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Displaying 15141-15150 of 28843 results.
Contentid:
15390
Content Type: 1
Title: Spring Fellowship in Korean Studies
Body: From http://www.koreasociety.org/korean_studies/fellowships The Korea Society invites applications from American educators to participate in the ninth annual Spring Fellowship in Korean Studies program, to be held in Korea from March 27– April 7, 2013. The program includes lectures and discussions on topics of current interest, guided tours, and opportunities for on-site study in locales of historic and contemporary relevance in Korea. Applicants are requested to submit one copy of the application packet, including the application form and supporting documentation, by February 8, 2013. For full details go to http://www.koreasociety.org/korean_studies/fellowships
Source: Korea Society
Inputdate: 2012-12-19 01:48:37
Lastmodifieddate: 2012-12-19 01:48:37
Expdate: 2013-02-08 00:00:00
Publishdate: 2012-12-24 00:00:00
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Title: Spring Fellowship in Korean Studies
Body: From http://www.koreasociety.org/korean_studies/fellowships The Korea Society invites applications from American educators to participate in the ninth annual Spring Fellowship in Korean Studies program, to be held in Korea from March 27– April 7, 2013. The program includes lectures and discussions on topics of current interest, guided tours, and opportunities for on-site study in locales of historic and contemporary relevance in Korea. Applicants are requested to submit one copy of the application packet, including the application form and supporting documentation, by February 8, 2013. For full details go to http://www.koreasociety.org/korean_studies/fellowships
Source: Korea Society
Inputdate: 2012-12-19 01:48:37
Lastmodifieddate: 2012-12-19 01:48:37
Expdate: 2013-02-08 00:00:00
Publishdate: 2012-12-24 00:00:00
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Contentid:
15391
Content Type: 1
Title: Webinar: Project-Based Learning: Freedom and Excitement in the Classroom
Body: From http://www.tesol.org/events-landing-page/2012/11/20/project-based-learning-freedom-and-excitement-in-the-classroom Webinar: Project-Based Learning: Freedom and Excitement in the Classroom January 11, 2013 For secondary- and university-level teachers, university students, and student teachers worldwide The level of excitement exhibited by students engaged in project-based learning (PBL) is hard to imagine. Several components contribute to this excitement: motivation, self-determination, and creativity. This webinar presents the theoretical and practical considerations of PBL and the teaching of English to speakers of other languages. It also shows how teachers can integrate PBL into their instruction to motivate students. Several examples of successful student work in PBL are presented and resources are provided to assist teachers in developing their own projects. Registration deadline: January 7, 2013 For full details go to http://www.tesol.org/events-landing-page/2012/11/20/project-based-learning-freedom-and-excitement-in-the-classroom
Source: TESOL
Inputdate: 2012-12-19 01:49:43
Lastmodifieddate: 2012-12-19 01:49:43
Expdate: 2013-01-11 00:00:00
Publishdate: 2012-12-24 00:00:00
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Content Type: 1
Title: Webinar: Project-Based Learning: Freedom and Excitement in the Classroom
Body: From http://www.tesol.org/events-landing-page/2012/11/20/project-based-learning-freedom-and-excitement-in-the-classroom Webinar: Project-Based Learning: Freedom and Excitement in the Classroom January 11, 2013 For secondary- and university-level teachers, university students, and student teachers worldwide The level of excitement exhibited by students engaged in project-based learning (PBL) is hard to imagine. Several components contribute to this excitement: motivation, self-determination, and creativity. This webinar presents the theoretical and practical considerations of PBL and the teaching of English to speakers of other languages. It also shows how teachers can integrate PBL into their instruction to motivate students. Several examples of successful student work in PBL are presented and resources are provided to assist teachers in developing their own projects. Registration deadline: January 7, 2013 For full details go to http://www.tesol.org/events-landing-page/2012/11/20/project-based-learning-freedom-and-excitement-in-the-classroom
Source: TESOL
Inputdate: 2012-12-19 01:49:43
Lastmodifieddate: 2012-12-19 01:49:43
Expdate: 2013-01-11 00:00:00
Publishdate: 2012-12-24 00:00:00
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Contentid:
15392
Content Type: 1
Title: Upcoming NNELL Professional Development Webinars
Body: From http://www.nnell.org/webinars The National Network for Early Language Learning will be offering several professional development webinars in 2013 to address the professional development needs of those who teach World Languages to our youngest learners. Here’s a summary of the planned webinars: Literacy and FLES: Connecting to the Common Core Learning Standards Date: January 14, 2013 Learning by Doing: Language Learning in Summer Camps, After School Clubs, and the Hands-On Classroom Date: February 5, 2013 Engaging Students through Digital Storytelling Date: March 21, 2013 Learn more details about all three webinars as well as how to register at http://www.nnell.org/webinars/
