Infants learn earlier than thought
ann gavriel
sense07 at waitrose.com
Thu Feb 19 16:06:17 UTC 2009
Bring back Basil Bernstein, all is forgiven ! 'Elaborate and Restricted
Codes' -
I recommend it - get hold of a copy. It makes interesting reading again -
especially now in UK where such language mindfulness is more pertinent than
ever
- and no longer a case of 'class' or 'wealth' stratification...in the
language our hapless offspring
end up speaking...
Because they're all (sorry! slip of the finger - we're all...) dumbed down,
PC'd up,
and 'restricted' to such an extent that we can't 'elaborate' for toffee...
unless it's
in clique-speak, peer-solidarity or regional identity (huddle together for
security)
accents, bureaucratic twaddle-ese or other 'formal' and excluding
gobbledygook.
Time, as I keep saying, to upgrade (to internationalize) English.. so that
we speak it at least half as well as the 'unrestricted code' non-native
English speakers
in Scandinavia and Europe....
Ann Gavriel
MA Applied Linguistics and ELT (1989)
----- Original Message -----
From: "Johnson, David" <johnsondc at wsu.edu>
To: <edling at lists.sis.utsa.edu>
Sent: Monday, February 16, 2009 6:02 AM
Subject: Re: [Edling] Infants learn earlier than thought
> Haven't we heard these ideas before - that poverty is correlated leads to
> impoverished language - and isn't this exactly what Labov proved was
> nonsense in the 60's and 70's? Even if we accept that children in more
> educated households develop more extensive lexicons, you cannot equate
> "lexicon" with "language"; nor can you claim that a larger lexicon means
> more complex thinking or language. Hemingway expressed a great deal of
> complexity with the word "good". Others use arcane language for simple
> ideas. This myth denigrates the syntactic and pragmatic complexity over
> which every healthy human brain has command.
>
> There is probably some interesting stuff going on here that the article is
> not bringing to light but what I find most perplexing is the direct quote
> from Kuhl in which she asserts that having an educated family leads to
> more complex dreams. How do you operationalize "dream complexity"?
>
> Re: Francis' query: Perhaps these ideas get media coverage because they
> are aligned with popular, yet incorrect, discourses about language and
> linguistics. I think Stephen Pinker offers a good example of how to
> counter such myths. His book, The Language Instinct, dismantles many
> linguistic myths, including the one alluded to in this article; it's also
> very entertaining. Maybe the lesson is that you need to be entertaining
> and good on a show like the Colbert Report (which he was on last week).
> However, he's not talking about language anymore since he's become
> interested in the human genome so there's a space to fill.
>
> David Cassels Johnson
> Assitant Professor
> Language and Literacy Education
> Washington State University
>
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> Today's Topics:
>
> 1. Re: Infants learn earlier than thought (Francis Hult)
> 2. Re: Infants learn earlier than thought (Harold Schiffman)
> 3. Re: Infants learn earlier than thought (Nancy Hornberger)
> 4. Book: No, they won't 'just sound like each other' (Francis Hult)
> 5. Summer Institutes for Language Teachers 7/27-31/2009
> (Francis Hult)
> 6. CFP: Language Learning in Computer Mediated Communities
> (LLCMC) Conference (Francis Hult)
> 7. Summer Workshops in Arizona for LCTL Instruction (Francis Hult)
> 8. 30th Ethnography in Education Research Forum
> (Center for Urban Ethnography)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Fri, 6 Feb 2009 13:22:17 -0600
> From: "Francis Hult" <francis.hult at utsa.edu>
> Subject: Re: [Edling] Infants learn earlier than thought
> To: <edling at lists.sis.utsa.edu>
> Message-ID:
> <A9B2E1D7E2CAE34FB088BEFC63241A4B279546 at diamonddt.UTSARR.NET>
> Content-Type: text/plain; charset="iso-8859-1"
>
> This sort of misinformation seems like a common thread in many articles
> about language learning in popular media. Your comments make me wonder
> what our responsibility is as researchers and public intellectuals. What
> role should we have in educating the public about what we know? What is
> the best way to do that? Could we even have a bigger impact on policy by
> engaging more with the general public through popular media? FMH
>
> --
> Francis M. Hult, Ph.D.
