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Title: Internet Translators: Part 1
Body: What do to about student use of Internet translators has been a recent topic on the FLTEACH listserv. Many teachers have shared activities and projects they do to demonstrate to their students the drawbacks to the use of such tools. A search of the FLTEACH archives yields the following suggestions: --- I sometimes assign a project to my students which requires them to find five on-line translators and a non-Internet translator such as a dictionary or electronic translator. They then have to plug in about 15 sentences which I have given them. Each sentence contains homonyms such as bat, batter, fly... The students then analyze how well the translators did. They quickly realize how ineffective a translator can be unless you have a thorough understanding of the language beforehand. I also use this project to teach them how to use a Spanish-English dictionary and the importance of cross-referencing. It is very effective! McNichols, T. ON-line translators. Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 4 Jun 2006). --- I wrote a rather long project to introduce kids to the reality of machine translation, using back translation. It is appropriate for upper level classes. It can be viewed at http://listserv.buffalo.edu/cgi-bin/wa?A2=ind9908&L=FLTEACH&P=R88243&I=-3 . Stacy, C. Re: Project: was "From the NYTimes". Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 24 Aug 1999). --- A newspaper article about fun and humor with the results of Internet translators may be a good starting point for discussions with students. The article can be viewed at http://listserv.buffalo.edu/cgi-bin/wa?A2=ind9803&L=FLTEACH&P=R21805&I=-3 . --- My main focus has been with real-time translating chat systems. I have seen foreign language students use the chat system to practice what they are learning. The students adjust the chat system so they can send the language they are learning and they watch the English translation from the text they type. This method is used to see if the gist of what they are sending is accurate. This reverse check helps them build confidence in their ability to communicate in the language that they are learning. Blaustein, B. Re: Internet Translators: Pros/Cons. Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 4 Mar 2001). --- Another way to bring home the point that these things have limits (and defects) is to use the program to play the old Berlitz game that they did years ago on the Johnny Carson Show. Use one of the on-line translators to translate something from English to L2, then use the output of L2 and have it translate that to L3, etc. After just a few levels, the communication will have completely broken down and there is only chaos. The kids can directly see the weakness of the device, as well as get an appreciation for the fact that you have to translate ideas, not word-for-word to communicate from one language to the next. Daugherty, R. Re: Babblefish & other translators via internet. Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 8 Jun 1999). Coming next week: Part 2: More Suggestions.
Source: FLTEACH
Inputdate: 2007-01-08 08:29:35
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Title: Internet Translators: Part 1
Body: What do to about student use of Internet translators has been a recent topic on the FLTEACH listserv. Many teachers have shared activities and projects they do to demonstrate to their students the drawbacks to the use of such tools. A search of the FLTEACH archives yields the following suggestions: --- I sometimes assign a project to my students which requires them to find five on-line translators and a non-Internet translator such as a dictionary or electronic translator. They then have to plug in about 15 sentences which I have given them. Each sentence contains homonyms such as bat, batter, fly... The students then analyze how well the translators did. They quickly realize how ineffective a translator can be unless you have a thorough understanding of the language beforehand. I also use this project to teach them how to use a Spanish-English dictionary and the importance of cross-referencing. It is very effective! McNichols, T. ON-line translators. Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 4 Jun 2006). --- I wrote a rather long project to introduce kids to the reality of machine translation, using back translation. It is appropriate for upper level classes. It can be viewed at http://listserv.buffalo.edu/cgi-bin/wa?A2=ind9908&L=FLTEACH&P=R88243&I=-3 . Stacy, C. Re: Project: was "From the NYTimes". Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 24 Aug 1999). --- A newspaper article about fun and humor with the results of Internet translators may be a good starting point for discussions with students. The article can be viewed at http://listserv.buffalo.edu/cgi-bin/wa?A2=ind9803&L=FLTEACH&P=R21805&I=-3 . --- My main focus has been with real-time translating chat systems. I have seen foreign language students use the chat system to practice what they are learning. The students adjust the chat system so they can send the language they are learning and they watch the English translation from the text they type. This method is used to see if the gist of what they are sending is accurate. This reverse check helps them build confidence in their ability to communicate in the language that they are learning. Blaustein, B. Re: Internet Translators: Pros/Cons. Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 4 Mar 2001). --- Another way to bring home the point that these things have limits (and defects) is to use the program to play the old Berlitz game that they did years ago on the Johnny Carson Show. Use one of the on-line translators to translate something from English to L2, then use the output of L2 and have it translate that to L3, etc. After just a few levels, the communication will have completely broken down and there is only chaos. The kids can directly see the weakness of the device, as well as get an appreciation for the fact that you have to translate ideas, not word-for-word to communicate from one language to the next. Daugherty, R. Re: Babblefish & other translators via internet. Foreign Language Teaching Forum (http://www.cortland.edu/flteach , 8 Jun 1999). Coming next week: Part 2: More Suggestions.
Source: FLTEACH
Inputdate: 2007-01-08 08:29:35
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Title: New Book: Second Language Identities
Body: From http://linguistlist.org/issues/18/18-99.html Title: Second Language Identities Published: 2007 Publisher: Continuum International Publishing Group Ltd., http://www.continuumbooks.com Author: David Block Abstract: This book examines how identity is an issue in different second language learning contexts. It begins with a detailed presentation of what has become a popular approach to identity in the social sciences (including applied linguistics) today, one that is inspired in poststructuralist thought and is associated with the work of authors such as Anthony Giddens, Zygmunt Bauman, Chris Weedon, Judith Butler and Stuart Hall. It then examines how in early SLA research focussing on affective variables, identity was an issue, lurking in the wings but not coming to the surface. Moving to the present, the book then examines in detail and critiques recent research focussing on identity in three distinct second language learning contexts. These contexts are: (1) adult migration, (2) foreign language classrooms and (3) study abroad programmes. The book concludes with suggestions for future research focussing on identity in second language learning. Visit the publisher at http://www.continuumbooks.com .
Source: LINGUIST List
Inputdate: 2007-01-14 09:18:08
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Title: New Book: Second Language Identities
Body: From http://linguistlist.org/issues/18/18-99.html Title: Second Language Identities Published: 2007 Publisher: Continuum International Publishing Group Ltd., http://www.continuumbooks.com Author: David Block Abstract: This book examines how identity is an issue in different second language learning contexts. It begins with a detailed presentation of what has become a popular approach to identity in the social sciences (including applied linguistics) today, one that is inspired in poststructuralist thought and is associated with the work of authors such as Anthony Giddens, Zygmunt Bauman, Chris Weedon, Judith Butler and Stuart Hall. It then examines how in early SLA research focussing on affective variables, identity was an issue, lurking in the wings but not coming to the surface. Moving to the present, the book then examines in detail and critiques recent research focussing on identity in three distinct second language learning contexts. These contexts are: (1) adult migration, (2) foreign language classrooms and (3) study abroad programmes. The book concludes with suggestions for future research focussing on identity in second language learning. Visit the publisher at http://www.continuumbooks.com .
Source: LINGUIST List
Inputdate: 2007-01-14 09:18:08
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5569
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Title: New Book: Cross-linguistic Similarity in Foreign Language Learning
Body: From http://www.multilingual-matters.com/multi/display.asp?isb=1853599344 Title: Cross-linguistic Similarity in Foreign Language Learning Author: Hakan Ringbom Publisher: Multilingual Matters/Channel View Publications Summary: This book explores the importance of cross-linguistic similarity in foreign language learning. Similarities can be perceived in the form of simplified one-to-one relationships or merely assumed. The book outlines the different roles of L1 transfer on comprehension and on production, and on close and distant target languages. Readership Level: Postgraduate, Research / Professional, Undergraduate For more information and to order, go to http://www.multilingual-matters.com/multi/display.asp?isb=1853599344 .
Source: Multilingual Matters
Inputdate: 2007-01-14 09:19:11
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Title: New Book: Cross-linguistic Similarity in Foreign Language Learning
Body: From http://www.multilingual-matters.com/multi/display.asp?isb=1853599344 Title: Cross-linguistic Similarity in Foreign Language Learning Author: Hakan Ringbom Publisher: Multilingual Matters/Channel View Publications Summary: This book explores the importance of cross-linguistic similarity in foreign language learning. Similarities can be perceived in the form of simplified one-to-one relationships or merely assumed. The book outlines the different roles of L1 transfer on comprehension and on production, and on close and distant target languages. Readership Level: Postgraduate, Research / Professional, Undergraduate For more information and to order, go to http://www.multilingual-matters.com/multi/display.asp?isb=1853599344 .
Source: Multilingual Matters
Inputdate: 2007-01-14 09:19:11
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5570
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Title: Call for Papers: 19th Conference on Foreign/2nd Language Acquisition in Szczyrk, Poland
Body: From http://linguistlist.org/issues/18/18-75.html XIXth INTERNATIONAL CONFERENCE on FOREIGN / SECOND LANGUAGE ACQUISITION Szczyrk, Poland, 17-19 May 2007 Neurolinguistic perspectives on language acquisition and learning The Institute of English at the University of Silesia is pleased to announce the 19th International Conference on Foreign and Second Language Acquisition. Traditionally, this conference focuses on research in second and foreign language learning, concentrating each year on different aspects of the research field. This time we would like to give priority to the neurolinguistic perspective of language acquisition studies. With the rapid development of modern technology and research procedures undreamt of or too costly in the 20th century, neurolinguistics enables scientists to make increasingly intriguing and stimulating insights into the processes governing language acquisition, functioning and production in the human brain. It is one of those fields of research which, unlike any others within broadly understood linguistics, developed so significantly within the previous decade and where the necessity of updating one's knowledge seems an unquestionable necessity. For that reason, our conference stands a chance of becoming a unique opportunity for all those involved in language acquisition and learning studies, but working within different frameworks, to get familiarized with the latest insights offered by neurolinguists, on the one hand, and for neurolinguists to broaden their perspectives through contacts with scholars representing alternative paradigms, on the other. That is why the plenary sessions will be concentrating on the leading theme of the conference, whereas the presentations in sections will be divided into thematic areas focusing on various aspects of SLA research. All those wishing to contribute papers or just to attend presentations are welcome to participate in the conference. Paper abstracts should be sent before 31 January 2007 to the Institute of English. The registration form, including the paper abstract, may be posted or sent by fax or as an attachment to an e-mail. If you pay the fee to our account, please send us also a fax of the payment document. For more information, visit the conference website at http://uranos.cto.us.edu.pl/~icfsla .
Source: LINGUIST List
Inputdate: 2007-01-14 09:20:32
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Title: Call for Papers: 19th Conference on Foreign/2nd Language Acquisition in Szczyrk, Poland
Body: From http://linguistlist.org/issues/18/18-75.html XIXth INTERNATIONAL CONFERENCE on FOREIGN / SECOND LANGUAGE ACQUISITION Szczyrk, Poland, 17-19 May 2007 Neurolinguistic perspectives on language acquisition and learning The Institute of English at the University of Silesia is pleased to announce the 19th International Conference on Foreign and Second Language Acquisition. Traditionally, this conference focuses on research in second and foreign language learning, concentrating each year on different aspects of the research field. This time we would like to give priority to the neurolinguistic perspective of language acquisition studies. With the rapid development of modern technology and research procedures undreamt of or too costly in the 20th century, neurolinguistics enables scientists to make increasingly intriguing and stimulating insights into the processes governing language acquisition, functioning and production in the human brain. It is one of those fields of research which, unlike any others within broadly understood linguistics, developed so significantly within the previous decade and where the necessity of updating one's knowledge seems an unquestionable necessity. For that reason, our conference stands a chance of becoming a unique opportunity for all those involved in language acquisition and learning studies, but working within different frameworks, to get familiarized with the latest insights offered by neurolinguists, on the one hand, and for neurolinguists to broaden their perspectives through contacts with scholars representing alternative paradigms, on the other. That is why the plenary sessions will be concentrating on the leading theme of the conference, whereas the presentations in sections will be divided into thematic areas focusing on various aspects of SLA research. All those wishing to contribute papers or just to attend presentations are welcome to participate in the conference. Paper abstracts should be sent before 31 January 2007 to the Institute of English. The registration form, including the paper abstract, may be posted or sent by fax or as an attachment to an e-mail. If you pay the fee to our account, please send us also a fax of the payment document. For more information, visit the conference website at http://uranos.cto.us.edu.pl/~icfsla .
