Social Study Homework Englishhelp, Math-help, Science-help soc-help, and study-help. foreign Languages. socialStudies World culture Different cultures The Ancient Greek World A http://www.iceland-america.com/ready-to-assemble-playhouses.htm
Extractions: A Case Study with Spanish Last updated: 6/5/2000 Nosotros estamos aquí:¡Óyenos! 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.
Opportunities In The Department study format (soc 250/350), help you understand what it really means to "study" another culture. Many offcampus programs in other parts of the world are available through foreign http://www.wellesley.edu/Sociology/opp.html
Extractions: Wherever there are people, there are things worth asking questions about, and such questions and attempts at answering them are the stuff from which original research is made. Majors are encouraged to undertake independent research, either during the school year, over breaks, or at their place of summer employment. Student research projects may be conducted on an independent study format (SOC 250/350), or as part of a collaborative partnership project. Ordinarily, such projects will last one semester. Sociology 250/350 may also be designed as a reading course covering a body of material not contained in any existing course. Normally, the SOC 250/350 results in one (or several) papers. SOC250/350 may be taken for a letter grade or for credit/non-credit. Students often have taken one or more courses in the general field for the proposed topic; coursework at the 200-level is typically a prerequisite for 350 work. The student should submit a short written description of the project and must obtain an instructor's consent to be the 250/350 advisor and that instructor's approval of the topic and plan of work. Faculty in their first year at Wellesley should usually not be asked to be 250/350 advisors. Check the faculty resumes for research interests similar to your own.
Smart Computing-Editorial pointers is a shortcut to the soc.history.what Style, Bartletts Quotations, abbreviations,foreign phrases, and In the Learning and culture channel, click on http://www.smartcomputing.com/editcat/SMART/OTHER SUBJECTS OF INTEREST/225/3263/
Extractions: Short of having a personal tutor holding your hand 24 hours a day, its hard to beat the homework help that America Online provides. No matter what the subject areamath, history, language, literature, you name ittheres bound to be something about it somewhere on AOL, or at least pointers to good Web sites with more information. Besides the encyclopedic articles one might expect, AOL adds live discussion groups and bulletin boards to produce an interactive learning tool. Students can bone up on this semesters most challenging courses or explore new areas of interest not touched in school. AOL offers a comprehensive, if somewhat sluggish, window on the world. In general, the homework-dedicated roads of America Online all lead to the bailiwick of the Academic Assistance Center (Keyword: aac ). The same volunteer tutors who staff this area also inhabit the related realms of the Homework Help screen. Together, these two homework sites stand out above the others on AOL. The AAC and Homework Help sites have a few subareas in common. We visited the variety of destinations to dig up the most effective homework tips.
Unit Writing Guide What study skills will you employ to help your students master the write an essaycomparing and/or contrasting an aspect of Spanish culture, geography, or soc. http://www.cybervillage.com/proctor/staff development2/Foreign Language 2000/Spa
Extractions: Unit Writing Guide UNIT TITLE The title should be in a form in which students can relate. Hola means Hello. An introduction to Spanish. Objectives Objectives are written using a clear verb (from Blooms Taxonomy) and the product the student will complete Student will identify reasons for studying Spanish. Student will repeat and then recite the Spanish Alphabet. Student will examine and then determine proper syllabication of Spanish words in order to properly pronounce them. Student will define listed vocabulary. Student will study the geography and History of Spain through reading Students will examine Spanish culture through reading. Student will develop an essay using a graphic organizer. Student will compose an essay based on the information examined in the lessons. MATERIALS What materials will be used in teaching the unit? Hand-outs 1. Why study Spanish 2. The Spanish Alphabet, Spanish vowels 3. Syllabication 4. Getting to Know Spain and Spanish a. vocabulary list b. questions for each section VOCABULARY What "new" vocabulary will students need to know in order to meet your objectives?