> Assistant Professor
> Department of Bicultural-Bilingual Studies
> University of Texas at San Antonio
>
> Web: http://faculty.coehd.utsa.edu/fhult/
>
> ________________________________
>
> From: Nancy Hornberger [mailto:nancyh at gse.upenn.edu]
> Sent: Fri 2/6/2009 10:54 AM
> To: Francis Hult; edling at lists.sis.utsa.edu
> Subject: Re: [Edling] Infants learn earlier than thought
>
>
>
> Francis and all -- this turned out to be one of the scarier articles
> I've read in recent times! all sorts of unfounded assertions and leaps
> from brain scans (that don't seem to tell us anything we didn't already
> know) to recommendations to parents to read to their child (even in
> utero), with unsubstantiated stereotypes about welfare, affluence, and
> vocabulary development casually thrown into the mix. Truly alarming to
> think that this sort of stuff gets wide attention through the media.
> Yikes!
> Nhh
>
> Francis Hult wrote on 5 Feb 2009:
>> The Seattle Times
>>
>>
>>
>> Infants learn earlier than thought
>>
>>
>>
>> Until recently, humans could safely view their brains as fatty, spongy
>> masses of electrifying wonder. Brains are, in a sense, a secret place no
>> one else can tap into unless we let them; they are our memory banks and
>> central control centers that dictate how we behave and reason and
>> interact with others.
>>
>>
>>
>> But in the past decade, neuroscientists across the world have started to
>> peer into the young brain to determine exactly how we learn. Examining
>> their findings, researchers say that learning starts at birth, and
>> perhaps even earlier.
>>
>>
>>
>> Full story:
>>
>> http://seattletimes.nwsource.com/html/health/2008700779_brains03.html
>>
>> _______________________________________________
>> Edling mailing list
>> Edling at lists.sis.utsa.edu
>> https://lists.sis.utsa.edu/mailman/listinfo/edling
>> List Manager: Francis M. Hult
>>
>
>
>
>
>
> ------------------------------
>
> Message: 2
> Date: Fri, 6 Feb 2009 17:01:56 -0500
> From: Harold Schiffman <haroldfs at gmail.com>
> Subject: Re: [Edling] Infants learn earlier than thought
> To: Nancy Hornberger <nancyh at gse.upenn.edu>, Edling at lists.sis.utsa.edu
> Message-ID:
> <f633526c0902061401l4fe883a1if21da5a89d582e02 at mail.gmail.com>
> Content-Type: text/plain; charset=ISO-8859-1
>
> I'm surprised that you're so upset about this Nancy. Patricia Kuhl is
> a reputable scholar
> and has been studying early childhood language acquisition for some
> time. I knew her
> from my time at U. of Washington. Or are you upset about what the
> newspaper report
> deduces from her research?
>
> Hal Schiffman
>
> On Fri, Feb 6, 2009 at 11:54 AM, Nancy Hornberger <nancyh at gse.upenn.edu>
> wrote:
>> Francis and all -- this turned out to be one of the scarier articles
>> I've read in recent times! all sorts of unfounded assertions and leaps
>> from brain scans (that don't seem to tell us anything we didn't already
>> know) to recommendations to parents to read to their child (even in
>> utero), with unsubstantiated stereotypes about welfare, affluence, and
>> vocabulary development casually thrown into the mix. Truly alarming to
>> think that this sort of stuff gets wide attention through the media.
>> Yikes!
>> Nhh
>>
>> Francis Hult wrote on 5 Feb 2009:
>>> The Seattle Times
>>>
>>>
>>>
>>> Infants learn earlier than thought
>>>
>>>
>>>
>>> Until recently, humans could safely view their brains as fatty, spongy
>>> masses of electrifying wonder. Brains are, in a sense, a secret place no
>>> one else can tap into unless we let them; they are our memory banks and
>>> central control centers that dictate how we behave and reason and
>>> interact with others.
>>>
>>>
>>>
>>> But in the past decade, neuroscientists across the world have started to
>>> peer into the young brain to determine exactly how we learn. Examining
>>> their findings, researchers say that learning starts at birth, and
>>> perhaps even earlier.