Source: LINGUIST List
Inputdate: 2007-01-14 09:20:32
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5571
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Title: Call for Papers: CALL Symposium in Auckland, New Zealand
Body: CALL for papers for CALL symposium Where: Unitec, Auckland, NZ When: 18-19 May 2007 Theme: Language, literacy and technology Speakers: Mike Levy (Griffith University, Aus) Cynthia White (Massey University, NZ) Terry Locke (University of Waikato, NZ) We are looking for practical papers (30 mins) and workshops (45 mins) that address the ways that technology can support the teaching of language and literacy. The symposium is for experienced and novice teacher-users of learning technologies. Topics of interest may include * language teaching using technology * multimedia education * implementing online education * CALL research * learner autonomy using technology * digital literacies Please send brief abstracts (200 words max) to Karen Haines khaines@unitec.ac.nz 09 815 4321. State clearly any technical requirements eg. computers needed for workshops (and their capabilities) Deadline for submissions: Feb 19 2007 If you know of anyone who may be interested in submitting a proposal, feel free to pass on this information. We look forward to receiving your proposals and seeing you at the CALL symposium in May. Haines, K. [NETEACH-L] Call for papers Auckland NZ. Neteach-L (NETEACH-L@HUNTER.LISTSERV.CUNY.EDU, 24 Oct 2006).
Source: Neteach-L
Inputdate: 2007-01-14 09:21:33
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Title: Call for Papers: CALL Symposium in Auckland, New Zealand
Body: CALL for papers for CALL symposium Where: Unitec, Auckland, NZ When: 18-19 May 2007 Theme: Language, literacy and technology Speakers: Mike Levy (Griffith University, Aus) Cynthia White (Massey University, NZ) Terry Locke (University of Waikato, NZ) We are looking for practical papers (30 mins) and workshops (45 mins) that address the ways that technology can support the teaching of language and literacy. The symposium is for experienced and novice teacher-users of learning technologies. Topics of interest may include * language teaching using technology * multimedia education * implementing online education * CALL research * learner autonomy using technology * digital literacies Please send brief abstracts (200 words max) to Karen Haines khaines@unitec.ac.nz 09 815 4321. State clearly any technical requirements eg. computers needed for workshops (and their capabilities) Deadline for submissions: Feb 19 2007 If you know of anyone who may be interested in submitting a proposal, feel free to pass on this information. We look forward to receiving your proposals and seeing you at the CALL symposium in May. Haines, K. [NETEACH-L] Call for papers Auckland NZ. Neteach-L (NETEACH-L@HUNTER.LISTSERV.CUNY.EDU, 24 Oct 2006).
Source: Neteach-L
Inputdate: 2007-01-14 09:21:33
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5572
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Title: Call for Papers: Language Immersion Programs
Body: From http://www.casieonline.org/glc/CFP.htm Following the success of the Global Convention on Language Issues and Bilingual Education held by the International Baccalaureate Organization (IBO) in 2006 in Singapore, CASIE is hosting a follow-up Global Language Convention in cooperation with the IBO. CASIE invites paper and workshop submissions to the Global Language Convention, which will be held April 17-20, 2008, at Atlanta International School. The Convention serves as a forum for stimulating, disseminating and discussing research on language education. The focus of the convention will be, but is not limited to Language Immersion Programs. CASIE welcomes contributions from researchers in many fields, given the multidisciplinary and collaborative nature of language education including policy, communications, sociology and more. The topics can include language immersion programs within the framework of the International Baccalaureate (IB) curriculum as well as in schools that do not use the IB programs. The conference program includes competitively selected, peer-reviewed papers, as well as one hour and one and one half hour workshops, a small number of invited speakers and model lesson sessions in cooperation with faculty and students from Atlanta International School. Those attending the Convention will be educators, administrators, program coordinators, and language teachers from IB World Schools as well as non-IB schools. CASIE expects about 300 people to attend the Convention. We would like to invite language educators, academics and specialists who have particular interests related to Language Immersion Programs to submit papers for presentation. Other papers and/or workshops related to other approaches to second language learning will also be considered. For more information and to view submission guidelines, go to http://www.casieonline.org/glc/CFP.htm .
