81. Useful Publications home waterfile useful publications. booklet that uses the water environment to teachacross the Water Aid Water Performer uses drama, dance, music puppet and http://www.riverocean.org.uk/education/waterfile/resources/biblio.html

Water File Introduction Why Teach About Water The National Curriculum Useful Publications Resources Field support Usefull contacts Useful publications waterfile International Water Aid The Water Kit teaches about water supply and use in the UK and rural India. Southern Water Services Ltd.: Water Wise Pack raises awareness of water as a finite and essential resource. South East Water: Making Water Clearer provides information and activities that focus on water supply. UNICEF(UK) Clean Water, a Right for All: Active Project Work for Children aged 7 - 12 suggests activities on water, its control, supply, use and pollution. It includes experiments and design activities whilst covering the human issues of water as a resource. Tidy Britain Group: Water: Towards a Sustainable Lifestyle is available to registered Eco- schools. It contains useful information and ideas for activities in the classroom. Severn Trent Water: Water and Development Issues, Focus on Stories, KS1 asks questions such as ‘What is water?’, ‘ What makes water precious?’. Water and Development Issues, Focus on Ethiopia, KS2 is an issue-based approach to explore water, using the local area and Ethiopia as case studies.

82. Eden Prairie High School Student Activities: Fine Arts & Publications We teach you how to use and perform with equipment. Awards/recognition Publicationsawards and letters. Go to top graphic. drama Club. http://198.174.26.66/ephs/activities/finearts.html

2001-2002 Calendar of Events Activity and Athletic Calendar Art Club Eagle Band Concert Band ... Drama Club Art Club Grade Level: Grades 9-12 Location: Art room Fees: Undetermined Description: Put up displays, workshops after school, field trips speakers- all art related Requirements/expectations: To attend all meetings, participate in a specified number of activities, to volunteer time after school for art-related functions Season: All year Time/dates: To be determined Registration/tryouts: Come to first meeting, read bulletins Awards/recognition: Letter, pin, etc. also national awards and recognition Eagle Band Grade Level: Eagle Marching Band, Grades 10-12 Ninth Grade Marching Band, Grade 9 Location: Band Room Fees: $45.00 for Eagle Band; $25.00 for Ninth Grade Description: This is the marching band that performs at all EPHS home football games, field show competitions/festivals, and parades. All instrumental music players are welcome including guitar, bass, snythesizer and percussion players. Requirements/expectations: Attend all rehearsals and performances Season: Mid-July through October Time/dates: See "Season" Registration/tryouts: See band director. No previous marching experience necessary.

83. 2002 Symposim speaker of DDD II will demonstrate the objective way to teach origin of The eventswill be interspersed with entertainment, music, drama, video, and comedy http://www.intelligentdesignnetwork.org/june_symposim.htm

Program Speakers Debate Third Annual IDnet Symposium Mike Behe, Ph.D. Jonathan Wells, Ph.D. J.P. Moreland, Ph.D. And Many More! Darwin, Design and Democracy III: Teaching Origins Science Objectively Friday and Saturday, July 26 and 27, 2002 The Rose Theater, Rockhurst High School 9301 State Line Rd., KC, Mo. To order audio and video tapes of our Third Annual Symposium on July 26 and 27, 2002, in Kansas City Click Here The third annual symposium on teaching origins science objectively. Polls show a vast majority of Americans want Darwin put in his proper place! - Teach origins science objectively, without bias - teach Darwin and Intelligent Design, as well as critiques of each. In this major national symposium, we will show just how this can be done in today's classroom. Biologists Michael Behe, Jonathan Wells and William Harris will be teaching biological origins as if you were a tenth grade biology class. The audience will then become a school board as philosopher J. P. Moreland and attorney John Calvert, explain why this science should be guided by empirical evidence rather than naturalistic philosophy. Jack Cashill will open the conference with "Darwin Does Hollywood: Naturalism in the American Movies."

