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1954
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Title: Theatre Workshop for Native Youth
Body: MON - FRI AUG 23 - SEPT 3, 10 am - 4 pm plus Sept 3, 7:30 pm, at Daybreak Star Cultural Center, Discovery Park, Seattle; Red Eagle Soaring SIYAP Two- week THEATRE WORKSHOP FOR NATIVE YOUTH, ages 11-19, who are interested in any or all areas of theatre, including technical aspects (lights/ sound) and visual arts. During the workshop you will have the opportunity to learn: Theatre games and warm-ups, acting, storytelling, playwriting, traditional drumming, singing, dance, rehearsal and performance of a production, preparation of a resume and headshot, painting backdrops for the show, how to do publicity, life skills, appreciation of Native culture and of the art of theatre and much more! All participants in the two-week intensive workshop will be invited to perform before a live audience, the last evening. The Teachers: Robert (Owens) Greygrass, Lakota, and Deborah Parker, Tulalip/Apache, will be your guides to learning and appreciating all these aspects of Theatre Arts. No theatre experience necessary! Workshops are free! Lunch will be provided and transportation may be available. Reserve your spot now! Information: resoaring@earthlink.net or 206-323-1868 Villanueva, A. THEATRE WORKSHOP FOR NATIVE YOUTH (16 Aug. 2004).
Source: Red Eagle Soaring SIYAP
Inputdate: 2004-08-20 14:37:00
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Title: Theatre Workshop for Native Youth
Body: MON - FRI AUG 23 - SEPT 3, 10 am - 4 pm plus Sept 3, 7:30 pm, at Daybreak Star Cultural Center, Discovery Park, Seattle; Red Eagle Soaring SIYAP Two- week THEATRE WORKSHOP FOR NATIVE YOUTH, ages 11-19, who are interested in any or all areas of theatre, including technical aspects (lights/ sound) and visual arts. During the workshop you will have the opportunity to learn: Theatre games and warm-ups, acting, storytelling, playwriting, traditional drumming, singing, dance, rehearsal and performance of a production, preparation of a resume and headshot, painting backdrops for the show, how to do publicity, life skills, appreciation of Native culture and of the art of theatre and much more! All participants in the two-week intensive workshop will be invited to perform before a live audience, the last evening. The Teachers: Robert (Owens) Greygrass, Lakota, and Deborah Parker, Tulalip/Apache, will be your guides to learning and appreciating all these aspects of Theatre Arts. No theatre experience necessary! Workshops are free! Lunch will be provided and transportation may be available. Reserve your spot now! Information: resoaring@earthlink.net or 206-323-1868 Villanueva, A. THEATRE WORKSHOP FOR NATIVE YOUTH (16 Aug. 2004).
Source: Red Eagle Soaring SIYAP
Inputdate: 2004-08-20 14:37:00
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1955
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Title: Seattle Fiestas Patrias, Sep. 18-19
Body: Seattle Fiestas Patrias Saturday and Sunday September 18-19, 2004 Seattle Center, Seattle WA Presented by The Latino Leadership Institute. Website: http://www.seattlefiestaspatrias.org Email: info@seattlefiestaspatrias.org Tel: (206) 903-0486 If you are interested in becoming a new member or volunteer, please email us: volunteer@seattlefiestaspatrias.org The Fiestas Patrias festival has been celebrated in Seattle for the past 17 years. The festival started out as a small civil and religious activity organized by the Mexican community. The purpose of the festival was to celebrate Mexico's independence from Spain. This event was celebrated by the calling out of each of the heroes playing a role in the Mexican Independence, followed by food and music. One of the most significant customs was for whomever was directing the ceremony to call out the patriotic yell "Viva Mexico!" (Long live Mexico) to which everyone present would reply with loud yells "Viva!" (Long live). With the passing of time the festival became a celebration of not only Mexico's Independence but also that of other Latin American countries whose movement for independence is coincident . This celebration became even more significant with the United States government's naming of September as Hispanic Heritage month a few years ago. For this reason Fiestas Patrias has become one of the most significant celebrations in the Latino community. Villanueva, A. Fiestas Patrias September 18-19 Seattle WA. (16 Aug. 2004).
