SHARE
 
An Electronic Magazine by Omar Villarreal and Marina Kirac (c)
 
 
Year 2                    Number 40                                      October 28th   2000
 
 
Thousands of candles can be lighted from a single candle, and the life of the candle will not be shortened. Happiness never decreases by being SHARED.
________________________________________________________                                                                                   
 
Dear SHARERS, 
 
Today October 28th we are one year old.
How difficult it is to find the right words to tell you  what this means to us.
We started this publication one year ago with a list of 64 people in what was meant to be a means of communication among a group of friends .Today we are around 4,200 teachers, translators, students... and simply and most importantly friends in Argentina, Uruguay, Brazil, Paraguay, Chile, Mexico, Spain, the United States, England and France.
In this time of celebration, we would like to pay tribute to a very dear friend
Elida Messina ( the first SHARE e-mail was sent to her) who encouraged us with her messages and her example of how to SHARE during the early days of
our publication.
You very often write "Thank you" messages  to us. Let us celebrate our first birthday saying  THANK YOU to all of you, our dear SHARERS.
 
In SHARE 39
 
1.- Learning Strategies, Attitude and Motivation.
2.- The Buenos Aires Players Drama Festival. 
3.- A Beautiful Story.
4.- Omar in La Rioja.
5.- The Family Dictionary.  
6.- "Education for a Change" Seminars.
7.- Making a Difference.
8.- An Invitation from Brazil  
9.- Multimedia.  
10.-Coloured ? 
11- News from APIBA.
12- Bernieh´s (Halloween) Corner.
13.-Jornadas en la Universidad de Rio Cuarto.
14.-Tales from the script.   
15- Employment Offered.
16.-Ten Questions about Men.  
17- Omar in Vera, Santa Fé.
 
 
(1) LEARNING STRATEGIES, ATTITUDE AND MOTIVATION   
 
A dear SHARER from Venado Tuerto, Alejandra Echeverría sends us this excerpt of an article on "Learner Autonomy" written by Dimitrios Thanasoulas
and published in the "ELT Newsletter"  http://www.eltnewsletter.com 

1.- Learning strategies

A central research project on learning strategies is the one surveyed in
O'Malley and Chamot (1990). According to them, learning strategies are 'the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information' (O'Malley and Chamot, 1990: 1, cited in Cook, 1993: 113)-a definition in keeping with the one provided in Wenden (1998: 18): 'Learning strategies are mental steps or operations that learners use to learn a new language and to regulate their efforts to do so'. To a greater or lesser degree, the strategies and learning styles that someone adopts 'may partly reflect personal preference rather than innate endowment' (Skehan, 1998: 237). We will only briefly discuss some of the main learning strategies, refraining from mentioning communication or compensatory strategies (see Cook, 1993 for more details).

2.- Cognitive strategies

According to O'Malley and Chamot (1990: 44), cognitive strategies 'operate
directly on incoming information, manipulating it in ways that enhance learning'.
Learners may use any or all of the following cognitive strategies (see Cook, 1993:
114-115):
a) repetition, when imitating others' speech;
b) resourcing, i.e., having recourse to dictionaries and other materials;
c) translation, that is, using their mother tongue as a basis for understanding
and / or producing the target language;
d) note-taking;
e) deduction, i.e., conscious application of L2 rules;
f) contextualisation, when embedding a word or phrase in a meaningful sequence;
g) transfer, that is, using knowledge acquired in the L1 to remember and
understand facts and sequences in the L2;
h) inferencing, when matching an unfamiliar word against available information
(a new word etc);
i) question for clarification, when asking the teacher to explain, etc.

There are many more cognitive strategies in the relevant literature. O'Malley
and Chamot (1990) recognise 16.

