Year 3
Number 80
September 14th
2002
__________________________________________________________
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,
Wow!
Such a rush. It´s about 7:30 and I have to finish writing this introduction.
Today is going to be a hectic day for Marina and me. Three big events to attend
: The Longman Annual Conference, the British Council Seminar and the English
Speakers Mega-event. We´ve got a special invitation for all three and we want to
attend all three. Will we be able to make it? Marina will as usual be at the
wheel (and at the helm!!!). But she´s a bit down the weather (some flu) so I´m
not sure whether she will stand the whole length of our expedition downtown (we
can rightly call it expedition because we very seldom go downtown and almost
never drive from one meeting to the other!).
Well,
everything is almost finished. This issue will get to you when the boys get up.
They
will send it to Yahoo and they will distribute it to you. I hope you get the
issue before Sunday. The whole Yahoo business takes a few seconds ( ! ) ,it is
two teenagers sleeping tight until mom and dad come back at 6:00 p.m. what
worries us.
Love
Omar and
Marina
In SHARE
80
1.-
Decade of the Brain.
2.-
5th Southern Cone Regional TESOL
Convention.
3.-
How we learn to talk.
4.-
Information from The British Council.
5.-
Historical Novels for Teens.
6.-
El Nacimiento del Lenguaje.
7.-
In Remembrance of 11th September 2001.
8.-
Centum and Trinity College Certificate TESOL.
9.-
English & Fun, A Website for Teachers of English.
10.-
Amazing English.
11.-
Seminar in Paraná.
12.-
Taller de Traducción.
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1.- DECADE OF
THE BRAIN
Our dear SHARER Maria Inés
Suarez Sancho from Lima, Perú wants to SHARE this article with all of
us.
Decade
of the Brain
Learning
another language offers both personal and professional benefits
The
1990s have been a decade of renewed interest in language learning. As always,
political and economic concerns play a major role in the nation's perception of
the value of learning a second language. In addition, there is now a growing
appreciation of the role that multilingual individuals can play in an
increasingly diverse society, and there is also a greater understanding of the
academic and cognitive benefits of learning other languages. During the past
five years in particular, researchers, policymakers, educators, employers,
parents, and the media have re-examined the advantages of foreign language
learning.
In
1989, a presidential resolution declared the 1990s the "decade of the brain,"
resulting in an increased level of research on brain development throughout the
1990s. Some of this research has analyzed the effect of language acquisition on
the brain. The results of these studies have generated media interest in how
early learning experiences including first and second language acquisition
promote cognitive development. For example, the Spring/Summer 1997 special issue
of Newsweek magazine was devoted to the critical first three years of a child's
life, indicating that there is a window of opportunity for second language
learning that begins when a child is one year of age. Numerous other magazines,
journals, and television programs have also explored the importance of early
language learning.
Most
experts are in agreement that making it possible for children to learn a second
language early in life is entirely beneficial. A summary of the many benefits of
learning a second language follows.
Benefits
of Second Language Learning
Personal
Benefits
An
obvious advantage of knowing more than one language is having expanded access to
people and resources. Individuals who speak and read more than one language have
the ability to communicate with more people, read more literature, and benefit
more fully from travel to other countries. Introducing students to alternative
ways of expressing themselves and to different cultures gives greater depth to
their understanding of human experience by fostering an appreciation for the
customs and achievements of people beyond their own communities. Ultimately,
knowing a second language can also give people a competitive advantage in the
work force by opening up additional job opportunities.
Cognitive
Benefits
Some
research suggests that students who receive second language instruction are more
creative and better at solving complex problems than those who do not. Other
studies suggest that bilingual individuals outperform similar monolinguals on
both verbal and nonverbal tests of intelligence, which raises the question of
whether ability in more than one language enables individuals to achieve greater
intellectual flexibility.
Academic
Benefits
Parents
and educators sometimes express concern that learning a second language will
have a detrimental effect on students' reading and verbal abilities in English.
However, several studies suggest the opposite. For example, a recent study of
the reading ability of 134 four- and five-year-old children found that bilingual
children understood better than monolingual children the general symbolic
representation of print. Another study analyzed achievement test data of
students who had participated for five years in immersion the most intensive
type of foreign language program.
The
study concluded that those students scored as well as or better than all
comparison groups on achievement tests and that they remained high academic
achievers throughout their schooling. Numerous other studies have also shown a
positive relationship between foreign language study and achievement in English
language arts.
All
of these results suggest that second language study helps enhance English and
other academic skills. Some studies have found that students who learn foreign
languages score statistically higher on standardized college entrance exams than
those who do not. For example, the College Entrance Examination Board reported
that students who had averaged four or more years of foreign language study
scored higher on the verbal section of the Scholastic Aptitude Test (SAT) than
those who had studied four or more years of any other
subject.
These
findings, which were consistent with College Board profiles for previous years,
suggest that studying a second language for a number of years may contribute to
higher SAT scores.
Societal
Benefits
Bilingualism
and multilingualism have many benefits to society. Americans who are fluent in
more than one language can enhance America's economic competitiveness abroad,
maintain its political and security interests, and work to promote an
understanding of cultural diversity within the United States. For example,
international trade specialists, overseas media correspondents, diplomats,
airline employees, and national security personnel need to be familiar with
other languages and cultures to do their jobs well. Teachers, healthcare
providers, customer service representatives, and law enforcement personnel also
serve their constituencies more effectively when they can reach across languages
and cultures. Developing the language abilities of the students now in school
will improve the effectiveness of the work force later.
Conclusion
Research
has shown that second language study offers many benefits to students in terms
of improved communicative ability, cognitive development, cultural awareness,
and job opportunities. Society as a whole also profits economically,
politically, and socially when its citizens can communicate with and appreciate
people from other countries and cultures. Parents and educators would be wise to
take advantage of the many available opportunities and resources for second
language learning for the benefit of children coming of age in the 21st century.
Kathleen M.
Marcos, Assistant Director, ERIC Clearinghouse on Languages and Linguistics
Center for Applied Linguistics. Adapted from "Second Language Learning: Everyone
Can Benefit," K-12 Foreign Language Education: The ERIC Review, Volume 6, Issue
1.
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2.- 5TH
SOUTHERN CONE REGIONAL TESOL CONVENTION
Our dear SHARERS from the
URUTESOL Board send us this announcement:
URUTESOL announces the 5th
Southern Cone Regional TESOL Convention: The Spirit of Languages
Dear
Colleagues,
Please mark the dates of
August 23 – 25 in your 2003 calendar!
The Southern Cone Regional Conventions have come full circle: we are
expecting you in Montevideo once again a year from now.
We hope to make this as
memorable an event as was our first one in 1995. To ensure this, we need your support and your active participation as presenters,
as attendants and as multiplying agents!
You will soon be receiving
our call for papers and more details. But please start spreading the word right
away.
You can contact us at the
following email addresses: ceciliairoz@hotmail.com
urutesol2001@yahoo.com and regular mail
at : Casilla 16056 Montevideo, Uruguay
Fondly,
The URUTESOL
Board
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3.- HOW WE LEARN TO TALK
Our
very dear friend Bernieh strikes back. This time with a revealing article
on the origins of language
and speech
from “The Sydney Morning Herald”
http://www.smh.com.au/news/0110/06/review/review5.html
"Brain scans are
revealing how we think and may help scientists discover how we learn to talk.
Deborah Smith reports."
The three-year-old's pleas are piercing and
persistent. "I want Elizabeth's blue dinosaur now!" Embroiled in the noisy
family battles that ensue when children begin to articulate their desires, it is
easy to forget what an extraordinary achievement such a cry
represents.
