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Title: Job Posting: German teacher, Penn Manor, PA
Body: We have just officially posted the position for a German teacher for next year. Our current teacher is retiring, so this is a permanent contracted position. Right now, this teacher has a full schedule teaching at our high school, but depending on enrollment for next year, the position may involve teaching an intro course to 8th graders at our middle school. Penn Manor School District is located in Lancaster County, PA, and is within an hour's drive to Philadelphia, Reading, and Harrisburg. We are located right across the parking lot from Millersville University. The recently- renovated high school (1997) operates on a 4x4 block/semester schedule. Classes are 90 days in duration, and in January we begin a new semester. HS teachers teach 3 classes (85 minutes in length) each day, and one 85 minute planning/prep period each day. You would be joining a fantastic department with eleven people at the secondary level (two full-time staff members at the middle school level, and nine at the high school). We offer French I-V, German I-V, Spanish I-V, Italian I-III, and Latin I. At the HS, we have one part-time German teacher (who also is our gifted coordinator), one French teacher, five Spanish teachers, and one teacher who does French, Spanish and Italian, as needed. We have 42 sections of FL classes this year, from a student body of 1900. We do allow students to "double-up" and take level one in the fall, and level two in the spring, for example. Interviews are tentatively planned for early May, so any interested candidates should submit a letter of interest, resume, and PA credentials as soon as possible. Language-related questions can be directed to me, as the foreign language chair, via email or phone (listed below). Paperwork should be sent to: Mr. Donald Stewart, Superintendent, Penn Manor School District, PO Box 1001, Millersville, PA 17551. Please feel free to visit our district website -www.pennmanor.net also. Melissa Mintzer Foreign Language Dept Coordinator Penn Manor HS Melissa.mintzer@pennmanor.net 717-872-9520 x1515
Source: Penn Manor School District
Inputdate: 2004-04-01 23:08:00
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Title: Job Posting: German teacher, Penn Manor, PA
Body: We have just officially posted the position for a German teacher for next year. Our current teacher is retiring, so this is a permanent contracted position. Right now, this teacher has a full schedule teaching at our high school, but depending on enrollment for next year, the position may involve teaching an intro course to 8th graders at our middle school. Penn Manor School District is located in Lancaster County, PA, and is within an hour's drive to Philadelphia, Reading, and Harrisburg. We are located right across the parking lot from Millersville University. The recently- renovated high school (1997) operates on a 4x4 block/semester schedule. Classes are 90 days in duration, and in January we begin a new semester. HS teachers teach 3 classes (85 minutes in length) each day, and one 85 minute planning/prep period each day. You would be joining a fantastic department with eleven people at the secondary level (two full-time staff members at the middle school level, and nine at the high school). We offer French I-V, German I-V, Spanish I-V, Italian I-III, and Latin I. At the HS, we have one part-time German teacher (who also is our gifted coordinator), one French teacher, five Spanish teachers, and one teacher who does French, Spanish and Italian, as needed. We have 42 sections of FL classes this year, from a student body of 1900. We do allow students to "double-up" and take level one in the fall, and level two in the spring, for example. Interviews are tentatively planned for early May, so any interested candidates should submit a letter of interest, resume, and PA credentials as soon as possible. Language-related questions can be directed to me, as the foreign language chair, via email or phone (listed below). Paperwork should be sent to: Mr. Donald Stewart, Superintendent, Penn Manor School District, PO Box 1001, Millersville, PA 17551. Please feel free to visit our district website -www.pennmanor.net also. Melissa Mintzer Foreign Language Dept Coordinator Penn Manor HS Melissa.mintzer@pennmanor.net 717-872-9520 x1515
Source: Penn Manor School District
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1414
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Title: Job Postings: HS/MS Spanish and French teachers, Pittsford, NY
Body: Pittsford Central Schools, Pittsford, New York (suburb of Rochester) anticipates openings in Spanish and French in the high schools and middle school. You can download an application and gather more information at: http://pittsfordschools.org/
Source: FLTEACH
Inputdate: 2004-04-01 23:59:00
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Title: Job Postings: HS/MS Spanish and French teachers, Pittsford, NY
