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16903
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Title: Book: Enhancing self-directed Vocabulary Learning: Research and Practice
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=68758&concordeid=431216 Enhancing self-directed Vocabulary Learning: Research and Practice By Jing Wu Published by Peter Lang Vocabulary usually presents one of the biggest challenges in FL learning. This book explores a new approach called the Strategy-based Constructivist Approach (SBCA) to enhance self-directed vocabulary learning. It assumes that learners should discover and construct new word knowledge actively in an authentic environment based upon their existing mental lexicon, working either by individual or through collaboration. The utilization of processing-involved and interactive vocabulary learning strategies is highlighted as a crucial component in this approach. Diversified and meaningful tasks are expected to stimulate that utilization to realize the SBCA in a basic way; and learning medium, learning processes and learning paths are the additional factors for improving that utilization to realize the SBCA effectively. For the development of a courseware package to achieve the effective realization of the SBCA, a new framework for language courseware engineering is formulated with explicitness, systematicity and practicability; new vocabulary learning processes are proposed to facilitate students’ utilization of vocabulary learning strategies in a rational way; and learning paths addressing students’ different learning styles are designed to achieve individualized learning. A vocabulary learning courseware prototype called Learning Vocabulary In Domain is ultimately developed. This book illuminates the direction of future research on vocabulary learning in FL learning. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=68758&concordeid=431216
Source: Peter Lang
Inputdate: 2013-11-24 10:01:10
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Title: Book: Enhancing self-directed Vocabulary Learning: Research and Practice
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=68758&concordeid=431216 Enhancing self-directed Vocabulary Learning: Research and Practice By Jing Wu Published by Peter Lang Vocabulary usually presents one of the biggest challenges in FL learning. This book explores a new approach called the Strategy-based Constructivist Approach (SBCA) to enhance self-directed vocabulary learning. It assumes that learners should discover and construct new word knowledge actively in an authentic environment based upon their existing mental lexicon, working either by individual or through collaboration. The utilization of processing-involved and interactive vocabulary learning strategies is highlighted as a crucial component in this approach. Diversified and meaningful tasks are expected to stimulate that utilization to realize the SBCA in a basic way; and learning medium, learning processes and learning paths are the additional factors for improving that utilization to realize the SBCA effectively. For the development of a courseware package to achieve the effective realization of the SBCA, a new framework for language courseware engineering is formulated with explicitness, systematicity and practicability; new vocabulary learning processes are proposed to facilitate students’ utilization of vocabulary learning strategies in a rational way; and learning paths addressing students’ different learning styles are designed to achieve individualized learning. A vocabulary learning courseware prototype called Learning Vocabulary In Domain is ultimately developed. This book illuminates the direction of future research on vocabulary learning in FL learning. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=68758&concordeid=431216
Source: Peter Lang
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16904
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Title: Book: Exploring Language Pedagogy through Second Language Acquisition Research
Body: From http://www.routledge.com/books/details/9780415519731 This book takes problematic issues in language pedagogy as its starting points. These are then examined in terms of second language acquisition. Each chapter begins with a look at the pedagogical proposals found in teacher guides and then asks ‘Do these proposals accord with what we know about how languages are acquired?’ Pedagogical topics covered include teaching methods, syllabus design, explicit instruction, comprehension versus production-based instruction, task-based instruction, authentic materials, the role of the learners’ first language in the classroom, error correction and catering for individual differences. Including a glossary of key terms and questions for discussion at the end of each chapter, and assuming no prior knowledge of second language acquisition, this is the ideal text for all students studying language teaching methods, language teacher education, English teaching methodology and second language acquisition modules in advanced undergraduate and postgraduate/graduate TESOL and Applied Linguistics courses. Visit the publisher’s website at http://www.routledge.com/books/details/9780415519731