84. The Harvard University BBS Website: Sept Bulletin Recent publications by BBS Students. Students interested in Theater or Film shouldshow up to the Dudley drama Organizational Meeting on Thursday, September http://www.hms.harvard.edu/dms/bbs/bulletin/sept/announce_sept.html

BBS Bulletin Previous Issues BBS Calendar BBS Bulletin Staff BBS Home Page Volume III, Number 2- September 1999 What They Don't Teach You in Class Learning How to Teach: The Bok Center Student Science: Snapshots of Recent Work The FEBS Meeting in Nice ... Announcements ANNOUNCEMENTS Publications Congrats Community Recent Publications by BBS Students Moy, T.I . (G4) and Silver, P.A. Nuclear export of the small ribosomal subunit requires the Ran GTPase cycle and certain nucleoporins. Syken, J, (G5) De-Medina, T, Münger, K. hTid-1, the human homolog of the Drosophila tumor suppressor Tid56, is a mitochondrial regulator of apoptosis. Proc. Natl. Acad. Sci. USA Vyas P, McDevitt MA, Cantor AB, Katz SG (G3), Fujiwara Y, Orkin SH. Different sequence requirements for expression in erythroid and megakaryocytic cells within a regulatory element upstream of the GATA-1 gene. Development 1999 Jun;126(12):2799-811

85. Lecturers UWS, Nepean, AMACEA. teach Cert., Dip. teach (Dist.), ATCL (Speech and drama),B. Ed., M.Ed., Grad. Dip. (Christ. Ed.), Grad. Cert. (HSC drama). M.Ed, B.Sp. http://www.icte.edu.au/Lecturers.htm

Institute of Christian Tertiary Education An international provider of authentic Christian education. ICTE runs accredited undergraduate and postgraduate courses through distance education. Home Introduction Lecturers Courses ... Links L ECTURERS B.A. [UNE], M.Sc. [Macq], Ph.D. [UNE], MACE. OAM, B.A., M.Ed. [Syd.], Ph.D. [Alberta], M.A.C.E , M.A.C.E.A. Teach. Cert. (Manchester), B.A. (Theology); M.Ed. Stud. Dip. Teach. [Syd.], B.A. [Macq.], M.A. [Macq.], Ph.D. [UWS] M.A.C.E.R. AM, Cert. Teach. [Newcastle], B.A. [UNE], B.D. (Hons) [MCD] M.A.C.E. B.A. (Hons), MHPEd., [NSW], Dip.CS, MAPS, M.A.C.E., currently completing a Ph.D. at Univ Sthn Qld. B.Sc. (Hons), Cert. Ed., Grad. Dip. (Christ Ed.), M.Ed. [UWS, Nepean], A.M.A.C.E.A. Teach Cert., Dip. Teach (Dist.), A.T.C.L. (Speech and Drama), B. Ed., M.Ed., Grad. Dip. (Christ. Ed.), Grad. Cert. (HSC Drama) M.Ed, B.Sp. Ed.; GDES (Rem Ed) GDES (Special Ed); Dip. T.

86. Today@UCI Profiles be curious and creative, to find new ways to teach and write, Cohen says. I lovehistory, politics, literature, learning about other cultures—drama is all http://today.uci.edu/profiles/profile_detail.asp?key=34

87. Creative Arts In Learning Development. Currently I teach drama and Learning, drama for Empowerment,and drama for Educational and Social Change courses. My http://www.lesley.edu/gsass/cal_faculty.html

creative arts in learning program options faculty + ... presentations admissions info meetings for programs offered... on-campus off-campus course descriptions ... main page Division of Creative Arts in Learning Creative Arts in Learning Division Kate Austin: Kate Hallen: I earned my B.A. in Creative Writing from Lesley University, and am now Administrative Secretary for the Creative Arts in Learning Program, as well as a student in the Creative Arts in Learning Elective Program. As an artist and an educator, I believe my skills and talents fit well with the Program. I've various healing arts modalities, and am now working to develop the administrative role within the Institute for Body, Mind, and Spirituality. A Welfare Rights advocate, I have a deep commitment to exploring and developing diversity at Lesley. Gene Diaz: The visual arts and ethnography are my passions. I have a particular interest in what artists do in schools, since as researchers we utlimately inquire about who we are ourselves and how we relate to the world. As a female academic I choose to work with feminist pedagogy, which allows me to relate my marginalized status as woman in a traditionally male dominated setting to other oppressed groups. My focus on social justice derives from a commitment to democratic education and liberatory learning. I also like to walk in the woods, swim in ponds and oceans, and I especially enjoy sunsets, sunrises and shooting stars.

