Contents
Displaying 14401-14410 of 28843 results.
Contentid:
14649
Content Type: 1
Title: More Tour de France Resources
Body: Here are some more Tour de France resources: A French-language blog post at http://fjfle.blogspot.com/2012/07/sport-tour-de-france-2012.html Interactive maps for each stage of the race at http://www.cyclingthealps.com/#tour-de-france-2012-stage-1 Some cycling vocabulary at http://french.about.com/od/vocabulary/a/cycling.htm
Source: Various
Inputdate: 2012-07-07 09:04:27
Lastmodifieddate: 2012-07-07 09:04:27
Expdate:
Publishdate: 2012-07-09 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: More Tour de France Resources
Body: Here are some more Tour de France resources: A French-language blog post at http://fjfle.blogspot.com/2012/07/sport-tour-de-france-2012.html Interactive maps for each stage of the race at http://www.cyclingthealps.com/#tour-de-france-2012-stage-1 Some cycling vocabulary at http://french.about.com/od/vocabulary/a/cycling.htm
Source: Various
Inputdate: 2012-07-07 09:04:27
Lastmodifieddate: 2012-07-07 09:04:27
Expdate:
Publishdate: 2012-07-09 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14650
Content Type: 1
Title: Federal Agency Clarifies Mandate on Accreditation of English-Language Programs
Body: From http://chronicle.com/article/Agency-Clarifies-Mandate-on/132723 Federal Agency Clarifies Mandate on Accreditation of English-Language Programs By Karin Fischer July 2, 2012 Weeks after it caused a furor by suggesting that university-run English-language programs would have to receive separate accreditation, the U.S. Department of Homeland Security late Friday issued a policy statement clarifying how such programs can demonstrate they are covered by institutional accreditation. While the department did not back off its insistence that campus-run programs produce proof of accreditation under a 2010 law—something program directors contend the legislation never intended—the new guidance will go a long way toward allaying concerns, language-program officials said this weekend. Read the full article at http://chronicle.com/article/Agency-Clarifies-Mandate-on/132723
Source: Chronicle of Higher Education
Inputdate: 2012-07-07 09:05:24
Lastmodifieddate: 2012-07-07 09:05:24
Expdate:
Publishdate: 2012-07-09 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Federal Agency Clarifies Mandate on Accreditation of English-Language Programs
Body: From http://chronicle.com/article/Agency-Clarifies-Mandate-on/132723 Federal Agency Clarifies Mandate on Accreditation of English-Language Programs By Karin Fischer July 2, 2012 Weeks after it caused a furor by suggesting that university-run English-language programs would have to receive separate accreditation, the U.S. Department of Homeland Security late Friday issued a policy statement clarifying how such programs can demonstrate they are covered by institutional accreditation. While the department did not back off its insistence that campus-run programs produce proof of accreditation under a 2010 law—something program directors contend the legislation never intended—the new guidance will go a long way toward allaying concerns, language-program officials said this weekend. Read the full article at http://chronicle.com/article/Agency-Clarifies-Mandate-on/132723
Source: Chronicle of Higher Education
Inputdate: 2012-07-07 09:05:24
Lastmodifieddate: 2012-07-07 09:05:24
Expdate:
Publishdate: 2012-07-09 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14651
Content Type: 1
Title: Study: Bilingual Ed. Better for Non-ELLs
Body: From http://blogs.edweek.org/edweek/learning-the-language/2012/07/study_bilingual_ed_a_boon_to_n.html Study: Bilingual Ed. Better for Non-ELLs By Lesli A. Maxwell July 2, 2012 There's a robust body of research that has examined how the various forms of English-language instruction impact the ability of ELLs to acquire English and achieve academically, but a group of researchers is taking a completely different look at this question. How, they ask, do bilingual education programs—in which some instruction is delivered in an ELL's native language—spill over to impact the performance of students who are not learning English? The researchers use Texas—home to the second largest concentration of ELLs in the nation and where Spanish bilingual education programs still exist in public schools across the state—to try and answer this question. Their findings were released in a working paper today from the National Bureau of Economic Research. In districts offering bilingual education, the test scores of non-ELLs whose home language is not Spanish were raised "significantly." Because these kids were not Spanish speakers, they never would have been candidates to participate in bilingual education, therefore, researchers conclude, there were "program spillover effects." The researchers offer some possible explanations, many of which can be boiled down to differences between the composition of classrooms in bilingual programs versus those in ESL programs. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/07/study_bilingual_ed_a_boon_to_n.html The report is available for $5 at http://papers.nber.org/papers/w18197