Source: Routledge
Inputdate: 2013-11-24 10:02:19
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Title: Book: Exploring Language Pedagogy through Second Language Acquisition Research
Body: From http://www.routledge.com/books/details/9780415519731 This book takes problematic issues in language pedagogy as its starting points. These are then examined in terms of second language acquisition. Each chapter begins with a look at the pedagogical proposals found in teacher guides and then asks ‘Do these proposals accord with what we know about how languages are acquired?’ Pedagogical topics covered include teaching methods, syllabus design, explicit instruction, comprehension versus production-based instruction, task-based instruction, authentic materials, the role of the learners’ first language in the classroom, error correction and catering for individual differences. Including a glossary of key terms and questions for discussion at the end of each chapter, and assuming no prior knowledge of second language acquisition, this is the ideal text for all students studying language teaching methods, language teacher education, English teaching methodology and second language acquisition modules in advanced undergraduate and postgraduate/graduate TESOL and Applied Linguistics courses. Visit the publisher’s website at http://www.routledge.com/books/details/9780415519731
Source: Routledge
Inputdate: 2013-11-24 10:02:19
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16905
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Title: Book: Exploring Intercultural Communication
Body: From http://www.routledge.com/books/details/9780415585514 Exploring Intercultural Communication By Zhu Hua Published by Routledge Exploring Intercultural Communication investigates the role of language in intercultural communication, paying particular attention to the interplay between cultural diversity and language practice. This book brings together current or emerging strands and themes in the field by examining how intercultural communication permeates our everyday life, what we can do to achieve effective and appropriate intercultural communication, and why we study language, culture and identity together. The focus is on interactions between people from various cultural and linguistic backgrounds, and regards intercultural communication as a process of negotiating meaning, cultural identities, and – above all – differences between ourselves and others. Including global examples from a range of genres, this book is an essential read for students taking language and intercultural communication modules within Applied Linguistics, TESOL, Education or Communication Studies courses. Visit the publisher’s website at http://www.routledge.com/books/details/9780415585514
Source: Routledge
Inputdate: 2013-11-24 10:03:19
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Title: Book: Exploring Intercultural Communication
Body: From http://www.routledge.com/books/details/9780415585514 Exploring Intercultural Communication By Zhu Hua Published by Routledge Exploring Intercultural Communication investigates the role of language in intercultural communication, paying particular attention to the interplay between cultural diversity and language practice. This book brings together current or emerging strands and themes in the field by examining how intercultural communication permeates our everyday life, what we can do to achieve effective and appropriate intercultural communication, and why we study language, culture and identity together. The focus is on interactions between people from various cultural and linguistic backgrounds, and regards intercultural communication as a process of negotiating meaning, cultural identities, and – above all – differences between ourselves and others. Including global examples from a range of genres, this book is an essential read for students taking language and intercultural communication modules within Applied Linguistics, TESOL, Education or Communication Studies courses. Visit the publisher’s website at http://www.routledge.com/books/details/9780415585514
Source: Routledge
Inputdate: 2013-11-24 10:03:19
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Contentid:
16906
Content Type: 1
Title: 13th Annual Southwest Graduate Conference in Middle Eastern and North African Studies
Body: From http://menas.arizona.edu/mena-conference The Middle East and North Africa Graduate Student Organization (MENA), the Center for Middle Eastern Studies (CMES), and the School of Middle Eastern and North African Studies (MENAS) at the University of Arizona cordially invite you to participate in the 13th Annual Southwest Graduate Conference in Middle Eastern and North African Studies to be held from Wednesday, April 3, 2013 to Friday, April 5, 2013 in Tucson, Arizona. Paper abstract submissions are due Thursday, December 13, 2012 for international students and Thursday, January 17, 2012 for domestic students. View the full call for papers at http://menas.arizona.edu/mena-conference