Source: Latino Leadership Institute
Inputdate: 2004-08-20 14:40:00
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Title: Seattle Fiestas Patrias, Sep. 18-19
Body: Seattle Fiestas Patrias Saturday and Sunday September 18-19, 2004 Seattle Center, Seattle WA Presented by The Latino Leadership Institute. Website: http://www.seattlefiestaspatrias.org Email: info@seattlefiestaspatrias.org Tel: (206) 903-0486 If you are interested in becoming a new member or volunteer, please email us: volunteer@seattlefiestaspatrias.org The Fiestas Patrias festival has been celebrated in Seattle for the past 17 years. The festival started out as a small civil and religious activity organized by the Mexican community. The purpose of the festival was to celebrate Mexico's independence from Spain. This event was celebrated by the calling out of each of the heroes playing a role in the Mexican Independence, followed by food and music. One of the most significant customs was for whomever was directing the ceremony to call out the patriotic yell "Viva Mexico!" (Long live Mexico) to which everyone present would reply with loud yells "Viva!" (Long live). With the passing of time the festival became a celebration of not only Mexico's Independence but also that of other Latin American countries whose movement for independence is coincident . This celebration became even more significant with the United States government's naming of September as Hispanic Heritage month a few years ago. For this reason Fiestas Patrias has become one of the most significant celebrations in the Latino community. Villanueva, A. Fiestas Patrias September 18-19 Seattle WA. (16 Aug. 2004).
Source: Latino Leadership Institute
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1956
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Title: Multicultural Conference, Ellensburg, WA
Body: FRI & SAT OCT 1 & 2, at Central Washington University, Ellensburg WA Washington State Association for MULTICULTURAL EDUCATION 10th Annual Multicultural Conference includes Friday 3-5 hour Intensive Pre- Conference Institutes and Saturday 50-minute or 110-minute sessions, bringing together individuals and organizations to discuss and share information related to multicultural, intercultural, and diversity issues and concerns. Speakers include Claudio Sanchez, Educational correspondent, National Public Radio (NPR); Minty Jeffreys, Co-Founder, owner and Vice-President of ColorsNW Magazine; Dr. Joyce Braden Harris, Executive Director Northwest Regional Educational Laboratory (NWREL); Dr. Rebecca Bowers, Dean of Education/Professional Studies, Central Washington University. Registration includes conference refreshments/meals/free clockhours. $225. For more information contact Marcia Migdal 425-670-7128 or migdalm@edmonds.wednet.edu or Barbara Yasui 360-657-0219 or Barbara_Yasui@msvl.k12.wa.us Villanueva, A. Washington State Association for MULTICULTURAL EDUCATION (16 Aug. 2004).
Source: Washington State Association for Multicultual Education
Inputdate: 2004-08-20 14:45:00
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Title: Multicultural Conference, Ellensburg, WA
Body: FRI & SAT OCT 1 & 2, at Central Washington University, Ellensburg WA Washington State Association for MULTICULTURAL EDUCATION 10th Annual Multicultural Conference includes Friday 3-5 hour Intensive Pre- Conference Institutes and Saturday 50-minute or 110-minute sessions, bringing together individuals and organizations to discuss and share information related to multicultural, intercultural, and diversity issues and concerns. Speakers include Claudio Sanchez, Educational correspondent, National Public Radio (NPR); Minty Jeffreys, Co-Founder, owner and Vice-President of ColorsNW Magazine; Dr. Joyce Braden Harris, Executive Director Northwest Regional Educational Laboratory (NWREL); Dr. Rebecca Bowers, Dean of Education/Professional Studies, Central Washington University. Registration includes conference refreshments/meals/free clockhours. $225. For more information contact Marcia Migdal 425-670-7128 or migdalm@edmonds.wednet.edu or Barbara Yasui 360-657-0219 or Barbara_Yasui@msvl.k12.wa.us Villanueva, A. Washington State Association for MULTICULTURAL EDUCATION (16 Aug. 2004).