88. Arts Education In Public Elementary And Secondary Schools: 1999-2000, NCES Summe that Most public secondary schools that offered music, visual arts, dance, and drama/theatreinstruction employed fulltime specialists to teach these subjects http://nces.ed.gov/pubs2002/quarterly/summer/3-3.asp

site index ED.gov Elementary and Secondary Education Nancy Carey, Brian Kleiner, Rebecca Porch, and Elizabeth Farris This article was originally published as the Executive Summary of the Statistical Analysis Report of the same name. The sample survey data are from the NCES Fast Response Survey System (FRSS) surveys listed at the end of this article. Background Key Findings Reference Background National Center for Education Statistics (NCES) . The purpose of this report is to provide a national profile of the status of arts education in the nation's regular Key Findings Arts education in public elementary schools figure 1 ). Dance and drama/theatre instruction were available in less than one-third of elementary schools (20 and 19 percent, respectively). Results of the elementary school survey also indicate that Overall, 72 percent of elementary schools that offered music instruction and 55 percent of elementary schools that offered visual arts instruction employed full-time specialists to teach these subjects. Full-time specialists in dance were employed by 24 percent of elementary schools that offered this subject, and full-time specialists in drama/theatre were employed by 16 percent of elementary schools that offered this subject. Sixty-seven percent of elementary schools that offered music had dedicated rooms with special equipment for instruction in this subject. Of the schools that offered visual arts, 56 percent had dedicated rooms with special equipment for visual arts instruction. Fourteen percent of elementary schools that offered dance and 13 percent of schools offering drama/theatre had dedicated rooms with special equipment for teaching these subjects.

89. UCSB Department Of Dramatic Arts whose names are listed below also teach graduate seminars teaches Spanish and LatinAmericandrama and theatre Selected publications Los usos de la repetición http://www.dramadance.ucsb.edu/grad/faculty.htm

Faculty Graduate Faculty Department Faculty Associated Faculty GRADUATE FACULTY The graduate faculty consists of those members of the department who make decisions about admission, curriculum, and other matters pertaining to the graduate programs. They also chair and sit on individual committees for M.A. and doctoral students. Students are assigned an advisor upon admission and can then later change advisors according to individual needs. Students in other programs are often surprised to find out how readily available are the faculty in this program to consult with a student or undertake independent study. Most of the faculty members whose names are listed below also teach graduate seminars on a regular basis. Other faculty in Dramatic Art and faculty members from other departments also occasionally sit on committees. As of 1999, faculty members from other campuses within the UC system may sit on committees for doctoral students. Leo Cabranes-Grant

90. Tufts University: Department Of Drama And Dance: Graduate Program from other universities to teach seminars in Recent presentations and publicationsby graduate students include Stage” at the Comparative drama Conference at http://www.tufts.edu/as/drama/graduate/

The graduate program in drama trains scholar-artists for the academic profession, with a focus on performance history, dramatic literature, and theory. Students are encouraged to pursue their own scholarly interests under the guidance of faculty both in this department and in others on campus. Our program is small enough to allow close relationships between students and faculty, with each degree candidate receiving personal attention. The current faculty is often supplemented by inviting distinguished academics from other universities to teach seminars in their fields. Recently, we have had Professor Virginia Scott of the University of Massachusetts at Amherst offering a course in commedia dell’arte , Professor John Emigh of Brown University teaching a course on performance theory, Professor Thomas Connolly of Suffolk University teaching courses on American theatre of the nineteenth century and the 1920s and 30s. In addition, graduate students may take appropriate courses offered by other departments and programs. Advanced students are often allowed to carry on directed study in specialties not otherwise on offer. The department usually accepts two or three candidates for the Master of Arts degree and three or four candidates for the Doctor of Philosophy degree each year. Departmental fellowships and assistantships are distributed on the basis of financial need

91. The Link: Volume 17, Number 4, Winter 1998 You cannot teach without the arts, declares drama teacher Dorothy Coy. The artsare the universal language, replies visual arts teacher Susan Brookreson. http://www.ael.org/link/v17n4/living.htm

Table of Contents The Link Volume 17 Number 4 Winter 1998 Living in a Castle Using the Arts to Teach Social Studies "You cannot teach without the arts," declares drama teacher Dorothy Coy. "The arts are the universal language," replies visual arts teacher Susan Brookreson. Two dedicated teachers with more than 35 years of experience between them describe a successful project combining art, drama, music, and medieval history. They teamed up with social studies teacher Orren Bethel to give 200 high school students at West Virginia's Hedgesville High School a better understanding of life in Europe during the 13th and 14th centuries. Coy and Brookreson both believe in the intrinsic value of the arts, but knew that creating this interdisciplinary project would require extra work. Coy observed, "All teachers are hell-bent to fulfill requirements. To take the time to work out the details of an interdisciplinary project is not easy. I was lucky to have colleagues who were interested. I already knew that Susan taught art chronologically and Orren taught a unit on medieval history." Brookreson adds, "This approach takes some flexibility because we work under so many imposed restrictions. It takes a very determined person to pull it off. I liked the pressure, the commitment it took."

