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4826
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Title: Ongoing Call for Papers: Academic Exchange Extra
Body: From http://asstudents.unco.edu/students/AE-Extra/Call.html CALL FOR PAPERS A MONTHLY PEER-REVIEWED ON-LINE FORUM Submissions are invited from undergraduates, graduates, and educators for Academic Exchange Extra (Editor-in-Chief, Elizabeth Haller). Extra presents ideas, research methods, and pedagogical theories leading to effective instruction and learning regardless of level, subject or context. We also seek cogent essays, poetry and fiction. Articles to 6,000 words on theory, practice and administration of education across the full range of humanities and social science-based approaches are welcomed. Possible theoretical frameworks include: critical pedagogy, postcolonial race theory, postmodernism, feminist theory, and other cultural studies and perspectives. The use of a theoretical lens is encouraged but not required; see options for other submission types below. We are also interested in social and cultural issues as they intersect with education. We prefer to include an array of diverse material each month, though thematic issues may be considered. Essays up to 2,500 words are encouraged. Topics may include, but are not limited to, the following suggestions: - distance learning - e-communities and socialization - community college retention and transfer - service learning - remedial education - affirmative action - marginalized or minority viewpoints and experiences - tenure and post-tenure review - urban education and issues of student inequality - postmodernism and education - canonical revision/non-revision - analyses/reviews of recent pedagogical publications For more information, visit http://asstudents.unco.edu/students/AE-Extra/Call.html .
Source: Academic Exchange Extra
Inputdate: 2006-07-18 16:18:00
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Title: Ongoing Call for Papers: Academic Exchange Extra
Body: From http://asstudents.unco.edu/students/AE-Extra/Call.html CALL FOR PAPERS A MONTHLY PEER-REVIEWED ON-LINE FORUM Submissions are invited from undergraduates, graduates, and educators for Academic Exchange Extra (Editor-in-Chief, Elizabeth Haller). Extra presents ideas, research methods, and pedagogical theories leading to effective instruction and learning regardless of level, subject or context. We also seek cogent essays, poetry and fiction. Articles to 6,000 words on theory, practice and administration of education across the full range of humanities and social science-based approaches are welcomed. Possible theoretical frameworks include: critical pedagogy, postcolonial race theory, postmodernism, feminist theory, and other cultural studies and perspectives. The use of a theoretical lens is encouraged but not required; see options for other submission types below. We are also interested in social and cultural issues as they intersect with education. We prefer to include an array of diverse material each month, though thematic issues may be considered. Essays up to 2,500 words are encouraged. Topics may include, but are not limited to, the following suggestions: - distance learning - e-communities and socialization - community college retention and transfer - service learning - remedial education - affirmative action - marginalized or minority viewpoints and experiences - tenure and post-tenure review - urban education and issues of student inequality - postmodernism and education - canonical revision/non-revision - analyses/reviews of recent pedagogical publications For more information, visit http://asstudents.unco.edu/students/AE-Extra/Call.html .
Source: Academic Exchange Extra
Inputdate: 2006-07-18 16:18:00
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4827
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Title: New ELL Teacher Training Materials
Body: From http://tinyurl.com/mgd5d Reading the World (DVD) Content Comprehension with Linguistically Diverse Anne Goudvis and Stephanie Harvey 2005 2 discs + viewing guide Kids love to explore the real worldas young scientists they observe and relish nature, and through social studies they investigate other times, places, and cultures. In this series of three videos, authors and staff developers Anne Goudvis and Stephanie Harvey welcome you to the child-centered classrooms at Columbine Elementary in Boulder, Colorado, where the majority of the children are English language learners. In these culturally and linguistically diverse classrooms, kids read, write, talk, listen, and investigate their way through the curriculum, developing a common language for reading, writing, and speaking English. Join Anne and Steph in these classrooms where effective comprehension strategy instruction is integrated with content knowledge acquisition in science and social studies. The instruction students experience is responsive to the learning and language needs of English language learners in the primary and intermediate grades, giving them tools to understand and actively use information and ideas, and learn English along the way. Purposeful talk is central to instruction, as kids discuss and try out their ideas with each other, developing the confidence to become independent learners. For more information, visit http://tinyurl.com/mgd5d .
