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Displaying 15531-15540 of 28843 results.
Contentid:
15780
Content Type: 1
Title: Grant Funding for Workshops and Meetings
Body: WORKSHOPS AND MEETINGS AWARDS The International Language Testing Association aims to promote high standards of professionalism in language testing and assessment practice. One way of carrying out this mission is to encourage workshops and meetings where language testing experts educate and train teachers, test developers, and others, including policy makers, principals, and even test takers in key skills and knowledge in language testing/assessment. ILTA offers individual grants of up to US$3,000 for carrying out an approved workshop/meeting designed to help diffuse knowledge among a wider group in different parts of the world. The aim of a workshop/meeting should be to promote understanding, familiarity, and knowledge of language testing issues and practice among various groups of test users. It is expected that the award will be used as 'seed' money to organize such a workshop/meeting and, ideally, to establish a permanent local organization that that will conduct further practical activities in language testing in the future, especially in places in need of language testing expertise. More than one award of US$ 3,000 may be made available in any one year, subject to sufficient funds being available. The procedures require that an award must be used within 15 months of award (i.e. awards announced in June 2013 must be carried out by September 30, 2014) CRITERIA FOR SUBMISSION: Those eligible to apply are individual language testers, teachers and others representing various types of institutions such as universities, research institutes, schools and testing organizations. Applicants must be ILTA members or, in the case of joint applications, at least one applicant must be an ILTA member. (In cases of extreme financial hardship the membership costs for ILTA may be included as part of the proposal, but a justification is needed in such a case.) APPLICATION PROCESS: Those interested can apply by sending a 3- to 5-page proposal which should include the following: 1. brief background regarding the state of language testing in the specific context (country, region, school system) 2. rationale for the meeting including specific reasons and needs for holding the meeting 3. description of target participant groups and their prior training/knowledge in language teaching and in language testing/assessment 4. plan for the meeting including specific themes to be covered 5. tentative list of speakers/workshop leaders plus information about their expertise 6. background of the organizer(s) in the area of language testing (the CV of at least one main organiser should be included to support this point) 7. duration and location of the workshop/meeting 8. intended audience for the workshop/meeting 9. amount of money needed and a specific description of how it will be used (including budget breakdown) 10. intended results of the workshop/meeting, specifically the short- and long-range impact the event is expected to have 11. a specific explanation of how the workshop/meeting will contribute to the mission and to the establishment of a permanent, local organisation 12. full contact details of the organizer(s) The application must include a written statement of a commitment to provide ILTA within 3 months of the workshop/meeting, with an evaluative report of the event. This will be posted on the ILTA website and may be distributed to ILTA members. APPLICATION DEADLINE: Applications should be sent by e-mail to the ILTA Vice President Tony Green at tony.green at beds dot ac dot uk by April 24, 2013. No late applications will be accepted. SELECTION PROCESS: Each application for grant funding will be evaluated by a special committee of ILTA Executive Board members, which is chaired by the ILTA Vice President and includes one or more of the current ILTA Members at Large. The committee may also call upon other relevant experts to input to the selection process. In light of this, the committee will determine the likely evaluation/wait time ne
Source: LTEST-L
Inputdate: 2013-03-16 08:31:59
Lastmodifieddate: 2013-03-16 08:31:59
Expdate: 2013-04-24 00:00:00
Publishdate: 2013-03-18 00:00:00
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Content Type: 1
Title: Grant Funding for Workshops and Meetings