92. Encore Publications - Composers Durham before returning to Salisbury to teach in the Scottish Academy of Music andDrama before going publishing initially at Banks Music publications in York http://www.encorepublications.com/comp.html

We publish musical works by the following composers and leading church musicians: Robert Ashfield was born Peter Barley was born in 1969. He took a music degree at Cambridge where he was an organ scholar at King's College, accompanying the renowned choir in many concerts, broadcasts and recordings. He then studied at the Royal Academy of Music, concurrently obtaining his M.Mus. with distinction from London University. He is now Organist and Director of Music at St Marylebone Church, London. Anna Baker Kerry Beaumont Jonathan Bielby was born in Oxford and while at Magdalen College School studied under Bernard Rose at Magdalen College. From 1963-7 he assisted George Guest as organ scholar at St John's College, Cambridge, where he read music. He has held appointments as Assistant Organist at Manchester Cathedral and Borough Organist at Huddersfield Town Hall. Since 1970 he has been Organist and Master of the Choristers at Wakefield Cathedral. He also teaches at Leeds College of Music. Eaden Lilley Photography Stephen Cleobury David Creese Richard A. Pink

93. Publications/Materials LGBTF Resources publications/Materials. One of Them is a discussionstarter dramafor high school www.tolerance.org/teach/expand/mag/features.jsp?cid=294. http://www.geocities.com/lgbtfcaucus/pubmat.htm

TESOL Lesbian, Gay, Bisexual, Transgender and Friends Caucus Home TESOL Convention Outside In (Newsletter) Join Caucus E-mail list Resources Conferences/CFPs Contact Us LGBTF Resources: Publications/Materials Resources Main Page Organizations Lesson Plans Other Links Have a resource to add? Please e-mail it to karen@drexel.edu Videos Magazines Books etc. ... Bibliographies Videos TLA Video - large selection of LGBT videos (based in Philadelphia, international mail order) www.tlavideo.com Celebrating Diversity: Resources for Responding to Homophobia. A 3-video collection by the National Film Board of Canada In Sticks and Stones (for 5-12 year olds), kids with same-sex parents talk about how their peers' taunting name-calling makes them feel; the video encourages all children to feel empathy and respect for their playmates. In Other Words (for Grades 7 and up) explores the impact of homophobia on a group of teenagers who speak courageously about their fears, concerns, anger and pain. The video also examines the origins of homophobic slurs and explains how language determines our attitude towards others. One of Them is a discussion-starter drama for high school students that follows the story of a teenager who learns her best friend is gay. Set in the context of human rights and freedom from discrimination, One of Them prompts viewers to examine their own responses to homophobia and homosexuality.

94. ILoveLanguages - Your Guide To Languages On The Web of Camerino. Information about their annual medieval drama conference,and links to publications and other medieval drama sites. http://www.ilovelanguages.com/index.php?category=Languages|Organizations

95. Faculty Of Arts drama, Canadian drama, Playwriting, drama in Education scholarly activity; those withpublications will be a demonstrated ability to teach undergraduate methods http://admin.acadiau.ca/faculty/arts.html

FACULTY OF ARTS Modern Languages The Department of Languages and Literatures, Acadia University, invites applications for a contractually limited term position (# 10501) at the Assistant Professor level in French/Spanish. Candidates should have a strong background in French second-language teaching at both beginning and advanced levels. In Spanish, the successful candidate will have a strong background in Peninsular/Latin American literature and/or expertise in translation, as well as language teaching experience. Applicants must hold a Ph.D in a related field, and have native or near-native fluency in French and Spanish as well as a good command of English. A desire to contribute to the life and continued growth of the department is essential. The appointment will commence on August 1, 2003. for consideration by the Selection Committee. Acadia is known for the Acadia Advantage initiative, which incorporates computer technology into the learning process. Faculty members are expected to explore the use of information technology in teaching and exploit its application when they find it enhances the learning environment. The University is committed to supporting these endeavours. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. Acadia University is an Equal Opportunity Employer.

96. Publications http://www.ralic.rdg.ac.uk/publications/randw.html

Being in role Children making books Desktop publishing for teachers Drama in and out of the literacy hour ... Fiction in the literacy hour Good ideas for planning a book week Good ideas for using big books Good ideas for keeping up with children's books Interactive writing in the primary school Making gender work Managing the Internet Non-fiction in the literacy hour ... Writing frame poster set

97. