October 2005 - issue 10/05
Welcome to the October Newsletter.
How long are we going to have the privileged position that the
English language holds? Here's a recent article on the rise of
Chinese whispers as lingua franca
China's economic power is changing attitudes to Mandarin in
southeast Asia, but while the number of learners is growing,
English retains its dominance in the region, for now, reports
Friday September 23, 2005, Guardian Weekly
The banner outside the Beijing Mandarin school in south Jakarta
could not have been much bigger without trespassing on the
neighbouring properties. "Intensive Immersion Mandarin, sign up
now for our special summer programme!" it read in unmissably
large letters. The 10 cars parked outside suggested that a
healthy number of people had already immersed themselves.
"It's the way forward for us here in Indonesia and around the
region," said Dedy Subroto, an entrepreneur, as he came out of
his fifth lesson. "China is taking over and if we want to be
successful we've got to be able to speak Mandarin. It's that
simple." The mushrooming of similar schools across the capital -
data from the Indonesian education ministry indicates that there
has been a 500% increase in the past two years, from an
admittedly very low base - and the whole of southeast Asia, if
anecdotal evidence is to be believed, suggests that many people
share Subroto's sentiments.
Despite this, few experts believe that Mandarin, or any other
language - and realistically there is no other alternative - will
topple English as the region's lingua franca. When considering
any sector, political, economic, cultural or linguistic, English
still appears to score very much higher than Mandarin, they say.
"[English] has got a critical mass as it's used in all sorts of
functions around the world," said Christopher Stroud, a lecturer
in postcolonial multilingualism at the National University of
Singapore. "It does have a momentum and there's an institutional
inertia that's built up around English. It's a major global
The result is a virtuous circle of supply and demand, which is
strengthened by English being perceived as a neutral language in
southeast Asia - the reason it was adopted as the lingua franca
of the Association of Southeast Asian Nations (Asean), the
region's political grouping.
"English is co-owned by everyone who speaks it in the region
because no country has it as their native tongue," explained Andy
Kirkpatrick, a research professor at the School of Languages and
Intercultural Education at Curtin University of Technology in
Perth, Australia. "That isn't the case with Chinese."
A consequence of this, which benefits English in its attempt to
retain top spot, is that people are learning it for extrinsic
rather than intrinsic reasons, according to Simon Colledge of the
British Council's Indonesia office. "[People studying English]
are not interested in the culture of the English-speaking nations
so much: it's rather that they know that a good career and travel
demand some English," he said. "The same is true for Mandarin but
not to the same extent."
One manifestation of this is that for some years Malaysia has
taught subjects such as maths and science in English and the
Thais look set to go down the same route, initially in private
schools. "This policy will cause big changes in the country's
education system and it is an important step," local media quoted
the deputy education minister, Rung Kaewdaeng, as saying in June. "If it is successful, it will be adopted in state schools and
This drive to increase people's exposure to English does not mean
everyone speaks the same version of the language, says Professor
Koh Tai Ann of Singapore's Nanyang Technological University and
chairman of the nation's Speak Good English Movement. "In
addition to standard English there's Manglish, Taglish, Japlish
and Singlish, to name but a few," she said, referring
respectively to the varieties spoken in China, the Philippines,
Japan and Singapore. "They're usually totally intelligible only
to the locals."
Standard English is becoming more pervasive, however, through
culture and the internet, which is helping people to learn it
more easily, Colledge believes. "There has been a generational
gap," he said. "The older generation, those aged 30-plus, have
had to learn English. But now what you see around the cities is
kids who are absorbing the language rather than just studying it
Conversely, while Chinese-language characters are becoming
slightly more ubiquitous across the region, the vast majority of
people can't even pronounce them, let alone understand them. "The
script militates against its rapid growth as a lingua franca,"
said Kirkpatrick. "The effort required to master its writing
system is just so much greater than English."
Developments in China are also helping to consolidate English's
supremacy. "The Chinese themselves are learning English in
droves," Koh said. "The man in the street in China wants to learn
and practise his English. While in Singapore we have 'Mandarin
Cool', in China it's 'English- Hot' in the run-up to the 
Olympics [in Beijing]."
Colledge believes something more subtle is also happening for a
tiny elite: transnational education, which helps people learn
both Chinese and English. "We're seeing people wanting to go to
university in China, but to a British or American one that has
set up a campus there," he said. "The medium of instruction is
English but the students will need Chinese to survive."