Source: University of Arizona
Inputdate: 2013-11-24 10:04:28
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Title: 13th Annual Southwest Graduate Conference in Middle Eastern and North African Studies
Body: From http://menas.arizona.edu/mena-conference The Middle East and North Africa Graduate Student Organization (MENA), the Center for Middle Eastern Studies (CMES), and the School of Middle Eastern and North African Studies (MENAS) at the University of Arizona cordially invite you to participate in the 13th Annual Southwest Graduate Conference in Middle Eastern and North African Studies to be held from Wednesday, April 3, 2013 to Friday, April 5, 2013 in Tucson, Arizona. Paper abstract submissions are due Thursday, December 13, 2012 for international students and Thursday, January 17, 2012 for domestic students. View the full call for papers at http://menas.arizona.edu/mena-conference
Source: University of Arizona
Inputdate: 2013-11-24 10:04:28
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Contentid:
16907
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Title: Language for Specific Purposes Summer Institute
Body: From https://sites.google.com/a/hawaii.edu/lsp-summer-institute/home Language for Specific Purposes Summer Institute July 7-11, 2014 • University of Hawai‘i at Mānoa Language for specific purposes (LSP) courses and programs focus on developing learner communicative competence in a particular professional or academic field (e.g., Korean for business, Japanese for health care providers, etc.). This summer institute will provide accepted participants with training and experience in developing LSP courses (including doing needs analysis, setting goals and objectives, assessing, developing materials, teaching, and evaluating LSP) for their home institution. Participants are expected to develop some aspect of a real LSP course as part of this institute. Selected projects will be published by the NFLRC as a Network (available online for teachers around the world). The institute will be held at the University of Hawai‘i at Mānoa in Honolulu, Hawai‘i and is co-sponsored by the UHM National Foreign Language Resource Center (NFLRC) and the National Resource Center - East Asia (NRCEA). Partial travel funding is available for eligible accepted applicants. The application deadline is March 31, 2014. Go to https://sites.google.com/a/hawaii.edu/lsp-summer-institute/home for relevant links.
Source: NFLRC
Inputdate: 2013-11-24 10:05:58
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Title: Language for Specific Purposes Summer Institute
Body: From https://sites.google.com/a/hawaii.edu/lsp-summer-institute/home Language for Specific Purposes Summer Institute July 7-11, 2014 • University of Hawai‘i at Mānoa Language for specific purposes (LSP) courses and programs focus on developing learner communicative competence in a particular professional or academic field (e.g., Korean for business, Japanese for health care providers, etc.). This summer institute will provide accepted participants with training and experience in developing LSP courses (including doing needs analysis, setting goals and objectives, assessing, developing materials, teaching, and evaluating LSP) for their home institution. Participants are expected to develop some aspect of a real LSP course as part of this institute. Selected projects will be published by the NFLRC as a Network (available online for teachers around the world). The institute will be held at the University of Hawai‘i at Mānoa in Honolulu, Hawai‘i and is co-sponsored by the UHM National Foreign Language Resource Center (NFLRC) and the National Resource Center - East Asia (NRCEA). Partial travel funding is available for eligible accepted applicants. The application deadline is March 31, 2014. Go to https://sites.google.com/a/hawaii.edu/lsp-summer-institute/home for relevant links.
Source: NFLRC
Inputdate: 2013-11-24 10:05:58
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Contentid:
16908
Content Type: 1
Title: Apply Now for Funding for a South Asia Summer Language Institute
Body: Apply for FLAS funding to learn a South Asian language this summer! The South Asia Summer Language Institute (SASLI) based at the University of Wisconsin – Madison is offering intensive summer courses in the following South Asian languages: Bengali, Gujarati, Hindi, Malayalam, Marathi, Pashto, Sanskrit, Sinhala, Tamil, Telugu, Tibetan, and Urdu. Applications for Summer 2014 are now being accepted. FLAS (Foreign Language Area Studies) Fellowships are available for qualified candidates. Please visit this website for more information and the FLAS application: http://sasli.wisc.edu/funding.html Information on how to apply to SASLI can be found here: http://sasli.wisc.edu/apply.html Any questions can be addressed to Anne Naparstek, by phone at (608) 261-1194 or by e-mail at sasli at southasia dot wisc dot edu [LCTL-T] Fwd: SASLI FLAS Funding Application Now Online. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 22 Nov 2013).