Source: Washington State Association for Multicultual Education
Inputdate: 2004-08-20 14:45:00
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1957
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Title: National Conference for Latino Educational Leaders, Oct. 28-30
Body: Association of Latino Administrators and Superintendents (ALAS) National Conference for Latino Educational Leaders: Realizing the Vision October 28-30, 2004 Swissôtel Chicago Chicago, Illinois We extend to you an invitation and challenge to attend the first national conference of the Association of Latino Administrators and Superintendents (ALAS). The focus is on developing, networking and recognizing the leadership talent of Latino educators across the country. Today the need for Latino leaders in education is more critical than ever. By the year 2025, Latino children will make up 25 percent of the school-age population. In the nation's largest states - California Texas, Florida, and New York - Latinos already have reached that level. Prepared and committed Latinos are needed to lead our schools and to effectively serve our children, parents and communities. The challenge we issue is for current administrators to bring and mentor a future administrator. During the conference, there will be workshops and training sessions for the experienced superintendent and the administrator aspiring to become a superintendent. There will also be ample opportunity to share your experiences, ideas and energy. The many subjects to be addressed reflect the challenges Latino administrators are facing, and the growing complexities of the educational system, as well as focusing on serving the Latino student. You'll learn how to further develop your leadership skills, and you'll see how experienced superintendents grapple firsthand with difficult political climates. And you'll find out how Latino educators have learned how to move ahead. In addition, ALAS will offer sessions around the topic of "Becoming A Superintendent". These sessions will provide you with valuable insight on the superintendency, including "The Superintendent Application and Search Process," "Professional Standards for the Superintendency," "Development of the Superintendent Contract", "Women in the Superintendency," and "Building a Strong Superintendent and Board Team." We believe that you will find the quality of this conference to be extraordinary. We are confident that you will be revitalized, inspired and better able to lead. Register today, on-line, by phone, or by mail. We look forward to seeing you on October 28th, 29th and 30th in Chicago! For more information: If you would like to know more about ALAS, please contact: website: http://alasnow.org/ Dr. Stan Paz, President (520) 405-1590 stanmagoo2@aol.com P.O. Box 12985 Tucson, AZ 85732-2985 Toni Cordova, Executive Director (520) 444-1297 alas.toni@cox.net P.O. Box 12985 Tucson, AZ 85732-2985 Villanueva, A. Association of Latino Administrators and Superintendents. (16 Aug. 2004).
Source: Association of Latino Administrators and Superintendents
Inputdate: 2004-08-20 14:48:00
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Title: National Conference for Latino Educational Leaders, Oct. 28-30
Body: Association of Latino Administrators and Superintendents (ALAS) National Conference for Latino Educational Leaders: Realizing the Vision October 28-30, 2004 Swissôtel Chicago Chicago, Illinois We extend to you an invitation and challenge to attend the first national conference of the Association of Latino Administrators and Superintendents (ALAS). The focus is on developing, networking and recognizing the leadership talent of Latino educators across the country. Today the need for Latino leaders in education is more critical than ever. By the year 2025, Latino children will make up 25 percent of the school-age population. In the nation's largest states - California Texas, Florida, and New York - Latinos already have reached that level. Prepared and committed Latinos are needed to lead our schools and to effectively serve our children, parents and communities. The challenge we issue is for current administrators to bring and mentor a future administrator. During the conference, there will be workshops and training sessions for the experienced superintendent and the administrator aspiring to become a superintendent. There will also be ample opportunity to share your experiences, ideas and energy. The many subjects to be addressed reflect the challenges Latino administrators are facing, and the growing complexities of the educational system, as well as focusing on serving the Latino student. You'll learn how to further develop your leadership skills, and you'll see how experienced superintendents grapple firsthand with difficult political climates. And you'll find out how Latino educators have learned how to move ahead. In addition, ALAS will offer sessions around the topic of "Becoming A Superintendent". These sessions will provide you with valuable insight on the superintendency, including "The Superintendent Application and Search Process," "Professional Standards for the Superintendency," "Development of the Superintendent Contract", "Women in the Superintendency," and "Building a Strong Superintendent and Board Team." We believe that you will find the quality of this conference to be extraordinary. We are confident that you will be revitalized, inspired and better able to lead. Register today, on-line, by phone, or by mail. We look forward to seeing you on October 28th, 29th and 30th in Chicago! For more information: If you would like to know more about ALAS, please contact: website: http://alasnow.org/ Dr. Stan Paz, President (520) 405-1590 stanmagoo2@aol.com P.O. Box 12985 Tucson, AZ 85732-2985 Toni Cordova, Executive Director (520) 444-1297 alas.toni@cox.net P.O. Box 12985 Tucson, AZ 85732-2985 Villanueva, A. Association of Latino Administrators and Superintendents. (16 Aug. 2004).