Source: Center for the Advancement and Study of International Education
Inputdate: 2007-01-14 09:22:58
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Title: Call for Papers: Language Immersion Programs
Body: From http://www.casieonline.org/glc/CFP.htm Following the success of the Global Convention on Language Issues and Bilingual Education held by the International Baccalaureate Organization (IBO) in 2006 in Singapore, CASIE is hosting a follow-up Global Language Convention in cooperation with the IBO. CASIE invites paper and workshop submissions to the Global Language Convention, which will be held April 17-20, 2008, at Atlanta International School. The Convention serves as a forum for stimulating, disseminating and discussing research on language education. The focus of the convention will be, but is not limited to Language Immersion Programs. CASIE welcomes contributions from researchers in many fields, given the multidisciplinary and collaborative nature of language education including policy, communications, sociology and more. The topics can include language immersion programs within the framework of the International Baccalaureate (IB) curriculum as well as in schools that do not use the IB programs. The conference program includes competitively selected, peer-reviewed papers, as well as one hour and one and one half hour workshops, a small number of invited speakers and model lesson sessions in cooperation with faculty and students from Atlanta International School. Those attending the Convention will be educators, administrators, program coordinators, and language teachers from IB World Schools as well as non-IB schools. CASIE expects about 300 people to attend the Convention. We would like to invite language educators, academics and specialists who have particular interests related to Language Immersion Programs to submit papers for presentation. Other papers and/or workshops related to other approaches to second language learning will also be considered. For more information and to view submission guidelines, go to http://www.casieonline.org/glc/CFP.htm .
Source: Center for the Advancement and Study of International Education
Inputdate: 2007-01-14 09:22:58
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5573
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Title: TESOL Electronic Village Online
Body: Beginning this week, TESOL (Teachers of English to Speakers of Other Languages) is offering 13 online workshops for language teachers on topics such as readers' theatre, blogging in the classroom, creating video projects, and more. People who register for the workshops can receive messages through their email or read the messages online. Some workshops will provide readings for participants as files or links on webpages, while others require no outside reading. Participants can engage in daily interactions with the moderators and other participants, or simply can "lurk," reading the messages. Some workshops will include optional online meetings via voice chats. Some of these workshops are designed specifically for ESL/EFL teachers, but most of them will be applicable to any foreign language classroom at any level. These six-week workshops are free and run entirely by volunteers, many of whom are experts in their field. The workshops begin on Monday, January 15, but you can sign up any time that first week without missing much "instruction" (you can also read any messages you've missed online). We hope you'll be able to join us, ask questions, share ideas, and try out new techniques in your classroom as a result. Here's the webpage with descriptions of all the workshops and directions for signing up: http://evo07sessions.pbwiki.com . Dodson-Knight, S. Free online workshops for language teachers (sponsored by TESOL), starting this week! Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 14 Jan 2007).
Source: FLTEACH
Inputdate: 2007-01-14 09:23:53
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Title: TESOL Electronic Village Online
Body: Beginning this week, TESOL (Teachers of English to Speakers of Other Languages) is offering 13 online workshops for language teachers on topics such as readers' theatre, blogging in the classroom, creating video projects, and more. People who register for the workshops can receive messages through their email or read the messages online. Some workshops will provide readings for participants as files or links on webpages, while others require no outside reading. Participants can engage in daily interactions with the moderators and other participants, or simply can "lurk," reading the messages. Some workshops will include optional online meetings via voice chats. Some of these workshops are designed specifically for ESL/EFL teachers, but most of them will be applicable to any foreign language classroom at any level. These six-week workshops are free and run entirely by volunteers, many of whom are experts in their field. The workshops begin on Monday, January 15, but you can sign up any time that first week without missing much "instruction" (you can also read any messages you've missed online). We hope you'll be able to join us, ask questions, share ideas, and try out new techniques in your classroom as a result. Here's the webpage with descriptions of all the workshops and directions for signing up: http://evo07sessions.pbwiki.com . Dodson-Knight, S. Free online workshops for language teachers (sponsored by TESOL), starting this week! Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 14 Jan 2007).
