chineseness across Borders: Renegotiating Chinese Identities in China and the United States
Body: From: ncela Chineseness across Borders: Renegotiating Chinese Identities in China and the United States By Andrea Louie Duke University Press [Publisher's Description] What happens when Chinese American youths travel to mainland China in search of their ancestral roots, only to realize that in many ways they still feel out of place, or when mainland Chinese realize that the lives of the Chinese abroad may not be as good as they had imagined? By considering programs designed to facilitate interactions between overseas Chinese and their ancestral homelands, Andrea Louie highlights how these programs not only create opportunities for new connections but also reveal the disjunctures that now separate Chinese Americans from China and mainland Chinese from the Chinese abroad. To buy this book in hardback, visit: http://www.amazon.com/exec/obidos/ASIN/0822332361/ centerforimmigra To buy this book in paperback, visit: http://www.amazon.com/exec/obidos/ASIN/0822332639/ centerforimmigra
Source: Andrea Louie
Inputdate: 2004-02-05 20:03:00
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Title: Chineseness across Borders: Renegotiating Chinese Identities in China and the United States
Body: From: ncela Chineseness across Borders: Renegotiating Chinese Identities in China and the United States By Andrea Louie Duke University Press [Publisher's Description] What happens when Chinese American youths travel to mainland China in search of their ancestral roots, only to realize that in many ways they still feel out of place, or when mainland Chinese realize that the lives of the Chinese abroad may not be as good as they had imagined? By considering programs designed to facilitate interactions between overseas Chinese and their ancestral homelands, Andrea Louie highlights how these programs not only create opportunities for new connections but also reveal the disjunctures that now separate Chinese Americans from China and mainland Chinese from the Chinese abroad. To buy this book in hardback, visit: http://www.amazon.com/exec/obidos/ASIN/0822332361/ centerforimmigra To buy this book in paperback, visit: http://www.amazon.com/exec/obidos/ASIN/0822332639/ centerforimmigra
Source: Andrea Louie
Inputdate: 2004-02-05 20:03:00
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1193
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Title: Audiomagazine Teaches Spanish and Other Languages
Body: From:ncela Laura K. Lawless (http://spanish.allinfo-about.com/mybio.html) reviews Puerta del Sol, an audiomagazine for intermediate and advanced Spanish students. She writes that a subscription to Puerta del Sol includes the following three segments: 1. A CD or 60-minute audio of articles, interviews, and music, specially chosen and edited to help improve Spanish listening skills, grammar, and vocabulary. The audio is done entirely by native Spanish-speaking professional broadcasters, and is formatted like a radio show. 2. An approximately 60-page magazine with a complete transcript of the audio and a glossary: The difficult vocabulary and expressions are highlighted in bold in the transcript, then translated and usually elaborated upon in the glossary. 3. Optional study guide with pre- and post-listening exercises. There are occasional features about Latin America, but Puerta del Sol focuses mainly on Spain, and thus Castilian Spanish. Puerta del Sol is published by Champs-Élysées, Inc., along with similar audiomagazines in French (http://french.about.com/cs/ listening/fr/champselysees.htm), Italian (http://www.champs- elysees.com/products/italian/product.aspx), and German (http:// www.champs-elysees.com/products/german/product.aspx). To read the full review of this product, visit: http://spanish.allinfo-about.com/puertadelsol.html
Source: Puerta del Sol
Inputdate: 2004-02-05 20:06:00
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Title: Audiomagazine Teaches Spanish and Other Languages
Body: From:ncela Laura K. Lawless (http://spanish.allinfo-about.com/mybio.html) reviews Puerta del Sol, an audiomagazine for intermediate and advanced Spanish students. She writes that a subscription to Puerta del Sol includes the following three segments: 1. A CD or 60-minute audio of articles, interviews, and music, specially chosen and edited to help improve Spanish listening skills, grammar, and vocabulary. The audio is done entirely by native Spanish-speaking professional broadcasters, and is formatted like a radio show. 2. An approximately 60-page magazine with a complete transcript of the audio and a glossary: The difficult vocabulary and expressions are highlighted in bold in the transcript, then translated and usually elaborated upon in the glossary. 3. Optional study guide with pre- and post-listening exercises. There are occasional features about Latin America, but Puerta del Sol focuses mainly on Spain, and thus Castilian Spanish. Puerta del Sol is published by Champs-Élysées, Inc., along with similar audiomagazines in French (http://french.about.com/cs/ listening/fr/champselysees.htm), Italian (http://www.champs- elysees.com/products/italian/product.aspx), and German (http:// www.champs-elysees.com/products/german/product.aspx). To read the full review of this product, visit: http://spanish.allinfo-about.com/puertadelsol.html
Source: Puerta del Sol
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1194
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Title: "Native Language Programs Running Afoul of No Child Left Behind"
Body: From: Scott_G_McGINNIS@umail.umd.edu (sm167) Some western Alaska schools that for decades have taught and helped preserve the Native Yupik language are in a quandary over meeting new testing requirements under No Child Left Behind. Third-grade children taught almost exclusively in the Yupik language may be required to pass federal tests written in English. In Alaska, where Natives speak 20 aboriginal languages and dialects, meeting a uniform federal law could ultimately be too expensive, conflict with Native cultural traditions, as well as the local control that the rural villages treasure. Read these news stories: http://www.ecs.org/ecs/e-clips
Source: FAIRBANKS DAILY NEWS-MINER
Inputdate: 2004-02-06 12:08:00
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Title: "Native Language Programs Running Afoul of No Child Left Behind"
Body: From: Scott_G_McGINNIS@umail.umd.edu (sm167) Some western Alaska schools that for decades have taught and helped preserve the Native Yupik language are in a quandary over meeting new testing requirements under No Child Left Behind. Third-grade children taught almost exclusively in the Yupik language may be required to pass federal tests written in English. In Alaska, where Natives speak 20 aboriginal languages and dialects, meeting a uniform federal law could ultimately be too expensive, conflict with Native cultural traditions, as well as the local control that the rural villages treasure. Read these news stories: http://www.ecs.org/ecs/e-clips
Source: FAIRBANKS DAILY NEWS-MINER
Inputdate: 2004-02-06 12:08:00
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1195
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Title: Pathways to Bilingualism:CALL FOR PAPERS - EXTENDED DEADLINE: MARCH 1, 2004
Body: From: Scott_G_McGINNIS@umail.umd.edu (sm167) CALL FOR PAPERS - EXTENDED DEADLINE: MARCH 1, 2004 Pathways to Bilingualism: Evolving Perspectives on Immersion Education October 21-23, 2004 Radisson-Metrodome Hotel Minneapolis, Minnesota, USA Featured Speakers: Fred Genesee, Kathryn Lindholm-Leary, Roy Lyster, Myriam Met, Merrill Swain The Immersion Projects at the Center for Advanced Research on Language Acquisition at the University of Minnesota and conference planning committee members are seeking proposals for papers, discussion sessions, and symposia on all aspects of immersion education for Pathways to Bilingualism. This second international conference on immersion education will be held October 21 -23, 2004 at the University of Minnesota in Minneapolis, Minnesota, USA. In addition to basic, applied and evaluation research, conference organizers welcome a range of practitioner perspectives including immersion teachers, administrators, curriculum coordinators, and specialists who work in immersion programs. Papers, discussion sessions, and symposia may report on data-based research, theoretical and conceptual analyses, or best practices in language immersion education. This conference on immersion education aims to bring together immersion teachers, researchers, and other professionals to initiate and sustain meaningful dialogue across languages, levels, program models and sociopolitical contexts. Targeted K-16 contexts include: foreign language immersion in the more commonly taught and less commonly taught languages, dual language immersion, and immersion for linguistic and cultural revitalization involving heritage and indigenous populations. Each of these educational programs embraces the concept of additive bilingualism- the acquisition of a second language while continuing to develop the first. The conference will focus on four broad themes: Program Design and Development, Assessment and Program Evaluation, Immersion Pedagogy and Language Development, and Policy and Advocacy. The extended deadline for submission of proposals for papers and symposia is March 1, 2004. The online submission form is available on the CARLA website at: http://carla.acad.umn.edu/conferences/immersion/papers.html For further information, email the conference planning committee at: immconf@umn.edu
Source: The Immersion Projects at the Center for Advanced Research on Language Acquisition at the University of Minnesota
Inputdate: 2004-02-06 12:54:00
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Title: Pathways to Bilingualism:CALL FOR PAPERS - EXTENDED DEADLINE: MARCH 1, 2004
Body: From: Scott_G_McGINNIS@umail.umd.edu (sm167) CALL FOR PAPERS - EXTENDED DEADLINE: MARCH 1, 2004 Pathways to Bilingualism: Evolving Perspectives on Immersion Education October 21-23, 2004 Radisson-Metrodome Hotel Minneapolis, Minnesota, USA Featured Speakers: Fred Genesee, Kathryn Lindholm-Leary, Roy Lyster, Myriam Met, Merrill Swain The Immersion Projects at the Center for Advanced Research on Language Acquisition at the University of Minnesota and conference planning committee members are seeking proposals for papers, discussion sessions, and symposia on all aspects of immersion education for Pathways to Bilingualism. This second international conference on immersion education will be held October 21 -23, 2004 at the University of Minnesota in Minneapolis, Minnesota, USA. In addition to basic, applied and evaluation research, conference organizers welcome a range of practitioner perspectives including immersion teachers, administrators, curriculum coordinators, and specialists who work in immersion programs. Papers, discussion sessions, and symposia may report on data-based research, theoretical and conceptual analyses, or best practices in language immersion education. This conference on immersion education aims to bring together immersion teachers, researchers, and other professionals to initiate and sustain meaningful dialogue across languages, levels, program models and sociopolitical contexts. Targeted K-16 contexts include: foreign language immersion in the more commonly taught and less commonly taught languages, dual language immersion, and immersion for linguistic and cultural revitalization involving heritage and indigenous populations. Each of these educational programs embraces the concept of additive bilingualism- the acquisition of a second language while continuing to develop the first. The conference will focus on four broad themes: Program Design and Development, Assessment and Program Evaluation, Immersion Pedagogy and Language Development, and Policy and Advocacy. The extended deadline for submission of proposals for papers and symposia is March 1, 2004. The online submission form is available on the CARLA website at: http://carla.acad.umn.edu/conferences/immersion/papers.html For further information, email the conference planning committee at: immconf@umn.edu
Source: The Immersion Projects at the Center for Advanced Research on Language Acquisition at the University of Minnesota
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1196
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Title: World Englishes in a Globalizing World Conference
Body: World Englishes in a Globalizing World Conference July 16-18, 2004 Deadline of Abstracts: February 15, 2004 Syracuse University Syracuse, New York, USA The International Association for World Englishes (IAWE) announces its forthcoming conference on "World Englishes in a Globalizing World." The conference will be held at Syracuse University from July 16-18, 2004. The purpose of this seminar is to provide a forum to bring together a variety of international research in the area of Global communication through English. Some of the areas covered by the conference include: * World Englishes and Global Challenges * Cross-cultural Creativity and World Englishes * World Englishes and Cross-cultural Gender Discourse * Genres, Styles and World Englishes * Globalization and Identity * Global Education and Literacy * Language Behavior and Language Disorders in Multilingual Contexts * Global media: Language Contact, Regulation and Change * World Englishes in the Classroom * Language Decay and Death: Who is the Culprit? * Speech Acts and Cross-Cultural Communication * World Englishes in South East Asia (ASEAN) and Other Business Zones (EU, NAFTA, etc.) Leading researchers and internationally-renowned speakers are invited to delivery plenary and keynote addresses. Types of Presentations: 1. Keynote and Plenary Addresses 2. Panels (2-3 hours); Panel discussions 3. Workshops 4. Papers (20-minutes duration) 5. Demonstrations/Poster Sessions All abstracts should be submitted using a diskette and a hard copy of a 100-150-words and sent to the address below. For more information, contact: Dr. Tej K. Bhatia, Program Chair IAWE 2004 312 HBC Syracuse University Syracuse, New York 13244-1160 Email: tkbhatia@syr.edu Tel: (315) 443-5374 Fax: (315) 443-5376
Source: Syracuse University
Inputdate: 2004-02-06 13:08:00
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Title: World Englishes in a Globalizing World Conference
Body: World Englishes in a Globalizing World Conference July 16-18, 2004 Deadline of Abstracts: February 15, 2004 Syracuse University Syracuse, New York, USA The International Association for World Englishes (IAWE) announces its forthcoming conference on "World Englishes in a Globalizing World." The conference will be held at Syracuse University from July 16-18, 2004. The purpose of this seminar is to provide a forum to bring together a variety of international research in the area of Global communication through English. Some of the areas covered by the conference include: * World Englishes and Global Challenges * Cross-cultural Creativity and World Englishes * World Englishes and Cross-cultural Gender Discourse * Genres, Styles and World Englishes * Globalization and Identity * Global Education and Literacy * Language Behavior and Language Disorders in Multilingual Contexts * Global media: Language Contact, Regulation and Change * World Englishes in the Classroom * Language Decay and Death: Who is the Culprit? * Speech Acts and Cross-Cultural Communication * World Englishes in South East Asia (ASEAN) and Other Business Zones (EU, NAFTA, etc.) Leading researchers and internationally-renowned speakers are invited to delivery plenary and keynote addresses. Types of Presentations: 1. Keynote and Plenary Addresses 2. Panels (2-3 hours); Panel discussions 3. Workshops 4. Papers (20-minutes duration) 5. Demonstrations/Poster Sessions All abstracts should be submitted using a diskette and a hard copy of a 100-150-words and sent to the address below. For more information, contact: Dr. Tej K. Bhatia, Program Chair IAWE 2004 312 HBC Syracuse University Syracuse, New York 13244-1160 Email: tkbhatia@syr.edu Tel: (315) 443-5374 Fax: (315) 443-5376
Source: Syracuse University
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