Extractions: ed-u.com - Your Start Page for Education! Choose a page below... Education Resources: Web Search Education Resources Bands Countries of the World ... Canada Special Features: Essays - Full Writing Course What is Bullying? Stress in Teaching Drugs Guest Contributors: The best Dad? You're an Idiot! Slave Caster of Freedom Out of the mouths of babes ... Ritalin - Straight-jacketing? Webmasters' Education: Start here - Why me? Slow pages equal more traffic ed-u.com's full list of pages o Find People by Name - Reverse Phone Search o Smart Pages - Child Care - Schools - Education - Autos - Business Services - Computers - Community Resources - Electronics - Entertainment - Family - Industrial - Personal Finance - Toys - Travel - Wedding Guide - Virtual Flowers - Virtual Cards - Quick Gift Tips - Gourmet Gifts - Books and Music Guide o Find Businesses - Accountants - CPA - Air Conditioning - Airline Companies - Apartments - Attorneys - Auto Dealers - New - Auto Dealers - Used - Auto Repair - Bail Bonds - Bakeries - Banks - Books - New - Carpet/Rug Cleaners - Chiropractors - Churches - Cleaners - Computers - Dentists - Electric Contractors - Employment Agencies - Florists - Furniture Retailers - Golf Courses - General Contractors - Health Foods - Hospitals - Hotels and Motels - Insurance - Jewelers - Limousine Services - Mortgages - Movers - Night Clubs - Painting Contractors - Pest Control Services - Plumbing - Printers - Real Estate - Restaurants - Roofing Contractors
Interpreting For Spanish Interpreting for foreign language courses A case study with Spanish1 Doing the homework is also very helpful, especially if the language is new to the http://www.theinterpretersfriend.com/terp4/Spa.html
Extractions: A case study with Spanish Created 24 May 1999, links updated monthly with the help of LinkAlarm Preparation The task of interpreting for foreign language classes is difficult enough without having a previous knowledge of the language being taught. The interpreter really should have had at least two years of instruction in the foreign language he or she will interpret, even for an introductory course in that language. It may have been years since you used the foreign language you learned in high school, but with some preparation before each class it will come back to you. If you start by interpreting the first introductory course, you will relearn it with ease. As a last resort, interpreters with no knowledge of the language can start by interpreting an introductory course and work their way up. Increasing numbers of interpreters have a third language, besides ASL and English, and we believe that a third language, whether it's a spoken language or a signed language, is certainly an asset in today's world. Having the textbook for the class is essential. By following the syllabus and reading ahead, the interpreter can know which aspects of the language and which vocabulary items will be dealt with in class on any given day. Bringing the book to class can be helpful in a number of ways. If the teacher asks a question from the book without mentioning the number of the question, by checking your copy of the book you can tell them where to read, instead of laboriously fingerspelling the question which they may get faster by reading it in the text. If the students are reading aloud an extended passage from the book, it may be beneficial to let the deaf students know where the class is in the textbook and have them read along. Some (hearing) students are difficult to understand when they read Spanish or speak it: having the book turned to the right page will help you decipher their attempts at pronunciation.
VISD Internet Experience Fact Monster facts of every type and occasion. Good homework help too. Media Supporting soc Studies soc Studies and History Collections http://www.vashonsd.wednet.edu/hello/parents.php?id=C0_96_15
Sci.lang.japan (TT Topics) FAQ sci.lang.japan can help a learner s Japanese if for every minute spent with For soc.culture.japan and soc.culture.asian.american FAQ ;;; files, http://www.faqs.org/faqs/japan/language-TT/
Extractions: Help others by sharing your knowledge From: tanaka@catbert.ucdavis.edu (Tomoyuki Tanaka) Newsgroups: sci.lang.japan soc.culture.japan soc.culture.asian.american fj.life.in-japan ... sci.lang FAQ" contains interesting references to Japanese. (e.g., language family question: is Japanese Altaic? Chinese characters used in Jp) http://www.faqs.org/faqs/sci-lang-faq http://www.cis.ohio-state.edu/hypertext/faq/usenet/sci-lang-faq/faq.html easiest way to read Jp WWW pages: http://www.shodouka.com (gone?) the best/biggest compilations of Japan-related WWW links: http://www.jwindow.net http://www.ntt.co.jp/japan/index.html http://www.panix.com/userdirs/tn/japan.html (gone) news:sci.lang.japan http://www.dejanews.com/dnquery.xp?QRY=sci.lang.japan = s.l.j (TT topics) FAQ: http://www.faqs.org/faqs/japan/language-TT http://www.cs.uu.nl/wais/html/na-dir/japan/language-TT.html http://www.cs.indiana.edu/hyplan/tanaka/SCJ.html http://www.cs.uu.nl/wais/html/na-bng/soc.culture.japan.html ... http://www.dejanews.com/getdoc.xp?AN=351540971 for (1) risque/obscene pardody of 'Ringo no uta' (2) pretty elaborate pun/saga (true story) 'Aku no juujika...' (Devil's Cross) - self-doc sentences (pangrams/Sallowsgrams) in Japanese and Chinese at http://www.seas.upenn.edu/~tankh/pangram.html if you like this sort of thing, visit http://www.cs.indiana.edu/hyplan/tanaka/GEB/
Computers In The Foreign-Language Classroom Another newsgroup, soc.culture.german is conducted in English but covers a German Studies on the Internet Enhancing foreign Language Acquisition http://www.nthuleen.com/papers/722internet.html
Extractions: No one can dispute, of course, that the Internet can be a valuable educational resource. The great majority of educators have decreed that the rise of technology in the classroom is no less than a paradigm shift. They cite as proof of this sea change the fact that these new tools are "highly motivating, convenient to use, and task oriented," noting therefore that they appeal to "both foreign language teachers and learners." Although I cannot but agree that the computer is, indeed, a very powerful tool it brings a new sense of "interactivity" to the learning experience, enabling students to take more responsibility for their own education and allowing them greater choice in the process I must question the overeager educators who hail computer technology as the greatest educational advancement since the invention of the printing press. Is the computer, in essence, anything more than a tool, and is its place in the classroom all that different from that of its predecessors? As one analyst has written: Educational technology, defined broadly, includes everything from blackboards and desks to books and computers ...Wax tablets, blackboards and pencils with erasers can be thought of as technologies to make the writing medium more conducive to trial and error, more 'interactive' than parchment, print or ink pen.
Sociology soc 115M Introduction to sociology J. Cho (4102). Nature of culture and of soc 497 Independent study in sociology. Independent reading or research on a http://www.albany.edu/sociology/html/courses-fall 2003 undergraduate description
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Linguistics Advance Course Information Winter 2005 The work for the course consists entirely of homework problems. useand toteach it rather in the way that foreign languages and cultures are taught, http://reg.ucsc.edu/soc/aci/winter2005/ling.html
Extractions: Student Portal Info For Faculty/Staff FAQ Announcements ... Schedule of Classes Winter 2005 Advance Course Information This information effective for Winter 2005. Check with instructor the first day of class for any changes. Linguistics LING-020 LING-052 LING-053 LING-080G ... LING-187 20. Introduction to Linguistics
Sociology Undergraduate Handbook sociology of Globalization culture, Norms and Organization soc 4321 The foreign Studies Minor MN Studies/Intern. Development (MSID) http://www.soc.umn.edu/undergrad/Sociology Undergraduate Handbook.htm
Extractions: University Of Minnesota, Twin Cities Campus The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, religion, creed, color, sex, national origin, handicap, age, veteran status, or sexual orientation. Every effort has been made to be accurate in the information presented here. For specifics about College of Liberal Arts and University of Minnesota policy, please refer to the Undergraduate Catalog. References Welcome To the Department of Sociology! Welcome to the Department of Sociology at the University of Minnesota, Twin Cities! You are joining 600 other people also majoring in sociology here. Another 100 (or so) who minor in sociology represent a widely diverse university community which includes art historians, biologists, business majors, child psychologists, computer scientists, economists, education specialists, foreign language majors, historians, international relations people, journalists, philosophers, political scientists, psychologists, speech communications people, urban studies majors, and others. We celebrate the diversity of our student population. As diverse as the interests of sociology students are, one common thread is their robust interest in learning more about groups and collectives. Whether they are curious about how groups evolve, have questions about how individuals affect groups and visa versa, or want to identify how individuals affect one another, the focus of their inquiry is always on human interaction.