Source: Education Week
Inputdate: 2012-07-07 09:06:25
Lastmodifieddate: 2012-07-07 09:06:25
Expdate:
Publishdate: 2012-07-09 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Study: Bilingual Ed. Better for Non-ELLs
Body: From http://blogs.edweek.org/edweek/learning-the-language/2012/07/study_bilingual_ed_a_boon_to_n.html Study: Bilingual Ed. Better for Non-ELLs By Lesli A. Maxwell July 2, 2012 There's a robust body of research that has examined how the various forms of English-language instruction impact the ability of ELLs to acquire English and achieve academically, but a group of researchers is taking a completely different look at this question. How, they ask, do bilingual education programs—in which some instruction is delivered in an ELL's native language—spill over to impact the performance of students who are not learning English? The researchers use Texas—home to the second largest concentration of ELLs in the nation and where Spanish bilingual education programs still exist in public schools across the state—to try and answer this question. Their findings were released in a working paper today from the National Bureau of Economic Research. In districts offering bilingual education, the test scores of non-ELLs whose home language is not Spanish were raised "significantly." Because these kids were not Spanish speakers, they never would have been candidates to participate in bilingual education, therefore, researchers conclude, there were "program spillover effects." The researchers offer some possible explanations, many of which can be boiled down to differences between the composition of classrooms in bilingual programs versus those in ESL programs. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/07/study_bilingual_ed_a_boon_to_n.html The report is available for $5 at http://papers.nber.org/papers/w18197
Source: Education Week
Inputdate: 2012-07-07 09:06:25
Lastmodifieddate: 2012-07-07 09:06:25
Expdate:
Publishdate: 2012-07-09 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14652
Content Type: 1
Title: Salem State University Announces $1.9m Grant To Train ESL Teachers
Body: From http://www.boston.com/yourtown/news/salem/2012/06/by_ryan_mooney_globe_correspon.html Salem State announces $1.9m grant to train ESL teachers by Ryan Mooney June 29, 2012 Salem State University announced this week the receipt of a five-year, $1.9 million grant from the Massachusetts Department of Education to be used for the training of English Language Learning (ELL) teachers. The university will partner with Salem, Lynn, and Revere to train current teachers in Secondary English Immersion (SEI) and put new SEI-certified teachers into the three school systems. The announcement of the new program - coming on the heels of a $1.5 million grant awarded to the Bentley Elementary School, which faces the threat of a state takeover after being tagged with a Level 4 designation last fall - should bode well for Salem's overall school turnaround plan, which puts an emphasis on SEI as the district's non-English-speaking student demographic continues to grow each year. Read the full article at http://www.boston.com/yourtown/news/salem/2012/06/by_ryan_mooney_globe_correspon.html
Source: Boston.com
Inputdate: 2012-07-07 09:07:37
Lastmodifieddate: 2012-07-07 09:07:37
Expdate:
Publishdate: 2012-07-09 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Salem State University Announces $1.9m Grant To Train ESL Teachers
Body: From http://www.boston.com/yourtown/news/salem/2012/06/by_ryan_mooney_globe_correspon.html Salem State announces $1.9m grant to train ESL teachers by Ryan Mooney June 29, 2012 Salem State University announced this week the receipt of a five-year, $1.9 million grant from the Massachusetts Department of Education to be used for the training of English Language Learning (ELL) teachers. The university will partner with Salem, Lynn, and Revere to train current teachers in Secondary English Immersion (SEI) and put new SEI-certified teachers into the three school systems. The announcement of the new program - coming on the heels of a $1.5 million grant awarded to the Bentley Elementary School, which faces the threat of a state takeover after being tagged with a Level 4 designation last fall - should bode well for Salem's overall school turnaround plan, which puts an emphasis on SEI as the district's non-English-speaking student demographic continues to grow each year. Read the full article at http://www.boston.com/yourtown/news/salem/2012/06/by_ryan_mooney_globe_correspon.html