Body: WORKSHOPS AND MEETINGS AWARDS The International Language Testing Association aims to promote high standards of professionalism in language testing and assessment practice. One way of carrying out this mission is to encourage workshops and meetings where language testing experts educate and train teachers, test developers, and others, including policy makers, principals, and even test takers in key skills and knowledge in language testing/assessment. ILTA offers individual grants of up to US$3,000 for carrying out an approved workshop/meeting designed to help diffuse knowledge among a wider group in different parts of the world. The aim of a workshop/meeting should be to promote understanding, familiarity, and knowledge of language testing issues and practice among various groups of test users. It is expected that the award will be used as 'seed' money to organize such a workshop/meeting and, ideally, to establish a permanent local organization that that will conduct further practical activities in language testing in the future, especially in places in need of language testing expertise. More than one award of US$ 3,000 may be made available in any one year, subject to sufficient funds being available. The procedures require that an award must be used within 15 months of award (i.e. awards announced in June 2013 must be carried out by September 30, 2014) CRITERIA FOR SUBMISSION: Those eligible to apply are individual language testers, teachers and others representing various types of institutions such as universities, research institutes, schools and testing organizations. Applicants must be ILTA members or, in the case of joint applications, at least one applicant must be an ILTA member. (In cases of extreme financial hardship the membership costs for ILTA may be included as part of the proposal, but a justification is needed in such a case.) APPLICATION PROCESS: Those interested can apply by sending a 3- to 5-page proposal which should include the following: 1. brief background regarding the state of language testing in the specific context (country, region, school system) 2. rationale for the meeting including specific reasons and needs for holding the meeting 3. description of target participant groups and their prior training/knowledge in language teaching and in language testing/assessment 4. plan for the meeting including specific themes to be covered 5. tentative list of speakers/workshop leaders plus information about their expertise 6. background of the organizer(s) in the area of language testing (the CV of at least one main organiser should be included to support this point) 7. duration and location of the workshop/meeting 8. intended audience for the workshop/meeting 9. amount of money needed and a specific description of how it will be used (including budget breakdown) 10. intended results of the workshop/meeting, specifically the short- and long-range impact the event is expected to have 11. a specific explanation of how the workshop/meeting will contribute to the mission and to the establishment of a permanent, local organisation 12. full contact details of the organizer(s) The application must include a written statement of a commitment to provide ILTA within 3 months of the workshop/meeting, with an evaluative report of the event. This will be posted on the ILTA website and may be distributed to ILTA members. APPLICATION DEADLINE: Applications should be sent by e-mail to the ILTA Vice President Tony Green at tony.green at beds dot ac dot uk by April 24, 2013. No late applications will be accepted. SELECTION PROCESS: Each application for grant funding will be evaluated by a special committee of ILTA Executive Board members, which is chaired by the ILTA Vice President and includes one or more of the current ILTA Members at Large. The committee may also call upon other relevant experts to input to the selection process. In light of this, the committee will determine the likely evaluation/wait time ne
Source: LTEST-L
Inputdate: 2013-03-16 08:31:59
Lastmodifieddate: 2013-03-16 08:31:59
Expdate: 2013-04-24 00:00:00
Publishdate: 2013-03-18 00:00:00
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Contentid:
15781
Content Type: 1
Title: CALICO Best Graduate Student Award
Body: CALICO is pleased to announce the twelfth annual CALICO award for an outstanding graduate student in computer-assisted language learning. CALICO will present to the winning outstanding student the award, consisting of a certificate and a check for $200, at the Thursday evening Business Meeting at CALICO 2013 at the University of Hawaii. Selection criteria and submission procedures: Candidates must be enrolled in a Ph.D. program, in good standing, and actively pursuing a degree with a primary focus on CALL (e.g., doing a CALL-related dissertation) Candidates should have already been advanced to candidacy, that is, at least at the point of beginning to undertake research on the dissertation. Candidates will be evaluated on the basis of the following criteria: CALL research projects completed and in progress, CALL development projects completed and in progress, Participation in CALICO, and General service to the profession, teaching, research, and potential for making significant contributions to the field. Candidates may nominate themselves or be nominated by someone familiar with their work. Learn how to submit a nomination at https://calico.org/page.php?id=507#GraduateStudentAward Horn, E. CALICO Best Graduate Student Award. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 12 Mar 2013).
Source: CALICO-L
Inputdate: 2013-03-16 08:33:46
Lastmodifieddate: 2013-03-16 08:33:46
Expdate: 2013-12-12 00:00:00
Publishdate: 2013-03-18 00:00:00
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Content Type: 1
Title: CALICO Best Graduate Student Award
Body: CALICO is pleased to announce the twelfth annual CALICO award for an outstanding graduate student in computer-assisted language learning. CALICO will present to the winning outstanding student the award, consisting of a certificate and a check for $200, at the Thursday evening Business Meeting at CALICO 2013 at the University of Hawaii. Selection criteria and submission procedures: Candidates must be enrolled in a Ph.D. program, in good standing, and actively pursuing a degree with a primary focus on CALL (e.g., doing a CALL-related dissertation) Candidates should have already been advanced to candidacy, that is, at least at the point of beginning to undertake research on the dissertation. Candidates will be evaluated on the basis of the following criteria: CALL research projects completed and in progress, CALL development projects completed and in progress, Participation in CALICO, and General service to the profession, teaching, research, and potential for making significant contributions to the field. Candidates may nominate themselves or be nominated by someone familiar with their work. Learn how to submit a nomination at https://calico.org/page.php?id=507#GraduateStudentAward Horn, E. CALICO Best Graduate Student Award. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 12 Mar 2013).
Source: CALICO-L
Inputdate: 2013-03-16 08:33:46
Lastmodifieddate: 2013-03-16 08:33:46
Expdate: 2013-12-12 00:00:00
Publishdate: 2013-03-18 00:00:00
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Contentid:
15782
Content Type: 1
Title: Full Tuition Reimbursement for Masters in Bilingual Special Education
Body: From http://www.teachnycprograms.net/getpage.php?page_id=63 Scholarship Program Area of Study: BILINGUAL SPECIAL EDUCATION (BILINGUAL APPLICANTS ONLY) Semester of Entry: Fall 2013 Application Deadline: Friday, May 10, 2013 Languages: Spanish (other languages as determined by the needs of the NYC Department of Education) The NYC Department of Education will reimburse the college for the full cost of tuition through completion of the Master's Degree. Prerequisite and undergraduate coursework, other fees and expenses are NOT covered, and are the responsibility of the student. For full details including eligibility requirements go to http://www.teachnycprograms.net/getpage.php?page_id=63
Source: New York City Department of Education
Inputdate: 2013-03-16 08:35:47
Lastmodifieddate: 2013-03-16 08:35:47
Expdate: 2013-05-10 00:00:00
Publishdate: 2013-03-18 00:00:00
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Content Type: 1
Title: Full Tuition Reimbursement for Masters in Bilingual Special Education
Body: From http://www.teachnycprograms.net/getpage.php?page_id=63 Scholarship Program Area of Study: BILINGUAL SPECIAL EDUCATION (BILINGUAL APPLICANTS ONLY) Semester of Entry: Fall 2013 Application Deadline: Friday, May 10, 2013 Languages: Spanish (other languages as determined by the needs of the NYC Department of Education) The NYC Department of Education will reimburse the college for the full cost of tuition through completion of the Master's Degree. Prerequisite and undergraduate coursework, other fees and expenses are NOT covered, and are the responsibility of the student. For full details including eligibility requirements go to http://www.teachnycprograms.net/getpage.php?page_id=63
Source: New York City Department of Education
Inputdate: 2013-03-16 08:35:47
Lastmodifieddate: 2013-03-16 08:35:47
Expdate: 2013-05-10 00:00:00
Publishdate: 2013-03-18 00:00:00
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Contentid:
15783
Content Type: 1
Title: Position Announcement: Director, Center for Applied Second Language Studies
Body: From http://jobs.uoregon.edu/unclassified.php?id=4209 The University of Oregon seeks a visionary leader to take the Center for Applied Second Language Studies (CASLS) to new levels of excellence in pursuing its mission of improving the teaching and learning of languages. The successful candidate will articulate a vision for the future of language learning, for CASLS’ role in creating that future, strategies for accomplishing these goals, and a business model to support that effort. CASLS was founded as a grassroots initiative for K-16 language teachers in Oregon. The success of this initiative led to expanding the mission to a national scope. In 2002, CASLS became a Title VI National Foreign Language Resource Center, and in 2005 established a K-16 Flagship program in collaboration with Portland Public Schools. Since 2009, CASLS has developed new enterprises that have allowed it to pursue its mission with a more sustainable and diverse funding base. CASLS has contributed over $20 million to the local economy in its nineteen years. The charge to the new director will be to take intellectual, academic, and organizational leadership in shaping CASLS’ future. General Duties of the CASLS Director The CASLS director provides intellectual and organizational leadership by setting the center’s priorities and strategies. The director represents CASLS to internal and external stakeholders by cultivating and leading a network of professional colleagues and partners. The director shall have a collaborative, interdisciplinary attitude toward language education and an international perspective. Required Qualifications Ph.D. or Ed.D. in relevant field Demonstrated business sense (e.g., grant writing, business development, budgeting, joint ventures) K-16 teaching experience within the U.S. educational context Knowledge of the U.S. K-12 educational system as it relates to language and culture education Demonstrated ability to lead diverse, interdisciplinary teams successfully within an academic setting Knowledge of second language acquisition principles Review of applications will begin on April 30, 2013. View the full job posting at http://jobs.uoregon.edu/unclassified.php?id=4209
Source: CASLS
Inputdate: 2013-03-16 08:38:14
Lastmodifieddate: 2013-03-16 08:38:14
Expdate: 2013-06-01 00:00:00
Publishdate: 2013-03-18 00:00:00
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Title: Position Announcement: Director, Center for Applied Second Language Studies
Body: From http://jobs.uoregon.edu/unclassified.php?id=4209 The University of Oregon seeks a visionary leader to take the Center for Applied Second Language Studies (CASLS) to new levels of excellence in pursuing its mission of improving the teaching and learning of languages. The successful candidate will articulate a vision for the future of language learning, for CASLS’ role in creating that future, strategies for accomplishing these goals, and a business model to support that effort. CASLS was founded as a grassroots initiative for K-16 language teachers in Oregon. The success of this initiative led to expanding the mission to a national scope. In 2002, CASLS became a Title VI National Foreign Language Resource Center, and in 2005 established a K-16 Flagship program in collaboration with Portland Public Schools. Since 2009, CASLS has developed new enterprises that have allowed it to pursue its mission with a more sustainable and diverse funding base. CASLS has contributed over $20 million to the local economy in its nineteen years. The charge to the new director will be to take intellectual, academic, and organizational leadership in shaping CASLS’ future. General Duties of the CASLS Director The CASLS director provides intellectual and organizational leadership by setting the center’s priorities and strategies. The director represents CASLS to internal and external stakeholders by cultivating and leading a network of professional colleagues and partners. The director shall have a collaborative, interdisciplinary attitude toward language education and an international perspective. Required Qualifications Ph.D. or Ed.D. in relevant field Demonstrated business sense (e.g., grant writing, business development, budgeting, joint ventures) K-16 teaching experience within the U.S. educational context Knowledge of the U.S. K-12 educational system as it relates to language and culture education Demonstrated ability to lead diverse, interdisciplinary teams successfully within an academic setting Knowledge of second language acquisition principles Review of applications will begin on April 30, 2013. View the full job posting at http://jobs.uoregon.edu/unclassified.php?id=4209
Source: CASLS
Inputdate: 2013-03-16 08:38:14
Lastmodifieddate: 2013-03-16 08:38:14
Expdate: 2013-06-01 00:00:00
Publishdate: 2013-03-18 00:00:00
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Contentid:
15784
Content Type: 1
Title: Position Announcement: Faculty Research Assistant
Body: POSITION ANNOUNCEMENT: Faculty Research Assistant Assessment Research Teams The University of Maryland Center for Advanced Study of Language (CASL) is seeking two (2) Faculty Research Assistants (FRAs) to join the CASL language proficiency and assessment research teams. These research teams investigate second language acquisition, self-guided language learning and maintenance in professional language skills, and diagnostic testing of language proficiency. Methods for assessing second language skills, particularly in listening, will also be investigated. Duties: The FRAs will work with the research team on all aspects of a research project designed to assess the impact of linguistic and cognitive factors affecting second language listening comprehension. The FRAs will also assist with a study to assess appropriateness and effectiveness of currently available language-learning resources for self-guided study and language maintenance by professionals in the US government. Duties will include both administrative and research tasks. Administrative tasks include organizing meetings, taking minutes, coordinating schedules, as well as assisting in the preparation of status reports, briefings, and technical reports. Research activities will include, but are not limited to, working with the research team to develop testing protocols, writing IRB applications, piloting and validating assessments, managing the team library, meeting with government and military personnel, technical editing, as well as data collection, organization, and analysis. Travel is required. Qualifications: Bachelor’s degree required in a research field involving human participants such as Psychology, Sociology, Cognitive Science, Statistics, or Program Evaluation. Master’s degree preferred with a concentration in Second Language Acquisition, Language Assessment, Psychology, or Linguistics. Expertise in Microsoft Office is required. Previous research experience assessing cognitive and/or linguistic knowledge, with knowledge of statistical analysis is desirable. Foreign language learning or teaching experience is a plus, particularly in Spanish, Russian or Arabic, but not required. Experience with data entry and organization in Excel, and experience with SPSS preferred. Excel macro experience and experience with AMOS are desirable. Candidates must be willing to be trained to perform all requisite duties of the position and demonstrate an ability to work in a fast-paced, interdisciplinary and intercultural environment. Candidates must hold U.S. citizenship and be willing to obtain the appropriate security clearance. CASL, established in 2003, is one of 14 university-affiliated research centers in the nation. Its mission is to conduct state-of-the-science research that results in improved performance on language tasks relevant to the work of government language professionals. Our research focuses on improving knowledge of less commonly taught languages, enhancing the acquisition and maintenance of foreign language capability by government professionals, advancing the capacity to use foreign language skills in government professions, and improving the quality of human language technology. For more information, please visit www.casl.umd.edu. Compensation for this position is competitive commensurate with experience and education, plus fantastic benefits (e.g., healthcare, excellent retirement plans, 22 days for annual leave, 3 personal days, and 14 scheduled holiday leave days per University schedule). Application: For best consideration please apply on line by March 20, 2013 at http://jobs.umd.edu and click on FACULTY (direct link: http://jobs.umd.edu/applicants/Central?quickFind=58660). You will need to create an account and submit a cover letter, resume, list of references containing the contact information for three professional referees, and up to three writing samples. The University of Maryland is an affirmative action, equal opportunity employer. Women an
Source: LTEST-L
Inputdate: 2013-03-16 08:39:42
Lastmodifieddate: 2013-03-16 08:39:42
Expdate: 2013-04-01 00:00:00
Publishdate: 2013-03-18 00:00:00
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Content Type: 1
Title: Position Announcement: Faculty Research Assistant
