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Top Ten California Youthspeak Words

1. Hottie              Object of affection, either personally or in the cultural milieu.

2. For shizzle         Variation of ‘for sure’,popularized by rapper Snoop Dogg.

3. Tight               Replacing 'cool'.

4. Phat                Way cool, as in ‘rolling phat’.

5. Hella               An intensifier: “hella tight” or “hella phat”.

6. Wassup             This greeting refuses to die, entering mainstream circles.

7. Flow                Dinero, money. Originally from ‘cash flow’. Also,‘bank’ for lots of flow.

8. Poppins             Perfect. In the California Youthspeak version of Cockney rhyming slang ‘toppins’ rhymes with Poppins, which connotes Mary Poppins who was ‘perfect in every way’.

9. Bling bling         The sounds of diamond and gold jewelry clinking together

10. Stog              Cigarette, short for ‘stogy’.

Youthspeak Phenomenon of Note

Up Talking            Ending all sentences with a rising inflection, as if asking a question.

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4.-   FAAPI 2003 IN SALTA 

Once again all of us teachers in Argentina start preparing for the big event of the year: The Federation Conference which this year will be held in the city of Salta from 18^th to the 20^th of September. The theme of this year´s Conference hosted by the Asociación Salteña de Profesores de Inglés ASPI will be: "Humanizing our Teaching Practice: Minding the
Whole".

One of the main aims of FAAPI is to link and support English Language Teaching professionals in Argentina and the Annual Conference is its most important event. The 2003 FAAPI CONFERENCE hopes to bring together ELT teachers interested in humanizing their practice and helping their students enhance their learning. The conference will provide professionals from Argentina and other countries with the possibility of discussing, reflecting and sharing their experiences and beliefs. In this way, they will be challenged to introduce changes into their classroom to make their every day task more significant. Presenters will deliver workshops, demonstrations, papers and poster presentations.

Given the nature of this conference, participants are invited to submit papers on the following areas:

-          Humanistic approaches to language teaching, learning and assessing.

-          Teaching and learning styles

-          Learner autonomy

-          Learner centredness

-          Reflective practice.

-          Group dynamics and cooperative learning

-          Emotional intelligence in the classroom

-          Interpersonal and intrapersonal skills

-          Teacher’s beliefs and how they affect teaching and learning

-          Personality profiles and how they influence the teaching and the learning process

-          Professional development

This list is offered as a guideline for prospective contributors. The 2003 FAAPI Conference  aims at focusing on the self, the ‘I’ of both teaching and learning, and is therefore concerned with Who rather than with What or How. Who does the teaching? Who does the learning? What is the nature of the relationship between both? Who chooses to teach and Why? In accepting or rejecting a proposal, the main criterion will be the extent to which the contributions seek to elucidate how taking into account the whole person will result in meaningful teaching and learning.

ASPI together with the Universidad Nacional de Salta will run a pre-convention Colloquium on 16^th and 17^th of September. This VIII Latin American ESP Colloquium is aimed at researchers and teachers in the field of English for Specific Purposes. 

Our dear SHARER Ana Triboli from the Organizing Committee of FAAPI 2003 has sent us the FAAPI Conference Call for Papers. You will find the Guidelines for Submission and the Presenter´s form in the NEWSBOARD section of our Website: www.ShareEducation.com.ar where all information concerning FAAPI 2003 will be displayed from now on till the time of the pre-convention colloquium and the convention proper in mid-September

For further information please contact: Ana Triboli Pisi or Ines Amaduro at Phone: 0387 – 4394469 or  e-mail:  aspisalta2003@hotmail.com

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5.-   MABEL GALLO ELECTED TO TESOL BOARD OF DIRECTORS

Our dear SHARER and friend Mabel Gallo has been appointed to the TESOL Board of Directors.

Our heartfelt congratulations to Mabel and our wishes of every success for the benefit of our profession worldwide.

Below is the text of the announcement and a message that our dear SHARER Vivien Morghen of ARGENTINA TESOL sent us:

En nombre de ICANA y Argentina TESOL, nos hace muy feliz compartir con ustedes la elección de Mabel Gallo como miembro de la Junta Directiva de TESOL.

Mabel fue elegida para el cargo de Director Serving as Affiliate Representative para el período 2003- 2006. 

Este nombramiento es un reconocimiento muy especial y merecido a Mabel en su destacada trayectoria y a su querida persona. Buena suerte, Mabel!

Muchos cariños, Vivian Morghen

The 2003-2004 TESOL Election Results

President-Elect, 2003-2004 (to become President 2004-2005)
Michele Sabino, University of Houston-Downtown, Houston, Texas, USA

Director Serving as Convention Chair, 2003-2006
Bill Eggington, Brigham Young University, Provo, Utah, USA

Director Serving as Director at Large, 2003-2006
Mary Ann Boyd, Illinois State University Emerita, Towanda, Illinois, USA

Director Serving as Interest Section Representative, 2003-2006
Jo Ann Miller, Universidad del Valle de Mexico, Col. Copilco el Bajo, Mexico DF, Mexico

Director Serving as Affiliate Representative, 2003-2006
Mabel Gallo, Instituto Cultural Argentino Norteamericano, Buenos Aires, Argentina

The 2003 Nominating Committee will be chaired by JoAnn (Jodi) Crandall. Newly elected members are Anna Uhl Chamot, Virginia LoCastro, Marcia Fisk Ong, and Nancy Storer.

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6-    YOU GOT SOME MARBLES?

Our dear SHARER Bethina Viale has sent us this story with, as she says: “lots of love”.

It is a piece to think about as you go about the busy-ness of living.  Smell the roses and enjoy family and friends.   

You got some marbles?

The older I get, the more I enjoy Saturday mornings. Perhaps it's the quiet solitude that comes with being the first to rise, or maybe it's the unbounded joy of not having to be at work. Either way, the first few hours of a Saturday morning are most enjoyable.

A few weeks ago, I was shuffling toward the kitchen with a steaming cup of coffee in one hand and the morning paper in the other. What began as a typical Saturday morning turned into one of those lessons that life seems to hand you from time to time. Let me tell you about it.

I turned the volume up on my radio in order to listen to a Saturday morning talk show. I heard an older sounding chap with a golden voice. He was talking about "a thousand marbles" to someone named "Tom." I was intrigued and sat down to listen to what he had to say.

"Well, Tom, it sure sounds like you're busy with your job. I'm sure they pay you well but it's a shame you have to be away from home and your family so much. Hard to believe a young fellow should have to work sixty or seventy hours a week to make ends meet. Too bad you missed your

daughter's dance recital." He continued, "Let me tell you something Tom, something that has helped me keep a good perspective on my own priorities." And that's when he began to explain his theory of a "thousand marbles."

"You see, I sat down one day and did a little arithmetic. The average person lives about seventy-five years. I know, some live more and some live less, but on average, folks live about seventy-five years." "Now then, I multiplied 75 times 52 and I came up with 3900 which is the

number of Saturdays that the average person has in their entire lifetime. Now stick with me Tom, I'm getting to the important part."

"It took me until I was fifty-five years old to think about all this in any detail," he went on, "and by that time I had lived through over twenty-eight hundred Saturdays. I got to thinking that if I lived to be seventy-five, I only had about a thousand of them left to enjoy."

"So I went to a toy store and bought every single marble they had. I ended up having to visit three toy stores to roundup 1000 marbles. I took them home and put them inside of a large, clear plastic container right here in my workshop next to the radio. Every Saturday since then, I have taken one marble out and thrown it away." "I found that by watching the marbles diminish, I focused more on the really important things in life. There is nothing like watching your time here on this earth run out to help get your priorities straight."

"Now let me tell you one last thing before I sign-off with you and take my lovely wife out for breakfast. This morning, I took the very last marble out of the container. I figure if I make it until next Saturday then God has blessed me with a little extra time to be with my loved ones...... "It was nice to talk to you Tom, I hope you spend more time with your loved ones, and I hope to meet you again someday. Have a good morning!"

You could have heard a pin drop when he finished. Even the show's moderator didn't have anything to say for a few moments. I guess he gave us all a lot to think about.

I had planned to do some work that morning, then go to the gym. Instead, I went upstairs and woke my wife up with a kiss. "C'mon honey, I'm taking you and the kids to breakfast." "What brought this on?" she asked with a smile. "Oh, nothing special," I said. "It has just been a long time since we spent a Saturday together with the kids. Hey, can we stop at a toy

store while we're out? I need to buy some marbles."

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7.-   DISTANCE EDUCATION AND E-LEARNING

Our very dear friend and SHARER Susana Trabaldo has sent us this invitation:

www.net-learning.com.ar tiene el agrado de invitarlo a la primera edición de 2003 de su curso en línea:

Diseño y desarrollo de proyectos de e-learning y educación a distancia

Destinatarios:

Instituciones de educación que hayan adoptado la modalidad del campus virtual y deseen capacitar a su personal.

Responsables de áreas de capacitación o recursos humanos.

Profesores que deban desempeñarse como tutores.

Profesionales involucrados en el desarrollo de cursos y elaboración de contenidos.

Toda persona interesada en conocer sobre educación a distancia

Objetivos:

Presentar la modalidad de la educación a distancia y el e-learning.

Describir los procesos y decisiones necesarias para su gerenciamiento.

Proveer herramientas teórico-prácticas para el diseño de cursos.

Guiar en la selección y elaboración de materiales.

Brindar recursos para el seguimiento y evaluación de los alumnos.

Asesorar en el uso de herramientas tecnológicas.

Contenidos:

Módulo 1. Porqué educación a distancia

* El boom de la Educación a Distancia. Nuevos paradigmas generados por la NTIC. entornos virtuales, educación en línea, e-learning, blended- learning. Ventajas e inconvenientes para la instituciones que deseen implementar la modalidad.

* Innovadores mercados para la educación y la capacitación profesional continua. Instituciones de EaD, mega universidades y organizaciones  internacionales.

* Diseño de un proyecto de EaD: Áreas de la gestión. Pasos en implementación. Claves básicas para el éxito.

Módulo 2.  Enseñar y aprender en un campus virtual

* Cómo se aprende y se enseña en un campus virtual. Nuevos modelos pedagógicos  aplicados a lo virtual. Particularidades de la formación de adultos. Desarrollo de competencias complejas a distancia.

* Aprendizaje cooperativo y colaborativo. Resolución de problemas, simulaciones, método de casos. Desafíos de estudiar a distancia.

Módulo 3. Diseño de la enseñanza. Materiales y recursos para la EAD

* Cómo planificar la enseñanza para un entorno en-línea. El equipo de producción de materiales.

* Desarrollo y procesamiento de los contenidos en diferentes soportes y formatos.

* Elaboración de módulos autoinstructivos. Pasos y secuencias en el diseño de la instrucción. Organizadores previos, ayudas textuales, multimedia, actividades significativas.

* Selección y  evaluación de materiales.

Módulo 4. El profesor/ tutor

* Nuevos roles y funciones del profesor, el tutor y el alumno. Claves de una buena tutoría : motivación y seguimiento del alumno. Selección y formación específica del tutor.

* Herramientas para  encuentros sincrónicos y asincrónicos. Estrategias de coaching y mentoring aplicados a la EAD.

* Diversidad del alumno, estilos e inteligencias.

Módulo 5. Tecnología al servicio del aprendizaje

* Software para el desarrollo del campus virtual. Plataformas, cómo son, qué permiten hacer. Cómo elegirlas y evaluarlas.