Source: LCTL-T
Inputdate: 2013-11-24 10:07:10
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Title: Apply Now for Funding for a South Asia Summer Language Institute
Body: Apply for FLAS funding to learn a South Asian language this summer! The South Asia Summer Language Institute (SASLI) based at the University of Wisconsin – Madison is offering intensive summer courses in the following South Asian languages: Bengali, Gujarati, Hindi, Malayalam, Marathi, Pashto, Sanskrit, Sinhala, Tamil, Telugu, Tibetan, and Urdu. Applications for Summer 2014 are now being accepted. FLAS (Foreign Language Area Studies) Fellowships are available for qualified candidates. Please visit this website for more information and the FLAS application: http://sasli.wisc.edu/funding.html Information on how to apply to SASLI can be found here: http://sasli.wisc.edu/apply.html Any questions can be addressed to Anne Naparstek, by phone at (608) 261-1194 or by e-mail at sasli at southasia dot wisc dot edu [LCTL-T] Fwd: SASLI FLAS Funding Application Now Online. LCTL-T listserv (LCTL-T@LISTS.UMN.EDU, 22 Nov 2013).
Source: LCTL-T
Inputdate: 2013-11-24 10:07:10
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Contentid:
16909
Content Type: 1
Title: Grants from the Institute of Turkish Studies
Body: From http://turkishstudies.org/grants/grants_competition.shtml The Institute of Turkish Studies (ITS) is pleased to announce its 2014-2015 grant competition in the field of Turkish Studies. The grant opportunities are available only for United States citizens (or those who have acquired permanent resident status in the U.S.) who are currently affiliated with a university in the U.S. The institutional grants are available only for educational institutions located in the United States. Application deadlines are all due by March 7, 2014. See a list of the available grants at http://turkishstudies.org/grants/grants_competition.shtml
Source: Institute of Turkish Studies
Inputdate: 2013-11-24 10:08:07
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Title: Grants from the Institute of Turkish Studies
Body: From http://turkishstudies.org/grants/grants_competition.shtml The Institute of Turkish Studies (ITS) is pleased to announce its 2014-2015 grant competition in the field of Turkish Studies. The grant opportunities are available only for United States citizens (or those who have acquired permanent resident status in the U.S.) who are currently affiliated with a university in the U.S. The institutional grants are available only for educational institutions located in the United States. Application deadlines are all due by March 7, 2014. See a list of the available grants at http://turkishstudies.org/grants/grants_competition.shtml
Source: Institute of Turkish Studies
Inputdate: 2013-11-24 10:08:07
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Contentid:
16910
Content Type: 1
Title: Study Abroad Opportunity for Russian Teachers
Body: APPLY FOR A STUDY-ABROAD OPPORTUNITY FOR TEACHERS OF RUSSIAN (Travel in summer 2014: June 6th – July 3rd ) DEADLINE TO SUBMIT APPLICATION: DECEMBER 1, 2013 Russian Teachers for the 21st Century: Maximizing Teaching Effectiveness by Immersing into Language, Culture and Standard-Based Teaching The main goal of our project is to provide intensive professional development to current and emerging U.S. teachers of Russian Language from multiple institutions across the country at the K-12 and college level. The corresponding objectives are: (1) to improve their language proficiency as well as their expertise with standard-based teaching and testing used in the U.S. and Russia, and (2) to immerse them into contemporary Russian life. A group of 12 educators will travel to Moscow, Russia for four weeks to participate in intensive workshops focused on language training (43 hours), tester training (43 hours) and culture (60 hours). Based on each participant’s tested language level, each member will be placed into one of two groups (Intensive Language Learning or TORFL Tester Training). Additionally, an extensive online pre-departure training seminar (20 hours) will help participants leverage the program in Russia. Also, follow-up webinars and a final online conference (6 hours) after they return from Russian will guide participants in transforming their experiences into multimedia teaching materials. The culture module of our program includes various unique features to maximize the participants’ professional development (Lectures delivered by professionals from various geographical regions in Russia (Moscow, St. Petersburg, Nizhniy Novgorod, Yekaterinburg, Tyumen, Omsk and Vladivostok) to provide an in-depth look into contemporary