Source: Association of Latino Administrators and Superintendents
Inputdate: 2004-08-20 14:48:00
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Title: National MultiCultural Institute's 2004 Fall Conference
Body: National MultiCultural Institute's 2004 Fall Conference Building Personal and Professional Competence in a Multicultural Society November 11 - 14 , 2004 Hyatt Regency Bethesda, Bethesda, MD NMCI's conferences bring together practitioners from across the country and around the world to explore diversity and multiculturalism in both personal and professional contexts. Leaders from academia, business, and government present the latest thinking and action on diversity issues to conference participants. NMCI conferences offer a large variety of workshops on issues that define and redefine the diversity field. NMCI is highly regarded for its intensive Training of Trainers series and other 4-day and 2-day workshops, bringing together a multidisciplinary group of participants from across the U.S. and several countries from management, administration, human resources, education, and social and health services. Workshops will include: 4 Day Workshops Thursday - Sunday November 11-14 - Training of Trainers I: Developing Introductory Diversity Workshop - Training of Trainers II: Teaching Skills and Cultural Competency - Designing and Implementing a Diversity Initiative 2 Day Workshops Thursday - Friday November 11-12 - Exploring Our Cultural Assumptions: The Journey to Becoming Effective Cultural Allies - Shift the Culture - Sustain the Change - A Model for Generating Organizational Transformation - The Immigrant Experience in our Schools 2 Day Workshops Saturday - Sunday November 13-14 - Building Cultural Competency - Beyond Diversity: Tools For Working With Differences In Organizations - Institutionalizing Multicultural Education in Your School and School System ABOUT NMCI The National MultiCultural Institute has been a leader in the field of diversity since its inception in 1983. A private non-profit organization, its mission is to work with individuals, organizations, and communities in creating a society that is strengthened and empowered by its diversity. Through its programs, NMCI leads efforts to increase communication, understanding, and respect among diverse groups and addresses important issues of multiculturalism facing our society. In addition to its National Conferences, NMCI provides Organizational Training and Consulting on diversity issues, publishes books and training manuals through NMCI Publications, and develops Leading Edge Projects such as web-based training. NMCI 3000 Connecticut Avenue, NW, Suite 438 Washington, DC 20008-2556 Tel: 202-483-0700 Fax: 202-483-5233 nmci@nmci.org http://www.nmci.org/ Villanueva, A. National MultiCultural Institute's 2004 Fall Conference. (16 Aug. 2004).