This reflects another trend: that English by itself will not be
sufficient, Kirkpatrick predicts. "People will have to have
English plus one at the very least to be successful," he said. "If you can only speak English, you'll get left behind."
Parents of young children are already appreciating this. Monika
Rudijono, an advertising executive in Jakarta, speaks to her
three-year-old daughter, JC, in Indonesian, sends her to an
English-language pre-school and is weighing which Mandarin course
to enrol her on. "The only problem is the practice," she says."I'm worried that JC won't have anyone to talk Chinese with."
But if the growth of Mandarin continues at its current meteoric
rate, that might not remain a snag for too much longer.
This month we have more articles from past authors - Steve
Schackne tells us what he thinks of grading students, Richard
Kiely continues his series of articles on the role of television
in the ELT classroom & & Kendall Peet looks at the teaching of
vocabulary. Check out the Teaching Links section for an
interesting dialogue to use in class.
At DevelopingTeachers.com we occasionally carry out consultancy
work. The different projects have included tutoring DELTA
candidates by email, offering advice on curriculum design &
materials choice & short training courses in person & by email.
If you would like us to help in any way, please do not hesitate
to get in touch.
A lot more free Google GMail accounts to give away - if
interested, get in touch.
1. THE SITE
3. TEACHING LINKS
4. DAYS OF THE MONTH
5. BOOK REVIEW
6. WEEKLY TEACHING TIPS
7. PS - Internet/computer-related links
8. THE BIT AT THE END
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1. THE SITE - ARTICLES
The Common Sense Approach: Grades and ESL by Steve Schackne at
the University of Macau Introduction
I have always felt that the quality of an ESL program was
directly proportional to the amount of time spent on curriculum
development and inversely proportional to the amount of time
spent calculating, arguing about, curving, submitting, (and doing
whatever you will) with grades; that is, teachers who spend more
time on developing useful curriculum tend to serve students
better than teachers who spend more time on the grading. An
oversimplification, perhaps, but after 25 years working with
countless schools where "numerical" grades are pored over,
analyzed, adjusted, recorded, and, where the results tend to
unfairly stigmatize or anoint students, I have come to the
conclusion that a new, common sense approach to grading ESL
students is needed.
Most educators will tell you that a primary purpose of grading is
to provide feedback to students, not to rank them. But often, the
reality is just the opposite. An isolated numerical grade can
tell a student where he or she stands in relation to classmates,
but not how good or bad the student's English is, and certainly
not what areas need improvement. There are several reasons why
numerical and letter grades (A-F) are both unsuitable for
First, language classes deal with a skill, unlike content classes
which focus on a finite body of knowledge which has to be
mastered in a set period of time. Skills take longer to master
and the speed with which they are mastered tends to vary and
fluctuate. Language students, like high school athletes, learn at
differing speeds, and evaluating them at any point in the process
is a bit like catching a falling knife. Dudley Bradley, ex-
University of North Carolina basketball player, was a hindrance
to the team his first two years, but blossomed into a star in his
last two years. What grade do we give Mr. Bradley?...a "c"? The
truth is he took a bit longer to learn the skills than some
others on the team, but he arrived at the same point in his
senior year. So it is with language students who move at
different speeds based on their elapsed time and attendant time
in language study, are exposed to different inputs affecting
their skill acquisition, and pass through stages, such as"interlanguage" and "fossilization" which further complicate any
short term evaluation.
Second, grading systems themselves tend to obscure and obfuscate.
Pre grade inflation, a "gentlemanly c" was supposed to represent
average, if undistinguished, performance. Now, with grade
inflation, a "c" is considered abysmally substandard. The result
is a cluster of high grades which do nothing to distinguish
performance or highlight strength and weakness. Several schools
are making good-faith attempts to reverse grade inflation, but
even this healthy reform can have negative side effects--I have
several B- students who could handle graduate work at non-elite
American universities, but the admissions panels at these schools
would likely penalize these students for such a grade.
Another confounding variable is the difference between U.S. and
Western European grading standards; a 75 is the traditional
average in the U.S. and 85 or higher is the current average at
many schools. In Europe, the numbers are skewed downward with 65
often reflecting average performance. Granted, the "translation"
of the grade into a letter can minimize confusion, but grade
inflation renders even this adjustment misleading.