* Procesamiento de la palabra. Presentaciones multimedia

* Imágenes, sonido, vídeo, simulaciones, animaciones.

Módulo6. Evaluación y control de calidad del proyecto

* Técnicas e instrumentos para la evaluación y autoevaluación del alumno.

* Estándares de calidad para la evaluación de proyectos, cursos y carreras a distancia.

Evaluación

Al finalizar el curso lo invitaremos a presentar una propuesta personal de aplicación de los contenidos desarrollados.

Tutores:

Equipo multidisciplinario de egresados del Master en EAAD de la UNED ( España) de la UOC (Cataluña) y la Open University (UK).Lic. Nancy Píriz, Lic. Susana Trabaldo, Ing. Patricio Rey, Lic. Daniel Núñez, Lic Rosario Vega.

Fecha de Inicio : 6 de Marzo 2003   Duración:  6 semanas

Costo: $125 (en Argentina) o U$S 50 (en otros países) - Descuentos institucionales   

Más datos en: info@net-learning.com.ar   o TE: (011) 791-6009 / (011) 4654-8945 /desde el exterior: +(54 11) 4791-6009 . www.net-learning.com.ar

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8.-   E-TEACHING ONLINE

Our dear SHARERS Patricia Salvador & Alicia López Oyhenart write to us:

E-teachingonline.com.ar is back to assist teachers

After a one-month summer break e-teachingonline.com.ar  the magazine on line for English teachers has returned to the Internet.

In the February issue # 4 the emphasis is on supplying loads of resource material for teachers to get ready for the 2003 school year. Plenty of Hints & Tips will surely satisfy the necessary updating before classes begin.

At the end of February in the March issue # 5 the usual Activities for Kids, Teens and Adults will be present together with the Business section. There will be a good selection of written exercises for each level mentioned to be taken to class in the Take 5' section. Songs ppropriate for each level will also be offered to add variety to the class.

New areas will be added: EGB material and Pre-school activities will complete issue # 5 thus covering every teacher needs.

As the Editorial Group aims at reflecting what goes on in institutions they interviewed Verónica Cameron Local Secretary of UCLES ESOL Buenos Aires office who reveals interesting aspects of the famous "Cambridge exams".

Teachers will find news about scholarships, international exams,training courses, a calendar of relevant events, book reviews, interviews with celebs and personalities of the local ELT arena.

Beatriz K. de Pena Lima will open the Model Teachers section.

There is also  a correspondent in London who supplies news from the UK and English speaking world.

As usual subscribers receive two full size posters by mail. The magonline has added a CHAT section for teachers all over to contact one another. As from March there will be an interactive connection with "The Typical Mistake" the radio programme.

The magazine, whose editors understand the needs of Argentine teachers, can be seen at www.e-teachingonline.com.ar . It appears once a month but its material is updated weekly.

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9.-   ON CHOMSKY (2002)

The following is a reproduction of the review published in LINGUIST List:  Vol-14-525. Fri Feb 21 2003. ISSN: 1068-4875.

 
Date:  Fri, 21 Feb 2003 10:00:14 +0000
From:  Jonathan White <jwh@du.se>
Subject:  On Nature and Language

Chomsky, Noam (2002) On Nature and Language. Cambridge University
Press, x+206pp, hardback ISBN 0-521-81548-7, $60.00.

Reviewed by : Jonathan White, Högskolan Dalarna, Sweden

CONTENTS

This book evolved from a month's stay of Chomsky's at the University of Siena in November 1999. Chapters two, three and five are based on lectures given by Chomsky at the university; while the interview presented in chapter four was conducted by the editors of this volume,
Belletti and Rizzi, with Chomsky during his stay. Chapters two and three are described as immediately accessible to the non-specialist. Chapter four is generally non-technical, but refers to recent history and theoretical concepts within generative syntax. The final chapter deals with Chomsky's views on politics.