Body: POSITION ANNOUNCEMENT: Faculty Research Assistant Assessment Research Teams The University of Maryland Center for Advanced Study of Language (CASL) is seeking two (2) Faculty Research Assistants (FRAs) to join the CASL language proficiency and assessment research teams. These research teams investigate second language acquisition, self-guided language learning and maintenance in professional language skills, and diagnostic testing of language proficiency. Methods for assessing second language skills, particularly in listening, will also be investigated. Duties: The FRAs will work with the research team on all aspects of a research project designed to assess the impact of linguistic and cognitive factors affecting second language listening comprehension. The FRAs will also assist with a study to assess appropriateness and effectiveness of currently available language-learning resources for self-guided study and language maintenance by professionals in the US government. Duties will include both administrative and research tasks. Administrative tasks include organizing meetings, taking minutes, coordinating schedules, as well as assisting in the preparation of status reports, briefings, and technical reports. Research activities will include, but are not limited to, working with the research team to develop testing protocols, writing IRB applications, piloting and validating assessments, managing the team library, meeting with government and military personnel, technical editing, as well as data collection, organization, and analysis. Travel is required. Qualifications: Bachelor’s degree required in a research field involving human participants such as Psychology, Sociology, Cognitive Science, Statistics, or Program Evaluation. Master’s degree preferred with a concentration in Second Language Acquisition, Language Assessment, Psychology, or Linguistics. Expertise in Microsoft Office is required. Previous research experience assessing cognitive and/or linguistic knowledge, with knowledge of statistical analysis is desirable. Foreign language learning or teaching experience is a plus, particularly in Spanish, Russian or Arabic, but not required. Experience with data entry and organization in Excel, and experience with SPSS preferred. Excel macro experience and experience with AMOS are desirable. Candidates must be willing to be trained to perform all requisite duties of the position and demonstrate an ability to work in a fast-paced, interdisciplinary and intercultural environment. Candidates must hold U.S. citizenship and be willing to obtain the appropriate security clearance. CASL, established in 2003, is one of 14 university-affiliated research centers in the nation. Its mission is to conduct state-of-the-science research that results in improved performance on language tasks relevant to the work of government language professionals. Our research focuses on improving knowledge of less commonly taught languages, enhancing the acquisition and maintenance of foreign language capability by government professionals, advancing the capacity to use foreign language skills in government professions, and improving the quality of human language technology. For more information, please visit www.casl.umd.edu. Compensation for this position is competitive commensurate with experience and education, plus fantastic benefits (e.g., healthcare, excellent retirement plans, 22 days for annual leave, 3 personal days, and 14 scheduled holiday leave days per University schedule). Application: For best consideration please apply on line by March 20, 2013 at http://jobs.umd.edu and click on FACULTY (direct link: http://jobs.umd.edu/applicants/Central?quickFind=58660). You will need to create an account and submit a cover letter, resume, list of references containing the contact information for three professional referees, and up to three writing samples. The University of Maryland is an affirmative action, equal opportunity employer. Women an
Source: LTEST-L
Inputdate: 2013-03-16 08:39:42
Lastmodifieddate: 2013-03-16 08:39:42
Expdate: 2013-04-01 00:00:00
Publishdate: 2013-03-18 00:00:00
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Active: 1
Emailed: 1
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Contentid:
15785
Content Type: 1
Title: New England Association of Arabic Teachers
Body: Arabic teachers from Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, and Connecticut: the New England Association of Arabic Teachers has been supporting K-12 Arabic teachers since 2008 with workshops, material and resources, and regular meetings. To join, contact Steven Berbeco berbeco at bu dot edu NCLRC Arabic K-12 Bulletin - March 11, 2013 (11 Mar 2013).
Source: NCLRC Arabic K-12 Bulletin
Inputdate: 2013-03-16 08:41:25
Lastmodifieddate: 2013-03-16 08:41:25
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Title: New England Association of Arabic Teachers
Body: Arabic teachers from Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, and Connecticut: the New England Association of Arabic Teachers has been supporting K-12 Arabic teachers since 2008 with workshops, material and resources, and regular meetings. To join, contact Steven Berbeco berbeco at bu dot edu NCLRC Arabic K-12 Bulletin - March 11, 2013 (11 Mar 2013).