Source: National MultiCultural Institute
Inputdate: 2004-08-20 14:52:00
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Title: National MultiCultural Institute's 2004 Fall Conference
Body: National MultiCultural Institute's 2004 Fall Conference Building Personal and Professional Competence in a Multicultural Society November 11 - 14 , 2004 Hyatt Regency Bethesda, Bethesda, MD NMCI's conferences bring together practitioners from across the country and around the world to explore diversity and multiculturalism in both personal and professional contexts. Leaders from academia, business, and government present the latest thinking and action on diversity issues to conference participants. NMCI conferences offer a large variety of workshops on issues that define and redefine the diversity field. NMCI is highly regarded for its intensive Training of Trainers series and other 4-day and 2-day workshops, bringing together a multidisciplinary group of participants from across the U.S. and several countries from management, administration, human resources, education, and social and health services. Workshops will include: 4 Day Workshops Thursday - Sunday November 11-14 - Training of Trainers I: Developing Introductory Diversity Workshop - Training of Trainers II: Teaching Skills and Cultural Competency - Designing and Implementing a Diversity Initiative 2 Day Workshops Thursday - Friday November 11-12 - Exploring Our Cultural Assumptions: The Journey to Becoming Effective Cultural Allies - Shift the Culture - Sustain the Change - A Model for Generating Organizational Transformation - The Immigrant Experience in our Schools 2 Day Workshops Saturday - Sunday November 13-14 - Building Cultural Competency - Beyond Diversity: Tools For Working With Differences In Organizations - Institutionalizing Multicultural Education in Your School and School System ABOUT NMCI The National MultiCultural Institute has been a leader in the field of diversity since its inception in 1983. A private non-profit organization, its mission is to work with individuals, organizations, and communities in creating a society that is strengthened and empowered by its diversity. Through its programs, NMCI leads efforts to increase communication, understanding, and respect among diverse groups and addresses important issues of multiculturalism facing our society. In addition to its National Conferences, NMCI provides Organizational Training and Consulting on diversity issues, publishes books and training manuals through NMCI Publications, and develops Leading Edge Projects such as web-based training. NMCI 3000 Connecticut Avenue, NW, Suite 438 Washington, DC 20008-2556 Tel: 202-483-0700 Fax: 202-483-5233 nmci@nmci.org http://www.nmci.org/ Villanueva, A. National MultiCultural Institute's 2004 Fall Conference. (16 Aug. 2004).
Source: National MultiCultural Institute
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1959
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Title: Literacy site recommendation
Body: I remember when the school where I was teaching got an "Internet" lab, I guess around 8 years ago. Everyone was so excited to have this fancy set-up that we all had the students surfing away doing what turned out to be rather meaningless activities. It was the lure of the technology and not the advantage to the student that had our attention. After around 2 months, we were using the lab much less frequently. So my first reaction when someone asks what websites I find useful is to ask them "Well, what are YOUR STUDENTS' needs? What is in your curriculum that you think would be best taught using the Internet as a tool?" Are the students lacking audio materials in a non-native speaking country? Do the students lack adequate research resources? Do the students need authentic writing experiences like taking surveys, reviewing a movie, asking for information? I think we need to work backwards and begin by saying "What would I like to teach my students?" and then if/how the web can be used to that end- and if, indeed, it is more efficient than another method. This is a website I have found useful working with adult immigrants, especially those who have learned English from "the street" and haven't had much in the way of reading/writing. http://www.literacynet.org/cnnsf/week.html I had previously asked students to read the newspaper or watch the TV news, but had very little success in getting them to do it, so I was searching for an alternative way to a) get them tuned into the community/nation/world and b) get more L2 input that was comprehensible when the teacher wasn't around. This site builds vocabulary and improves spelling by linking the written and spoken word, and aids pronunciation too. The site features current and archived news stories on all topics in the original text version (with excellent audio narration) and a slightly simplified version, as well as comprehension and vocabulary activities. There is often a little news video that goes with the story. I very much like the "listen and read" approach for students who don't get a lot of L2 input and who may have low L1 literacy levels. Visiting this website is usually a homework or lab assignment, (I won't spend class time on-line unless I'm demonstrating something), and I have had students present summaries of their stories in groups. The material is authentic, high interest and informative. Spelleri, M. Re: Websites and uses of the web. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (19 Aug. 2004).