Russia; cultural visits, individual culture projects). The program will cover the following expenses: travel to and from Moscow, lodging, tuition, culture tour fees, fees for visa invitations, foreign registration fee, fees for certification, and partial per diem for meal and transportation expenses. The participants will cover the following expenses: visa fees, program fee of $220 (non-refundable) and due to uncertainties involving travel in Russia, participants will be asked to pay a $500 Refundable Emergency Fee to cover unexpected costs such emergency departures, flight changes, property damage to the dorm room, etc. Eligibility to apply: - A citizen, national, or permanent resident of the United States. - Currently employed full-time in a U.S. school system or institution of higher education as a teacher of faculty member in Russian OR currently studying full-time at a U.S. institution of higher education to become a Russian teacher. Application materials: For the first round of selection, please submit 1) your current CV and 2) a statement of purpose (in Russian, 1 page maximum, focus on why you need this professional development opportunity) to Program Director Dr. Irina Kostina at irina-kostina at uiowa dot edu Kostina, I. [SEELANGS] Summer Opportunity for teachers of Russian, Deadline - December 1, 2013. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 24 Nov 2013).
Source: SEELANGS
Inputdate: 2013-11-24 10:09:55
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Title: Study Abroad Opportunity for Russian Teachers
Body: APPLY FOR A STUDY-ABROAD OPPORTUNITY FOR TEACHERS OF RUSSIAN (Travel in summer 2014: June 6th – July 3rd ) DEADLINE TO SUBMIT APPLICATION: DECEMBER 1, 2013 Russian Teachers for the 21st Century: Maximizing Teaching Effectiveness by Immersing into Language, Culture and Standard-Based Teaching The main goal of our project is to provide intensive professional development to current and emerging U.S. teachers of Russian Language from multiple institutions across the country at the K-12 and college level. The corresponding objectives are: (1) to improve their language proficiency as well as their expertise with standard-based teaching and testing used in the U.S. and Russia, and (2) to immerse them into contemporary Russian life. A group of 12 educators will travel to Moscow, Russia for four weeks to participate in intensive workshops focused on language training (43 hours), tester training (43 hours) and culture (60 hours). Based on each participant’s tested language level, each member will be placed into one of two groups (Intensive Language Learning or TORFL Tester Training). Additionally, an extensive online pre-departure training seminar (20 hours) will help participants leverage the program in Russia. Also, follow-up webinars and a final online conference (6 hours) after they return from Russian will guide participants in transforming their experiences into multimedia teaching materials. The culture module of our program includes various unique features to maximize the participants’ professional development (Lectures delivered by professionals from various geographical regions in Russia (Moscow, St. Petersburg, Nizhniy Novgorod, Yekaterinburg, Tyumen, Omsk and Vladivostok) to provide an in-depth look into contemporary Russia; cultural visits, individual culture projects). The program will cover the following expenses: travel to and from Moscow, lodging, tuition, culture tour fees, fees for visa invitations, foreign registration fee, fees for certification, and partial per diem for meal and transportation expenses. The participants will cover the following expenses: visa fees, program fee of $220 (non-refundable) and due to uncertainties involving travel in Russia, participants will be asked to pay a $500 Refundable Emergency Fee to cover unexpected costs such emergency departures, flight changes, property damage to the dorm room, etc. Eligibility to apply: - A citizen, national, or permanent resident of the United States. - Currently employed full-time in a U.S. school system or institution of higher education as a teacher of faculty member in Russian OR currently studying full-time at a U.S. institution of higher education to become a Russian teacher. Application materials: For the first round of selection, please submit 1) your current CV and 2) a statement of purpose (in Russian, 1 page maximum, focus on why you need this professional development opportunity) to Program Director Dr. Irina Kostina at irina-kostina at uiowa dot edu Kostina, I. [SEELANGS] Summer Opportunity for teachers of Russian, Deadline - December 1, 2013. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 24 Nov 2013).