>>>
>>>
>>>
>>> Full story:
>>>
>>> http://seattletimes.nwsource.com/html/health/2008700779_brains03.html
>>>
>>> _______________________________________________
>>> Edling mailing list
>>> Edling at lists.sis.utsa.edu
>>> https://lists.sis.utsa.edu/mailman/listinfo/edling
>>> List Manager: Francis M. Hult
>>>
>>
>> _______________________________________________
>> Edling mailing list
>> Edling at lists.sis.utsa.edu
>> https://lists.sis.utsa.edu/mailman/listinfo/edling
>> List Manager: Francis M. Hult
>>
>
>
>
> --
> =+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+
>
> Harold F. Schiffman
>
> Professor Emeritus of
> Dravidian Linguistics and Culture
> Dept. of South Asia Studies
> University of Pennsylvania
> Philadelphia, PA 19104-6305
>
> Phone: (215) 898-7475
> Fax: (215) 573-2138
>
> Email: haroldfs at gmail.com
> http://ccat.sas.upenn.edu/~haroldfs/
>
> -------------------------------------------------
>
>
>
> ------------------------------
>
> Message: 3
> Date: Fri, 06 Feb 2009 17:38:43 -0500
> From: Nancy Hornberger <nancyh at gse.upenn.edu>
> Subject: Re: [Edling] Infants learn earlier than thought
> To: Harold Schiffman <haroldfs at gmail.com>
> Cc: Edling at lists.sis.utsa.edu
> Message-ID: <498CBBF3.9040606 at gse.upenn.edu>
> Content-Type: text/plain; charset=ISO-8859-1; format=flowed
>
> Hal -- the latter primarily. I am aware of the research, which troubles
> me for different reasons, but it's the reporting of it and the
> unsubstantiated leaps to direct implications for parents and schools
> that troubles me in this case.
> Nancy
>
> Harold Schiffman wrote:
>> I'm surprised that you're so upset about this Nancy. Patricia Kuhl is
>> a reputable scholar
>> and has been studying early childhood language acquisition for some
>> time. I knew her
>> from my time at U. of Washington. Or are you upset about what the
>> newspaper report
>> deduces from her research?
>>
>> Hal Schiffman
>>
>> On Fri, Feb 6, 2009 at 11:54 AM, Nancy Hornberger <nancyh at gse.upenn.edu>
>> wrote:
>>
>>> Francis and all -- this turned out to be one of the scarier articles
>>> I've read in recent times! all sorts of unfounded assertions and leaps
>>> from brain scans (that don't seem to tell us anything we didn't already
>>> know) to recommendations to parents to read to their child (even in
>>> utero), with unsubstantiated stereotypes about welfare, affluence, and
>>> vocabulary development casually thrown into the mix. Truly alarming to
>>> think that this sort of stuff gets wide attention through the media.
>>> Yikes!
>>> Nhh
>>>
>>> Francis Hult wrote on 5 Feb 2009:
>>>
>>>> The Seattle Times
>>>>
>>>>
>>>>
>>>> Infants learn earlier than thought
>>>>
>>>>
>>>>
>>>> Until recently, humans could safely view their brains as fatty, spongy
>>>> masses of electrifying wonder. Brains are, in a sense, a secret place
>>>> no one else can tap into unless we let them; they are our memory banks
>>>> and central control centers that dictate how we behave and reason and
>>>> interact with others.
>>>>
>>>>
>>>>
>>>> But in the past decade, neuroscientists across the world have started
>>>> to peer into the young brain to determine exactly how we learn.
>>>> Examining their findings, researchers say that learning starts at
>>>> birth, and perhaps even earlier.
>>>>
>>>>
>>>>
>>>> Full story:
>>>>
>>>> http://seattletimes.nwsource.com/html/health/2008700779_brains03.html
>>>>
>>>> _______________________________________________
>>>> Edling mailing list
>>>> Edling at lists.sis.utsa.edu
>>>> https://lists.sis.utsa.edu/mailman/listinfo/edling
>>>> List Manager: Francis M. Hult
>>>>
>>>>
>>> _______________________________________________
>>> Edling mailing list
>>> Edling at lists.sis.utsa.edu
>>> https://lists.sis.utsa.edu/mailman/listinfo/edling
>>> List Manager: Francis M. Hult
>>>
>>>
>>
>>
>>
>>
>
> --
> Nancy H. Hornberger, Ph.D.
> Professor, University of Pennsylvania
>
> http://www.gse.upenn.edu/~hornberg/
> http://www.springer.com/education/language+education/book/978-0-387-32875-1
> (Encyclopedia of Language and Education)
> http://picasaweb.google.com/nancy.hornberger
>
>
>
> ------------------------------
>
> Message: 4
> Date: Tue, 10 Feb 2009 08:04:24 -0600
> From: "Francis Hult" <francis.hult at utsa.edu>
> Subject: [Edling] Book: No, they won't 'just sound like each other'
> To: <edling at lists.sis.utsa.edu>
> Message-ID:
> <A9B2E1D7E2CAE34FB088BEFC63241A4B279587 at diamonddt.UTSARR.NET>
> Content-Type: text/plain; charset="iso-8859-1"
>
> <http://www.peterlang.net/index.cfm?vID=58476&vLang=E&vHR=1&vUR=2&vUUR=1>
>
> No, they won't 'just sound like each other'
>
>
>
> NNS-NNS Negotiated Interaction and Attention to Phonological Form on
> Targeted L2 Pronunciation Tasks
>
>
>
> Author: Laura Sicola
>
>
>
> Series:
>
> Duisburger Arbeiten zur Sprach- und Kulturwissenschaft
> Duisburg Papers on Research in Language and Culture Vol. 72
>
>
>
> Year of Publication: 2009
>
>
>
> Book synopsis
>
> Can two non-native speakers (NNSs) work together to improve their L2
> pronunciation? This book explores this question by extending task-based
> learning research into the field of L2 phonology/pronunciation. Three
> university-level L2 English pronunciation classes performed a two-way,
> interactive map task balancing communicative value and form essentialness
> in order to maximize the need to negotiate the target form. Analysis
> sought to identify processes by which NNSs drew each other's attention to
> the targeted phoneme through corrective feedback, modified production and
> other strategies. The influence of task design was also explored.
> Participants' ability to push each other toward more targetlike control -
> rather than appropriating each others' non-targetlike productions -
> provided evidence of steps in adult learners' L2 phonological development,
> and hold implications for the use of a task-based approach to teaching
> pronunciation in the L2 classroom.
>
>
>
> Contents: Second language acquisition - L2 phonology - Pronunciation -
> Task-based language teaching/learning -Attention - Negotiation -
> Corrective feedback - Modification - Nonnative-nonnative interaction -
> Accent - Intelligibility - Cognitive processing - Output - Pushed output -
> Explicit/implicit negotiation.
>
>
>
> The Author: Laura Sicola, Ph.D., received her doctorate in educational
> linguistics from the University of Pennsylvania in Philadelphia (USA). She
> has taught bilingual elementary school in Los Angeles, high school EFL in
> Nagoya (Japan), and university-level ESL at the University of Pennsylvania
> where she currently lectures on approaches and methods in TESOL.
>
>
>
> http://www.peterlang.net/index.cfm?vID=58476&vLang=E&vHR=1&vUR=2&vUUR=1
> <http://www.peterlang.net/index.cfm?vID=58476&vLang=E&vHR=1&vUR=2&vUUR=1>
>
>
>
>
>
> ------------------------------
>
> Message: 5
> Date: Wed, 11 Feb 2009 19:14:51 -0600
> From: "Francis Hult" <francis.hult at utsa.edu>
> Subject: [Edling] Summer Institutes for Language Teachers 7/27-31/2009
> To: <edling at lists.sis.utsa.edu>
> Message-ID:
> <A9B2E1D7E2CAE34FB088BEFC63241A4B2795BD at diamonddt.UTSARR.NET>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Via AAAL...
>
> Language and Culture in Sync: Teaching the Pragmatics of a Second Language
> July 27-31, 2009, CARLA/University of Minnesota, Minneapolis
>
> A truly daunting challenge for second language learners is to adjust their
> language use so that it is appropriate for different socio-cultural
> contexts. How, for example, are learners supposed to address strangers,
> close friends, or people of higher social status in that culture? While
> acquiring discourse practices can take learners many years, research has
> shown that the process can be facilitated through explicit instruction.
>
>
>
> This institute provides practical insights for teachers on how to enhance
> the learning of pragmatics. Participants will have hands-on opportunities
> to develop activities and materials for the classroom.
>
>
> This institute is designed for K-16 ESL and foreign language teachers,
> material developers, curriculum coordinators, teacher educators,
> administrators, and researchers.