Source: Boston.com
Inputdate: 2012-07-07 09:07:37
Lastmodifieddate: 2012-07-07 09:07:37
Expdate:
Publishdate: 2012-07-09 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14653
Content Type: 1
Title: Five Ways To Assess Oral Communication
Body: From http://ochoamores.typepad.com/morespanish/2012/07/five-for-friday-5-ways-to-assess-oral-communication-face-to-face.html Teacher Sherry Amorocho writes: “In addition to the digital ways that I assess oral work, I have several informal ways of checking my students’ speaking skills. I don’t want to stifle emerging communicative skills by taking off points for mistakes, so most of these checks are based on effort rather than accuracy. My grades are weighted, and these informal assessments will be listed under the ‘participation’ category along with the formal assessments I talked about in the previous post.” Read her five suggestions at http://ochoamores.typepad.com/morespanish/2012/07/five-for-friday-5-ways-to-assess-oral-communication-face-to-face.html
Source: More Spanish Blog
Inputdate: 2012-07-07 09:08:36
Lastmodifieddate: 2012-07-07 09:08:36
Expdate:
Publishdate: 2012-07-09 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Five Ways To Assess Oral Communication
Body: From http://ochoamores.typepad.com/morespanish/2012/07/five-for-friday-5-ways-to-assess-oral-communication-face-to-face.html Teacher Sherry Amorocho writes: “In addition to the digital ways that I assess oral work, I have several informal ways of checking my students’ speaking skills. I don’t want to stifle emerging communicative skills by taking off points for mistakes, so most of these checks are based on effort rather than accuracy. My grades are weighted, and these informal assessments will be listed under the ‘participation’ category along with the formal assessments I talked about in the previous post.” Read her five suggestions at http://ochoamores.typepad.com/morespanish/2012/07/five-for-friday-5-ways-to-assess-oral-communication-face-to-face.html
Source: More Spanish Blog
Inputdate: 2012-07-07 09:08:36
Lastmodifieddate: 2012-07-07 09:08:36
Expdate:
Publishdate: 2012-07-09 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14654
Content Type: 1
Title: Book: Online Second Language Acquisition
Body: From http://www.continuumbooks.com/books/detail.aspx?BookId=168763&SearchType=Basic Online Second Language Acquisition: Conversation Analysis of Online Chat By Vincenza Tudini Published by Continuum Description: A book-length exploration of the role of online chat in supporting the teaching and learning of foreign languages is well overdue. Tudini's new book takes a Conversation Analysis approach, which is new to online Second Language Acquisition. It provides observable, previously undocumented insights into how native speakers and learners pursue the learning of foreign language and culture during online text chat. It looks at dyadic chat between native speakers and learners, with examples drawn from a corpus featuring 133 learners and 584 native speakers of Italian. This unique book contributes to our understanding of how conversation in a foreign language unfolds between native speakers and learners in an online social environment, rather than in the classroom. It will be of interest to researchers in second language acquisition and conversation analysis, as well as language teachers. Visit the publisher’s website at http://www.continuumbooks.com/books/detail.aspx?BookId=168763&SearchType=Basic
Source: Continuum
Inputdate: 2012-07-14 02:15:05
Lastmodifieddate: 2012-07-14 02:15:05
Expdate:
Publishdate: 2012-07-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Online Second Language Acquisition