Finally, personality appears to play a greater role in the ESL
class than in a content class. In content classes the
relationship is often between the student and the material. This
is especially true in large lecture halls with many students
where the teacher is physically distant from his audience. The
teacher-student relationship in the language class, however,
takes on greater importance because language involves an
interpersonal dynamic that is not always present in the large
lecture hall. The student's personality, how outgoing or shy she
is, body language, and other sociolinguistic features of
language, can often unfairly influence a grade. Shy students
grading lower because they don't attempt to produce as much as
outgoing students is an example of this.
If numbers and letters don't succeed in giving students
meaningful feedback, what is the solution? Well, conferencing
with students to explain what areas need improvement is a good
first step-this offers the advantage of giving students something
they can "take to the bank," instead of a simple number or letter
they might not agree with. Since language levels are most often
defined using broad descriptive categories-beginning,
intermediate, advanced-this could also be employed in language
classes. I recommend three simple grades, P (pass), F (fail), HP
(high pass); this would include all students, recognize
excellence, and avoid often questionable distinctions within the
large middle group. This approach is even more practical given
the fact that many ESL courses are "service" courses for other
departments-the engineering, sociology, and business department
deans are less interested in "the grade" than whether the student
can handle the basic English necessary to perform in their
departments. Moreover, many government organizations and private
employers have their own qualifying exams and criteria; the
reliance on classroom grades is currently on the wane in the
global marketplace. All of these factors make traditional grading
less relevant in today's changing world.
I once asked two EFL students what the difference was between a
76 and a 78. Their reply was silence. I then asked a faculty
member. His reply was, "no difference, but there is a difference
between a 70 and an 80." How much difference? And does it justify
the time we spend recording, calculating, and disseminating these
numbers? Granted my [P,F,HP] model may need some tweaking if "P"
is really to be a base standard; perhaps P could be 70-84, F
under 70, HP 85 and over. This, of course, may not be an ideal
solution, and a fourth general distinction, maybe LP for low
pass, might need to be added. Whatever the solution, most EFL-ESL
grading systems need reform of some kind. The cost in teacher
hours and student angst just isn't worth it any more.
To view the article
Cultural mirrors - Television drama in the EFL classroom Richard
In the first article in this series, I explored some ways in
which television can be a valuable resource for the EFL or TESOL
teacher. In this article I describe my experience with a short
segment of a British TV comedy in 6 classroom settings over two
years. The lessons start with my language teaching aims - a focus
on Language Use, followed by an examination of Language Forms.
These are soon appropriated by the students (mainly upper
intermediate/advanced) who develop a focus on Language as Social
Practice. This involves two aspects of learning Culture: i)
learning about British culture, and ii) learning about the
relationship between culture and language through relating the
social interaction in the television segment to their own social
and cultural context.
In this article I set out some background details of the TV
programme and my own reasons for using it. Then in a table I set
out the 6 instances of classroom use, and how it gradually moved
from being a teacher-led activity to a student-led project. In
the final section I relate this to some wider issues in teaching
culture in (and beyond) the EFL classroom.
The social context of television viewing
Television is an important mass medium for both information and entertainment, a cultural phenomenon which prevails in most
societies. It is thus a culturally shared phenomenon, occupying a
central place in family life in a range of socio-economic
contexts in different parts of the world, and differing only in
such respects as:
- time for TV viewing, say morning and/or evening;
- place for TV viewing, say a bedroom or a communal space; and
- silence or ongoing conversation while TV viewing.
Television viewing was thus, for my students a major cultural
practice in their home communities which continued in their daily
routine with host families in Britain. It was also the dominant
context of interaction and communication with members of the host
family - students reported discussing a range of TV programmes in
these contexts, and having 'British' aspects of the programmes
explained to them. It may be that communal TV viewing of this
type presents opportunities for, in socio-cultural learning terms
(Lantolf 2000), scaffolded interactions which facilitate
communication and learning. The visual and contextual clues in
the broadcast material, together with glosses, comments and
queries from host family members provides an enhanced opportunity
for comprehension and engagement, as well as a context for
response and discussion. Thus, for learners residing in the
target language communities, especially where they live with host
families, television is an opportunity for learning which
activities in the classroom might be expected to initiate,
prepare for, and support.
Television is not only characterised by the local or context-
specific. There have always been shared generic formats for
television programmes in different contexts - films, news, etc.