Internet Homework Helper HotPage foreign Languages Online dictionaries Diario de Yucatan Latino china newssoc.culture.indiannewssoc.culture.iraq. study Break The Internet Movie Database The http://www.diman.mec.edu/homework.htm
Extractions: Searching the Internet for information has never been easier, thanks to powerful new online search tools. These tools, known as search engines, are fast, easy to use, and, unlike your local library, open 24 hours a day for your use! Think of these engines as your school library's card catalog on steroids. If you've been on the Net, no doubt you've come across quite a few of these search engines and many of them have some pretty funky names. Use the links below to access the Net's directories and search engines to begin your quest for online information to help you complete your assignments. Several bonus links are included at the bottom of this list they'll help you keep up to date with the latest Net sites to come online every month! Internet Search Engines
Soc.culture.bulgaria FAQ (monthly Posting) (part 7/10) NYC Newsgroups soc.culture.bulgaria soc.answers news.answers Dimitur Min. of foreign Affairs .. Pirinski, Georgi Min. Bulgaria from his study of Eastern Europe, entitled http://omicron.felk.cvut.cz/FAQ/articles/a391.html
Extractions: soc.culture.bulgaria FAQ (monthly posting) (part 7/10) Subject: soc.culture.bulgaria FAQ (monthly posting) (part 7/10) Date: 23 Jun 2001 04:01:18 -0400 From: radev@tune.cs.columbia.edu (Dragomir R. Radev) Reply-To: Organization: Columbia University, Dept. of Computer Science, NYC Newsgroups: soc.culture.bulgaria soc.answers news.answers Followup-To: soc.culture.bulgaria Last-Modified: July 17, 2000 Posting-Frequency: Monthly Version: 4.11 URL: http://www.cs.columbia.edu/~radev/cgi-bin/bgfaq.cgi Archive-Name: bulgaria-faq/part7 =============================================================================== CHAPTER 15: POLITICS 15-4 What are the results of the 1997 parliamentary elections (by koutlev@ix.netcom.com ), last updated: 23-Apr-1997 partiq Dejstw.gl. (i %) Deputati (i %) ODS 2,223,714 52.26% 137 57.1% D.Lewica 939,308 22.07% 58 24.2% ONS 323,429 7.60% 19 7.9% E.Lewica 234,058 5.50% 14 5.8% BBB 209,796 4.93% 12 5.0% 15-5 What are the results of the 1997 parliamentary elections (votes cast in the USA) (by Bulgarian Embassy, Washington DC), last updated: 20-Apr-1997 Bulgarian General Elections - April 19, 1997 Voting in the Parliamentary elections in Bulgaria on the territory of the USA closed on 7 p.m. Pacific time. In all, 23 polling stations were set up in the US and 2256 Bulgarian citizens exercised their right to vote. This is an increase in the participation in the US compared to the previous elections. The United Democratic Forces were supported by 90.78 % of the Bulgarian voters in the US. The results from votes cast in the US are as follows: .................. Total UtDF DL......ANS.....EL......BBB.....Other
Useful Links On Indonesia the Netherlands Indonesia A Country study US government Site National Networkof foreign Spouses in alt.culture.indonesia soc.culture.indonesia soc.culture http://www.expat.or.id/info/links.html
Soc.culture.taiwan Thread Two foreign women, who were near at Pingtung near Takao Article 38383 (39 more) insoc.culture.taiwan From for us Taiwanese that in or der to study Taiwan' s http://cinemaspace.berkeley.edu/Papers/CityOfSadness/thread.html
Extractions: Below are a series of postings from soc.culture.taiwan , an electronic bulletin board on internet's Usenet. Users around the world participate in an ongoing conversation on all topics pertaining to Taiwan. By the time of this writing there have already been over 36,000 messages left on this bboard. As these postings suggest, the 228 massacre is a frequent subject for debate. This selection begins in the middle of a thread on 2.28. After one person wrote that he had never heard of the incident, someone responded by posting a series of eye-witness reports by Western observers. After reading this series of testimonials about the massacre, we decided to direct the discussion about 228 toward its representation in City of Sadness. The response reveals some of the controversy the film has provoked. The following note was from the original 1994 version, left here for nostalgia's sake: [For those unfamiliar with Usenet reading protocol, we offer the following notes. Every message starts with a heading much like an office memo, only it includes electronic addresses and the route the message took to the net. Writers often quote previous postings, generally preceding each line with a "greater than" mark to signal the extended quote. Because the internet is incapable of underlining or italics, you'll see asterisks and other methods of emphasis. This includes small graphic faces, such as :-) a sideways happy face. Note how the first author designates his displeasure at a previous writer's ignorance with a grimacing face. We have taken out e-mail addresses for posters' privacy.]
Homework Hotline Lesson Plans art, nursery rhymes, history, crafts, foreign languages and Mexico covering its geography,history, culture, economy, and cyber.serv/academy/ace/soc/elem.html http://www.homeworkhotline.com/LessonPlans.htm
National Geographic Online (maps, Photography, Travel, More) Explore National Geographic Online.Category Science Social Sciences National Geographic Society and Nature History and culture Maps News Geography Survey GeoSpyGame homework help Iraq Maps People Kiss the Right Way, study Finds, http://www.nationalgeographic.com/
Extractions: Home Site Index MAGAZINES: National Traveler Adventure NG Kids NG Explorer TV AND FILM: Channel (U.S.) Channel (Intl) Explorer More TV SUBJECTS: About National Adventure Animals Education History and Kids Maps and News Photography Science and Travel Shop Customer Service Complete Site Site Index Subscribe Get Newsletters Shop Guides Adventure Animals and Nature History and Culture Maps ...
Unit Writing Guide ELA4. VLI. soc. SLF. exercise A,BA. study for Unit Test. Block 10. Objective(s) BellRinger Review of vocabulary. grammar, and culture. Students will take Unit Test. http://www.cybervillage.com/proctor/staff development2/Foreign Language/spicy sp
Extractions: Unit Writing Guide UNIT TITLE The title should be in a form in which students can relate. Getting Really Spicy with Spanish En El Restaurante Objectives Objectives are written using a clear verb (from Blooms Taxonomy) and the product the student will complete. order food or beverages at a restaurant identify foods identify eating materials describe and identify regional dishes from various areas of the Spanish speaking world make use of stem-changing verbs such as pedir, servir preferir and dormir in the present and the preterite compare some U.S. and Hispanic dining habits define vocabulary words apply reading writing speaking and listening skills in the target language MATERIALS What materials will be used in teaching the unit? text and work book - "Bienvenidos" student tape manual audio cassette 9a vocabulary transparencies pronunciation transparency p15 bell ringer review black line masters communication activities masters computer software practice and test generation video cassette chapter 15 video activities booklet chapter 15 situation cards chapter quizzes testing program VOCABULARY What "new" vocabulary will students need to know in order to meet your objectives?
UMM Weekly Bulletin in York, 7001500; Comparative Education and culture study Tour to of State toqualify candidates for foreign Service Junior 25, from 730-830 pm in soc. http://www.mrs.umn.edu/~relation/bulletin/archive/20020222-20020308.html
UMM Weekly Bulletin in York, 7001500, Comparative Education and culture study Tour to of State toqualify candidates for foreign Service Junior 25, from 730-830 pm in soc. http://www.mrs.umn.edu/~relation/bulletin/archive/20020215-20020222.html
East Lansing Public School District Even with soc our enrolments are dropping. t offer foreign language but do offerforeign language experience where you study the culture, the goal http://elps.k12.mi.us/news/bond/coalition/sc_05_18_00.htm
Extractions: The District's Building Program Steering Committee Minutes Thursday, May 18, 2000 Report on the HS committee meeting. 1-4 from Brian Silver 3) Only one competitive pool 4) Move tech to a different type of bond or fudging so that its not paid over 30 years since the useful life is less than 30 years. Jim Phelps Question of how capacity if figured does it include special ed. Needs? Not including sp. Ed would compromise these assessments. A: Capacity comes from data from the state, a formula that governs, but it does not specify special ed. Analyses of operation cost per sq. ft. and per student. Issue that drop in enrollment would constitute a 3% reduction of district operating budget. This loss would necessitate cuts in spending. The current SOC students bring $1.8 million. These funds allow us to keep instructional program. We need to consider the impact of SOC kids in terms of increasing class sizes in rooms that are overcrowded already, i.e. we need to be sure the SOC kids arent going to already full classrooms. We need to think about will our policy be to grow as a district or not and how that affects adding space. Need to think about curriculum prior to our recommendations. Q: Need to be careful about talking about adding space at the elem. Level, it might negatively impact the passage of the bond. People are really worried that the bond might be a Trojan horse for changes in the neighborhood schools concept, change to 5-6 configuration isnt necessarily popular.
Measuring Foreign Language Aptitude And Attitude 5.8 foreign LANGUAGE ATTITUDE QUESTIONNAIRE INTRODUCTION. The notion that studentattitude toward FL study and culture is one of the major determinants of http://www.soc.hawaii.edu/leonj/499s99/ramil/psy499/chapter5.html
Extractions: (c) 1969 The purpose of this section is to outline some major issues in foreign language teaching today, issues that bear upon the current, profession-wide examination of FL requirements. This report does not attempt to give a general review of the literature on FL learning and teaching; instead, it relies on previous extensive reviews (see References), taking them as the starting point, and it attempts to outline those principal conclusions which seemed to have the most empirical justification. The report is organized into six segments: I . Teaching Methods in FL Instruction. 2. The Case for FL Aptitude. 3. The Attainment of FL Proficiency. 4. The Effects of Motivation and Interest in FL Learning. 5. The Goals and Benefits of FL Study. 6. Recommended Changes in FL Requirements. 5.1 TEACHING METHODS IN FL INSTRUCTION The debate on the relative merits of the two approaches, which occupies a significant share of the attention of FL teachers and applied linguists in their deliberations at conferences and in literature, is not merely of academic interest. The polemic character of the debate is kept alive by two disturbing aspects of FL teaching today: one is the widespread dissatisfaction expressed by both students and teachers with the repetitive pattern drills required by the habit-skill approach, which makes the former feel like idiots and the latter more like drill masters than teachers. The other reason has to do with the distinct malaise that came to permeate the ranks of FL teachers upon the realization that the level of proficiency attained by a large, if not major, proportion of public school and college FL students is disappointingly poor. Given this situation, it is necessary to examine in some detail the nature of the arguments in this debate.