Body: From http://www.continuumbooks.com/books/detail.aspx?BookId=168763&SearchType=Basic Online Second Language Acquisition: Conversation Analysis of Online Chat By Vincenza Tudini Published by Continuum Description: A book-length exploration of the role of online chat in supporting the teaching and learning of foreign languages is well overdue. Tudini's new book takes a Conversation Analysis approach, which is new to online Second Language Acquisition. It provides observable, previously undocumented insights into how native speakers and learners pursue the learning of foreign language and culture during online text chat. It looks at dyadic chat between native speakers and learners, with examples drawn from a corpus featuring 133 learners and 584 native speakers of Italian. This unique book contributes to our understanding of how conversation in a foreign language unfolds between native speakers and learners in an online social environment, rather than in the classroom. It will be of interest to researchers in second language acquisition and conversation analysis, as well as language teachers. Visit the publisher’s website at http://www.continuumbooks.com/books/detail.aspx?BookId=168763&SearchType=Basic
Source: Continuum
Inputdate: 2012-07-14 02:15:05
Lastmodifieddate: 2012-07-14 02:15:05
Expdate:
Publishdate: 2012-07-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14655
Content Type: 1
Title: Book: Youth Culture, Language Endangerment and Linguistic Survivance
Body: From http://www.multilingual-matters.com/display.asp?k=9781847697394 Youth Culture, Language Endangerment and Linguistic Survivance By Leisy Thornton Wyman Published by Multilingual Matters Summary: Detailing a decade of life and language use in a remote Alaskan Yup’ik community, Youth Culture, Language Endangerment and Linguistic Survivance provides rare insight into young people's language brokering and Indigenous people's contemporary linguistic ecologies. This book examines how two consecutive groups of youth in a Yup’ik village negotiated eroding heritage language learning resources, changing language ideologies, and gendered subsistence practices while transforming community language use over time. Wyman shows how villagers used specific Yup’ik forms, genres, and discourse practices to foster learning in and out of school, underscoring the stakes of language endangerment. At the same time, by demonstrating how the youth and adults in the study used multiple languages, literacies and translanguaging to sustain a unique subarctic way of life, Wyman illuminates Indigenous peoples’ wide-ranging forms of linguistic survivance in an interconnected world. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?k=9781847697394
Source: Multilingual Matters
Inputdate: 2012-07-14 02:16:03
Lastmodifieddate: 2012-07-14 02:16:03
Expdate:
Publishdate: 2012-07-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Youth Culture, Language Endangerment and Linguistic Survivance
Body: From http://www.multilingual-matters.com/display.asp?k=9781847697394 Youth Culture, Language Endangerment and Linguistic Survivance By Leisy Thornton Wyman Published by Multilingual Matters Summary: Detailing a decade of life and language use in a remote Alaskan Yup’ik community, Youth Culture, Language Endangerment and Linguistic Survivance provides rare insight into young people's language brokering and Indigenous people's contemporary linguistic ecologies. This book examines how two consecutive groups of youth in a Yup’ik village negotiated eroding heritage language learning resources, changing language ideologies, and gendered subsistence practices while transforming community language use over time. Wyman shows how villagers used specific Yup’ik forms, genres, and discourse practices to foster learning in and out of school, underscoring the stakes of language endangerment. At the same time, by demonstrating how the youth and adults in the study used multiple languages, literacies and translanguaging to sustain a unique subarctic way of life, Wyman illuminates Indigenous peoples’ wide-ranging forms of linguistic survivance in an interconnected world. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?k=9781847697394
Source: Multilingual Matters
Inputdate: 2012-07-14 02:16:03
Lastmodifieddate: 2012-07-14 02:16:03
Expdate:
Publishdate: 2012-07-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14656
Content Type: 1
Title: Call for Papers for the 2012 Annual Meeting of the Stanford Forum for African Studies
Body: From http://stanfordfas.wordpress.com Call for Papers for the 2012 Annual Meeting of the Stanford Forum for African Studies Mobile Africa Stanford University, California October 26-27, 2012 DEADLINE: July 31, 2012 The Stanford Forum for African Studies (SFAS) invites proposals for papers by graduate students, scholars, and faculty on the topics of mobilization and mobility – of people and power, of goods and technology – and how this movement affects social, economic, and political processes and practices in Africa today. Go to http://stanfordfas.wordpress.com to download the full call for papers.
Source: Stanford Forum for African Studies
Inputdate: 2012-07-14 02:17:10
Lastmodifieddate: 2012-07-14 02:17:10
Expdate: 2012-07-31 00:00:00
Publishdate: 2012-07-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers for the 2012 Annual Meeting of the Stanford Forum for African Studies
Body: From http://stanfordfas.wordpress.com Call for Papers for the 2012 Annual Meeting of the Stanford Forum for African Studies Mobile Africa Stanford University, California October 26-27, 2012 DEADLINE: July 31, 2012 The Stanford Forum for African Studies (SFAS) invites proposals for papers by graduate students, scholars, and faculty on the topics of mobilization and mobility – of people and power, of goods and technology – and how this movement affects social, economic, and political processes and practices in Africa today. Go to http://stanfordfas.wordpress.com to download the full call for papers.
Source: Stanford Forum for African Studies
Inputdate: 2012-07-14 02:17:10
Lastmodifieddate: 2012-07-14 02:17:10
Expdate: 2012-07-31 00:00:00
Publishdate: 2012-07-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14657
Content Type: 1
Title: Call for Papers: Assessing Second Language Students with Learning and Other Disabilities
Body: From http://linguistlist.org/issues/23/23-3009.html Call for Papers for an Edited Volume Entitled 'Assessing Second Language Students with Learning and Other Disabilities' Edited by Dr Dina Tsagari & Dr George Spanoudis (University of Cyprus) To be published with LIT Verlag The population of students is becoming increasingly diverse, both culturally and linguistically. The numbers of children diagnosed with specific learning differences, SpLD (e.g. dyslexia, dyspraxia, dyscalculia, Attention Deficit and Hyperactivity Disorder) as well as those with other disabilities like visual, hearing or physical impairments, is steadily increasing today; so is the number of students enrolled in special education. This situation, combined with greater awareness of individual human rights, has led to an increased demand for appropriate testing and assessment provision. This is of particular concern to second or foreign language test providers (Taylor, 2012) and teachers (Kormos and Smith, 2012; Kormos and Kontra, 2008), who are very often faced with the challenge of having to offer special arrangements (accommodations) to second language learners (SLLs) with disabilities: they need to depart from the established testing procedures and alter their protocols, administration and/or content in order to accommodate the special needs of SLLs with disabilities. In this context, the intended volume seeks to discuss the theoretical, ethical and practical considerations involved and explore the theoretical models and research findings that better identify the language and special needs of SLLs with SpLD and other disabilities and evaluate the effectiveness of accommodation practices employed so far. Studies of both high-stakes tests and classroom-based assessments that are related to the special needs of SLLs are invited conducted by professionals and researchers working in the area of psychology, special education and second/foreign language testing and assessment. The ultimate aim is to create a compilation of papers based on both theoretical and research chapters that address the fair assessment of this special population of SLLs. View the full call for papers at http://linguistlist.org/issues/23/23-3009.html
Source: LINGUIST List
Inputdate: 2012-07-14 02:18:13
Lastmodifieddate: 2012-07-14 02:18:13
Expdate: 2014-12-12 00:00:00
Publishdate: 2012-07-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers: Assessing Second Language Students with Learning and Other Disabilities