Source: SEELANGS
Inputdate: 2013-11-24 10:09:55
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16911
Content Type: 1
Title: NEH Summer Seminar for School Teachers in Berlin, Germany
Body: From https://www2.lawrence.edu/fast/petersob/NEH Five-Week-Long NEH Summer Seminar for School Teachers in Berlin, Germany June 22-July 25, 2014 Migration and German Culture: Berlin's Cultural Diversity Across Two Centuries The premise behind this seminar is that Berlin (and, for that matter, Germany) is not now and has never been a city composed exclusively of ethnic Germans. In other words, Germany does not correspond to the stereotype that might still exist among your prospective students and their parents. In fact, in ways that Germans themselves are sometimes reluctant to admit, German-speaking central Europe has long been home to French Huguenots, Poles, Western- and Eastern-European Jews, as well as more recent migrants from Italy, the former Yugoslavia, Russia and Turkey, to mention but a few examples of Berlin's cosmopolitan heritage. If we think of Berlin not just as Germany’s capital city, but also as its cosmopolitan capital, we would take into account both the rich cultural life of this multi-national city and the multi-faceted human capital that enabled the growth and development of the German economy. These projects are designed principally for full-time and part-time classroom teachers and librarians in public, charter, independent, and religiously affiliated schools, as well as homeschooling parents. Other K-12 school personnel, including administrators, substitute teachers, and classroom professionals, are also eligible to participate. Applications are due March 4, 2014. For full details go to https://www2.lawrence.edu/fast/petersob/NEH
Source: Lawrence University
Inputdate: 2013-11-24 10:11:06
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Title: NEH Summer Seminar for School Teachers in Berlin, Germany
Body: From https://www2.lawrence.edu/fast/petersob/NEH Five-Week-Long NEH Summer Seminar for School Teachers in Berlin, Germany June 22-July 25, 2014 Migration and German Culture: Berlin's Cultural Diversity Across Two Centuries The premise behind this seminar is that Berlin (and, for that matter, Germany) is not now and has never been a city composed exclusively of ethnic Germans. In other words, Germany does not correspond to the stereotype that might still exist among your prospective students and their parents. In fact, in ways that Germans themselves are sometimes reluctant to admit, German-speaking central Europe has long been home to French Huguenots, Poles, Western- and Eastern-European Jews, as well as more recent migrants from Italy, the former Yugoslavia, Russia and Turkey, to mention but a few examples of Berlin's cosmopolitan heritage. If we think of Berlin not just as Germany’s capital city, but also as its cosmopolitan capital, we would take into account both the rich cultural life of this multi-national city and the multi-faceted human capital that enabled the growth and development of the German economy. These projects are designed principally for full-time and part-time classroom teachers and librarians in public, charter, independent, and religiously affiliated schools, as well as homeschooling parents. Other K-12 school personnel, including administrators, substitute teachers, and classroom professionals, are also eligible to participate. Applications are due March 4, 2014. For full details go to https://www2.lawrence.edu/fast/petersob/NEH
Source: Lawrence University
Inputdate: 2013-11-24 10:11:06
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16912
Content Type: 1
Title: 2013-2014 Carnival Season Kicks Off in Germany
Body: From http://www.germany.info Carnival season has begun in Germany. Here is an article and photos explaining this tradition: http://www.germany.info/Vertretung/usa/en/bg/GIC/Carnival2013.html
Source: German Missions in the United States
Inputdate: 2013-11-24 10:11:54
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Title: 2013-2014 Carnival Season Kicks Off in Germany
Body: From http://www.germany.info Carnival season has begun in Germany. Here is an article and photos explaining this tradition: http://www.germany.info/Vertretung/usa/en/bg/GIC/Carnival2013.html
Source: German Missions in the United States
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