Source: NNELL
Inputdate: 2012-12-19 01:50:37
Lastmodifieddate: 2012-12-19 01:50:37
Expdate: 2013-03-21 00:00:00
Publishdate: 2012-12-24 00:00:00
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Content Type: 1
Title: Upcoming NNELL Professional Development Webinars
Body: From http://www.nnell.org/webinars The National Network for Early Language Learning will be offering several professional development webinars in 2013 to address the professional development needs of those who teach World Languages to our youngest learners. Here’s a summary of the planned webinars: Literacy and FLES: Connecting to the Common Core Learning Standards Date: January 14, 2013 Learning by Doing: Language Learning in Summer Camps, After School Clubs, and the Hands-On Classroom Date: February 5, 2013 Engaging Students through Digital Storytelling Date: March 21, 2013 Learn more details about all three webinars as well as how to register at http://www.nnell.org/webinars/
Source: NNELL
Inputdate: 2012-12-19 01:50:37
Lastmodifieddate: 2012-12-19 01:50:37
Expdate: 2013-03-21 00:00:00
Publishdate: 2012-12-24 00:00:00
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Contentid:
15393
Content Type: 1
Title: Pearson Call for External Research 2013
Body: From http://pearsonpte.com/research/Pages/ResearchOpportunities.aspx Pearson invites researchers in the field of language testing and assessment to submit research proposals. They also welcome enquiries from graduate students who wish to conduct research using our test data. The selection criteria for research proposals include the suitability of the research methodology and the quality of the research proposal. Application deadline: February 28, 2013 Go to http://pearsonpte.com/research/Pages/Research2013.aspx to read about all of the opportunities in 2013.
Source: Pearson
Inputdate: 2012-12-19 01:51:40
Lastmodifieddate: 2012-12-19 01:51:40
Expdate: 2013-02-28 00:00:00
Publishdate: 2012-12-24 00:00:00
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Content Type: 1
Title: Pearson Call for External Research 2013
Body: From http://pearsonpte.com/research/Pages/ResearchOpportunities.aspx Pearson invites researchers in the field of language testing and assessment to submit research proposals. They also welcome enquiries from graduate students who wish to conduct research using our test data. The selection criteria for research proposals include the suitability of the research methodology and the quality of the research proposal. Application deadline: February 28, 2013 Go to http://pearsonpte.com/research/Pages/Research2013.aspx to read about all of the opportunities in 2013.
Source: Pearson
Inputdate: 2012-12-19 01:51:40
Lastmodifieddate: 2012-12-19 01:51:40
Expdate: 2013-02-28 00:00:00
Publishdate: 2012-12-24 00:00:00
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Contentid:
15394
Content Type: 1
Title: Job: Research Assistants, Center for Applied Second Language Studies
Body: The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center, seeks to establish a pool of qualified applicants to fill part-time, temporary, and/or emergency academic positions. These candidates would assist the center with grant-funded research and development projects. This work will relate to language teaching and learning and may include conceptualizing, developing, and verifying the efficacy of practical language learning tools or developing technology-based tools for language learning and testing. Requirements: 1) BA or BS; 2) knowledge of curriculum, assessment, and pedagogy OR experience in educational software development and delivery, website design and interface, or programming experience. Positions may be one term (ten weeks) or multiple terms and may be renewed up to three years depending on need, funding, and performance. The pool will remain open through January 31, 2014. Screening of applicants will take place as positions become available and continue until positions are filled. Some hires from this pool may require a background check. Preference will be given to candidates who have: 1) native or near-native proficiency in a language other than English; 2) a graduate degree in linguistics, language education, or related field; 3) teaching experience; 4) basic knowledge of statistics, psychometrics, and second language acquisition; 5) experience in server configuration and maintenance; 6) experience in website design and interface for educational tools; 7) knowledge of software development To apply, submit a letter of interest and resume/curriculum vita to Mandy Lindgren, Business Manager, by mail to CASLS, 5290 University of Oregon, Eugene, OR 97403 or by email to mandyl at uoregon dot edu. Application letters should be addressed to Dr. Carl Falsgraf. EO/AA/ADA institution committed to cultural diversity. We invite applications from candidates who share our commitment to diversity. View this job posting online at http://jobs.uoregon.edu/unclassified.php?id=4119
Source: CASLS
Inputdate: 2012-12-19 01:52:42
Lastmodifieddate: 2012-12-19 01:52:42
Expdate: 2013-12-31 00:00:00
Publishdate: 2012-12-24 00:00:00
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Active: 1
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Content Type: 1
Title: Job: Research Assistants, Center for Applied Second Language Studies
Body: The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center, seeks to establish a pool of qualified applicants to fill part-time, temporary, and/or emergency academic positions. These candidates would assist the center with grant-funded research and development projects. This work will relate to language teaching and learning and may include conceptualizing, developing, and verifying the efficacy of practical language learning tools or developing technology-based tools for language learning and testing. Requirements: 1) BA or BS; 2) knowledge of curriculum, assessment, and pedagogy OR experience in educational software development and delivery, website design and interface, or programming experience. Positions may be one term (ten weeks) or multiple terms and may be renewed up to three years depending on need, funding, and performance. The pool will remain open through January 31, 2014. Screening of applicants will take place as positions become available and continue until positions are filled. Some hires from this pool may require a background check. Preference will be given to candidates who have: 1) native or near-native proficiency in a language other than English; 2) a graduate degree in linguistics, language education, or related field; 3) teaching experience; 4) basic knowledge of statistics, psychometrics, and second language acquisition; 5) experience in server configuration and maintenance; 6) experience in website design and interface for educational tools; 7) knowledge of software development To apply, submit a letter of interest and resume/curriculum vita to Mandy Lindgren, Business Manager, by mail to CASLS, 5290 University of Oregon, Eugene, OR 97403 or by email to mandyl at uoregon dot edu. Application letters should be addressed to Dr. Carl Falsgraf. EO/AA/ADA institution committed to cultural diversity. We invite applications from candidates who share our commitment to diversity. View this job posting online at http://jobs.uoregon.edu/unclassified.php?id=4119
Source: CASLS
Inputdate: 2012-12-19 01:52:42
Lastmodifieddate: 2012-12-19 01:52:42
Expdate: 2013-12-31 00:00:00
Publishdate: 2012-12-24 00:00:00
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Contentid:
15395
Content Type: 1
Title: Job: Consultant opportunities, National Foreign Language Center
Body: The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English. We are currently working on a project that provides adult language learners with interactive online tools to reinforce their foreign language skills. We focus on less commonly taught languages, and are currently looking for several individuals to help us launch projects in the following languages: · Greek · Italian · Polish · Tagalog · Urdu · Vietnamese · West Punjabi Minimum Requirements: Native, or near-native, proficiency in the target language English proficiency Ability to conduct Internet research and submit Word documents and/or audio files Knowledge of ILR scale of language proficiency Test development experience Specifically, we need educated native or near-native speakers of the target languages to select authentic reading and audio passages, record audio files, and develop test items. The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States. If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot org. Submit your current resume or CV with your language in the subject line. [ILR-INFO] Job: Consultant opportunties, National Foreign Language Center (NFLC) (UNCLASSIFIED). ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 17 Dec 2012).
Source: ILR-INFO
Inputdate: 2012-12-19 01:54:11
Lastmodifieddate: 2012-12-19 01:54:11
Expdate: 2013-12-31 00:00:00
Publishdate: 2012-12-24 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Job: Consultant opportunities, National Foreign Language Center
Body: The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English. We are currently working on a project that provides adult language learners with interactive online tools to reinforce their foreign language skills. We focus on less commonly taught languages, and are currently looking for several individuals to help us launch projects in the following languages: · Greek · Italian · Polish · Tagalog · Urdu · Vietnamese · West Punjabi Minimum Requirements: Native, or near-native, proficiency in the target language English proficiency Ability to conduct Internet research and submit Word documents and/or audio files Knowledge of ILR scale of language proficiency Test development experience Specifically, we need educated native or near-native speakers of the target languages to select authentic reading and audio passages, record audio files, and develop test items. The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States. If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment at nflc dot org. Submit your current resume or CV with your language in the subject line. [ILR-INFO] Job: Consultant opportunties, National Foreign Language Center (NFLC) (UNCLASSIFIED). ILR-INFO Discussion Group (ILR-INFO@FSILIST2.FSI.STATE.GOV, 17 Dec 2012).
Source: ILR-INFO
Inputdate: 2012-12-19 01:54:11
Lastmodifieddate: 2012-12-19 01:54:11
Expdate: 2013-12-31 00:00:00
Publishdate: 2012-12-24 00:00:00
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Contentid:
15396
Content Type: 1
Title: Anne Arundel Community College STARTALK Summer Job
Body: Anne Arundel Community College is seeking qualified instructors for an intensive summer STARTALK Arabic program entitled "Launching into Arabic Learning and Teaching Program 2013." The student component of the program is designed for high school and college level students and will be held at the U.S. Naval Academy in Annapolis, MD from June 24 - July 19, 2013, pending final approvals. A two week intensive teacher training program will be incorporated into the program immediately prior to the start of the student program (June 10-21, 2013) and is required for all instructors. We are seeking dynamic lead instructors for beginning Novice level Arabic and advanced Novice level Arabic. Courses are heavily focused on the development of communicative Arabic language skills. Pay is a competitive stipend. Instructors must have minimum of a Bachelor’s degree and advanced level of Arabic proficiency. Two year’s classroom experience using communicative methodologies to teach in highly interactive classroom environments preferred. Master's degree in Arabic or Education preferred. U.S. Citizenship preferred due to Department of Navy security procedures. Please submit your CV and statement of interest, including Arabic proficiency level and teaching experience via email to: Janet M. Paulovich, Director, English Language Learning and Adult Education at jmpaulovich at aacc dot edu Deadline for application is Jan. 13th, 2013. Arabic-L:PEDA:Anne Arundel Community College STARTALK summer Job. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 17 Dec 2012).
Source: Arabic-L
Inputdate: 2012-12-19 01:55:04
Lastmodifieddate: 2012-12-19 01:55:04
Expdate: 2013-09-30 00:00:00
Publishdate: 2012-12-24 00:00:00
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Content Type: 1
Title: Anne Arundel Community College STARTALK Summer Job
Body: Anne Arundel Community College is seeking qualified instructors for an intensive summer STARTALK Arabic program entitled "Launching into Arabic Learning and Teaching Program 2013." The student component of the program is designed for high school and college level students and will be held at the U.S. Naval Academy in Annapolis, MD from June 24 - July 19, 2013, pending final approvals. A two week intensive teacher training program will be incorporated into the program immediately prior to the start of the student program (June 10-21, 2013) and is required for all instructors. We are seeking dynamic lead instructors for beginning Novice level Arabic and advanced Novice level Arabic. Courses are heavily focused on the development of communicative Arabic language skills. Pay is a competitive stipend. Instructors must have minimum of a Bachelor’s degree and advanced level of Arabic proficiency. Two year’s classroom experience using communicative methodologies to teach in highly interactive classroom environments preferred. Master's degree in Arabic or Education preferred. U.S. Citizenship preferred due to Department of Navy security procedures. Please submit your CV and statement of interest, including Arabic proficiency level and teaching experience via email to: Janet M. Paulovich, Director, English Language Learning and Adult Education at jmpaulovich at aacc dot edu Deadline for application is Jan. 13th, 2013. Arabic-L:PEDA:Anne Arundel Community College STARTALK summer Job. Arabic-L listserv (ARABIC-L@LISTSERV.BYU.EDU, 17 Dec 2012).