Body: From http://linguistlist.org/issues/23/23-3009.html Call for Papers for an Edited Volume Entitled 'Assessing Second Language Students with Learning and Other Disabilities' Edited by Dr Dina Tsagari & Dr George Spanoudis (University of Cyprus) To be published with LIT Verlag The population of students is becoming increasingly diverse, both culturally and linguistically. The numbers of children diagnosed with specific learning differences, SpLD (e.g. dyslexia, dyspraxia, dyscalculia, Attention Deficit and Hyperactivity Disorder) as well as those with other disabilities like visual, hearing or physical impairments, is steadily increasing today; so is the number of students enrolled in special education. This situation, combined with greater awareness of individual human rights, has led to an increased demand for appropriate testing and assessment provision. This is of particular concern to second or foreign language test providers (Taylor, 2012) and teachers (Kormos and Smith, 2012; Kormos and Kontra, 2008), who are very often faced with the challenge of having to offer special arrangements (accommodations) to second language learners (SLLs) with disabilities: they need to depart from the established testing procedures and alter their protocols, administration and/or content in order to accommodate the special needs of SLLs with disabilities. In this context, the intended volume seeks to discuss the theoretical, ethical and practical considerations involved and explore the theoretical models and research findings that better identify the language and special needs of SLLs with SpLD and other disabilities and evaluate the effectiveness of accommodation practices employed so far. Studies of both high-stakes tests and classroom-based assessments that are related to the special needs of SLLs are invited conducted by professionals and researchers working in the area of psychology, special education and second/foreign language testing and assessment. The ultimate aim is to create a compilation of papers based on both theoretical and research chapters that address the fair assessment of this special population of SLLs. View the full call for papers at http://linguistlist.org/issues/23/23-3009.html
Source: LINGUIST List
Inputdate: 2012-07-14 02:18:13
Lastmodifieddate: 2012-07-14 02:18:13
Expdate: 2014-12-12 00:00:00
Publishdate: 2012-07-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
14658
Content Type: 1
Title: UC Curriculum Integration Institute for Fall 2012: Marketing, Sales and Service with Language Other Than English
Body: Apply now to the Fall 2012 UCCI Institute for the opportunity to contribute to the design of groundbreaking courses that integrate Marketing, Sales and Service with Language Other Than English (LOTE). At the UCCI Institutes, teams of teachers, administrators and/or curriculum developers design innovative courses to be submitted to UC for “a-g” approval and designated as CTE; once approved, these courses are made available for adoption by any high school in California. Accepted applicants will receive a $600 stipend and have Institute expenses (registration, meals, lodging) covered by UCCI. In addition, your school or district will be reimbursed a total of $250 to cover substitute costs for the weekdays when you are attending the Institute. Learn more and apply at http://www.ucop.edu/ucci The application deadline is August 13, 2012 D’Ambruoso, L. UC Curriculum Integration Institute for Fall 2012. CLTA e-mail, 11 Jul 2012.
Source: CLTA
Inputdate: 2012-07-14 02:19:39
Lastmodifieddate: 2012-07-14 02:19:39
Expdate: 2012-08-13 00:00:00
Publishdate: 2012-07-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: UC Curriculum Integration Institute for Fall 2012: Marketing, Sales and Service with Language Other Than English
Body: Apply now to the Fall 2012 UCCI Institute for the opportunity to contribute to the design of groundbreaking courses that integrate Marketing, Sales and Service with Language Other Than English (LOTE). At the UCCI Institutes, teams of teachers, administrators and/or curriculum developers design innovative courses to be submitted to UC for “a-g” approval and designated as CTE; once approved, these courses are made available for adoption by any high school in California. Accepted applicants will receive a $600 stipend and have Institute expenses (registration, meals, lodging) covered by UCCI. In addition, your school or district will be reimbursed a total of $250 to cover substitute costs for the weekdays when you are attending the Institute. Learn more and apply at http://www.ucop.edu/ucci The application deadline is August 13, 2012 D’Ambruoso, L. UC Curriculum Integration Institute for Fall 2012. CLTA e-mail, 11 Jul 2012.
Source: CLTA
Inputdate: 2012-07-14 02:19:39
Lastmodifieddate: 2012-07-14 02:19:39
Expdate: 2012-08-13 00:00:00
Publishdate: 2012-07-16 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