Chapter 1: Editors' introduction: some concepts and issues in linguistic theory

The introduction to this volume was written by Belletti and Rizzi as a theoretical and historical background to the chapters that follow. They start by placing generative linguistics within the study of the human mind, comparing Chomsky's views with those of Saussure that language is a social object. This leads to a discussion of the notion of Universal Grammar in its general sense as found in language  acquisition, and in its technical implementation in the field of syntax, as a recursive procedure for generating sentences in a language (see Chomsky 1981, 1986 for discussion). The syntactic theory deriving from this idea, known as the Principles and Parameters framework, is presented with a number of examples of linguistic variation worked through to illustrate the power of the theory. Then the move to a minimalist view of language is discussed. The principle differences between the approaches are highlighted. For example, the new place assigned to economy conditions (Chomsky, 1991, 1993) and the use of morphological features as triggers for movement processes. More recent developments such as the idea of the phase (Chomsky 2000, 2001) are also covered.

This is not in any way meant to be a full exposition of the current state of the art in generative syntax, but as a summary it is well presented and technical enough for students of linguistics. I would not like to recommend it for those not on a course dealing with generative syntax since the authors do throw in technical terms when discussing syntactic theory without any further explanation - one such example is c-command. On the positive side seminal works on the
various phenomena under discussion are given.  Although the list is not complete enough for the research student, undergraduates would find this a valuable guide to important works in the field.

Chapter 2: Perspectives on language and mind

Next Chomsky sets his views on language in an historical perspective taking the views of Galileo as a starting-point. Galileo was the first to see that language involves a finite means of expressing an infinite array of thought, an idea which became a central tenet of Port Royal
grammar (Darwin noted some similar ideas through the study of evolution). Galileo argued that the mind was similar to a complex mechanical machine contra Descartes, who thought language was constrained by the body but was not caused by it. The other important point to come out is that categories in science do not necessarily have to conform to objects we intuitively ''see'' in reality. The function of science is to form a body of doctrine, not to map reality. In conclusion, Chomsky sees Galileo's contribution to the study of language as the realisation that scientific study of the mind is not impossible, although it has only really become possible in the 20th century. This chapter leads on nicely to the next one, on the possibility of unification of studies of the human brain. I will,therefore, comment on the two chapters together as a unit.

Chapter 3: Language and the brain

Here Chomsky compares the study of the mind with studies in natural sciences like physics, chemistry and biology. There, he notes,unification has been possible to a much greater extent. He argues for the view that such unification is possible in the sciences of the mind as well. He begins by repeating much of the discussion from the previous chapter on Galileo - that is, that we should be seeking to devise intelligible theories, not to understand reality. Chomsky's
point is that this was a debate that happened in the natural sciences prior to unification, so he sees the current debate in linguistics as a positive sign. The methodological position of ethologist Mark Hauser is looked at next. This is that language, as with other ''communication'' systems in the animal world, should be studied from four perspectives. The first two are that we should study the psychological mechanisms that implement the system, and the genetic and environmental factors that cause it. Chomsky points out that language is special from other communication systems, through properties such as duality, etc., and so factors pertaining to
language may not apply to all forms of communication. However, these factors are both of primary concern to the linguist. The third factor we need to study, for Hauser, is the effect of language on survival. Chomsky's view is that this is too narrow for language, although it can be studied. The final factor is evolutionary history, which Chomsky argues seems a difficult area for study, and not one that language would advance. The final view covered here is that of
C. R.  Gallistel. He argues for a modular approach to language, the most similar to Chomsky's own views. Chomsky's overall position from these two chapters is a positive one, namely that unification is an attainable goal in the sciences of the mind, even if we cannot see how to do so at this moment.

It is these two chapters that were the most interesting for me as a linguist. Putting the study of language in the context of developments in science in general is an important and not often done task. The parallels between natural sciences and sciences of the mind are striking and give one a positive view of the future prospects for unification of these fields.

Chapter 4: An interview on minimalism

The final chapter dealing with linguistic issues takes the form of an interview between the editors of the book, Belletti and Rizzi, and Chomsky.  The major theme of the interview, following on from the chapters on Galileo and the study of the mind, is that linguistics is
a developing field and that the questions we are asking have only become possible through changes in theoretical perspectives. Thus, the view prior to Chomsky's Pisa lectures was that language was construction-specific and rule-based. That view then radically changed and we referred instead to language-independent principles and language-specific parameters. The most recent change in theoretical machinery has seen economy conditions come to the fore. The question we mostly ask nowadays is whether language is ''perfect''. Chomsky points out that this question has only become possible with a well-formed theory of language itself - only then can we ask what it takes to have a ''perfect'' language. A major question Chomsky takes up is the fact that most of language actually appears to be imperfectly designed, such as Case and agreement systems and the displacement property. We have begun to realise, though, that such
systems are actually well designed for use by the interpretative systems. Another consequence of changes in theory is that a lot of questions we used to ask are not so relevant now, such as the specifier/complement distinction, now redundant in the bare phrase structure system. A fact dealt with is whether this radical questioning of our theoretical beliefs is a sign of a healthy
discipline. Chomsky's strong answer is yes. Without questioning our assumptions, we can never move forward, and the long-term goal of unification with the sciences of the mind will never be attained.

I believe that the earlier sections of this chapter would be the most interesting for students learning about the minimalist program. The change in research questions is well set out and clearly described. Later on, things get heavier. I am not certain what linguists would gain from the detailed descriptions of work that has gone on in the natural sciences.  Despite these questions, the point this chapter, and indeed the whole book, makes is clear: that change
in linguistic theory is healthy, and we are able to ask deeper questions now than we have ever been able to ask.

Chapter 5: The secular priesthood and the perils of democracy

Chomsky turns his attention here to the so-called ''secular priesthood'', intellectuals who were apologists for the Communist regime and its actions.  He believes that a similar group exists
nowadays who defend the American government. Chomsky cites a number of cases of abuses of power abroad by America and the fact that such events are never discussed in intellectual circles. He also notes that foreign policy seems to be decided by commercial considerations. Chomsky refers in particular to the use of euphemism and other techniques of linguistic propaganda by the media as well.

GENERAL EVALUATION

I would certainly recommend this book for postgraduates and researchers as a valuable discussion of scientific methodology as applied to syntax, and as an historical summary of changes in the field. For undergraduates, though, I would be more selective. Certainly, the first chapter and the first part of the last chapter would be relevant for students on introductory courses in minimalism. The presentation of the change in viewpoint from Principles and Parameters to minimalism is clear, and includes some very pertinent examples.  The middle two chapters would be relevant for people interested in the history of science and thought, where the parallels in the development of linguistics and the natural sciences are particularly interesting. There are unfortunately places where Chomsky presents certain conclusions as self-evident, but the relevant argumentation would be beyond the students.  Thus, my view is that
this would be a good reference book for undergraduates wanting to get an idea of the ''bigger picture''. My overall evaluation is that this is an interesting and thought-provoking book, which presents a very hopeful view for the possibility of unification with other brain sciences.

REFERENCES

Chomsky, Noam (1981) Lectures on government and binding. Dordrecht:Foris Publications.

Chomsky, Noam (1986) Knowledge of language. New York: Praeger.

Chomsky, Noam (1991) Some notes on economy of derivation and representation.  In The Minimalist Program. Chomsky (ed.). Cambridge,Mass.: MIT Press. 129-166.

Chomsky, Noam (1993) A minimalist program for linguistic theory. In The view from Building 20. Hale and Keyser (eds.). Cambridge, Mass.:MIT Press. 1-52.

Chomsky, Noam (2000) Minimalist inquiries: the framework. In Step by step: Essays in minimalist syntax in honor of Howard Lasnik. Martin,Micheals and Uriagereka (eds.). Cambridge, Mass.: MIT Press. 89-155.

Chomsky, Noam (2001) Derivation by phase. ms. MIT.

About the reviewer:

The reviewer's research interests include phrase structure, syntax and semantics of adverbials, interfaces between syntax and semantics and between syntax and morphology.

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10.-  LICENCIATURA EN ENSEÑANZA DEL INGLES EN LA UCALP

La Facultad de Humanidades de la Universidad Católica de La Plata, comunica a los interesados a inscribirse a la carrera de Licenciatura en la Enseñanza del Inglés, que la misma cuenta con la aprobación del Ministerio de Educación, Ciencia y Tecnología de la Nación, mediante Resolución nª 93/02.

                                         En lo que refiere al desarrollo de la misma, se dictará los días sábados a partir del segundo cuatrimestre del año 2002, con módulos horarios que permiten el máximo aprovechamiento dentro de una distribución armónica de las asignaturas.

El cuerpo de Profesores ha sido seleccionado teniendo en cuenta la envergadura del proyecto académico que ponemos en marcha.

                                         En la certeza de que esta experiencia académica da respuesta a una demanda instalada desde hace mucho tiempo en el ámbito del Profesorado, nos ponemos a disposición de  los aspirantes para lo que consideren pertinente: Calle 13 Nro 1227 entre 57 y 58 La Plata. TE: 0221- 4227100. e-mail: humanidadessecretaria@ucalp.edu.ar 

Plan de Estudios

Primer cuatrimestre

1.1. Antropología Filosófica

1.2. Filosofía de la Educación

1.3. Metodología de la Investigación

1.4. Corrientes de la Literatura en Lengua Inglesa

1.5. Psicolingüística

1.6. Gramática Española

Segundo cuatrimestre

2.1. Teología

2.2. Filosofía del Lenguaje

2.3. Análisis del discurso

2.4. Literatura Inglesa I: seminario

2.5. Estructuras Lingüísticas Comparadas español-inglés

Tercer cuatrimestre

3.1. Ética y Deontología

3.2. Investigación Educativa Aplicada

3.3. Enseñanza de la Lengua Inglesa para Propósitos Específicos

3.4. Literatura Inglesa II: seminario

3.5. Diseño y Desarrollo de Cursos Aplicados a la Enseñanza del inglés

Cuarto cuatrimestre

4.1. Pasantías-Tutorías-Adscripciones en el nivel superior

4.2. Tesis

Destinatarios: Podrán realizar esta la carrera los profesores de inglés con Títulos otorgados por

Universidades Nacionales, de Gestión Estatal o Privada.-Institutos de Enseñanza Superior no Universitaria, de carrera de cuatro años de duración

In a special issue of SHARE NEWS we will publish more about the academic offer of UCALP for 2003.

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11.-  SEMINARIO PARA DIRECTORES Y COORDINADORES

Our dear SHARER Lic. Oscar Molina, Director de Marketing y Difusión - Acuarell Consultores has an announcement to make:

PRIMER SEMINARIO INTENSIVO PARA DIRECTORES Y COORDINADORES DE INSTITUCIONES EDUCATIVAS

La selección de los docentes que conformaran el staff de la institución requiere no solamente una evaluación de desarrollo académico y experiencia, sino tambien el "rasgos de personalidad" pues es este último aspecto el que determinará un escenario armónico en el ámbito laboral, pero, ¿conoce Ud los rasgos centrales de los integrantes de su staff?, sabe Ud. que los motiva?, cómo reaccionan ante la presión laboral? Qué tendencia adoptarán para manejar conflictos en el aula?. Le ofrecemos la oportunidad de acceder a un método de alta confiabilidad, basado en la experiencia empírica de los temperamentos humanos

DSM -TEST DE RASGOS DE LA PERSONALIDAD - -MODELOS TEMPERAMENTALES –

El éxito de un Director o Coordinador tiene una directa relación con el conocimiento de los perfiles de personalidad de su grupo laboral, porque le permitirá establecer como motivar, como incrementar la energía laboral, reducir los niveles de conflictos, aumentar el caudal creativo y establecer estrategias para manejar situaciones que devienen de la interacción de las personas.

Contenidos:

* Implementación, lectura e interpretación de DSM, herramienta mundial de Diagnósticos y Estádisticas de la Psicología y Psiquiatria moderna.

* Analisis de perfiles y modelos temperamentales.

* Modelos de personalidad: perfil intelectual - perfil emocional - perfil conductual - Manejo de la Presión y Stress - Manejo de la diversidad - Comportamiento ante la autoridad - Preferencias Laborales - Manejo de conflictos - Manejo de desafios - Atención a los detalles - Empatía - Vocación de servicio.

8 DE MARZO  10 a 18hs. En CABILDO SUITES - Av. Cabildo 1950 Buenos Aires.

Inversión: $85  - suscriptores Share: $ 75

Un aspecto imprescindible para aplicar una capacitación de alto nivel es poder dar la mejor calidad posible, tanto en el ámbito académico como en el personal, por ello vamos a trabajar con un grupo muy reducido de participantes (40 asistentes), lo que permite ofrecer una formación muy personalizada.

Información e Inscripción: ACUARELL Consultores - 4823-9315 -acuarellinfo@ciudad.com.ar 

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12.-  NEWS FROM ADVICE CORRIENTES

Our very dear friends from Advice Corrientes are moving house. Peie Berardi has sent  us this information. We send Peie and Silvia a house-warming hug from Buenos Aires together with our very best wishes.

Por este medio confirmamos la nueva dirección de Advice en Corrientes:

SAN JUAN 580 - 3400 CORRIENTES

TEL: 03783 - 156 09066

TELEFAX: 03783-03783- 430589. Nuevo teléfono

EMAIL: advicecorrientes@ciudad.com.ar

Por razones de fuerza mayor el antiguo teléfono de ADVICE (03783 - 436034) queda anulado.

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13.-  JOB OPPORTUNITIES AT HOME AND ABROAD

Practicum Teacher for College required in Patagonia

Instituto Salesiano de Estudios Superiores  (Río Gallegos – Santa Cruz) needs a teacher of English for Práctica Pedagógica II. The subject includes practice lessons in kindergarten. For further details please contact / send CV to: aldanaboidi@yahoo.com.ar

NNS (non-Native Speaker)  ESL teacher assistance required in Canada

We are offering Non Native Speakers ESL teachers airfare, accommodation and access to
the TESL teacher training seminars in Canada. We require escort/guardian/translation /coordinator assistance for students ages 8 to 18 traveling to Canada for the ESL in Canada Summer Plus English Camp.
If you have the summer available, like kids, want to live/work in an English immersion environment - this could be ideal for you. Please write to us for additional details: K.Ross at

eslincanada2000@yahoo.com

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Time to say goodbye again. This week we want to leave you two short quotations to reflect upon. They should undoubtedly be engraved on the doors of every classroom as we are absolutely convinced they are deeply engraved, in one way or another, in every teacher´s heart:

"There is hunger for ordinary bread, and there is hunger for love, for kindness, for thoughtfulness."-- Mother Theresa.

"Man becomes great exactly in the degree to which he works for the welfare of his fellow man."
-- Mahatma Gandhi.

HAVE A WONDERFUL WEEK!

Omar and Marina.

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SHARE is distributed free of charge. All announcements in this electronic magazine are also absolutely free of charge. We do not endorse any of the services announced or the views expressed by the contributors.  For more information about the characteristics and readership of SHARE visit: http://www.groups.yahoo.com/group/ShareMagazine

VISIT OUR WEBSITE : http://www.shareeducation.com.ar There you can read all past  issues of SHARE in the section SHARE ARCHIVES.

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