41. Ongoing Language Learning In A Cultural Context - Teachers, Parents And Pupil Re Edu/Teachg Business, Edu/Teachg English Lan, Edu/Teachg foreign Lan, Edu/TeachHist/soc S. You ve spent money on various self study tape courses! http://www.ed-u.com/language-advanced.htm

Languages... 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 Choose a US Smart Page Below 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

42. Independent Study & Online Courses, Extended Studies, Adams State College homework problems, 3 exams. Register online at our secure web site or click hereto print The focus of soc 346 Criminal Justice is on the organizational http://exstudies.adams.edu/ind_study/iscourses.html

Extended Studies - Adams State College The "Extended Studies " pages have moved. If you are not re-directed to the new location automatically, please CLICK HERE Thanks you for your patience as we make our transition to this new, improved web site. Adams State College 208 Edgemont Boulevard Alamosa, CO 81102

43. 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

Interpreting for foreign language courses: A case study with Spanish David Quinto and David Bar-Tzur 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.

44. 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

45. 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/

Usenet FAQs Search Web FAQs Documents ... RFC Index sci.lang.japan (TT topics) FAQ There are reader questions on this topic! 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/

46. 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

Quick Links: Home Essays Teaching Sitemap Course Pages: German 101 German 102 German 203 German 204 ... PRINT VERSION The Role of the Computer in the Foreign-Language Classroom: A German Webpage Class Activity 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.

47. 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

48. ENC Portal - Browse Resources MSHS homework help for students many subjects, many levels, Specify disciplinetopic, and level eg soc.Studies- Lewis and Clark 6th returns 28 http://portal.dep.anl.gov/SPT--BrowseResources.php?ParentId=229&StartingResource

49. Linguistics Advance Course Information Winter 2005 The work for the course consists entirely of homework problems. use—and toteach it rather in the way that foreign languages and cultures are taught, http://reg.ucsc.edu/soc/aci/winter2005/ling.html

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 Instructor: Anya Lunden lunden@ucsc.edu MWF 3:30-4:40pm Merrill 102 Course Description: Prerequisites: none. General Education Code: IH (Introduction to Humanities). [top of page 52. Syntax I Instructor: James McCloskey mcclosk@ucsc.edu MWF 12:30-1:40pm Soc. Sci. 1 #110 Course Description: Prerequisites: Satisfaction of the Subject A and C requirements. [top of page 53. Semantics I Instructor: Donka Farkas farkas@ucsc.edu MWF 11:00-12:10pm Stevenson 150 Course Description: Prerequisites: none. General Education Code: IH (Introduction to Humanities). [top of page 80G. Introduction to Unix Note: Also offered as Computer Science 80G Instructor: Geoffrey Pullum, Professor of Linguistics

50. 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

Sociology Undergraduate Handbook 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. Contents Welcome To the Department of Sociology! Who Are Sociologists? What Do They Do? Careers For You In Sociology History of a Distinguished Department ... 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.

51. 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

52. TchSup http//www.win4edu.com/mindseye/journey/ (for K-12 soc studies and students homework Hubwide variety of help for HS students seeking academic help. http://mage.geog.macalester.edu/magelinks/TchSup

Return to MAGE Rage Page Support for Teachers and Students Technology Integration Teacher Support/Social Studies Standards Electronic Atlas, Data, Images On Line Map Sources ... Geography Learning Games On Line Learning Games Test Your Geog. Skills at the CIA website http://www.cia.gov/cia/ciakids/geography/index.html "Daily" Geography Quiz from About Geography http://geography.about.com/science/geography/library/quiz/blcurrent.htm Something new every day. Log on and project it while taking attendance! On Line Learning Activities http://TerraWeb.wr.usgs.gov/TRS/kids/ USGS TerraWeb for Kids. Especially the "Cool Stuff to See...Do" from the frames on the left Fun Geography Facts http://www.uselessfacts.net/facts/Geography_and_Space/ You'll love thesemany one line facts to amaze your students every day! See also the list of online learning games under " States Studies More online activities and games below. Ancient Civilizations Quia! Ancient History http://www.quia.com/jg/1132.html This site has a java-operated game about ancient civilizations. The types are matching, flashcards, concentration and word search. The participant may click to see a list of terms used in the games. Your browser must be java-enabled to make some of the games work. Ancient Civilizations I.Q. Test

53. USAC - Program Courses - Chengdu, China - Summer 2005 USAC is a consortium of 30 US universities that provide quality study Chinese culture and society ( FLL/ANTH/soc , 3 credits , 200level , English ) http://usac.unr.edu/program_courses.php?ProgramID=2661

54. Commercialappeal.com - Memphis, TN: Newspaper In Education Topics you d like to see covered Careers Cultures study skills The NationalZoo Games, puzzles and homework help Word games and puzzles http://nieonline.com/memphis/cftc.cfm?cftcfeature=feedback

55. Social Studies Sites For Teachers If you re working on a school report, head directly to homework help. Students will do a comparison study of all three cultures, creating timelines, http://www.sjy.org/Technology/social_studies_sites_for_teacher.htm