Moscow Travel Study Trips: Pokrovsky Discussion From Nikita Pokrovsky nikita@theo.soc.msu.su Date opera etc.) and (iii) the unwritten culture of Russia more news and analysis of foreign stories, it is http://efenster.home.igc.org/pokrovsk.htm
Extractions: (final update 07 March 1999) I recently received the initial message below from Nikita Pokrovsky of Moscow State University. He agreed (second message) that I could share it so that he might also receive responses from others. My reply to Prof. Pokrovsky is the third message. I have posted this exchange to several discussion groups and to my own mailing list, inviting people to respond directly to Prof. Pokrovsky and to send a copy of their responses to me The Discussion Date sent: Wed, 24 Feb 1999 10:03:40 +0300 Please feel free to share my questions with your audience at your convenience. As a professor of sociology, I definitely can see a tendency of the public opinion in the USfrom an absolutely uncritical admiration of everything Russian in the early 90s to an equally negative evaluation of almost everything Russian in the end of the 90s. I assume it may become a subject for an open and productive discussion among those who well know both our countries. Discussion Top Fenster to Pokrovsky, 26 February 1999
Film Studies Minor Course Descriptions, Colleg Of Liberal Arts, WSU To study representative samples of foreign film, including their soc 372 (M), sociologyof Film Allen. the impact of films on American culture and society http://www.forlang.wsu.edu/filmstudies/film_courses.htm
Extractions: Top ENGL 150 "Introduction to Narrative Film" Hughes ENGL /FA 337 "Digital Animation: Story, Narration, and Production" Anderson This course provides students with experience in using 3-D digital animation for creative or professional presentations. Students will learn to simulate camera movement, represent objects and spaces, and combine character animation and dialogue using the animation software Maya, traditional art skills, and story-telling, plot-development, and editing techniques. Working in problem-solving teams, students will complete the scripting, storyboarding, shot construction, and animatics for at least three short, 3-D narrative pieces. Pre-existing, ready-to-animate characters will be provided to teams that need them. A primary purpose of this course is to provide students with experience in participating in interdisciplinary teams in a manner similar to professional working environments. The structure of the class will be a combination of seminar and lab/studio. The major activity of the semester will be problem solving through the storyboarding and production of group animation assignments, supplemented by individual assignments. While partially the result of resource limitations (animation courses are particularly expensive to offer at the University level), group animation projects are an accurate reflection of the nature of such projects in professional settings: animation at its best is the result of joint efforts of colleagues from different backgrounds. Students are expected to learn from each other in order to enhance individual skills and insure the positive interaction vital to success of group projects.
Social Policy Study Guide 2000-2002 Ministry of the Interior Arts and culture. requires the completion of essays, seminarand foreign language studies For those not continuing to an M.soc.Sc.) See http://www.valt.helsinki.fi/sospo/english/studyguide20.htm
Extractions: From @UCHIMVS1.UCHICAGO.EDU:owner-cndvt-l@VTVM1.CC.VT.EDU Thu Feb 24 21:00 CST 1994 Return-Path: Received: from uchimvs1.uchicago.edu by cicero.spc.uchicago.edu with SMTP (1.37.109.4/UofC3.0) id AA18620; Thu, 24 Feb 94 21:00:13 -0600 Received: from UCHIMVS1.BITNET by UCHIMVS1.UCHICAGO.EDU (IBM MVS SMTP V2R2.1) with BSMTP id 1130; Thu, 24 Feb 94 20:58:32 CDT Received: (from VMA.CC.ND.EDU for (UCLA/Mail V1.500 M-RSCS8741-8741-369); Thu, 24 Feb 94 20:58:08 CST Received: from VMA.CC.ND.EDU (NJE origin LISTSERV@IRISHVMA) by VMA.CC.ND.EDU (LMail V1.1d/1.7f) with BSMTP id 9055; Thu, 24 Feb 1994 21:58:27 -0500 Date: Thu, 24 Feb 1994 20:58:59 -0600 Reply-To: cnd-us@CND.ORG Sender: "China News Digest - US Regional News (CND-US III)" From: cnd-us@CND.ORG Subject: CND-US, February 24, 1994 To: Multiple recipients of list CNDVT-L . (From: Hu ZhiLiang 2/23/94 B.G. Mahesh