This sharing might be seen as increasing, with game show and quiz
programme formats such as Blind Date, Big Brother and Who Wants
to be a Millionnaire? representing a form of globalisation and
universal branding of programme formats. The representation of
drama on television presents a slightly different case: there are
common formats with predictable narratives, such as soap opera
and police drama, but the differences are significant. Drama
represents relationships and interactions which are configured by
community and linguistic norms. TV drama thus provides a useful
resource for exploring cultural differences and similarities and
engaging with the language features which encode these in the EFL
classroom. The TV drama which this article is based on is The
Royle Family, a situation comedy made for and broadcast by the
BBC in 1997-1999.
To view the article
Teaching vocabulary to L2 learners by Kendall Peet
I have written this article for EFL/ESL teachers interested in
improving their approach to teaching vocabulary. Because I am
primarily interested in teaching, this article will focus on the
practical aspects of teaching vocabulary, with attention paid to
theory only where it relates directly to teaching practice. It is
my hope that this article will provide teachers with an overview
of some of the most important issues to be considered when
teaching vocabulary and possibly answer some, if not many, of the
questions teachers may have in regard to teaching vocabulary.
Within the context of this article, any reference to vocabulary
includes the base form of a word, its inflections and
derivatives, and lexical phrases or chunks, which constitute a
major portion of the English language (Lewis: 1993, 97). I have
chosen to include lexical phrases in the definition because, like
words, they can often be taught as a single unit of meaning.
What vocabulary to teach?
How do you currently decide what vocabulary to teach? When I
first started to teach I remember what a panic I was in trying to
decide what to teach. My only guide for teaching vocabulary at
that time was my high school teachers who used to hand out a
vocabulary list of twenty words at the start of each week, to be
memorised and tested the following week. I remember sitting at my
desk flicking through a dictionary wondering how on earth I was
going to select twenty words for that week, growing increasingly
despondent. It was a puzzle to me how anyone could possibly
select any finite list of words with authority from the seemingly
infinite. I never did finally decide upon a list. What I did do
instead, which I am sure is the approach taken by many teachers,
basically entailed reading through a given text, that was to be
used in class, and selecting words to focus on that I thought the
learners might not know. It wasn't particularly systematic, but
it was the best I could do. Since my early days of teaching, I
have come to learn much more about the art of teaching
vocabulary, believing strongly in the effectiveness of a student-
centred approach, which places much of the onus of decision
making in the hands of the learners. Of course it is true that
the teacher often knows what is better for a learner than the
learner, however, I also believe that it is important for
teachers to be sensitive to the learner' needs. Therefore, in
answering what to teach, I try to determine the real needs of the
learners on an ongoing basis, using both formal and informal
means of assessment: take-home questionnaires, 1-2-1 interviews,
classroom observation, marking written work, and class tests.
To determine the real needs of the learners, it is useful to
first draw a distinction between productive language and passive
Productive language or Passive language
In general, we can define productive language is that which a
person uses to speak or write and passive language as that which
is used in the process of listening or reading. In the case of L1
acquisition, the natural progression is from passive language,
listening, to productive language, speaking, with reading and
writing coming later. In regard to leaning a second language,
there is strong argument for the learning process to follow a
similar path. However, due primarily to commercial and time
constraints, and taking into account the fact that learners have
already learnt the concept of many words in their L1 that can be
easily transferred to their L2, it is common practice for there
to be a considerable focus on productive language from the very
start of L2 acquisition, with a natural shift toward passive
language occurring as the learner progresses toward L2
proficiency. Therefore, when deciding what vocabulary to teach,
teachers first need to be able to distinguish between passive and
productive vocabulary to ensure that priority is given to
Do you focus on productive or passive language in the classroom?
How can you determine whether a particular word is productive or
To view the article
Thanks to Steve, Richard & Kendall.
ARTICLES - If you've given a course or seminar or have a lesson
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TO GET IN TOUCH
No ordinary Master's: become an action researcher with Aston
University's MSc in TESOL Aston University Language Studies Unit:
A couple of recent posts:
Dqueen has a request:
Hello everyone, I am supposed to make a presentation to my
colleagues on interesting classroom activities. I am in urgent
need of some ideas. My main activity is using madlibs, but I need
more. By the way, I live in Turkey and teach English as a second
language. I teach primary school kids but the ideas can also be
applicable to middle school students. I want to introduce
different games or activities other teachers can play with their
students when they teach grammar and the four skills. It would be
very nice if these activities are not much heard of. Thanks
alessia would like to know:
I'm a 20-year-old girl. I study law at University in my country.
I have a good knowledge of English and French language. I have
recently taken the Proficiency Cambridge exam and would like to
taken Celta and Delta. I looked up in the Cambridge esol site but
I found out I should have some previous teaching experience
beside that I should follow a course there. I usually give
private lessons to many children living in my neighbourhood for
free even if I don't have any certificates which state this
activity. As I told before I study law and I'm getting my degree
in 2year time. Please help me giving further details about these
certificates from the lowest ones to the highesthttp://forum.developingteachers.com/viewtopic.php?t=665
I know that a reliable school in Ho Chi Minh City, Vietnam is
looking for foreign lecturers teaching Business subjects, such as
Economics, Financial, Accounting, Statistics, Organizational
Behaviour, E-commerce, Hospitality Management. Requirements are
University degree in the teaching subject, plus relevant teaching
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Joy ETEC offers:
Hi my name is Joy working for ETEC agency. Are you looking for
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Cliff has some job offers:
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AYUSA International is a non-profit high school foreign exchange
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recruiting and interviewing host families, providing ongoing
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Lots of different Forums to choose from. Check them out. Post
your jobs, your CV, your questions, finds on the net, ideas,
activities, questions, grumbles, suggestions, your language
courses, your training courses...they are there for you to use.
3. TEACHING LINKS
If you have visited a site that you think would be beneficial for
all or would like your site to appear here, please get in touch.
English language in British from the BBC.
'Extraordinary stories from everyday people.' MP3n downloads -
excellent short authentic listening materials.
A conversation between George Bush & Condoleezza Rice that might
make a fun, interesting dialogue analysis & practice. Change the
names to suit.
George: Condi! Nice to see you. What's happening?
Condi: Sir, I have the report here about the new leader of China.
George: Great. Lay it on me.
Condi: Hu is the new leader of China.
George: That's what I want to know.
Condi: That's what I'm telling you.
George: That's what I'm asking you. Who is the new leader of
George: I mean the fellow's name.
George: The guy in China.
George: The new leader of China.
George: The Chinaman!
Condi: Hu is leading China.
George: Now whaddya' asking me for?
Condi: I'm telling you Hu is leading China.
George: Well, I'm asking you. Who is leading China?
Condi: That's the man's name.
George: That's who's name?
George: Will you or will you not tell me the name of the new
leader of China?
Condi: Yes, sir.
George: Yassir? Yassir Arafat is in China? I thought he was in
the Middle East.
Condi: That's correct.
George: Then who is in China?
Condi: Yes, sir.
George: Yassir is in China?
Condi: No, sir.
George: Then who is?
Condi: Yes, sir.
Condi: No, sir.
George: Look, Condi. I need to know the name of the new leader of
China. Get me the Secretary General of the U.N. on the phone.
George: No, thanks.
Condi: You want Kofi?
Condi: You don't want Kofi.
George: No. But now that you mention it, I could use a glass of
milk. And then get me the U.N.
Condi: Yes, sir.
George: Not Yassir! The guy at the U.N.
George: Milk! Will you please make the call?
Condi: And call who?
George: Who is the guy at the U.N?
Condi: Hu is the guy in China.
George: Will you stay out of China?!
Condi: Yes, sir.
George: And stay out of the Middle East! Just get me the guy at
George: All right! With cream and two sugars. Now get on the
4 . DAYS OF THE MONTH
A few days to plan your lessons around in October:
3rd - Reunification Day in Germany
5th - World Teacher's Day
9th - John Lennon's birthday
10th - World Mental Health Day
12th - Columbus Day
24th - United Nations Day
29th - Internet First Created - 1969
31st - Halloween
To see the list of Days
Wikipedia's excellent focus on days of the year:
Some holiday origins.
5. BOOK REVIEW
New reviews are up of 'Listening Extra' by Miles Craven,
'Speaking Extra' by Mick Gammidge, 'Writing Extra' by Graham
Palmer & 'Reading Extra' by Liz Driscoll in the Resource Books of
Multi-level Skills Activities (Cambridge Copy Collection). Here's
how the review starts:
'The Resource Books of Multi-level Skill Activities (Cambridge
Copy Collection) are a very useful addition. The four books
provide that much sought after supplementary material that
teachers need to make the coursebook a bit more interesting. They
can also be used as the basis for the course itself.'