Sites for Teachers Back to Teacher's Tech Page Technology Home School Home Church Home ... Maps and Flags China Egypt American History Current Events ... Aztec / Anasazi/ Maya , Incas Greece Middle Ages/Knights States Ancient Rome ... Washington, DC EUROPE Ref # Title and Description SCOTLAND: OUTLINE MAP OF SCOTLAND http//abcteach.com/Maps/scotland.htm Give each student a copy of this printable map, and enlarge one for your bulletin board. As you learn about Scotlandits cities and regionsmark the places you visit with colored pushpins. FLAG OF SCOTLAND http//www.abcteach.com/flags/scotland.htm Find a printable outline flag of Scotland to use for your unit. THE VIRTUAL MUSEUM OF SCOTLAND http// www.nms.ac.uk/mos Visit Scotland through its museums... find a rich resource for the history and culture of Scotland, along with timelines, castles, and more. BACKPACKING THROUGH EUROPE http//www.ed.uiuc.edu/YLP/96-97/96-97_mini_units/Travel_BBatten/travel.html Students vote on four countries they would like to visit in Europe, and then take a virtual exploration. They will create papier mache globes, Flat Stanley markers, make a ship, and visit with kings and queens. Lesson guidesheets and evaluation suggestions are included.

56. CREDIT HOURS Students will be expected to perform the translation tasks as homework, course is on practical application in order to help foreign students adjust and http://www.studyabroad.org/obirincourses.htm

Course Offerings University of Hawai‘i 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. Fall only Discussion Advanced Grammar Listening/Note-Taking News Advanced Conversation Spring only Intermediate Grammar Occupational Comm.

57. 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

Site Index About SUMC Academics Admission ... Fall (September) Spring (January) Summer (June) Course Catalog Payment Information Financial Aid Housing ... Suffolk Home These course descriptions include all courses Suffolk University Madrid Campus offers. 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.

58. Stats On Foreign Aid To Israel And Per Capita Income [Archive] - Stormfront Whit He says some studies show that other, less visible US aid bring the total closer Newsgroups talk.politics.mideast, soc.culture.israel, soc.culture.usa http://www.stormfront.org/archive/t-2669.html

Stormfront White Nationalist Community Activism Strategy and Tactics PDA View Full Version : Stats on foreign aid to Israel and per capita income 09-28-2001, 11:55 PM Statistics concerning Foreign aid to Israel by the U.S. Israel’s aid request for FY 02 (Fiscal Year 2002) is scheduled to be $2.76 billion dollars overall - $720 million in economic aid and $2.04 billion in military assistance. In the following paragraph 1,000 million is equivilant to 1 billion dollars 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. In January, when Israeli Finance Minister Yaakov Neeman first proposed eliminating all economic aid over 10 to 12 years, starting in 2000, he also sought to boost the $1.8 billion in US funds for the military by $600 million per year over the same span. Israelis, on average, had an income of $17,800 in 1996, not far behind the $21,100 per capita income of Americans that year. It is an income level well above that of Spain, close to that of Britain, and greater than that of people living in poorer American states.

59. Great Lakes Free-Net Menu Outline RTeen Bible study 0.217 posts/day; R-Teen Open Forum 1.344 posts/day Teen Chat; Teen homework help. 0.393 posts/day; HW-English Lit no posts http://www.ofcn.org/whois/ben/Free-Nets/GLFN/GLFN_outline.html

Great Lakes Free-Net Menu Outline as of July 3, 1996 DeskTop MailBox GLFN Administration (menu) 0.016 posts/day GLFN Statistics no posts Volunteers Needed 0.050 posts/day Volunteer Descriptions 9 posts I want to Volunteer 0.069 posts/day How to Volunteer 8 posts GLFN 1996 T-Shirts 0.058 posts/day GLFN Registration Forms 0.044 posts/day FC Client Software library GLFN Bylaws 10 posts GLFN Committees GLFN Education access denied GLFN Technical 0.050 posts/day GLFN Tech Meeting Notic 1 post GLFN Tech Committee Min no posts GLFN Tech Discussions access denied GLFN IP/SIG 0.040 posts/day GLFN IP MeetingMin. 0.011 posts/day GLFN IP MeetingNotices 0.022 posts/day 0.017 posts/day Marketing Minutes no posts Marketing Suggestions no posts GLFN Community Action access denied GLFN News Letter 14 posts GLFN Policy 10 posts GLFN Press Releases 0.009 posts/day GLFN Strategic Plan 8 posts 1996 Fund Drive 0.485 posts/day Help (menu) 0.006 posts/day GLFN Registration Forms 3 posts Files 9 posts Messaging Help 0.008 posts/day Online Services 0.002 posts/day

60. Soc 338 Project: The "Latino" Experience In The Princeton Regional School Distri In Mexico no, if a kid didn t do his homework, or is behaving poorly in the school, Without this ability to help their children with their studies, http://www.princeton.edu/~sociolog/syllabi/centeno_latino.html

The 'Latino' experience in the Princeton Regional School District Gillian Ashenfelter and Liz Pearce Summary of our findings: 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.

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