Source: NCLRC Arabic K-12 Bulletin
Inputdate: 2013-03-16 08:41:25
Lastmodifieddate: 2013-03-16 08:41:25
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Publishdate: 2013-03-18 00:00:00
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Contentid:
15786
Content Type: 1
Title: Webinar: Teaching India: Literature and Online Resources for the Secondary Classroom
Body: From http://primarysource.org Teaching India: Literature and Online Resources for the Secondary Classroom April 9, 2013 What are the best resources for teaching about India in middle and high school classrooms? This one-hour webinar will introduce Primary Source's picks for literature, nonfiction, websites, and curriculum on Indian history, culture, and current events. Curriculum specialists will provide ideas for incorporating the study of India into your current curriculum, and they will offer multiple entry points for teaching about this fascinating and complex country across the disciplines. Especially for educators of grades 6-12. For more details go to http://primarysource.org/teachingindiawebinar
Source: Primary Source
Inputdate: 2013-03-16 08:42:36
Lastmodifieddate: 2013-03-16 08:42:36
Expdate: 2013-04-09 00:00:00
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Title: Webinar: Teaching India: Literature and Online Resources for the Secondary Classroom
Body: From http://primarysource.org Teaching India: Literature and Online Resources for the Secondary Classroom April 9, 2013 What are the best resources for teaching about India in middle and high school classrooms? This one-hour webinar will introduce Primary Source's picks for literature, nonfiction, websites, and curriculum on Indian history, culture, and current events. Curriculum specialists will provide ideas for incorporating the study of India into your current curriculum, and they will offer multiple entry points for teaching about this fascinating and complex country across the disciplines. Especially for educators of grades 6-12. For more details go to http://primarysource.org/teachingindiawebinar
Source: Primary Source
Inputdate: 2013-03-16 08:42:36
Lastmodifieddate: 2013-03-16 08:42:36
Expdate: 2013-04-09 00:00:00
Publishdate: 2013-03-18 00:00:00
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Contentid:
15787
Content Type: 1
Title: 100 Top Resources To Learn Japanese
Body: From http://japanese.lingualift.com This list is broken up by category and each item is clearly marked as to what JLPT level it targets. Categories are as follows: 1. Japanese textbooks 2. Reviewing vocab & kanji 3. Serious games 4. Grammar reference 5. Dictionaries 6. Practice & radio 7. Podcasts & audio lessons 8. Vodcasts & video blogs 9. Cheat sheets 10. Other Explore the list at http://japanese.lingualift.com/blog/best-japanese-learning-resources
Source: Lingua Lift
Inputdate: 2013-03-16 08:43:36
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Content Type: 1
Title: 100 Top Resources To Learn Japanese
Body: From http://japanese.lingualift.com This list is broken up by category and each item is clearly marked as to what JLPT level it targets. Categories are as follows: 1. Japanese textbooks 2. Reviewing vocab & kanji 3. Serious games 4. Grammar reference 5. Dictionaries 6. Practice & radio 7. Podcasts & audio lessons 8. Vodcasts & video blogs 9. Cheat sheets 10. Other Explore the list at http://japanese.lingualift.com/blog/best-japanese-learning-resources
Source: Lingua Lift
Inputdate: 2013-03-16 08:43:36
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Contentid:
15788
Content Type: 1
Title: Tea Tasting in New York City
Body: The Japan Foundation, New York is pleased to present an evening of tea tasting led by tea masters from Kyoto on Thursday, March 28 at The Nippon Club Rose Room. Moderated by Peter F. Goggi, Executive Vice-President of the Tea Association of the U.S.A., Kazuo Hayashiya, third-degree Master Tea Appraiser, and Tsuyoshi Sugimoto, Association Certified Japanese Tea Instructor and President of Shohokuen Co., Ltd. will present the history of green tea and its different varieties. They will teach the proper brewing methods for each tea, which participants can then enjoy at home, with or without standard Japanese tea utensils. Each participant will have the opportunity to make Matcha on their own, as well as taste other different teas such as Gyokuro, Sencha, Hojicha and Genmai-cha. This is a rare opportunity for an American audience to experience a guided tasting seminar from bona-fide tea masters of Japan. This event is free to the public. Seating is limited and RSVP is required by March 20, 2013. For full details go to http://events.r20.constantcontact.com/register/event?llr=zaug6ojab&oeidk=a07e73kfgvq1d57c93d&oseq=a021gzh1dvvn09