Source: FLTEACH
Inputdate: 2007-01-14 09:23:53
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5574
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Title: Conference on the Endangered Languages and Cultures of Native America
Body: From http://linguistlist.org/issues/18/18-17.html Conference on the Endangered Languages and Cultures of Native America Short Title: CELCNA Date: 13-Apr-2007 - 15-Apr-2007 Location: Salt Lake City, UT Keynote speakers: Marianne Mithun (UCSB) and Christine Sims (Acoma Pueblo; University of New Mexico) More information available at http://linguistlist.org/issues/18/18-17.html .
Source: LINGUIST List
Inputdate: 2007-01-14 09:25:10
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Title: Conference on the Endangered Languages and Cultures of Native America
Body: From http://linguistlist.org/issues/18/18-17.html Conference on the Endangered Languages and Cultures of Native America Short Title: CELCNA Date: 13-Apr-2007 - 15-Apr-2007 Location: Salt Lake City, UT Keynote speakers: Marianne Mithun (UCSB) and Christine Sims (Acoma Pueblo; University of New Mexico) More information available at http://linguistlist.org/issues/18/18-17.html .
Source: LINGUIST List
Inputdate: 2007-01-14 09:25:10
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Title: Texas Foreign Language Education Conference
Body: From http://studentorgs.utexas.edu/flesa/texflec Texas Foreign Language Education Conference 2007 (TexFLEC 2007) Theory in Practice: Innovative Approaches to Teaching and Research in Second/Foreign Languages March 30-31, 2001 University of Texas at Austin TexFLEC is an annual conference that brings together researchers and educators in the fields of foreign language education, TEFL/TESL (Teaching English as a Foreign Language or Second Language), linguistics, and applied linguistics. Keynote Speakers: Dr. Douglas Brown and Dr. Anna Chamot More information is available at http://studentorgs.utexas.edu/flesa/texflec/tex2007/index.htm .
Source: University of Texas-Austin
Inputdate: 2007-01-14 09:26:16
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Title: Texas Foreign Language Education Conference
Body: From http://studentorgs.utexas.edu/flesa/texflec Texas Foreign Language Education Conference 2007 (TexFLEC 2007) Theory in Practice: Innovative Approaches to Teaching and Research in Second/Foreign Languages March 30-31, 2001 University of Texas at Austin TexFLEC is an annual conference that brings together researchers and educators in the fields of foreign language education, TEFL/TESL (Teaching English as a Foreign Language or Second Language), linguistics, and applied linguistics. Keynote Speakers: Dr. Douglas Brown and Dr. Anna Chamot More information is available at http://studentorgs.utexas.edu/flesa/texflec/tex2007/index.htm .
Source: University of Texas-Austin
Inputdate: 2007-01-14 09:26:16
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Title: Colloquium of Generative Linguistics in the Old World
Body: From http://www.hum.uit.no/glow/index.html GLOW XXX: The Thirtieth Annual Colloquium of Generative Linguistics in the Old World Hosted by the Center for Advanced Study in Theoretical Linguistics , University of Tromsø The thirtieth annual GLOW colloquium will start with three parallel workshops on Wednesday, April 11th, and continue with the main session on April 12-14th, 2007. Keynote speaker: Professor Noam Chomsky, MIT For more information, go to http://www.hum.uit.no/glow/index.html .
Source: Center for Advanced Study in Theoretical Linguistics , University of Tromsø
Inputdate: 2007-01-14 09:27:41
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Content Type: 1
Title: Colloquium of Generative Linguistics in the Old World
Body: From http://www.hum.uit.no/glow/index.html GLOW XXX: The Thirtieth Annual Colloquium of Generative Linguistics in the Old World Hosted by the Center for Advanced Study in Theoretical Linguistics , University of Tromsø The thirtieth annual GLOW colloquium will start with three parallel workshops on Wednesday, April 11th, and continue with the main session on April 12-14th, 2007. Keynote speaker: Professor Noam Chomsky, MIT For more information, go to http://www.hum.uit.no/glow/index.html .
Source: Center for Advanced Study in Theoretical Linguistics , University of Tromsø
Inputdate: 2007-01-14 09:27:41
Lastmodifieddate: 2007-01-14 09:27:41
Expdate: 2007-04-15 00:00:00
Publishdate: 2007-01-15 00:00:00
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