Source: TESL-L listserv
Inputdate: 2004-08-20 14:58:00
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Title: Literacy site recommendation
Body: I remember when the school where I was teaching got an "Internet" lab, I guess around 8 years ago. Everyone was so excited to have this fancy set-up that we all had the students surfing away doing what turned out to be rather meaningless activities. It was the lure of the technology and not the advantage to the student that had our attention. After around 2 months, we were using the lab much less frequently. So my first reaction when someone asks what websites I find useful is to ask them "Well, what are YOUR STUDENTS' needs? What is in your curriculum that you think would be best taught using the Internet as a tool?" Are the students lacking audio materials in a non-native speaking country? Do the students lack adequate research resources? Do the students need authentic writing experiences like taking surveys, reviewing a movie, asking for information? I think we need to work backwards and begin by saying "What would I like to teach my students?" and then if/how the web can be used to that end- and if, indeed, it is more efficient than another method. This is a website I have found useful working with adult immigrants, especially those who have learned English from "the street" and haven't had much in the way of reading/writing. http://www.literacynet.org/cnnsf/week.html I had previously asked students to read the newspaper or watch the TV news, but had very little success in getting them to do it, so I was searching for an alternative way to a) get them tuned into the community/nation/world and b) get more L2 input that was comprehensible when the teacher wasn't around. This site builds vocabulary and improves spelling by linking the written and spoken word, and aids pronunciation too. The site features current and archived news stories on all topics in the original text version (with excellent audio narration) and a slightly simplified version, as well as comprehension and vocabulary activities. There is often a little news video that goes with the story. I very much like the "listen and read" approach for students who don't get a lot of L2 input and who may have low L1 literacy levels. Visiting this website is usually a homework or lab assignment, (I won't spend class time on-line unless I'm demonstrating something), and I have had students present summaries of their stories in groups. The material is authentic, high interest and informative. Spelleri, M. Re: Websites and uses of the web. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (19 Aug. 2004).
Source: TESL-L listserv
Inputdate: 2004-08-20 14:58:00
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1960
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Title: Teacher Resources for Instructional Planning
Body: From: http://tripforteachers.org/ Within this site you will find over 16,000 links to lesson plans and educational resources that support national, state, and local standards for Language Arts, Mathematics, Science, and Social Studies in the K-12 curriculum. As in all planning, teachers should preview materials and web sites.
Source: Schools' Department of Instructional Technology
Inputdate: 2004-08-20 15:02:00
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Title: Teacher Resources for Instructional Planning
Body: From: http://tripforteachers.org/ Within this site you will find over 16,000 links to lesson plans and educational resources that support national, state, and local standards for Language Arts, Mathematics, Science, and Social Studies in the K-12 curriculum. As in all planning, teachers should preview materials and web sites.
Source: Schools' Department of Instructional Technology
Inputdate: 2004-08-20 15:02:00
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Title: Teaching different levels at same time
Body: Editor's Note: One topic on FLTEACH has been teaching combined classes of more than one level of a language. The following two recommendations handled the problem similarly. Regarding combined levels of classes....for several years I have taught Spanish 3 and Spanish 4 during the same class hour. What I did was have a 2-year curriculum so that I could teach all the kids the same prep. On the first year we would work in a grammar book (actually the previous Spanish 2 book that we had not finished the year before) and do an in depth study of Spain with several projects. On the second year we worked in various little readers and did an in depth study of Mexico with several projects. It worked for me, and the kids were fine with it. Each year had reviews of verb tenses the kids should know, and we did listening activities from Learnables and other things like that. It never mattered if they did the "Spain" year first or the "Mexico" year first. Spivey, S. Re: combined Spanish classes. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Aug. 2004). I am fortunate in that I combine French IV and V (and not any lower!). One year I finish the level III book (Discovering French Rouge), read short stories, and use the audio murder mystery Drole de Mission. The alternate year, I actually use parts of two chapters from Discovering French Blanc to cover new vocabulary, read Le Petit Prince, and use the audio murder mystery Poursuite inattendue. I try to use ready-made materials for my own sanity, although I create my own quizzes. Thomas, R. Combined classes. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-26 17:20:00
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Title: Teaching different levels at same time