Source: Stenhouse Publishers
Inputdate: 2006-07-18 17:30:00
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Title: New ELL Teacher Training Materials
Body: From http://tinyurl.com/mgd5d Reading the World (DVD) Content Comprehension with Linguistically Diverse Anne Goudvis and Stephanie Harvey 2005 2 discs + viewing guide Kids love to explore the real worldas young scientists they observe and relish nature, and through social studies they investigate other times, places, and cultures. In this series of three videos, authors and staff developers Anne Goudvis and Stephanie Harvey welcome you to the child-centered classrooms at Columbine Elementary in Boulder, Colorado, where the majority of the children are English language learners. In these culturally and linguistically diverse classrooms, kids read, write, talk, listen, and investigate their way through the curriculum, developing a common language for reading, writing, and speaking English. Join Anne and Steph in these classrooms where effective comprehension strategy instruction is integrated with content knowledge acquisition in science and social studies. The instruction students experience is responsive to the learning and language needs of English language learners in the primary and intermediate grades, giving them tools to understand and actively use information and ideas, and learn English along the way. Purposeful talk is central to instruction, as kids discuss and try out their ideas with each other, developing the confidence to become independent learners. For more information, visit http://tinyurl.com/mgd5d .
Source: Stenhouse Publishers
Inputdate: 2006-07-18 17:30:00
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4828
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Title: Publicly Accessible Online Archive of All Documented Languages
Body: From http://www.rosettaproject.org The Rosetta Project is a global collaboration of language specialists and native speakers working to build a publicly accessible digital library of human languages. Since becoming a National Science Digital Library collection in 2004, the Rosetta Archive has more than doubled its collection size, now serving nearly 100,000 pages of material documenting over 2,500 languagesthe largest resource of its kind on the Net. A major concern of our project is the drastic and accelerated loss of the worlds languages. Just as globalization threatens human cultural diversity, the languages of small, unique, localized human societies are at serious risk. In fact, linguists predict that we may lose as much as 90% of the worlds linguistic diversity within the next century. Language is both an embodiment of human culture, as well as the primary means of its maintenance and transmission. When languages are lost, the transmission of traditional culture is often abruptly severed meaning the loss of cultural diversity is tightly connected to loss of linguistic diversity. To stem the tide and help reverse this trend, we are working to promote human cultural and linguistic diversity, as well as to make sure that no language vanishes without a trace. For more information, visit http://www.rosettaproject.org .
Source: The Rosetta Project
Inputdate: 2006-07-18 18:24:00
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Title: Publicly Accessible Online Archive of All Documented Languages
Body: From http://www.rosettaproject.org The Rosetta Project is a global collaboration of language specialists and native speakers working to build a publicly accessible digital library of human languages. Since becoming a National Science Digital Library collection in 2004, the Rosetta Archive has more than doubled its collection size, now serving nearly 100,000 pages of material documenting over 2,500 languagesthe largest resource of its kind on the Net. A major concern of our project is the drastic and accelerated loss of the worlds languages. Just as globalization threatens human cultural diversity, the languages of small, unique, localized human societies are at serious risk. In fact, linguists predict that we may lose as much as 90% of the worlds linguistic diversity within the next century. Language is both an embodiment of human culture, as well as the primary means of its maintenance and transmission. When languages are lost, the transmission of traditional culture is often abruptly severed meaning the loss of cultural diversity is tightly connected to loss of linguistic diversity. To stem the tide and help reverse this trend, we are working to promote human cultural and linguistic diversity, as well as to make sure that no language vanishes without a trace. For more information, visit http://www.rosettaproject.org .
Source: The Rosetta Project
Inputdate: 2006-07-18 18:24:00
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Title: Computing in Nepali
Body: There are over 30 million speakers of Nepali in South Asia, but until recently, Internet access was only available to speakers of English and other languages popularly used online. Thanks to efforts by UNESCO (United Nations Educational, Scientific, and Cultural Organization), many Nepali people will now be able to compute in their native language. Read the article from UNESCO at http://portal.unesco.org/ci/en/ev.php-URL_ID=22503&URL_DO=DO_TOPIC&URL_SECTION=201.html .