We are the only species to employ complicated syntax and a
large vocabulary to communicate. And many master much of it by three.As Darwin
noted in 1871: "Man has an instinctive tendency to speak, as we see in the
babble of our young children, while no child has an instinctive tendency to
bake, brew or write."
How does our brain do it?
This week geneticists
provided a clue, with the discovery of the first gene linked to speech. They
found it by studying the DNA of a London family, half of whose members cannot
talk intelligibly. The unfortunate British family have just one wrong "letter"
among the 6,500 letters that make up the gene, yet the impact is
profound.
The discovery opens up the tantalising possibility of comparing the
equivalent gene in chimpanzees and other primates, which could reveal how human
language evolved.
The gene, dubbed SPCH1, is also thought to control other
genes responsible for building the brain circuitry that underlies language and
speech, and the search is now on for them.
Other scientists, however, caution
that genes will never explain fully our unique ability to talk.
A University of Queensland
researcher, Dr Greig de Zubicaray, says it has long been known that if people
don't learn a language early enough in life, they will never be fluent in it.
"So the contribution of nurture to nature is tremendous in language."
De
Zubicaray believes the latest "non-invasive" brain-scanning techniques will do
much to help unravel the labyrinthine workings of the healthy
brain.
Previously researchers had to rely on people with brain damage -
those, for example, who lost the ability to name particular objects - to study
the complexities of human language.
De Zubicaray uses functional
magnetic resonance imaging, fMRI, in which a person lies encased in a powerful
magnet. The equipment measures changes in blood oxygen levels in different parts
of the brain as the person performs different mental tasks.
There are
restrictions in Australia on young children participating in these experiments,
even though kids often enjoy lying in claustrophobic tunnels they build
themselves at home, he says.
He believes comparing the brain activity
associated with language tasks from childhood up would be a promising
approach.
The prevailing wisdom is
that our brains automatically put different items into categories. If we are
asked, for example, to name the group to which a carrot belongs, we can do this
more quickly than if asked to name a group to which a carrot does not
belong.
De Zubicaray's brain-imaging studies show that the brain has to
suppress the normal "vegetable" category response before it can begin to
generate the new category answer.
In research to be published later this year
he has also studied the fact that people can quickly name a picture of a cat, if
they hear the word dog, but are slower if they hear a word from a different
category, such as box.
The brain-imaging results
show that two areas of the brain are active, one associated with interpreting
sounds of words, the other with processing concepts.
This supports the theory
that the brain is not like a computer, solving problems, step by step. Rather,
there is a feedback loop between different bits doing different things.
"It
is this multiplicity which makes the brain such a useful tool," he says.
The power of fMRI was
demonstrated in a study published last week by an American team, who claimed
they could tell which category of object people were looking at - such as faces,
houses, shoes and chairs - just from their brain activity.
Last month, an
unusual study of three children with profoundly deaf parents found that the
babies began to babble silently in sign language.
This finding supports the
theory that vocal babbling is not just jaw exercises but a critical first step
in learning to speak.
Other recent language
research is more practical, showing that young children learn to speak more
quickly when parents use single words in isolation - an instinctive
tendency.
And reading and rhyming games are good. The better infants are at
distinguishing the different parts of words, the better they will be later using
more complex language, researchers say.
Visit Bernieh´s Website
: http://www.bernieh.com.ar/
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4.- INFORMATION
FROM THE BRITISH COUNCIL
Our dear
SHARER Mary Godward writes to us:
Words on Words - John
Burnside
We regret to inform you that
John Burnside has been forced to cancel his visit to Argentina due to emergency
surgery to his eyes. We know he was looking forward to his visit so this is a
great disappointment for him as well. As soon as he recovers we will try and
re-schedule his events for November. All other Words on Words events will go
ahead as originally planned.
Therefore there will be
slight changes to our original Words on Words
programme:
1.
September 14 and 18 (Events for teachers in Buenos Aires and Córdoba)
There will be no changes to
the starting and finishing times announced. We will start at 0845 and end at
1600. We will not have John Burnside's session on creative writing or his
reading but the other three visitors will run slightly longer
sessions.
2.
September 16 (Events for students in Buenos Aires)
All events will keep to the
programme as originally planned except for:
The two creative writing
workshops by John Burnside have been cancelled and all students who had enrolled
will be reimbursed. We hope to hold these workshops in November and the students
who had enrolled will be given first choice.
The storytelling
workshop by Jan Blake has been moved from 1100-1300 to 0900-1100. We will
contact all students who have enrolled to inform them of the
change.
3.
September 17 (Events for students in Córdoba)
There are no changes to
this programme.
We apologise for any
inconveniences these changes may cause. Should you have any doubts, please feel
free to contact us or check our web pages for an updated programme of events.
The British
Council
M T de Alvear 590 -
4th Floor - C1058AAF Buenos Aires
Tel (011) 4311 9814 /
7519 -Fax (011) 4311 7747
info@britishcouncil.org.ar
<mailto:info@britishcouncil.org.ar>
www.britishcouncil.org.ar
<http://www.britishcouncil.org.ar>
------------------------------------------------------------------------
5.- HISTORICAL
NOVELS FOR TEENS
Teaching
ESL to teens? Looking for material for your Literature or History classes? Hear
what Sarah Schutte sschutte@swbell.net has got to
say:
I
teach 8th grade Reading/Writing Workshop with mainstreamed ESL students,and some
of the historical novels I've used in the past are:
My
Brother Sam is Dead
by James Lincoln Collier
Young
Tim is caught between his brother's patriotism and his father's Tory sympathies,
in this classic story of the American Revolution.
Nightjohn
by Gary Paulsen
A
searing picture of slavery, sometime in the 19th century at an unspecified place
in the South. A slave risks all to learn to read and write and to teach
others.
Stowaway
by Karen Hesse
To
11-year-old Nicholas Young, the tall masts of the exploratory ship Endeavour
look like an answer to his fervent prayers. On the run from his demanding father
and the cruel butcher who employed him, Nick finds adventure beyond his wildest
imaginings when he stows away on the ship of legendary Captain James
Cook.
My
Name is not Angelica
by Scott O'Dell
In
the last novel completed before his death, Scott O'Dell once again expresses his
horror at the degradation of human enslavement. Narrated by the
sixteen-year-old
heroine
is the story of a group of Africans abducted and taken to what was then the
Danish West Indies – a tale of tragedy and heroism that culminates in the great
slave revolt of 1733.
Fever
by Laurie Halse Anderson
It's
1793. Yellow fever is sweeping
through Philadelphia, and for young Mattie, the epidemic begins with the sudden
death of a friend.
-----------------------------------------------------------------
6.- EL NACIMIENTO DEL
LENGUAJE
The
following is a reproduction of an article published in “La Nación” last Monday
2nd September.
Estudian
el nacimiento del lenguaje
Hasta
ahora los científicos nunca habían podido determinar si el balbuceo de los bebes
es fundamentalmente lingüístico o simplemente una actividad de ejercicio motor.
Sin embargo, según un equipo de investigadores de Dartmouth, Estados Unidos,
existe una relación sólida entre el balbuceo y los centros de procesamiento del
lenguaje del cerebro.
Un trabajo que se publica en la última edición de
Science, realizado por la doctora Laura Ann Petitto, profesora del Departamento
de Ciencias del Cerebro de Dartmouth, y Siobhan Holowka, de la Universidad
McGill, de Montreal, Québec, muestra que los bebes balbucean abriendo más el
lado derecho de la boca, lo que indica actividad en el hemisferio izquierdo,
donde se encuentran los centros de procesamiento del lenguaje. Los
investigadores afirman que "es la primera vez que se demuestra una
especialización cerebral del hemisferio izquierdo en la producción de lenguaje
de los bebes, tal como ocurre en los adultos. Esto sugiere que el cerebro se
especializa en las funciones del lenguaje a muy temprana edad".
Asimetría
derecha de la boca es la frase utilizada para describir el hecho de que el
lado derecho de la boca se abre un poco más que el izquierdo al hablar. El
cerebro realiza una corrección de esta disparidad, de modo que nos es
virtualmente imperceptible. Los científicos estudiaron la asimetría derecha de
la boca en adultos para detectar daño cerebral después de ataques
cerebrovasculares. Estos estudios arrojaron un índice de lateralidad, que
es una medida de la asimetría. Holowka y Petitto son los primeros en aplicarlo
al estudio del lenguaje en los bebes. Los científicos estudiaron videos de diez
bebes de entre cinco y doce meses, cinco que estaban aprendiendo inglés y cinco,
francés. Luego, dos codificadores independientes que no conocían cuál era el
objetivo del trabajo asignaron un puntaje a pasajes seleccionados al azar
utilizando el índice de lateralidad. "Encontramos que todos tenían asimetría
derecha cuando balbuceaban, cuando no balbuceaban no tenían asimetría y tenían
asimetría izquierda cuando sonreían", afirmó Petitto.
Ahora están viendo si
este método puede utilizarse para determinar si hay problemas de desarrollo
lingüístico incluso antes de que un bebé pueda decir su primera
palabra.
--------------------------------------------------------------------------------
7.- IN REMEMBRANCE OF 11th SEPTEMBER
2001.
Our
dear SHARER Graciela Brizuela from San Salvador de Jujuy writes to us:
Dear
friends,
I
received this beautiful poem and I want to share it with you all.
Even
the most painful events in our lives have a possitive side. Here, after the
disaster we have a wonderful lesson, let us all profit from
it,
Love,
Graciela
kreibri@arnet.com.ar
If I knew it
would be the last time
that I'd see you fall asleep
I would tuck you in
more tightly
and pray the Lord your soul to keep.
If I knew it would
be the last time
that I see you walk out the door,
I would give you a hug
and kiss
and call you back for one more.
If I knew it would be the
last time
I would be there to share your day,
well I'm sure you'll have so
many more,
so I can let just this one slip away.
Tomorrow is not
promised to anyone,
young or old alike.
And today may be the last
chance
you get to hold your loved one tight.
---------------------------------------------------------------------------
8.- CENTUM AND
TRINITY COLLEGE CERTIFICATE TESOL
Our very dear SHARER Ana
María R. de Bergel sends this message:
In
1997, CENTUM Language Services became the first centre for Trinity College
London's Certificate in Teaching English to Speakers of Other Languages
(CertTESOL), an internationally-valid certification and, a most original
teacher-training course taught through Project Work. It can boast an enormous
success, so much so that in 2003, three teams of CENTUM tutors will be teaching
the course simultaneously in the south and west of the Province of Buenos
Aires and at CENTUM, Bartolomé Mitre 811, 4º, Capital
Federal.
The
host institute in Quilmes will be Practical English Teaching, headed by Mirtha
Polla. To present the course in Quilmes, P.E.T. and CENTUM will be holding a
special seminar at the Quilmes High School on October 5th, from 11:00am to 1:00
pm. The course director, Ana María R. de Bergel, will explain the components of
the programme and David Shepherd, holder of a CertTESOL degree, will then
discuss his experiences as a trainee. Longman, Stratford Books Service and
Together Educational Consultancy and the Quilmes High School itself will be
sponsoring the event.
Admission
is free of charge. For further information and enrollment, please contact
CENTUM: 4328-2385/15-5110-4977 or centum@velocom.com.ar
Lic.
Ana María R. de Bergel
Coordinator
- English
CENTUM
Language Services
------------------------------------------------------------------------------
9.- ENGLISH AND
FUN: A WEBSITE FOR TEACHERS OF
ENGLISH.
Our
dear friend and SHARER Alejandra Jaime writes to us with more details about her
well known “English and Fun” .
ENGLISH
& FUN is a
team of Teachers of English, BA´s in Education and graphic designers , who want
to accompany the teachers and help them in their daily
work
by
providing them with photocopiable activities, games, suggestions, tips, ideas,
songs, comics, flashcards...
We
know the importance of teaching English as a second
language
We
believe that variety is the key to motivate students in their learning
process
We
think:
motivation
has a strong effect on a student's success or failure.
variety
means involving students in a number of different types of activity and materials.
children
learn by doing, playing, interacting and exploring.
teachers
need to make their groups interesting.
Visit
our website
: http://
www.welcometoenglishandfun.com
You’ll
find lots of Sections !!! :
Events
: information
about seminars, workshops, courses and
presentations
Interviews
and Opinions : - articles written
by different well-known ELT professionals
Photocopiable
Materials : - exercises, calendars, cards and pictures, hand-made activities,
games and strip-cartoons
Kids
: games and funny activities
Wallpapers
: wonderful pictures !!!
Forum:
- a platform for discussion, debate and action on the key issues of
ELT
Classified
Ads : - offer and ask for professional services free of
charge
Links
: - Book publishers and stores/ ELT Resources / Professional Support /
Institutes
Suggested
Materials
Grammar
Corner : - activities designed to focus on the use of particular items of
grammar
Completely
free !!!!!!! You don’t have to pay for anything
!!!
www.welcometoenglishandfun : The website everybody is talking about
!!!
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10.- AMAZING
ENGLISH
Our
dear SHARER Laura Rostan sent us
this incredible sample of the most incredible English you might hear from Room
Service at a hotel somewhere in Asia.
TENDJEWBERRYMUD
It's
amazing, you will understand the word on the second line by the end of the
conversation....Read aloud for best results (and some semblance of
comprehension).
Room
Service (RS): Morny. Ruin sorbees.
Guest
(G): Sorry, I thought I dialled room-service.
RS:
Rye...Ruin sorbees... morny! Djewish to odor sunteen?
G:
Uh...yes... I'd like some bacon and eggs.
RS:
Ow July den?
G:
What?
RS:
Ow July den?...Pry, boy, pooch?
G:
Oh, the eggs! How do I like them? Sorry, scrambled,
please.
RS:
Ow July dee baychem... crease?
G:
Crisp will be fine.
RS:
Hokay. An San tos?
G:
What?
RS:
San tos. July San tos?
G:
I don't think so.
RS:
No? Judo one toes?
G:
I feel really bad about this, but I don´t know what judo one toes
means.
RS:
Toes! Toes!...Why djew Don Juan toes? Ow bowsinglish mopping we
bother?
G:
English muffin! I've got it! You were saying Toast. Fine, yes, an
English
muffin
will be fine.
RS:
We bother?
G:
No ...just put the bother on the side.
RS:
Wad?
G:
I mean butter, just put it on the side.
RS:
Copy?
G:
Sorry?
RS:
Copy...tea...mill?
G:
Yes. Coffee please, and that´s all.
RS:
One Minnie. Ass ruin torino fee, strangle ache, crease baychem,
tossy
singlish
mopping we bother honey sigh, and copy...rye?
G:
Whatever you say
RS:
Tendjewberrymud
G:
You're welcome.
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11.- SEMINAR IN
PARANÁ
Our
dear SHARER Diana Waigandt carwaig@gamma.com.ar
writes to us with an invitation for all the SHARERS in
Litoral.
The
"Asociación Argentina de Cultura Inglesa" in Paraná and "Stapley Educational
Services" invite you and your colleagues to two talks by Pierre Stapley, which
will be given on: Saturday 28th September 2002 in Paraná, Province of Entre
Ríos.
Saturday
28th September 2002
08:30
- 10:00 "Everyday Expressions with a Sprinkle of
Idioms"
10:30
- 12:00 "Cockney Influence on the English Language
Today"
15:30
- 19:00 "Life In The UK"
Venue:
Asociación Argentina de Cultura Inglesa - Alem 140 - Paraná, Entre
Ríos
Registration:
Asociación Argentina de Cultura Inglesa, Alem 140, Paraná.- Tel:
(0343) 4316384
Fee:
Teachers: $10 - Students: $5
------------------------------------------------------------------------------------------------
12.- TALLER DE
TRADUCCIÓN
Our
dear SHARERS from Círculo de Traductores Públicos de Zona Norte announce:
"Taller
de traducción inversa (castellano / inglés) sobre derecho civil y comercial
(sustantivo y procesal)"
Dr.Ricardo
Chiesa, T.P. y abogado. Ex profesor titular de Traducción IV (UBA). Director del
Programa Especial de Inglés Jurídico para abogados (Universidad
Austral)
Temario
Aspectos
de Derecho Sustantivo:
Pesificación
de deudas
Emergencia
económica
Caso
fortuito, hechos del príncipe y teoría de la
imprevisión
Mora,
intereses y anatocismo
Cláusula
penal
Efecto
retroactivo de las leyes
Aspectos
de Derecho Procesal:
Recurso
de apelación
Expresión
de agravios
Estructura
y ritualismos de una sentencia de cámara
Modalidad de Trabajo
Se trabajará sobre el texto de una sentencia reciente de Cámara, que será
enviado a todos los inscriptos con anterioridad al inicio del curso para que
puedan leer la resolución, familiarizarse con su estructura y contenido, y traer
preparada una primera versión de las porciones que se indicarán oportunamente.
Los envíos se realizarán vía e-mail.
Se señalarán párrafos completos para su traducción al inglés. Se estima
que se traducirán al inglés aproximadamente 2.500 palabras. No obstante, se
entregará el texto completo de la sentencia (aproximadamente 6.600 palabras)
para una adecuada comprensión del contenido y un correcto trabajo de traducción
en contexto.
Se traducirán también diversas unidades de sentido especialmente
seleccionadas y subrayadas o coloreadas en el
texto.
Se proveerá tanto el marco teórico indispensable como la terminología
apropiada, en castellano e inglés, para explicitar los conceptos discutidos en
la sentencia.
Fechas:
29 de septiembre, 5 y 19 de octubre
- Horario: 10:00 a 13:00
Arancel:
no asociados: $75; asociados:
$60
Informes
e Inscripción: Martes y Viernes de 10 a 12 en la sede San Isidro 4732-0303 int.
22. Otros horarios: 4735-0772 Inscripción en Capital: Santa Fe 882 6to. "E" Te.:
4314-4964 (9 a 17). Consultas: mib@fibertel.com.ar
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Today
we will say goodbye with a message that our dear SHARER Pablo Fornaro has sent
us . It was written by (and reflects all the immense wisdom of) Helen
Keller.
On
People and Life
It
is beyond a doubt that everyone should have time for some special delight, if
only five minutes each day to seek out a lovely flower or cloud or a star, or
hear a verse or brighten another dull task. What is the use of such terrible
diligence as many tire themselves out with, if their always postpone their
exchange of smiles with Beauty and Joy to cling to irksome duties and
relations?
Anyone
who, out of the goodness of his heart, speaks a helpful word, gives a cheering
smile, or smoothes over a rough place in another's path knows that the delight
he feels is so intimate a part of himself that he lives by
it.
HAVE A WONDERFUL WEEK
!
Omar and
Marina.
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SHARE
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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://groups.yahoo.com/sharemagazine
VISIT OUR WEBSITE : http://www.shareeducation.com.ar There you can
read all past issues of SHARE in
the section SHARE ARCHIVES.