>
> Testimonials from past participants:
> Becoming aware and excited about new aspects of teaching are an important
> part of our continual development as instructors. The professional quality
> of the workshop, the ideas and experiences of other participants will
> definitely result in benefits for my students.
>
> Pragmatics positively encourages successful communication, and successful
> communication means getting what we want. Isn't that what teachers need to
> motivate and encourage students and to raise all student's achievements?
> We need this kind of training!
>
> Presenters:
> Noriko Ishihara, PhD, Hosei University, Japan
> Andrew D. Cohen, PhD, University of Minnesota (guest speaker)
>
>
>
> Readings include:
>
> Ishihara, N., & Cohen, A. D. (in press). Teaching and learning pragmatics:
> Where language and culture meet. Pearson Education (latest manuscript to
> be shared with all participants)
>
> More information about this institute is available on the
> CARLA website at: http://www.carla.umn.edu/institutes/2008/pragmatics.pdf
> <http://www.carla.umn.edu/institutes/2008/pragmatics.pdf>
>
>
>
> Information about registration:
> http://www.carla.umn.edu/institutes/register.html
> <http://www.carla.umn.edu/institutes/register.html>
>
>
>
> ------------------------------
>
> Message: 6
> Date: Wed, 11 Feb 2009 19:17:48 -0600
> From: "Francis Hult" <francis.hult at utsa.edu>
> Subject: [Edling] CFP: Language Learning in Computer Mediated
> Communities (LLCMC) Conference
> To: <edling at lists.sis.utsa.edu>
> Message-ID:
> <A9B2E1D7E2CAE34FB088BEFC63241A4B2795BF at diamonddt.UTSARR.NET>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Via AAAL...
>
>
>
> LANGUAGE LEARNING IN COMPUTER MEDIATED COMMUNITIES (LLCMC) CONFERENCE
> October 11-13, 2009, Honolulu, Hawaii http://nflrc.hawaii.edu/llcmc/
>
> Once, computers were seen as thinking machines or electronic tutors. Now
> the
> computer has become one of many devices that people use to form virtual
> communities of all kinds. In the field of language education, computer
> mediated communication (CMC) enables students to interact with one another
> free of space and time constraints and to participate in communities of
> learning with their counterparts in the target culture. The Language
> Learning in Computer Mediated Communities (LLCMC) Conference explores the
> use of computers as a medium of communication in language learning
> communities.
>
> Conference highlights
> * Keynote talk by Dr. Gilberte Furstenberg (Massachusetts
> Institute of Technology)
> * Special colloquium showcasing online cultural exchanges based at
> the University of Hawaii
> * Optional pre-conference event - CULTURA: Web-based Intercultural
> Exchanges (October 10-11)
>
> We welcome your session proposal submissions in this exciting area. Use
> our
> convenient online submission form - deadline March 1, 2009.
>
> http://nflrc.hawaii.edu/llcmc/call.html
>
>
> *************************************************************************
> N National Foreign Language Resource Center
> F University of Hawai'i
> L 1859 East-West Road, #106
> R Honolulu HI 96822
> C voice: (808) 956-9424, fax: (808) 956-5983
> email: nflrc at hawaii.edu
> VISIT OUR WEBSITE! http://nflrc.hawaii.edu <http://nflrc.hawaii.edu/>
> *************************************************************************
>
>
>
>
> ------------------------------
>
> Message: 7
> Date: Sat, 14 Feb 2009 08:50:44 -0600
> From: "Francis Hult" <francis.hult at utsa.edu>
> Subject: [Edling] Summer Workshops in Arizona for LCTL Instruction
> To: <edling at lists.sis.utsa.edu>
> Message-ID:
> <A9B2E1D7E2CAE34FB088BEFC63241A4B2795E5 at diamonddt.UTSARR.NET>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Via ILR-INFO...
>
>
>
>
> CERCLL 2009 Summer Workshops on Culture, Language, & Literacy
>
>
>
> This summer workshop series provides professional development
> opportunities for k-16 language teachers. June 2-5, 15-16, University of
> Arizona in Tucson. For workshop and registration details, and to apply
> online see www.cercll.arizona.edu
>
>
>
>
> June 2 and 3: Exploring Universals in the Reading Process (Korean,
> Japanese, Chinese).