Source: UNESCO
Inputdate: 2006-07-18 18:40:00
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Title: Computing in Nepali
Body: There are over 30 million speakers of Nepali in South Asia, but until recently, Internet access was only available to speakers of English and other languages popularly used online. Thanks to efforts by UNESCO (United Nations Educational, Scientific, and Cultural Organization), many Nepali people will now be able to compute in their native language. Read the article from UNESCO at http://portal.unesco.org/ci/en/ev.php-URL_ID=22503&URL_DO=DO_TOPIC&URL_SECTION=201.html .
Source: UNESCO
Inputdate: 2006-07-18 18:40:00
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4830
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Title: New Book: Developing Minority Language Resources
Body: From http://www.multilingual-matters.com/multi/display.asp?isb=1853598976 Developing Minority Language Resources: The Case of Spanish in California Author: Guadalupe Valdes (Stanford University, USA) Joshua A Fishman (Claremont Graduate University) Rebecca Chavez (Claremont Graduate University) William Perez (Claremont Graduate University) Key Features: - Examines the teaching of Spanish to heritage language students - Considers the contribution of this to the maintenance of Spanish Summary: This book documents ongoing language shift to English among by Latino professionals in California. It then describes current instructional practices used in the teaching of Spanish as an academic subject at the high school and university levels to "heritage" language students who, although educated entirely in English, acquired Spanish at home as a first language. It specifically examines the potential contribution of these instructional practices to the maintenance of Spanish. For more information, visit http://www.multilingual-matters.com/multi/display.asp?isb=1853598976 .
Source: Multilingual Matters
Inputdate: 2006-07-19 13:24:00
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Title: New Book: Developing Minority Language Resources
Body: From http://www.multilingual-matters.com/multi/display.asp?isb=1853598976 Developing Minority Language Resources: The Case of Spanish in California Author: Guadalupe Valdes (Stanford University, USA) Joshua A Fishman (Claremont Graduate University) Rebecca Chavez (Claremont Graduate University) William Perez (Claremont Graduate University) Key Features: - Examines the teaching of Spanish to heritage language students - Considers the contribution of this to the maintenance of Spanish Summary: This book documents ongoing language shift to English among by Latino professionals in California. It then describes current instructional practices used in the teaching of Spanish as an academic subject at the high school and university levels to "heritage" language students who, although educated entirely in English, acquired Spanish at home as a first language. It specifically examines the potential contribution of these instructional practices to the maintenance of Spanish. For more information, visit http://www.multilingual-matters.com/multi/display.asp?isb=1853598976 .
Source: Multilingual Matters
Inputdate: 2006-07-19 13:24:00
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Contentid:
4831
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Title: Write Your Own Songs for Language Learning
Body: A recent request on the TESL listserv for songs which contain examples of the simple past tense in English received several recommendations of English song titles and one suggestion to write lyrics which suit the learning task. Below are those titles and some examples of songs teachers have adapted for use as teaching tools. These examples came from teachers of English, but the write-your-own idea can be used for any language. "Because You Loved Me" (Celine Dion) Puff the Magic Dragon Yesterday (The Beatles) He Stopped Loving Her Today (George Jones) ---- My suggestion is to create it yourself by taking a simple tune that has been around for a long time and rewriting the words to suit the task you are teaching. Your students may already know the tune from translated versions in their own culture. Examples of songs which are easy to use are: Oh, My Darling, Auld Lang Syne, and Frere Jacques. It takes a little time to create the words, but then it stays in your bag of tricks forever. Here's an example we created for teaching simple functions. It's sung to the tune of Frere Jacques: Could you repeat that?/ Could you repeat that? I didn't hear!/ I didn't hear! Could you speak more slowly?/ Could you speak more slowly? Thank you very much!/ Thank you very much! I am looking/ for the office. Where is it?/ Where is it? Could you tell me where it is?/ Could you tell me where it is? I don't know!/ I don't know! Ironically, this song is more popular than any mainstream music we do with our students because it's basic survival English that they can use and it was created specifically to address their needs. Richards, M. Re: Need a song - Write your own! Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (18 July 2006).