Source: Arabic-L
Inputdate: 2012-12-19 01:55:04
Lastmodifieddate: 2012-12-19 01:55:04
Expdate: 2013-09-30 00:00:00
Publishdate: 2012-12-24 00:00:00
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Active: 1
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Contentid:
15397
Content Type: 1
Title: University’s Language House Speaks Anything but English
Body: From http://thedailyrecord.com/2012/12/16/ums-language-house-speaks-anything-but-english UM’s Language House speaks anything but English by Marlena Chertock December 16, 2012 Upstairs in the St. Mary’s Hall apartments at the University of Maryland, students have conversations in Spanish or French. Downstairs they speak Japanese. The only language students can’t speak most of the time is English. The 100 students in the Language House live an immersion lifestyle. They are required to speak their language of study 80 percent of the time. And they often practice more than one. The Language House is a thriving example of language immersion programs that have been increasing in schools across the nation. There are currently about 2,000 immersion programs in elementary and middle schools in the U.S., according to the Harvard Graduate School of Education newsletter. These programs have grown in the past 40 years. The first immersion programs began in California in the 1970s and were based on French-language programs in Canada. They continued to grow throughout the 1980s and ’90s, according to Marty Abbott, the director of education for the American Council on the Teaching of Foreign Languages. Read more: http://thedailyrecord.com/2012/12/16/ums-language-house-speaks-anything-but-english/#ixzz2FSDbiHfe
Source: Daily Record
Inputdate: 2012-12-19 01:56:06
Lastmodifieddate: 2012-12-19 01:56:06
Expdate:
Publishdate: 2012-12-24 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: University’s Language House Speaks Anything but English
Body: From http://thedailyrecord.com/2012/12/16/ums-language-house-speaks-anything-but-english UM’s Language House speaks anything but English by Marlena Chertock December 16, 2012 Upstairs in the St. Mary’s Hall apartments at the University of Maryland, students have conversations in Spanish or French. Downstairs they speak Japanese. The only language students can’t speak most of the time is English. The 100 students in the Language House live an immersion lifestyle. They are required to speak their language of study 80 percent of the time. And they often practice more than one. The Language House is a thriving example of language immersion programs that have been increasing in schools across the nation. There are currently about 2,000 immersion programs in elementary and middle schools in the U.S., according to the Harvard Graduate School of Education newsletter. These programs have grown in the past 40 years. The first immersion programs began in California in the 1970s and were based on French-language programs in Canada. They continued to grow throughout the 1980s and ’90s, according to Marty Abbott, the director of education for the American Council on the Teaching of Foreign Languages. Read more: http://thedailyrecord.com/2012/12/16/ums-language-house-speaks-anything-but-english/#ixzz2FSDbiHfe
Source: Daily Record
Inputdate: 2012-12-19 01:56:06
Lastmodifieddate: 2012-12-19 01:56:06
Expdate:
Publishdate: 2012-12-24 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
Contentid:
15398
Content Type: 1
Title: NEH Summer Institute: Roots of the Arab Spring
Body: From http://www.neh.gov/divisions/education/other-opportunities/roots-the-arab-spring National Endowment for the Humanities summer institute for school teachers: Roots of the Arab Spring. Dates: July 15—August 2 Location: Davis, CA Description: This new institute brings together teachers and scholars to investigate the historical, social, economic, and cultural dimensions of the Arab Spring, the revolutionary wave of protests and uprisings sweeping through the Arab world since 2010. Beginning with the Napoleonic invasion of Egypt, participants explore the subsequent French, British, and Italian colonial periods in Algeria, Tunisia, Morocco, Syria, Egypt, and Libya. They then investigate how the expansion of European colonialism and global capitalism in the region in the late nineteenth and early twentieth centuries fostered new ideas about modernity, political discourse, and class structures. After this, they investigate the rise of anti-colonial nationalist movements in the period 1919-1939, followed by decolonization during the Cold War era. Subsequent discussion focuses in large part on post-colonial movements, neoliberalism, and challenges to political establishments by workers, youth, women, Islamists, and others culminating in the recent popular uprisings in Egypt, Tunisia, and Syria. Project director and Middle Eastern historian Omnia El Shakry is assisted by staff members (the History Project Team) and academic colleagues at the University of California, Davis, including historian Susan Gibson Miller, anthropologist Suad Joseph, religious studies scholars Flagg Miller and Keith Watenpaugh, and comparative literature professor Noha Radwan. Before the institute, participants read two