>
> Presenters: David Yaden, Yetta Goodman and Ken Goodman (University of
> Arizona)
>
>
>
>
> June 3: Teaching Portuguese to Spanish-Speaking Learners (L1, L2 and
> Heritage): A Structured/Enhanced Input Approach.
>
> Presenter: Ana Carvalho (University of Arizona)
>
>
>
>
> June 4: Developing Foreign Language Courses Using A Multiple Literacies
> Approach.
>
> Presenter: Heather Willis Allen (University of Miami)
>
>
>
>
> June 5: Technology and Language Instruction: Web 2.0, Social Networking,
> Interactive Audio and Video Explained!
>
> Presenters: Garry Forger, Wayne Brent, Justin Lebreck (University of
> Arizona)
>
>
>
>
> June 15 and 16: Web 2.0 ? Interactive Technologies in the World Language
> Classroom.
>
> Presenter: Karen Philabaum-Maginnis (Tucson Unified School District)
>
> Registration Fees per day:
> Before May 2: $50 regular/$25 student
> After May 2: $70 regular/$45 student
> Discounts available for attending multiple workshops, see website for
> details.
>
> Register online at: www.cercll.arizona.edu
> <http://www.cercll.arizona.edu/>
> Credit cards and checks accepted.
> Checks should be made out to CERCLL.
> Fax: (520) 626-3313
>
> Address:
> CERCLL, LTC
> The University of Arizona
> 1077 N Highland Ave, Rm 337
> Tucson, AZ 85721-0073
>
>
>
>
>
>
>
>
>
>
> ------------------------------
>
> Message: 8
> Date: Fri, 6 Feb 2009 14:27:59 -0500 (EST)
> From: Center for Urban Ethnography <cue at gse.upenn.edu>
> Subject: [Edling] 30th Ethnography in Education Research Forum
> To: Forum Volunteers <cue at gse.upenn.edu>
> Message-ID:
> <1167910975.42998801233948479709.JavaMail.root at zm-mbx-modv.zimbra.upenn.edu>
>
> Content-Type: text/plain; charset=utf-8
>
> Penn?s Center for Urban Ethnography is pleased to announce:
>
> 30th Annual Ethnography in Education Research Forum: Ethnography for
> Social Justice in Education.
>
> February 27 & 28th 2009 at the Graduate School of Education, University of
> Pennsylvania
>
> Friday Morning Keynote Address - Shirley Brice-Heath, Brown University
> Friday Evening Plenary - Kris Guti?rrez, University of California at Los
> Angeles
> Saturday Morning Plenary - Patricia Carini, Prospect Ctr. and Margaret
> Himley, Syracuse University
> Saturday Evening ? ?A Conversation About Ethnography and Education? with
> Shirley Brice-Heath, Kris Guti?rrez and Brian Street, King?s College.
>
> Reinventing Anthropology "is for people for whom 'the way things are' is
> not reason enough for the way things are ? who ask of anthropology what
> they ask of themselves ? responsiveness, critical awareness, ethical
> concern, human relevance, a clear connection between what is to be done
> and the interests of mankind" (Hymes 1969: 7).
>
> On this 30th anniversary of the Ethnography in Education Research Forum,
> we reflect on Dell Hymes' vision of anthropology in the service of social
> justice. In his prolific and powerful writings, and in his leadership of
> Penn's Graduate School of Education, Hymes proposed not only a vision but
> a set of ways of doing ethnography in education ? from ethnographic
> monitoring and the ethnography of communication to the ethnopoetics of
> oral narratives and the ethnography of language policy-- that have
> inspired and informed researchers for a generation and more. In this
> year's Forum, we hope to explore the myriad uses educational ethnographers
> are making of these and other ways of working to change schooling and
> education for the better, in the ongoing project of reinventing
> anthropology.
>
> Free admission to Philadelphia School Employees and UPenn Students,
> Faculty and Staff.
>
> For registration information: www.upenn.edu/cue/forum
>
>
>
> ------------------------------
>
> _______________________________________________
> Edling mailing list
> Edling at lists.sis.utsa.edu
> https://lists.sis.utsa.edu/mailman/listinfo/edling
>
>
> End of Edling Digest, Vol 17, Issue 3
> *************************************
>
> _______________________________________________
> Edling mailing list
> Edling at lists.sis.utsa.edu
> https://lists.sis.utsa.edu/mailman/listinfo/edling
> List Manager: Francis M. Hult
>
_______________________________________________
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