3.- Metacognitive strategies

According to Wenden (1998: 34), 'metacognitive knowledge includes all facts
learners acquire about their own cognitive processes as they are applied and used to gain knowledge and acquire skills in varied situations'. In a sense, metacognitive strategies are skills used for planning, monitoring, and evaluating the learning activity; 'they are strategies about learning rather than learning strategies themselves' (Cook, 1993: 114). Let us see some of these strategies:
a) directed attention, when deciding in advance to concentrate on general
aspects of a task;
b) selective attention, paying attention to specific aspects of a task;
c) self-monitoring, i.e., checking one's performance as one speaks;
d) self-evaluation, i.e., appraising one's performance in relation to one's own
standards;
e) self-reinforcement, rewarding oneself for success.
At the planning stage, also known as pre-planning (see Wenden, 1998: 27),
learners identify their objectives and determine how they will achieve them. Planning, however, may also go on while a task is being performed. This is called
planning-in-action. 
Here, learners may change their objectives and reconsider the ways in which
they will go about achieving them. At the monitoring stage, language learners act
as 'participant observers or overseers of their language learning' (ibid.),
asking themselves, "How am I doing? Am I having difficulties with this task?", and so on. Finally, when learners evaluate, they do so in terms of the outcome of
their attempt to use a certain strategy. According to Wenden (1998: 28), evaluating involves three steps:
 
1) learners examine the outcome of their attempts to learn;
2) they access the criteria they will use to judge it; and
3) they apply it.

4.- Learner attitudes and motivation

Language learning is not merely a cognitive task. Learners do not only reflect
on their learning in terms of the language input to which they are exposed,
or the optimal strategies they need in order to achieve the goals they set.
Rather, the success of a learning activity is, to some extent, contingent upon
learners' stance towards the world and the learning activity in particular, their sense of self, and their desire to learn (see Benson & Voller, 1997: 134-136). As
Candy (1991: 295-296) says, 'the how and the what of learning are intimately
interwoven..The overall approach a learner adopts will significantly influence the shape of his or her learning outcomes' (my italics). In other words, language learning-as well as learning, in general-has also an affective component. 'Meeting and interiorising the grammar of a foreign language is not simply an intelligent, cognitive act. It is a highly affective one too...' (Rinvolucri, 1984: 5, cited in James & Garrett, 1991: 13). Gardner and MacIntyre (1993: 1, cited in Graham, 1997: 92) define 'affective variables' as the 'emotionally relevant characteristics of the individual that influence how she / he will respond to any situation'. Other scholars, such as Shumann (1978) and Larsen-Freeman and Long (1991) attach less importance to learners' emotions, claiming that 'social and psychological factors' give a more suitable description for students' reactions to the learning process. Amongst the social and affective variables at work, self-esteem and desire to learn are deemed to be the most crucial factors 'in the learner's ability to overcome occasional setbacks or minor mistakes in the process of learning a second [or foreign] language' (Tarone & Yule, 1989: 139). In this light, it is necessary to shed some light on learner attitudes and motivation.

Wenden (1998: 52) defines attitudes as 'learned motivations, valued beliefs,
evaluations, what one believes is acceptable, or responses oriented towards
approaching or avoiding'. For her, two kinds of attitudes are crucial: attitudes learners hold about their role in the learning process, and their capability as
learners (ibid.: 53). In a sense, attitudes are a form of metacognitive knowledge. At any rate, 'learner beliefs about their role and capability as learners will
be shaped and maintained...by other beliefs they hold about themselves as
learners' (ibid.: 54). For example, if learners believe that certain personality types cannot learn a foreign language and they believe that they are that type of
person, then they will think that they are fighting a "losing battle," as far as
learning the foreign language is concerned. Furthermore, if learners labour under the misconception that learning is successful only within the context of the
"traditional classroom," where the teacher directs, instructs, and manages the learning activity, and students must follow in the teacher's footsteps, they are likely to be impervious or resistant to learner-centred strategies aiming at autonomy, and success is likely to be undermined.