textbooks, William Cleveland, A History of the Modern Middle East, and Kenneth Perkins's A History of Modern Tunisia, and selections from Akram Khater, ed., Sources in the History of the Modern Middle East. During the institute, they discuss primary source documents, view films, and build a collective resource pool, an annotated bibliography, and a discussion forum using the interactive blogging platform Tumblr. Each participant also creates a lesson or unit plan to submit to colleagues for peer review. Final projects are posted on the Tumblr site and on a university-hosted website. Full-time teachers in American K-12 schools, whether public, charter, independent, or religiously affiliated, as well as home-schooling parents, are eligible to apply to NEH Summer Seminars and Institutes. Americans teaching abroad are also eligible if a majority of the students they teach are American citizens. Librarians and school administrators may also be eligible. For more details go to http://www.neh.gov/divisions/education/other-opportunities/roots-the-arab-spring
Source: NEH
Inputdate: 2012-12-19 02:19:41
Lastmodifieddate: 2012-12-19 02:19:41
Expdate: 2013-08-02 00:00:00
Publishdate: 2012-12-24 00:00:00
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Content Type: 1
Title: NEH Summer Institute: Roots of the Arab Spring
Body: From http://www.neh.gov/divisions/education/other-opportunities/roots-the-arab-spring National Endowment for the Humanities summer institute for school teachers: Roots of the Arab Spring. Dates: July 15—August 2 Location: Davis, CA Description: This new institute brings together teachers and scholars to investigate the historical, social, economic, and cultural dimensions of the Arab Spring, the revolutionary wave of protests and uprisings sweeping through the Arab world since 2010. Beginning with the Napoleonic invasion of Egypt, participants explore the subsequent French, British, and Italian colonial periods in Algeria, Tunisia, Morocco, Syria, Egypt, and Libya. They then investigate how the expansion of European colonialism and global capitalism in the region in the late nineteenth and early twentieth centuries fostered new ideas about modernity, political discourse, and class structures. After this, they investigate the rise of anti-colonial nationalist movements in the period 1919-1939, followed by decolonization during the Cold War era. Subsequent discussion focuses in large part on post-colonial movements, neoliberalism, and challenges to political establishments by workers, youth, women, Islamists, and others culminating in the recent popular uprisings in Egypt, Tunisia, and Syria. Project director and Middle Eastern historian Omnia El Shakry is assisted by staff members (the History Project Team) and academic colleagues at the University of California, Davis, including historian Susan Gibson Miller, anthropologist Suad Joseph, religious studies scholars Flagg Miller and Keith Watenpaugh, and comparative literature professor Noha Radwan. Before the institute, participants read two textbooks, William Cleveland, A History of the Modern Middle East, and Kenneth Perkins's A History of Modern Tunisia, and selections from Akram Khater, ed., Sources in the History of the Modern Middle East. During the institute, they discuss primary source documents, view films, and build a collective resource pool, an annotated bibliography, and a discussion forum using the interactive blogging platform Tumblr. Each participant also creates a lesson or unit plan to submit to colleagues for peer review. Final projects are posted on the Tumblr site and on a university-hosted website. Full-time teachers in American K-12 schools, whether public, charter, independent, or religiously affiliated, as well as home-schooling parents, are eligible to apply to NEH Summer Seminars and Institutes. Americans teaching abroad are also eligible if a majority of the students they teach are American citizens. Librarians and school administrators may also be eligible. For more details go to http://www.neh.gov/divisions/education/other-opportunities/roots-the-arab-spring
Source: NEH
Inputdate: 2012-12-19 02:19:41
Lastmodifieddate: 2012-12-19 02:19:41
Expdate: 2013-08-02 00:00:00
Publishdate: 2012-12-24 00:00:00
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Contentid:
15399
Content Type: 1
Title: Online Lessons: Basic Arabic for Business
Body: An online course of several lessons in business Arabic is available at http://www.learningarabic.eu/?sec=course
Source: European Commission
Inputdate: 2012-12-19 02:20:32
Lastmodifieddate: 2012-12-19 02:20:32
Expdate:
Publishdate: 2012-12-24 00:00:00
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Active: 1
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Content Type: 1
Title: Online Lessons: Basic Arabic for Business
Body: An online course of several lessons in business Arabic is available at http://www.learningarabic.eu/?sec=course
Source: European Commission
Inputdate: 2012-12-19 02:20:32
Lastmodifieddate: 2012-12-19 02:20:32
Expdate:
Publishdate: 2012-12-24 00:00:00
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Active: 1
Emailed: 1
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