To read the review
If you're going to Amazon.com or Amazon.co.uk then please go
through our Books page. You will pay the same & we will receive a
few pennies to keep the site & newsletters free. Thanks.
6. WEEKLY TEACHING TIPS
Recent Tips have included:
- Self assessment - materials for the learner & the teacher to
help with self assessing.
- Storycorps - links to StoryCorps, short authentic listenings &
how to use them.
To see the Past Tips
To sign up to receive them
CAMBRIDGE ESOL TEACHER TRAINING COURSES
Train in Spain - Courses running in the near future at the
British Language Centre in Madrid:
CAMBRIDGE CERTIFICATE IN ELT to ADULTS - CELTA
Part-time course twelve-week course starts October & January
Full-time four-week courses; November, December, January
CAMBRIDGE CERTIFICATE IN ELT to YOUNGER LEARNERS - CELTYL
Part-time course twenty-week course starts mid-October '05
CAMBRIDGE CERTIFICATE IN ELT to YOUNGER LEARNERS EXTENSION
Part-time course ten-week course starts mid-October '05
CAMBRIDGE DIPLOMA IN ELT - DELTA
Full-time two-month courses, January/February & April/May '06
Part-time course six-month course starts mid-October '05
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7. PS - Internet/computer-related links from SiteSkimmer.com
A few computer use rules of thumb:
- make copies of all-important files
- run scan disk & then defragment the hard drive
- use firewall software
- use a virus scan & update the files every week
- install security patches that software providers offer
- update your DirectX files regularly
- don't open attachments without scanning for viruses first
- don't respond to spam - just delete & forget
- don't send personal or bank information by email
- turn off your computer at night
The following links are taken from the SiteSkimmer.com
Linkletters. Sent out free every fortnight, fifteen links every
issue to follow up & help you enjoy the internet. To subscribe:
Now this is what the web is all about - sharing useful ideas.
The Free dictionary - 'English, Medical, Legal, Financial, and
Computer Dictionaries, Thesaurus, Acronyms, Encyclopedia, a
Literature Reference Library, and a Search Engine all in one!'
The Museum of Fred is a time capsule, a place where the past is
preserved for the future. Museums are among the few institutions
that we have that can provide us with continuity in this ever-
changing world. I hope to someday house my collection in an
actual building, but museums are expensive to build and maintain.
Fortunately, the Internet allows me to share these important
works of art with you. Before the Internet only the wealthy could
afford museums but now anyone can have a museum. I hope the
Internet will allow for more diversity in the images and stories
we'll be able to preserve for future generations. Museums
typically reflect the tastes of the wealthy patrons that fund
The paintings represented here were not created by well-known
blue-chip artists. They were created by ordinary people. For
unknown reasons they were donated to thrift stores where I
purchased them. The previous owners felt they were not worth
keeping. History typically ignores what happens in the average
household. This is unfortunate because this is where our values
are best represented. Our true values are reflected in what we
buy how we spend our time and what we choose to create. As you
can see from my collection there is a lot of art being created
that never gets to be shown in public. The goal of this museum is
to increase the boundaries of the art world because making art is
too important to be left only to art professionals.
'A Swedish library, realizing that books are not the only things
being judged by their covers, will give visitors a different
opportunity this weekend-to borrow a Muslim, a lesbian, or a
Dane. The city library in Malmo, Sweden's third-largest city,
will let curious visitors check out living people for a 45-minute
chat in a project meant to tear down prejudices about different
religions, nationalities, or professions. The project, called
Living Library, was introduced at Denmark's Roskilde Festival in
2000, librarian Catharina Noren said. It has since been tried at
a Copenhagen library as well as in Norway, Portugal, and
'Are you plagued by Stuck Tune Syndrome? Do you have a tune stuck
in your head you just can't get out? Take heart friend, for your
suffering is over. The Maimograph Machine, through complex
analysis and calculation, will find an even catchier tune to
counter-act the one you already have.'
GMail Drive is a Shell Namespace Extension that creates a virtual
filesystem around your Google GMail account, allowing you to use
GMail as a storage medium. GMail Drive creates a virtual
filesystem on top of your Google GMail account and enables you to
save and retrieve files stored on your GMail account directly
from inside Windows Explorer.
'Real E Fun - tales from a non-religious funeral celebrant.'
Lots of general interesting facts.
8. THE BIT AT THE END
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