Source: Japan Foundation New York
Inputdate: 2013-03-16 08:44:36
Lastmodifieddate: 2013-03-16 08:44:36
Expdate: 2013-03-28 00:00:00
Publishdate: 2013-03-18 00:00:00
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Content Type: 1
Title: Tea Tasting in New York City
Body: The Japan Foundation, New York is pleased to present an evening of tea tasting led by tea masters from Kyoto on Thursday, March 28 at The Nippon Club Rose Room. Moderated by Peter F. Goggi, Executive Vice-President of the Tea Association of the U.S.A., Kazuo Hayashiya, third-degree Master Tea Appraiser, and Tsuyoshi Sugimoto, Association Certified Japanese Tea Instructor and President of Shohokuen Co., Ltd. will present the history of green tea and its different varieties. They will teach the proper brewing methods for each tea, which participants can then enjoy at home, with or without standard Japanese tea utensils. Each participant will have the opportunity to make Matcha on their own, as well as taste other different teas such as Gyokuro, Sencha, Hojicha and Genmai-cha. This is a rare opportunity for an American audience to experience a guided tasting seminar from bona-fide tea masters of Japan. This event is free to the public. Seating is limited and RSVP is required by March 20, 2013. For full details go to http://events.r20.constantcontact.com/register/event?llr=zaug6ojab&oeidk=a07e73kfgvq1d57c93d&oseq=a021gzh1dvvn09
Source: Japan Foundation New York
Inputdate: 2013-03-16 08:44:36
Lastmodifieddate: 2013-03-16 08:44:36
Expdate: 2013-03-28 00:00:00
Publishdate: 2013-03-18 00:00:00
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Active: 1
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15789
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Title: Online Course: Japan and the World: Historical and Cultural Developments
Body: From http://primarysource.org Japan and the World: Historical and Cultural Developments (5th Century - Present) Course Dates: June 12 - August 20, 2013 Explore Japan through its history, arts, and literature. With an emphasis on Japan post-1853, this eight-session online course integrates an overview of Japanese history and culture with extensive consideration of the best pedagogical approaches to translate such learning into effective teaching. We will examine rich primary and secondary sources that explore Japan's geographic features, belief systems, feudal and contemporary government systems, artistic traditions, and the ways in which Japan has interacted with the world. Drawing on course content and innovative Web 2.0 tools, participants will also construct curricular materials for use in their own classrooms. This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning. Open to all K-12 educators. For more details go to http://primarysource.org/japanandtheworld
Source: Primary Source
Inputdate: 2013-03-16 08:45:53
Lastmodifieddate: 2013-03-16 08:45:53
Expdate: 2013-08-20 00:00:00
Publishdate: 2013-03-18 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Online Course: Japan and the World: Historical and Cultural Developments
Body: From http://primarysource.org Japan and the World: Historical and Cultural Developments (5th Century - Present) Course Dates: June 12 - August 20, 2013 Explore Japan through its history, arts, and literature. With an emphasis on Japan post-1853, this eight-session online course integrates an overview of Japanese history and culture with extensive consideration of the best pedagogical approaches to translate such learning into effective teaching. We will examine rich primary and secondary sources that explore Japan's geographic features, belief systems, feudal and contemporary government systems, artistic traditions, and the ways in which Japan has interacted with the world. Drawing on course content and innovative Web 2.0 tools, participants will also construct curricular materials for use in their own classrooms. This course will be offered completely online and will require a basic comfort level and interest in the use of computer technology as a medium for learning. Open to all K-12 educators. For more details go to http://primarysource.org/japanandtheworld
Source: Primary Source
Inputdate: 2013-03-16 08:45:53
Lastmodifieddate: 2013-03-16 08:45:53
Expdate: 2013-08-20 00:00:00
Publishdate: 2013-03-18 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 0