Libraryresearch.html English Literature FACS - foreign Language - History social Studies HISTORY soc STUDIES homework Spot Helper Indiana Dpt. of Education http://www.basketballinindiana.com/libraryresearch.html
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Extractions: Course Offerings University of Hawaii at Mänoa u Study Abroad Center Spring Semester / Academic Year in Machida, Japan Obirin University enrollment requirements q All students must enroll in a minimum course load per term of 13 credits at Obirin. q A minimum of four credits must come from Core Language Courses Course categories Core Language Courses Upon arrival at Obirin, students will be given a placement exam. Based on the results, students will be placed into one of six different levels. UHM Japanese language equivalents will be determined according to the last completed JPN course at UHM. example last completed JPN at UHM UHM registration while at Obirin 112 or 102 258 (4 credits) 212 or 202 358 (4 credits) 302 or 305 458 (3 credits) Optional Language Courses The majority of these courses are 1 credit each. They can be combined (with or without Core Language Courses) to form 3-credit or 4-credit JPN equivalent courses at UHM.
Suffolk University Madrid Campus, Madrid, Spain of foreign volunteers, including Americans, to help defend the beleagueredrepublic. Women s Studies Women, History and culture WS 111 3 credits http://www.suffolk.edu/madrid/academic/courses.html
Extractions: Please note that not all of these courses are offered in a given semester or year. To check which courses will be offered, and in which language they will be presented for a specific semester, please go to the semester information page: Fall Spring Summer To proceed directly to your desired area, click on one of the following course areas: Art History Integrated Studies Computer Science ... Women's Studies Art return to top Art History I HUM 105 3 credits The course consists of an introduction to a history of Spanish art and will be centered chronologically on art movements in general, but emphasis will be given to establishing the differences between Spanish art and its European counterpart. The idea of the three cultures that constituted Medieval Spain will be an important and determinant factor in order to explain the eclecticism and uniqueness of Spanish art. Art History II HUM 106 3 credits A survey of the art of Europe and America from the 16th century to the 20th century. Works of painting, sculpture, and architecture are presented in their historical context. Course covers the High-Renaissance, Baroque, Rococo, Neoclassicism, Romanticism, Cubism, Surrealism, Abstract Expressionism, Pop, Op, and Postmodernism. Taught from the collections in the Prado and other Madrid museums.
Extractions: After 1990, the amount of US aid to Israel accounted to about 3,000 million US $ a year : 1,800 million as direct military assistance and 1,200 billion as civil assistance (which is mainly used to pay interest on past military loans , the majority owed to the US). The United States also provided Israel with 80 million US $ a year in "refugee resettlement assistance" for Jews migrating to Israel. In 1996, Israel received another 50 million $ package for anti-terrorism equipment.
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Extractions: Differences in the Schools: One of the most straightforward explanations for the lack a success of Latino students, especially at the high school level, relates to the level of education and achievement expected of students by themselves and their parents and is thus easily termed "cultural" in it's origins. This explanation, although certainly not all-encompassing, was often referred to in our interviews. In Latin America school is only for everyone until the sixth grade level and after that only those interested in much more serious academic endeavors continue in school. Paulina Alvarado stated that, in Latin America, college is not an expected part of every students life- only the 'best' go, and they must choose at the age of 16 what they are going to study. One Princeton High School graduate expressed this same thought on the differences of who attends school in his country of origin: In Mexico "…if you start school it's because you're going to do it. Here some guys just go to play, to joke around. They don't go to study." Though this is probably true for a certain amount of the Latino community in Princeton it is not a complete explanation or a very valid way to look at the whole community. It is also possible that Latino students here may feel like they have no options for the future- whereas college is free in Latin America, they know that it is expensive here and thus don't see it as a reasonable possibility. From our interviews it is also apparent that many students and parents do have the expectation of obtaining a college degree. For example Interviewee 1, a nine year old girl, was pretty sure she wanted to go to college, and her mother too wants her to go. With the knowledge that this is true for a portion of the population, it is important to look at the many other issues involving the schools that create an academic inadequacy within the Latino student population.