Body: Editor's Note: One topic on FLTEACH has been teaching combined classes of more than one level of a language. The following two recommendations handled the problem similarly. Regarding combined levels of classes....for several years I have taught Spanish 3 and Spanish 4 during the same class hour. What I did was have a 2-year curriculum so that I could teach all the kids the same prep. On the first year we would work in a grammar book (actually the previous Spanish 2 book that we had not finished the year before) and do an in depth study of Spain with several projects. On the second year we worked in various little readers and did an in depth study of Mexico with several projects. It worked for me, and the kids were fine with it. Each year had reviews of verb tenses the kids should know, and we did listening activities from Learnables and other things like that. It never mattered if they did the "Spain" year first or the "Mexico" year first. Spivey, S. Re: combined Spanish classes. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (23 Aug. 2004). I am fortunate in that I combine French IV and V (and not any lower!). One year I finish the level III book (Discovering French Rouge), read short stories, and use the audio murder mystery Drole de Mission. The alternate year, I actually use parts of two chapters from Discovering French Blanc to cover new vocabulary, read Le Petit Prince, and use the audio murder mystery Poursuite inattendue. I try to use ready-made materials for my own sanity, although I create my own quizzes. Thomas, R. Combined classes. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-26 17:20:00
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1963
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Title: Online scheduling for lab use
Body: Editor's Note: This may be of interest to those who schedule classes into language or computer labs. Three recommendations: Have a look at DigiRez (http://www.digiappz.com/digirez.asp). It does exactly what you're looking for. We've been using it for a year and have been very satisfied with it. Aside from room bookings, we also use it to schedule requests for off-air satellite TV broadcast recordings. It's only about $270 and, best of all, you can download a free demo to check it out for yourself. Burston, J. Re: #7605.2 Online scheduling for lab use (!). Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (13 Aug. 2004). We have used Yahoo Calendar for a Phonetics Lab group (approximately 30 members) which includes faculty as well as grad students. It's free and needs no special software other than a browser. We haven't had any problems with members deleting reservations once they are placed. Waltmunson, J. Re: #7605.3 Online scheduling for lab use (!). Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (13 Aug. 2004). We use the following application: www.calendarscript.com Non-profit License: $50.00 A discounted license for non-profit organizations, schools, government uses, churches, clubs, families, other organizations, or individuals. Create users in the system, and allow them to log into the calendar to perform different actions. Protect the calendar display by only allowing registered users to view it or make changes to it. Customize the user database to include any fields you wish, just like events. Link to our calendar: http://www.fll.miami.edu/cgi-bin/calendar/calendar.pl Primov, R. Re: #7605.5 Online scheduling for lab use (!). Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (16 Aug. 2004).
Source: LLTI listserv
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Title: Online scheduling for lab use
Body: Editor's Note: This may be of interest to those who schedule classes into language or computer labs. Three recommendations: Have a look at DigiRez (http://www.digiappz.com/digirez.asp). It does exactly what you're looking for. We've been using it for a year and have been very satisfied with it. Aside from room bookings, we also use it to schedule requests for off-air satellite TV broadcast recordings. It's only about $270 and, best of all, you can download a free demo to check it out for yourself. Burston, J. Re: #7605.2 Online scheduling for lab use (!). Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (13 Aug. 2004). We have used Yahoo Calendar for a Phonetics Lab group (approximately 30 members) which includes faculty as well as grad students. It's free and needs no special software other than a browser. We haven't had any problems with members deleting reservations once they are placed. Waltmunson, J. Re: #7605.3 Online scheduling for lab use (!). Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (13 Aug. 2004). We use the following application: www.calendarscript.com Non-profit License: $50.00 A discounted license for non-profit organizations, schools, government uses, churches, clubs, families, other organizations, or individuals. Create users in the system, and allow them to log into the calendar to perform different actions. Protect the calendar display by only allowing registered users to view it or make changes to it. Customize the user database to include any fields you wish, just like events. Link to our calendar: http://www.fll.miami.edu/cgi-bin/calendar/calendar.pl Primov, R. Re: #7605.5 Online scheduling for lab use (!). Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (16 Aug. 2004).
Source: LLTI listserv
Inputdate: 2004-08-26 17:30:00
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Content Type: 1
Title: Pronunciation practice in Spanish
Body: There are a few good sites on the Internet that offer pronunciation practice in Spanish: http://www.studyspanish.com/pronunciation/ http://www.colby.edu/~bknelson/exercises/pronunciacion.html http://www.uiowa.edu/~acadtech/phonetics/about.html# Lilley, L. Re: Interactive Spanish Pronunciation video. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 11:42:00
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Content Type: 1
Title: Pronunciation practice in Spanish
Body: There are a few good sites on the Internet that offer pronunciation practice in Spanish: http://www.studyspanish.com/pronunciation/ http://www.colby.edu/~bknelson/exercises/pronunciacion.html http://www.uiowa.edu/~acadtech/phonetics/about.html# Lilley, L. Re: Interactive Spanish Pronunciation video. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (15 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-27 11:42:00
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