In a way, attitudes are 'part of one's perception of self, of others, and of
the culture in which one is living [or the culture of the target language]'
(Brown, 1987: 126), and it seems clear that positive attitudes are conducive to
increased motivation, while negative attitudes have the opposite effect. But let us
examine the role of motivation.
Although the term 'motivation' is frequently used in educational contexts, there
is little agreement among experts as to its exact meaning. What most scholars
seem to agree on, though, is that motivation is 'one of the key factors that
influence the rate and success of second / foreign language (L2) learning.
Motivation provides the primary impetus to initiate learning the L2 and later the
driving force to sustain the long and often tedious learning process' (Dornyei, 1998: 117). According to Gardner and MacIntyre (1993: 3), motivation is comprised of three components: 'desire to achieve a goal, effort extended in this direction, and satisfaction with the task'.

It is manifest that in language learning, people are motivated in different
ways and to different degrees. Some learners like doing grammar and memorising; others want to speak and role-play; others prefer reading and writing, while avoiding speaking. Furthermore, since '[the learning of a foreign language] involves an alteration in self-image, the adoption of new social and cultural behaviours and ways of being, and therefore has a significant impact on the social nature of the learner' (Williams, 1994: 77, cited in Dornyei, 1998: 122), an important distinction should be made between instrumental and integrative motivation.
Learners with an instrumental orientation view the foreign language as a means of
finding a good job or pursuing a lucrative career; in other words, the target
language acts as a 'monetary incentive' (Gardner & MacIntyre, 1993: 3). On the other hand, learners with an integrative orientation are interested in the culture of the target language; they want to acquaint themselves with the target community and become integral parts of it. Of course, this approach to motivation has certain limitations (see Cookes and Schmidt, 1991, cited in Lier, 1996: 104-105), but an in-depth analysis is not within the purview of this study. The bottom line is that motivation is 'a central mediator in the prediction of language
achievement' (Gardner & MacIntyre, 1993: 3), as various studies have shown (see Kraemer, 1990; Machnick and Wolfe, 1982; et al.).

2.-  THE BUENOS AIRES PLAYERS DRAMA FESTIVAL
 
Our dear friend and SHARER, Celia Zubiri writes to us :
 
" We, the Bs.As. Players, are very pleased to invite teachers and coordinators who have got coupons for The 2000 Teacher´s Raffle to share with us 60 minutes full of prizes, surprises and fun at Teatro de la Comedia, Hall 1, Rodríguez Peña 1074, Buenos Aires on Saturday November 18th at 11:00 a.m.
 
First Prize: round trip to Los Angeles for two people by American Airlines.
Second Prize: Book Token for the School Library and the winning teacher. 
Third Prize: a meal for two people at Rosa Negra.
Fourth Prize: Jazz and Champagne for four people at Orient Express.
 
Please, confirm your attendance, bring your coupons and... break a leg !  -011-4812-5307 / 4814-5455 . The winner of any of the prizes must be present to collect it or someone with the corresponding authorization
 
3.- A  BEAUTIFUL STORY
 
A dear SHARER, Mabel Magnago from the University of Rio IV, Córdoba sends us this,as she calls it "beautiful" story and a wish. 
Thank you, Mabel .We are sure our SHARERS will surely appreciate them the way we did :   
 
"A woman came out of her house and saw three old men with long white beards
sitting in her front yard. She did not recognize them.
She said, "I don't think I know you, but you must be hungry.
Please come in and have something to eat."
"Is the man of the house home?", they asked.
"No", she said. "He's out."  "Then we cannot come in", they replied.
In the evening when her husband came home, she told him what had happened.
"Go tell them I am home and invite them in!"
The woman went out and invited the men in.
"We do not go into a House together," they replied.
"Why is that?" she wanted to know.  One of the old men explained:
"His name is Wealth," he said pointing to one of his friends, and said pointing to another one, "He is Success, and I am Love."
Then he added, "Now go in and discuss with your husband which one of us you
want in your home."
The woman went in and told her husband what was said.
Her husband was overjoyed. "How  nice!!", he said. "Since that is the case,
let us invite Wealth. Let him come and fill our home with wealth!"
His wife disagreed. "My dear, why don't  we invite Success?"  Their daughter-in-law was listening from the other corner of the house.
She jumped in with her own suggestion: "Would it not be better to invite Love?
Our home will then be filled with love!"
Let us heed our daughter-in-law's advice, "said the husband to his wife.
"Go out and invite Love to be our guest."
The woman went out and asked the three old men,
"Which one of you is Love?
Please come in and be our guest" Love got up and started walking toward the
house. The other two also got up and followed him. Surprised, the lady
asked Wealth and Success, "I only invited Love, why are you coming in?"
The old men replied together: "If you had invited Wealth or Success, the
other two of us would've stayed out, but you invited Love, wherever He
goes, we go. Wherever there is Love, there is also Wealth and Success"
 
My Wish for You ...
 
"Where there is pain, I wish peace and mercy.
Where there is self-doubting, I wish renewed confidence.
Where there is exhaustion, I wish understanding, patience, and renewed
strength.
Where there is fear, I wish love and courage"
 
4.- OMAR  IN  LA  RIOJA
 
My heart will pound faster and faster this week. Next Friday 10th of November
I will meet my good old friends from La Rioja after an absence of two years.
On that day I will give an academic talk from 18:00 to 21:00 on Teaching 40 in 40 minutes : Facing the Reality of Polimodal  followed by a presentation of the Series
of which I am Co-author and Project Director POLIMODAL ENGLISH.
Previous to my talk, Ms Susana Garcia Cahuzac will present "Explorer" the series for EGB 3 she co-authored with Ms Silvia Tiberio ( from 17:00 to 18:00)  
The event is absolutely free of charge and is sponsored by Macmillan Heinemann
ELT.
Hope to see you all at Hotel Plaza, San Nicolás de Bari 502 at 17:00 !!  
Further information from info@machelt.com.ar
 
(5) THE FAMILY DICTIONARY 

Our dear friend from Catamarca, José Luís García sends us this invaluable contribution to understanding within the family. Thank you Jose for your lexicographic efforts !  How we wish you were here !!
 
Dumbwaiter : One  who asks if the kids would care to order dessert.
Feedback: The inevitable result when your baby doesn't appreciate the
strained carrots.
Full Name: What you call your child when you're mad at him or her .
Grandparents: The people who think your children are wonderful even
though they're sure you're not raising them right.
Hearsay: What toddlers do when anyone mutters a dirty word.
Independent : How we want our children to be as long as they do erything we say.
OW: The first word spoken by children with older siblings.
Puddle: a small body of water that draws other small bodies wearing dry
shoes into it.
Show off: a child who is more talented than yours.
Sterilize: what you do to your first baby's pacifier by boiling it and to
your last baby's pacifier by blowing on it.
Top Bunk: where you should never put a child wearing Superman pajamas.
Two minute warning : when the baby's face turns red and he or she begins to make those familiar grunting noises.
Whodunit : none of the kids that live in your house.
 
(6) "EDUCATION FOR A CHANGE" WORKSHOPS
 
A dear SHARER María Soledad Sastre, English Dpt. Manager for Librería Rodriguez writes to us to announce two Workshops by  Ricardo Sampedro, Head of Education for a Change Teacher Training Project.
 
Making the most of videos and films
Thursday 2 November, 17:00 to 19:30
 
Songs with a Meaning
Tuesday 14 November, 17:00 to 19:30
 
Venue for both sessions : Sarmiento 835, Capital Federal
Fees and registration: $ 15 for any one session or $ 25 for both, at Libreria Rodriguez Tel 4326-3725, e-mail librerod@ssdnet.com.ar  or Education for a Change tel 4982-2409, educhange@infovia.com.ar  

(7)  MAKING A DIFFERENCE

A dear SHARER from Zárate, Mónica Mourrut de Beauverger 
monikmb@s5.coopenet.com.ar sends us this message :
 
Dear Omar and Marina:
 
A few years ago while I was living in Kansas City Missouri, USA, we attended lots of staff development workshops. One of them  was really special, as it started with this story, I'd like to SHARE with you and all SHARERS:
 
"Once upon a time, a wise man who used to go to the ocean to do his writing,
had a habit of walking on the beach before he began his work.  
One day he was walking along the shore. As he looked down the beach,
he saw a human figure moving like a dancer. He smiled to himself to think of someone who would dance to the day. So he began to walk faster to catch up.
As he got closer, he saw it was a young man and the young man wasn't dancing.
Instead, he was bending down to the shore, picking up something, and very gently throwing it into the ocean.
As he got closer, he called out, "Good morning, what are you doing?"
The young man paused, looked up and replied, "Throwing starfish into the ocean."
"I guess I should have asked, Why are you throwing starfish into the ocean?"
The young man said, "The sun is coming up and the tide is going out. If I don't throw them in, they'll die."
"But young man, don't you realize there are miles and miles of beach and starfish
all along it ? You can't possibly make a difference."
The young man listened politely, then bent down and picked up another starfish and threw it into the sea, past the breaking waves.
"I made a difference for that one," he said."
 
I don't know the author, but all of the people attending the workshop, got the message. "We as teachers can make a difference, and I'm sure most of us try our best to do so.
Love 
Mónica  
 
(8) AN INVITATION FROM BRAZIL
 
Our dear friend and SHARER Joice de Brito e Cunha from Porto Alegre invites
all SHARERS in her area to the opening night of "School for Witches" by John Bradwell which she directs.
 
Meus amigos,
Eu tenho grande orgulho em lhes anunciar e convidar para a estréia da peça dos meus alunos do Teenage Drama Club do Cultural. SCHOOL FOR WITCHES, no dia 31 de outubro, terça feira, no auditório Erico Verssimo do Cultural ICBNA ( Rua Riachuelo 1257) às 20 horas. Entrada Franca.
A peça critica a influência da Media  nas nossas vidas "We make people buy what they don't need, by making them think they do". 
I hope to see you there.
Joice

(9) MULTIMEDIA

A partir del 2001 la Universidad Virtual de Quilmes dictará la carrera de
Graduado en Multimedia. Para obtener mayor información e inscripción
dirigirse vía e-mail: info@cvq.edu.ar, telefónicamente al Centro de Atención al Alumno de la Universidad Nacional de Quilmes al 0810-666-0210, o visitar la página web: www.cvq.edu.ar
 
 
(10) COLOURED ?
 
A dear SHARER from Longchamps , Provincia de Buenos Aires , Nora Perez de Dick sranopedi@hotmail.com  writes to us :
 
Dear Omar Villarreal,
It's never too late to say THANK YOU !
On Sunday morning I could read your special message for Teacher´s Day in SHARE 36, it's a beautiful and emotive passage ! While I was reading it, tears of happiness were running on my face and when I came to the end I coudn't stop sobbing.
I have been teaching for 28 years (I began when I was 17).I have taught from the very young (4 years old) up to adults and although it's a long time since I listened for the first time to the marvellous words "seño","teacher","Miss...." or perhaps by mistake "mamá" (if it's really a mistake) I continue enjoying, having
fun and SHARING when I'm teaching.
I want to share this poem by Donna Davies that I taught my students telling them "it's a poem to think"
 
COLOURED
When I'm born,I'm black.
When I'm cold,I'm black.
When I'm embarrassed,I'm black.
When I'm ill,Im black.
But you...
When you're born,you're pink.
When you're cold,you're blue.
when you're embarrassed,you're red.
When you're ill, you're white.
And you've got the cheek
to call me coloured!
Donna Davis

I felt a great sorrow at George Lewis' death. I knew him and he made me learn
having fun. I will always remember him as an unforgettable teacher and man.
       
Best wishes,
Nora Pérez de Dick
 
(11) NEWS FROM APIBA
 
Analia Kandel, APIBA SIGs Liaison Officer, apibasigs@hotmail.com sends us this update on APIBA Special Interest Groups :

Literature SIG - Co-ordinators: María Valeria Artigue - Alfredo Jaeger
Saturday, November 4 -- Time: 10.30 - 13:00 - Av. Cnel. Diaz 1745, Buenos Aires

Business SIG - Co-ordinators: Virginia López Grisolía - Alicia Perera
Tuesday, November 7 -- Time: 10.30 - 12.30 - Av. L.N. Alem 424 - P.B., B.A.
Agenda:

Grammar / Linguistics SIG - Co-ordinators: Patricia Jacobs - Fernanda Velazquez
Friday, November 10 -- Time: 18.30 to 20.30 - Carlos Pellegrini 1515, Room 23

Phonetics / Phonology SIG - Co-ordinators: Roxana Basso - Isabel Santa
Saturday, November 11 -- Time: 9:00 to 12:00 -  Carlos Pellegrini 1515, Room 17

Computers SIG - Co-ordinators: Nora Lizenberg - Pablo Toledo
Saturday, November 11 -- Time: 10 - 12.30 - Av. Cnel. Diaz 1745, Buenos Aires

Business SIG event Friday, November 17th, 18.30 - 20.30
Using Case Studies in the Business Class, presentation by Silvana Ioli at
Carlos Pellegrini 1515
Enrolment by e-mail interaction@rmo.com.ar or by tel/fax (8 am to 7 pm) 4311
7220/ 4312 2950 Interaction Language Studio.
Fee: APIBA member / teacher trainee: free of charge; APIBA non-member/
SIG member: $ 10; non-members : $ 15.
Kids SIG - Co-ordinators: Alicia López Martín - Cristina T. de Grondona White
Date: Friday, November 17 -- Time: 17 - 19 -  Juncal 3251, B.A.
 
Language SIG - Co-ordinators: Viviana Myslicki - Daniel Reznik
Saturday, November 18 -- Time: 10 - 13 - Viamonte 1475, B.A

FAAPI 2001 will take place in Buenos Aires on 20, 21, 22 September 2001.
Call for Papers :
Proposals are invited for poster presentations, 40-minute
papers or 90-minute workshops for the conference.
Submissions on any topic related to the teaching of English are welcome.
The contributions must be original and should not have been presented or
published elsewhere. Papers from teachers working in other Latin American
countries are particularly welcome. Given equivalent academic merit, papers
from members of FAAPI Associations will be given preference. Submission
deadline is May 1, 2001. Further information faapi2001@hotmail.com

(12) BERNIEH´S (HALLOWEEN) CORNER
 
This week our dear friend Bernieh most appropriately writes about Halloween :

"The origin of Halloween can be traced back to the ancient Celts who
inhabited parts of France and Ireland more than 2,000 years ago. At the end
of the summer these people honored Samhain, who was the lord of the dead.
On this day, the high priests of the Celts, or Druids, ordered the people to put out their hearth fires. The Druids then built a huge new bonfire that was considered sacred. Into this new fire they threw crops, animals, and even human sacrifices. Then each family relit its hearth fire from the new year's fire. It was believed that Samhain allowed the souls of the dead to return to roam the earth on this night.

Many customs of the Celts survived after they became Christians. In 800 A.D. [Bernieh's note: Pope Gregory IV, 837 A.D.] the Roman Catholic Church
established All Saints' Day on November 1 to honor dead saints. The mass said on this day was called All Hallows and the evening before was called All Hallows' Eve - or Halloween [Bernieh's note: In Middle English, "hallow" (to glorify, revere, etc., also saint) was spelt "halwen", from Old English "halgian"]. The people made the old pagan customs part of the new Christian holy day.
(excerpted from http://teachervision.com/tv/features/halloween_index.html)
--------

Maybe it's too hot for us to start a new hearth fire on Samhain, but even
Samhain is good time to start a new fire in our hearts, don't you think so?
Cheers,
Bernieh. buck@mail.pccp.com.ar | http://bernieh.com.ar

(13) JORNADAS EN LA UNIVERSIDAD DE  RIO CUARTO
Renata Cardinali from Universidad Nacional de Riio Cuarto , Córdoba writes to us to announce :
 
VIII Jornadas de lenguas extranjeras del departamento
III Jornadas de enseñanza de idiomas extranjeros en el nivel superior
10 al 12 de mayo de 2001.
 
Nuevos contextos interactivos para la enseñanza y el aprendizaje de las lenguas
 
Departamento de Lenguas
Facultad de Ciencias Humanas Universidad Nacional de Río Cuarto
 
Comité Académico
Dra. Elsa Palou de Carranza., Prof.Liliana Morandi, Prof. María Laura Estévez , Prof. Elisa Cadario
Comité organizador
Prof Mabel Cieri, Prof. María Elena Ceberio, Prof.Inés Frigerio, Prof. Mariana Pascual, Prof. Silvia Depetris, Prof. Nelda Cavigliasso, Prof. Laura Severini, Prof. Renata Cardinali y Prof. Graciela Placci
 
Objetivos
Crear un espacio de presentación y discusión de las diferentes temáticas concernientes: a la enseñanza  y al aprendizaje de las lenguas en el nivel superior,
a la formación de formadores  y a la investigación disciplinar y metodológica.
Destinatarios:
Docentes y alumnos de Lenguas interesados en la enseñanza, aprendizaje e investigación.
Temáticas Propuestas
Los disertantes podrán inscribir sus propuestas de ponencias y talleres en el marco de las siguientes temáticas:
1.   Estudios e investigaciones disciplinares en las áreas:
a) Lingüística
b) Cultural
2. Enseñanza y aprendizaje de las lenguas
a) Propuestas curriculares referentes a la Enseñanza de las Lenguas extranjeras con fines específicos
b) Propuestas Curriculares referentes a la formación de formadores.
c) Propuestas metodológicas y didácticas
 
Modalidad de presentación de las temáticas:
 
Conferencias magistrales con invitados especiales (una hora)
Mesas redondas de expertos  (15 minutos por participante)
Sesiones de exposición y debate de ponencias
Talleres (90 minutos)
 
Presentación De Trabajos
Los trabajos para las sesiones de exposición y las propuestas de taller deberán presentarse antes del 30 de noviembre de 2000.
Tendrán una extensión de 1500 palabras incluidos los gráficos, notas y referencias bibliográficas y  se presentarán en una copia impresa en lengua española acompañada del soporte informático debidamente titulado con el nombre del autor. Las ponencias aprobadadas serán publicadas.
 
Inscripciones
Las inscripciones se recibirán hasta el día 30 de abril de 2001 en la Facultad de Ciencias Humanas UNRC según los siguientes costos y categorías:
Expositores de paneles, mesas redondas y talleres :
 $80  hasta el 30/11/00         $ 100 después del 30/11/01.
Asistentes : $ 40 hasta el 30/4/01
Expositores alumnos : $ 20 hasta el 30/4/01 - Asistente alumno : sin cargo
Contactos :
Francés: lmorandi@hum.unrc.edu.ar
Inglés: cfalcone@arnet.com.ar
Alemán, portugués: rfcardinali@infovia.com.ar
Italiano: gplacci@.hum.unrc.edu.ar
 
(14) TALES FROM THE SCRIPT
 
Our dear SHARER Albert Canil from the Suburban Players writes to us : 
The Suburban Players proudly presents : 

Tales From the Script
Directed by Albert Canil
An impossibly ludicrous "aggiornamento" of the classic bedtime stories of yore
bringing them up (or down?) to Politically Correct Mores.
Who doesn't love to be read a good bedtime story?  Well, our idea is not
to lull you to sleep but to give you a good laugh!  
Recommended for audiences with a level of English at and above FCE and 14+
Tickets $ 10 .-  Discounts for groups.
Sunday October 29 at 7 pm.
November 3 & 4 at 9 pm. Sunday November  5 at 7 pm.
The Playhouse, Moreno 80, San Isidro.
Extra Amenities : bar with sandwiches, drinks, brownies and hot coffee..
Information & Reservations: 4784.8275 albertc@unete.com

(15) EMPLOYMENT OFFERED
 
A dear SHARER Adriana Eugui, Head of Comodoro English Language Institute from Comodoro Rivadavia, Provincia del Chubut writes  to us to offer an opening in her Instituto de Formación Docente Nro 18 del Chubut. The position offered is a full-time job in Comodoro for a graduate teacher of English with teaching experience at Terciary level (interinato para 2001). More information can be requested from 0297- 4472191 or 4442096 or celi@satlink.com.ar 
 
(16) TEN QUESTIONS ABOUT MEN

Our super-feminist friend and dear SHARER, Fernanda Abacheira from San Luís sends us this very personal interpretation of the human male in 10 questions:
 
1. Why do men like smart women?
 .......Opposites attract.
2. How do men define a "50/50" relationship?
.......We cook -- they eat; we clean -- they dirty; we iron -- they  wrinkle.
3. How do you get a man to stop biting his nails?
 .......Make him wear shoes.
4. What did God say after creating man?
 .......I can do so much better.
5. What's the smartest thing a man can say?
 ......."My wife says..."
 6. Why are all dumb blonde jokes one-liners?
 .......So men can understand them.
 7. Why do female black widow spiders kill the males after mating?
 .......To stop the snoring before it starts.
8. Why do men need instant replay on TV sports?
 .......Because after 30 seconds they forget what happened.
9. Why does it take 100 million sperm to fertilize one egg?
 .......Because none of them will stop to ask for directions.
10. Why is psychoanalysis a lot quicker for men than for women?
.......When it's time to go back to his childhood, he's already there.

(17) OMAR IN VERA, SANTA FE
 
My very dear friend Stella Maris Celestino, Head of IVCI _ Instituto de
Cultura Inglesa de Vera _ icvera@cosemar.com.ar  is organizing
VI Encuentro Regional de Desarrollo Profesional Docente del norte santafesino
during which I will teach a two-day course with official recognition from the
provincial Ministry of Education: "New Teaching Models in Action : Multiple Intelligences, Task-Based Learning and Integrated Language Teaching" 
 
At the end of the Jornadas, the theatre company ARTSPOT will present
the play " D'Artangnan DefendingThe Crown" .
The event will take place in the city of Vera on Wednesday 15th and Thursday 16th of November and is sponsored by  Macmillan Heinemann ELT  and Advice Bookshop.
For enrolment and further information please phone (03483)421254 from 15:00 to 22:00 hours.
See you all in Vera !
 
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In a very spooky week, May the Halloween witches and ghosts and fairies bring you lots of laughter from friends and family and plenty of peace of mind.
This time we want to say goodbye with an invitation to join our Monster Dance that was sent to us by a very dear SHARER from Bahía Blanca Elisabet Sandra Guber :
 
As skeletons begin to dance 
Zombies join them in a trance 
Vampires swirl their capes to the beat
And werewolves snarl and stamp their feet  
Witches dance with their brooms in a line 
While mummies twist and twirl to unwind 
Ghosts and goblins join in the fun 
A wicked Halloween dance has begun 
Come and join our Monster Mash... 
 
HAPPY HALLOWEEN !!
 
ALL BEST WITCHES
 
Omar and Marina
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