Source: TESL-L
Inputdate: 2006-07-20 12:20:00
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Title: Write Your Own Songs for Language Learning
Body: A recent request on the TESL listserv for songs which contain examples of the simple past tense in English received several recommendations of English song titles and one suggestion to write lyrics which suit the learning task. Below are those titles and some examples of songs teachers have adapted for use as teaching tools. These examples came from teachers of English, but the write-your-own idea can be used for any language. "Because You Loved Me" (Celine Dion) Puff the Magic Dragon Yesterday (The Beatles) He Stopped Loving Her Today (George Jones) ---- My suggestion is to create it yourself by taking a simple tune that has been around for a long time and rewriting the words to suit the task you are teaching. Your students may already know the tune from translated versions in their own culture. Examples of songs which are easy to use are: Oh, My Darling, Auld Lang Syne, and Frere Jacques. It takes a little time to create the words, but then it stays in your bag of tricks forever. Here's an example we created for teaching simple functions. It's sung to the tune of Frere Jacques: Could you repeat that?/ Could you repeat that? I didn't hear!/ I didn't hear! Could you speak more slowly?/ Could you speak more slowly? Thank you very much!/ Thank you very much! I am looking/ for the office. Where is it?/ Where is it? Could you tell me where it is?/ Could you tell me where it is? I don't know!/ I don't know! Ironically, this song is more popular than any mainstream music we do with our students because it's basic survival English that they can use and it was created specifically to address their needs. Richards, M. Re: Need a song - Write your own! Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (18 July 2006).
Source: TESL-L
Inputdate: 2006-07-20 12:20:00
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Contentid:
4832
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Title: More Oral Practice and Assessment Ideas (Part 2)
Body: This weeks ideas address problems with classroom management and participation during speaking tasks. ---- Having all partners or groups come up to the front of the class to do their dialogues takes up a lot of time. Also, I have found that high school students' attention span wears very thin when doing that type of activity. For me, it works well to make the other students take notes and give them points for saying what the other groups talked about OR to have them ask a question in the TL. It also seems to help if I choose the pairs either randomly or purposefully with an eye toward splitting up friend groups. That way all of them want to listen to the other groups. Pickles, J. Re: Managing Dialogue presentations (was: Oral evaluation). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006). ---- I take students through several examples as a class before they start the activity. I explain how the activity works and then, as a whole group, they ask questions based on prompts and give answers based on prompts as well. After each example I ask if there are any questions to ensure that they all know how to do the activity. I ask them again right before we start the activity if there are any questions again. They know that once the activity starts there is no English or they will lose their points. If I see someone speaking English, I simply say "Ingles." They know what that means: that they have lost the points for this activity. They know at this point that theyd better get on task, because if they do, I will give them half credit for the activity. One thing that I think is really important is to make sure that the focus is on positive reinforcement by using little words or gestures as you walk around the room. If I say Ingles they usually get right back on track. I watch them a little more closely as I continue to walk around and when I catch their eye I give them a thumbs up, or something to that effect, and they know that they have just worked their way back to partial credit and feel good about it because I've recognized that they are back on track. I work very hard to create a positive relationship with my students and they know that I think that they are phenomenal individuals. LaMotta, C. Re: Oral assessment. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006).
Source: FLTEACH
Inputdate: 2006-07-20 12:27:00
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Title: More Oral Practice and Assessment Ideas (Part 2)
Body: This weeks ideas address problems with classroom management and participation during speaking tasks. ---- Having all partners or groups come up to the front of the class to do their dialogues takes up a lot of time. Also, I have found that high school students' attention span wears very thin when doing that type of activity. For me, it works well to make the other students take notes and give them points for saying what the other groups talked about OR to have them ask a question in the TL. It also seems to help if I choose the pairs either randomly or purposefully with an eye toward splitting up friend groups. That way all of them want to listen to the other groups. Pickles, J. Re: Managing Dialogue presentations (was: Oral evaluation). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006). ---- I take students through several examples as a class before they start the activity. I explain how the activity works and then, as a whole group, they ask questions based on prompts and give answers based on prompts as well. After each example I ask if there are any questions to ensure that they all know how to do the activity. I ask them again right before we start the activity if there are any questions again. They know that once the activity starts there is no English or they will lose their points. If I see someone speaking English, I simply say "Ingles." They know what that means: that they have lost the points for this activity. They know at this point that theyd better get on task, because if they do, I will give them half credit for the activity. One thing that I think is really important is to make sure that the focus is on positive reinforcement by using little words or gestures as you walk around the room. If I say Ingles they usually get right back on track. I watch them a little more closely as I continue to walk around and when I catch their eye I give them a thumbs up, or something to that effect, and they know that they have just worked their way back to partial credit and feel good about it because I've recognized that they are back on track. I work very hard to create a positive relationship with my students and they know that I think that they are phenomenal individuals. LaMotta, C. Re: Oral assessment. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006).
Source: FLTEACH
Inputdate: 2006-07-20 12:27:00
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4833
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Title: More Ideas for Redecorating Your Lab or Classroom (Part 2)
Body: Here are some innovative suggestions for using photos from students and staff to decorate your walls. ---- My colleague and I decided that we would have a photography contest for our students. The winners will have their work displayed for a year. If your multimedia facility is interdisciplinary, this is a nice way to tie it all in and have student involvement. Why not put some flyers up around campus (and the arts department) or put an announcement on your website to get students involved? You can make up rules about sizing, format, medium, and the submittal process that make sense for your space and you can put together a team of judges from different disciplines -- or just you and your staff. If you come up with a theme that will entice students to think about technology and education, you might get the nice side-effect of student engagement. Forero, L. Re: #8271.1 (!) facility artwork. Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (28 June 2006). ---- We asked faculty, staff and students to submit cultural photos from their travels and had them blown up and mounted on Styrofoam poster board. They are not framed. The contest idea is great. However, we did not have one and the person doing the decorating was the sole decision maker on what photos to use. Tom, D. Re: #8271.11 (!) facility artwork. Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (28 June 2006).
Source: FLTEACH
Inputdate: 2006-07-20 12:36:00
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Title: More Ideas for Redecorating Your Lab or Classroom (Part 2)
Body: Here are some innovative suggestions for using photos from students and staff to decorate your walls. ---- My colleague and I decided that we would have a photography contest for our students. The winners will have their work displayed for a year. If your multimedia facility is interdisciplinary, this is a nice way to tie it all in and have student involvement. Why not put some flyers up around campus (and the arts department) or put an announcement on your website to get students involved? You can make up rules about sizing, format, medium, and the submittal process that make sense for your space and you can put together a team of judges from different disciplines -- or just you and your staff. If you come up with a theme that will entice students to think about technology and education, you might get the nice side-effect of student engagement. Forero, L. Re: #8271.1 (!) facility artwork. Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (28 June 2006). ---- We asked faculty, staff and students to submit cultural photos from their travels and had them blown up and mounted on Styrofoam poster board. They are not framed. The contest idea is great. However, we did not have one and the person doing the decorating was the sole decision maker on what photos to use. Tom, D. Re: #8271.11 (!) facility artwork. Language Learning and Technology International Information Forum. LLTI@LISTSERV.DARTMOUTH.EDU (28 June 2006).
Source: FLTEACH
Inputdate: 2006-07-20 12:36:00
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4834
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Title: Globalization 101: Free Teaching Materials on International Issues
Body: The Carnegie Endowment for International Peace is offering an objective, online resource, globalization101.org, to teach high school and college students about policy aspects of globalization related to civics, economics, geography and history, without any fees or charges. Globalization101.org provides unbiased, easily understandable information and related lesson plans to teach about cross-disciplinary subjects such as international trade, world - wide health and environmental issues and global technological changes. The site includes issue briefs, news analyses, teachers resource section (with lesson plans and alignments to state standards), video interviews and a useful links section. The site is being translated into Chinese and Spanish. Currently the Culture Issue Brief has been translated in Spanish: http://www.globalization101.org/index.php?file=issue&pass1=mains&id=14 and the IMF and World Bank Issue Brief has been translated into Chinese: http://www.globalization101.org/uploads/File/IMF/World_Bank_and_IMF_in_Chinese.doc. If you are interested in keeping up with the latest additions to the site, sign up for our monthly newsletter. For more information about the site or to sign up for the newsletter, contact Rebecca Weiner, Carnegie Endowment, at g101@carnegieendowment.org or 202-939-2346.
Source: The Carnegie Endowment for International Peace
Inputdate: 2006-07-20 16:22:00
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Title: Globalization 101: Free Teaching Materials on International Issues
Body: The Carnegie Endowment for International Peace is offering an objective, online resource, globalization101.org, to teach high school and college students about policy aspects of globalization related to civics, economics, geography and history, without any fees or charges. Globalization101.org provides unbiased, easily understandable information and related lesson plans to teach about cross-disciplinary subjects such as international trade, world - wide health and environmental issues and global technological changes. The site includes issue briefs, news analyses, teachers resource section (with lesson plans and alignments to state standards), video interviews and a useful links section. The site is being translated into Chinese and Spanish. Currently the Culture Issue Brief has been translated in Spanish: http://www.globalization101.org/index.php?file=issue&pass1=mains&id=14 and the IMF and World Bank Issue Brief has been translated into Chinese: http://www.globalization101.org/uploads/File/IMF/World_Bank_and_IMF_in_Chinese.doc. If you are interested in keeping up with the latest additions to the site, sign up for our monthly newsletter. For more information about the site or to sign up for the newsletter, contact Rebecca Weiner, Carnegie Endowment, at g101@carnegieendowment.org or 202-939-2346.
Source: The Carnegie Endowment for International Peace
Inputdate: 2006-07-20 16:22:00
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4835
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Title: Call for Papers: North American Catalan Society
Body: XII International Colloquium of the North American Catalan Society Dalhousie University, Halifax, Nova Scotia 11-13 May 2007 R/EVOLUTION IN CATALAN CULTURE AND THE ARTS We welcome papers on the study of any movement or moment of revolution that has brought about change or transformation in Catalan culture and the arts. This topic is conceived broadly as encompassing history, the visual arts, literature, linguistics, anthropology, music, architecture, etc., and may include any chronological period. We seek papers that deal with any instance of revolution or fundamental change-creative development, new trends, new forms, new genres, or even the revival of the traditional. Papers may be read in Catalan, English or French. Maximum length: 20 minutes. Please send abstracts (max. 250 words) or proposals for special sessions by September 1, 2006 to: Donna M. Rogers Department of Spanish Dalhousie University 6135 University Avenue, # 3025 Halifax, Nova Scotia B3H 4P9 CANADA fax: (902) 494-1997 e-mail: donna.rogers@dal.ca Janus, L. [LCTL-T] call: XII International Colloquium of the North American Catalan Society. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (20 July 2006).
Source: LCTL-T
Inputdate: 2006-07-20 16:23:00
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Content Type: 1
Title: Call for Papers: North American Catalan Society
Body: XII International Colloquium of the North American Catalan Society Dalhousie University, Halifax, Nova Scotia 11-13 May 2007 R/EVOLUTION IN CATALAN CULTURE AND THE ARTS We welcome papers on the study of any movement or moment of revolution that has brought about change or transformation in Catalan culture and the arts. This topic is conceived broadly as encompassing history, the visual arts, literature, linguistics, anthropology, music, architecture, etc., and may include any chronological period. We seek papers that deal with any instance of revolution or fundamental change-creative development, new trends, new forms, new genres, or even the revival of the traditional. Papers may be read in Catalan, English or French. Maximum length: 20 minutes. Please send abstracts (max. 250 words) or proposals for special sessions by September 1, 2006 to: Donna M. Rogers Department of Spanish Dalhousie University 6135 University Avenue, # 3025 Halifax, Nova Scotia B3H 4P9 CANADA fax: (902) 494-1997 e-mail: donna.rogers@dal.ca Janus, L. [LCTL-T] call: XII International Colloquium of the North American Catalan Society. Less Commonly Taught Language Teachers' listserv. LCTL-T@tc.umn.edu (20 July 2006).
Source: LCTL-T
Inputdate: 2006-07-20 16:23:00
Lastmodifieddate: 2006-07-20 16:23:00
Expdate: 2006-09-02 00:00:00
Publishdate: 2006-07-24 00:00:00
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