Body: Pittsford Central Schools, Pittsford, New York (suburb of Rochester) anticipates openings in Spanish and French in the high schools and middle school. You can download an application and gather more information at: http://pittsfordschools.org/
Source: FLTEACH
Inputdate: 2004-04-01 23:59:00
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1415
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Title: Workshop: Teaching with Technology, April 30-May 1, Rochester
Body: The Foreign Language Technology Center at the Rochester Institute of Technology is hosting a two day (April 30-May 1) Teaching with Technology Workshop co-sponsored by Houghton-Mifflin, ACTFL and IALLT. For program details and registration information please contact Houghton-Mifflin at: Phone: 1.800.856.5727 or Fax: 1.800.210.0212 You may also register online at: http://college.hmco.com/instructors/ins_teachtech_fdp_fl.html Created in conjunction with the International Association of Language Learning Technology (IALLT) and the American Council on the Teaching of Foreign Languages (ACTFL), this workshop helps participants learn to use technology to teach foreign languages within the framework of the national standards for foreign language learning. These dynamic workshops combine the technology expertise of IALLT and the hands-on tradition of ACTFL. For more information about the workshop content and travel/lodging availability, see our website at the following URL: http://fltc.rit.edu/workshop I warmly invite you to attend and look forward to showing you our new facility. If you are thinking about creating or updating your own language center, I would be happy to profit from the workshop to discuss your plans with you. Regards, Jack -- Jack Burston, Ph.D. Director Foreign Language Technology Center College of Liberal Arts Rochester Institute of Technology 92 Lomb Memorial Drive Rochester, NY 14623-5604 Phone: (585) 475-3156 Fax: (585) 475-7120 WWW: http://fltc.rit.edu
Source: Rochester Institute of Technology
Inputdate: 2004-04-02 01:05:00
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Title: Workshop: Teaching with Technology, April 30-May 1, Rochester
Body: The Foreign Language Technology Center at the Rochester Institute of Technology is hosting a two day (April 30-May 1) Teaching with Technology Workshop co-sponsored by Houghton-Mifflin, ACTFL and IALLT. For program details and registration information please contact Houghton-Mifflin at: Phone: 1.800.856.5727 or Fax: 1.800.210.0212 You may also register online at: http://college.hmco.com/instructors/ins_teachtech_fdp_fl.html Created in conjunction with the International Association of Language Learning Technology (IALLT) and the American Council on the Teaching of Foreign Languages (ACTFL), this workshop helps participants learn to use technology to teach foreign languages within the framework of the national standards for foreign language learning. These dynamic workshops combine the technology expertise of IALLT and the hands-on tradition of ACTFL. For more information about the workshop content and travel/lodging availability, see our website at the following URL: http://fltc.rit.edu/workshop I warmly invite you to attend and look forward to showing you our new facility. If you are thinking about creating or updating your own language center, I would be happy to profit from the workshop to discuss your plans with you. Regards, Jack -- Jack Burston, Ph.D. Director Foreign Language Technology Center College of Liberal Arts Rochester Institute of Technology 92 Lomb Memorial Drive Rochester, NY 14623-5604 Phone: (585) 475-3156 Fax: (585) 475-7120 WWW: http://fltc.rit.edu
Source: Rochester Institute of Technology
Inputdate: 2004-04-02 01:05:00
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Contentid:
1416
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Title: Final Call for Proposals: Deadline April 15 - Cultural Diversity and Language Education Conference
Body: Conferene to take place at: Imin International Conference Center University of Hawai'i at Manoa, Honolulu, HI SEPTEMBER 17-19, 2004 http://nflrc.hawaii.edu/prodev/CDALE/ KEYNOTES: "Language, Literacy, and Culture: Making The Connection" - SONIA NIETO, University of Massachusetts, Amherst "Transforming Literacy" - GLYNDA A. HULL, University of California, Berkeley A panel of local Hawaiian experts The conference will focus on theories, policies, and practices associated with cultural and language diversity in educational contexts and will provide a forum for examining a broad range of issues concerned with the potential and challenges of education that builds on diversity. The primary strands for exploring diversity in language education at the conference are: - Foreign/Heritage Language Education - Bilingual/Immersion Education - English Language Education - Language Education Planning and Policy - Literacy Education Proposals for presentations related to theory, research, practice, and policy in these strand areas are welcome and can be submitted online. ** PRESENTATION CATEGORIES ** - Individual papers: 20 minutes for presentation; 10 minutes for discussion - Colloquia: 3 & 1/2 hours - first 3 colloquia papers (20 minutes for presentation and 10 minutes for discussion each); 30-minute break; final 3 colloquia papers (20 minutes for presentation and 10 minutes for discussion each) - Workshops: 3 & 1/2 hours - 3 hour workshop with a 30-minute break in the middle ** ONLINE PROPOSAL SUBMISSION ** To submit a proposal online, visit http://nflrc.hawaii.edu/prodev/CDALE/ Need more information? Visit our website at: http://nflrc.hawaii.edu/prodev/CDALE/
Source: National Foregin Language Resource Center, University of Hawaii at Manoa
Inputdate: 2004-04-02 12:10:00
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Title: Final Call for Proposals: Deadline April 15 - Cultural Diversity and Language Education Conference
Body: Conferene to take place at: Imin International Conference Center University of Hawai'i at Manoa, Honolulu, HI SEPTEMBER 17-19, 2004 http://nflrc.hawaii.edu/prodev/CDALE/ KEYNOTES: "Language, Literacy, and Culture: Making The Connection" - SONIA NIETO, University of Massachusetts, Amherst "Transforming Literacy" - GLYNDA A. HULL, University of California, Berkeley A panel of local Hawaiian experts The conference will focus on theories, policies, and practices associated with cultural and language diversity in educational contexts and will provide a forum for examining a broad range of issues concerned with the potential and challenges of education that builds on diversity. The primary strands for exploring diversity in language education at the conference are: - Foreign/Heritage Language Education - Bilingual/Immersion Education - English Language Education - Language Education Planning and Policy - Literacy Education Proposals for presentations related to theory, research, practice, and policy in these strand areas are welcome and can be submitted online. ** PRESENTATION CATEGORIES ** - Individual papers: 20 minutes for presentation; 10 minutes for discussion - Colloquia: 3 & 1/2 hours - first 3 colloquia papers (20 minutes for presentation and 10 minutes for discussion each); 30-minute break; final 3 colloquia papers (20 minutes for presentation and 10 minutes for discussion each) - Workshops: 3 & 1/2 hours - 3 hour workshop with a 30-minute break in the middle ** ONLINE PROPOSAL SUBMISSION ** To submit a proposal online, visit http://nflrc.hawaii.edu/prodev/CDALE/ Need more information? Visit our website at: http://nflrc.hawaii.edu/prodev/CDALE/
Source: National Foregin Language Resource Center, University of Hawaii at Manoa
Inputdate: 2004-04-02 12:10:00
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1417
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Title: Job Posting: Part-time Spanish Position available at Regis College
Body: Regis College seeks Spanish teacher to teach one section of Intermediate Spanish in fall 2004, and one section of Intermediate Spanish and possibly one section of Elementary Spanish in spring 2005. Candidate must have an M.A. in Spanish, and experience teaching at the college level. Send C.V. and two letters of recommendation to: Lucia Ortiz Spanish Program Coordinator Regis College lucia.ortiz@regiscollege.edu or at 235 Wellesley Street, Weston, MA 02493 For more information you may contact Lucia Ortiz at 781 768 7371.
Source: Spanish Program, Regis College
Inputdate: 2004-04-02 13:46:00
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Title: Job Posting: Part-time Spanish Position available at Regis College
Body: Regis College seeks Spanish teacher to teach one section of Intermediate Spanish in fall 2004, and one section of Intermediate Spanish and possibly one section of Elementary Spanish in spring 2005. Candidate must have an M.A. in Spanish, and experience teaching at the college level. Send C.V. and two letters of recommendation to: Lucia Ortiz Spanish Program Coordinator Regis College lucia.ortiz@regiscollege.edu or at 235 Wellesley Street, Weston, MA 02493 For more information you may contact Lucia Ortiz at 781 768 7371.
Source: Spanish Program, Regis College
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1418
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Title: Pictures in the Conversation Class: New Use of an Old Technique
Body: Editor's Note: The methods highlighted in this article are appropriate to any langugae and any age group. The article also includes eight references. Following is the Introduction fromthe article at: http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/98/sep/gu.html With the contemporary emphasis in China on learning language as a communicative skill, the teaching of English conversation as a separate course has been considered by many to be essential. However, it is still common to find a student with accurate pronunciation and a very good understanding of English grammar who is unable to converse effectively and appropriately with others. To address this problem, we began to use picture activities at intermediate levels as supplementary aids to promote classroom interaction. We will begin this paper by describing the kinds of pictures we use. Next, we will present eight pair activities for lower-intermediate and intermediate students. Finally, we will discuss the role of the teacher and the method of evaluation.
Source: Gu Jianxin, Zhejiang Teachers' University
Inputdate: 2004-04-02 14:07:00
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Title: Pictures in the Conversation Class: New Use of an Old Technique
Body: Editor's Note: The methods highlighted in this article are appropriate to any langugae and any age group. The article also includes eight references. Following is the Introduction fromthe article at: http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/98/sep/gu.html With the contemporary emphasis in China on learning language as a communicative skill, the teaching of English conversation as a separate course has been considered by many to be essential. However, it is still common to find a student with accurate pronunciation and a very good understanding of English grammar who is unable to converse effectively and appropriately with others. To address this problem, we began to use picture activities at intermediate levels as supplementary aids to promote classroom interaction. We will begin this paper by describing the kinds of pictures we use. Next, we will present eight pair activities for lower-intermediate and intermediate students. Finally, we will discuss the role of the teacher and the method of evaluation.
Source: Gu Jianxin, Zhejiang Teachers' University
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1419
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Title: Website: Spanish Computer Terms Dictionary
Body: This online dictionary for computer terms in Spanish looks good. Someone might find it useful. http://www.telefonica.es/fat/lexa.html
Source: FLTEACH
Inputdate: 2004-04-02 14:15:00
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Title: Website: Spanish Computer Terms Dictionary
Body: This online dictionary for computer terms in Spanish looks good. Someone might find it useful. http://www.telefonica.es/fat/lexa.html
Source: FLTEACH
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1420
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Title: Job Posting: Assistant Professor, Bilingual/ESOL Education, Western Oregon University
Body: From: OELA Newsline, March 30 Application Deadline: Review of Completed Applications will begin immediately and will continue until the position is filled Position Information: Recruitment Number: F0417 (Please include on all correspondence and application materials). Please note that this is a reposting of a previously closed position, F0413, because the position qualifications have changed (see "Qualifications" below). The Division seeks qualified applicants for an Assistant with experience in bilingual/ESOL education. This is a nine-month position with summer session employment probable, should it be desired. Qualifications: Earned Doctorate in Education or related field with primary emphasis in Bilingual /ESOL education and experience in college/university teaching. Preference will be given to individuals with three or more years in K-12 teaching and supervision of student teachers. The Division seeks candidates with expertise in two or more of the following areas: First & Second Language Acquisition; sociology of minorities; strategies and methods of teaching 1st /2nd language reading and language arts; cultural & community needs of culturally diverse populations; and knowledge of current trends in BE/ESOL and Multicultural Education. Candidates must comply with provisions of the Immigration Reform and Control Act. Responsibilities: The individual hired for this position will teach both undergraduate and graduate classes and supervise practicum students and student teachers. Other responsibilities include student advising, alternative calendar/off campus teaching and committee work as required by the union contract. Summer employment will be encouraged. For more information about this position, contact: Gary Welander Tel: (503) 838-8395 Email: welandg@wou.edu For more information about the College of Education, visit: http://www.wou.edu/education Application Procedure: Required application materials: A Western Oregon University Employment Application Form (www.wou.edu/facultyapp), Letter of application (the letter of application must include a statement of your bilingual/multicultural philosophy, research agenda and teaching experience), current academic vita, official transcripts, three letters of recommendation with telephone numbers. Apply To Sarah Johnson, Receptionist Office of Human Resources Western Oregon University 345 N. Monmouth Ave Monmouth, OR 97361 Tel: (503) 838-8490 Fax: (503) 838-8144
Source: Western Oregon University
Inputdate: 2004-04-02 14:51:00
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Title: Job Posting: Assistant Professor, Bilingual/ESOL Education, Western Oregon University
Body: From: OELA Newsline, March 30 Application Deadline: Review of Completed Applications will begin immediately and will continue until the position is filled Position Information: Recruitment Number: F0417 (Please include on all correspondence and application materials). Please note that this is a reposting of a previously closed position, F0413, because the position qualifications have changed (see "Qualifications" below). The Division seeks qualified applicants for an Assistant with experience in bilingual/ESOL education. This is a nine-month position with summer session employment probable, should it be desired. Qualifications: Earned Doctorate in Education or related field with primary emphasis in Bilingual /ESOL education and experience in college/university teaching. Preference will be given to individuals with three or more years in K-12 teaching and supervision of student teachers. The Division seeks candidates with expertise in two or more of the following areas: First & Second Language Acquisition; sociology of minorities; strategies and methods of teaching 1st /2nd language reading and language arts; cultural & community needs of culturally diverse populations; and knowledge of current trends in BE/ESOL and Multicultural Education. Candidates must comply with provisions of the Immigration Reform and Control Act. Responsibilities: The individual hired for this position will teach both undergraduate and graduate classes and supervise practicum students and student teachers. Other responsibilities include student advising, alternative calendar/off campus teaching and committee work as required by the union contract. Summer employment will be encouraged. For more information about this position, contact: Gary Welander Tel: (503) 838-8395 Email: welandg@wou.edu For more information about the College of Education, visit: http://www.wou.edu/education Application Procedure: Required application materials: A Western Oregon University Employment Application Form (www.wou.edu/facultyapp), Letter of application (the letter of application must include a statement of your bilingual/multicultural philosophy, research agenda and teaching experience), current academic vita, official transcripts, three letters of recommendation with telephone numbers. Apply To Sarah Johnson, Receptionist Office of Human Resources Western Oregon University 345 N. Monmouth Ave Monmouth, OR 97361 Tel: (503) 838-8490 Fax: (503) 838-8144
Source: Western Oregon University
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1421
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Title: Job Posting: Full-Time Instructor, Culture and Language Bridge Program, Seattle University
Body: From: OELA Newline, March 30 Applications due: April 30, 2004 Effective September, 2004, Culture and Language Bridge Program at Seattle University has an opening for a full-time Instructor to teach academic speaking/presenting skills, academic writing, vocabulary, and English structure to highly advanced, enrolled university students (first-year, juniors, and graduate). Program instruction is based on focused and results-oriented curricula that have the goal of improving students' language skills for academic work in mainstream, regular university courses in various degree programs, such as business, nursing, engineering, and humanities. This faculty member will teach 9 or more university-level EAP/ESL courses per year (9 to 12 contact hours/week customary) and assist with student advising, placement test evaluation, and ongoing curriculum development, as well as perform occasional administrative duties. Minimum qualifications: M.A. in TESL or applied linguistics and at least 3 years of experience teaching advanced academic language skills in U.S. colleges/universities. Near-native English proficiency required. Review of applications to begin in early April, 2004. Seattle University, founded in 1891, continues a four hundred and fifty year tradition of Jesuit Catholic higher education. The University's Jesuit Catholic ideals underscore its commitment to the centrality of teaching, learning, and scholarship, of values-based education grounded in the Jesuit and Catholic traditions, of service and social justice, of lifelong learning, and of educating the whole person. Located in the heart of dynamic Seattle, the University enrolls approximately six thousand undergraduate and graduate students in eight schools and colleges. Students enjoy a university ethos characterized by small classes, individualized faculty attention, a strong sense of community, a commitment to diversity, and an outstanding faculty. Seattle University is an equal opportunity, affirmative action employer. Send applications to: Attn: Dr. Eli Hinkel Lynn Building, Rm. 116 900 Broadway Seattle, WA 98122 Tel: (206) 296-6064 Email: ehinkel@seattleu.edu http://seattleu.edu
Source: Seattle University
Inputdate: 2004-04-02 14:57:00
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Title: Job Posting: Full-Time Instructor, Culture and Language Bridge Program, Seattle University
Body: From: OELA Newline, March 30 Applications due: April 30, 2004 Effective September, 2004, Culture and Language Bridge Program at Seattle University has an opening for a full-time Instructor to teach academic speaking/presenting skills, academic writing, vocabulary, and English structure to highly advanced, enrolled university students (first-year, juniors, and graduate). Program instruction is based on focused and results-oriented curricula that have the goal of improving students' language skills for academic work in mainstream, regular university courses in various degree programs, such as business, nursing, engineering, and humanities. This faculty member will teach 9 or more university-level EAP/ESL courses per year (9 to 12 contact hours/week customary) and assist with student advising, placement test evaluation, and ongoing curriculum development, as well as perform occasional administrative duties. Minimum qualifications: M.A. in TESL or applied linguistics and at least 3 years of experience teaching advanced academic language skills in U.S. colleges/universities. Near-native English proficiency required. Review of applications to begin in early April, 2004. Seattle University, founded in 1891, continues a four hundred and fifty year tradition of Jesuit Catholic higher education. The University's Jesuit Catholic ideals underscore its commitment to the centrality of teaching, learning, and scholarship, of values-based education grounded in the Jesuit and Catholic traditions, of service and social justice, of lifelong learning, and of educating the whole person. Located in the heart of dynamic Seattle, the University enrolls approximately six thousand undergraduate and graduate students in eight schools and colleges. Students enjoy a university ethos characterized by small classes, individualized faculty attention, a strong sense of community, a commitment to diversity, and an outstanding faculty. Seattle University is an equal opportunity, affirmative action employer. Send applications to: Attn: Dr. Eli Hinkel Lynn Building, Rm. 116 900 Broadway Seattle, WA 98122 Tel: (206) 296-6064 Email: ehinkel@seattleu.edu http://seattleu.edu
Source: Seattle University
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Title: Small Group Problem Solving, an effective communicative activity
Body: From: John Harbord on the TESL-L listserv. Write to Harbordj@ceu.hu if you have questions. Context of listserv posting: Alejandra asks for help with activities for a mixed level class. John's reply: Generally, the most suitable activities are those that are task- based, not language-based, i.e. those that involve students in using their available language abilities to get something done, e.g. solving a problem or puzzle. One such activity type which I have used with a wide range of levels is cutting up a story and giving a sentence to each student. It is even better if the complete story presents a puzzle which then has to be solved. If you do this, another factor that needs to be taken into account is group size. Groups should not be too large or strong students will dominate. For this particular activity, six might be the maximum (any less and putting the story together would be too easy) for more general problem-solving activities where all have the same information, 3-4 is a better maximum number. Problems can be imaginary situations which stimulate the imagination, from high fantasy (your spaceship has crashed on the red planet - this one actually exists as a teaching simulation but is not commercially avaiable, I think) to somewhat more real-life situations (your car has broken down in the desert - what should you do?), or local real-world problems (decide on how to redesign the school cafeteria/ the local shopping area etc.) Occasionally, an added bonus can be created if the problem is so real-world that someone might actually want to read the students' answers (eg. how to improve the orientation week for foreign students at our university). Although such activities can't really make up an entire course (though this is exactly what Prabhu and his colleagues did, so it's not impossible), they can make up a significant part. John Harbord Centre for Academic Writing Central European University Tel: 00 361 327 3196
Source: John Harbord
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Title: Small Group Problem Solving, an effective communicative activity
Body: From: John Harbord on the TESL-L listserv. Write to Harbordj@ceu.hu if you have questions. Context of listserv posting: Alejandra asks for help with activities for a mixed level class. John's reply: Generally, the most suitable activities are those that are task- based, not language-based, i.e. those that involve students in using their available language abilities to get something done, e.g. solving a problem or puzzle. One such activity type which I have used with a wide range of levels is cutting up a story and giving a sentence to each student. It is even better if the complete story presents a puzzle which then has to be solved. If you do this, another factor that needs to be taken into account is group size. Groups should not be too large or strong students will dominate. For this particular activity, six might be the maximum (any less and putting the story together would be too easy) for more general problem-solving activities where all have the same information, 3-4 is a better maximum number. Problems can be imaginary situations which stimulate the imagination, from high fantasy (your spaceship has crashed on the red planet - this one actually exists as a teaching simulation but is not commercially avaiable, I think) to somewhat more real-life situations (your car has broken down in the desert - what should you do?), or local real-world problems (decide on how to redesign the school cafeteria/ the local shopping area etc.) Occasionally, an added bonus can be created if the problem is so real-world that someone might actually want to read the students' answers (eg. how to improve the orientation week for foreign students at our university). Although such activities can't really make up an entire course (though this is exactly what Prabhu and his colleagues did, so it's not impossible), they can make up a significant part. John Harbord Centre for Academic Writing Central European University Tel: 00 361 327 3196
Source: John Harbord
Inputdate: 2004-04-02 15:02:00
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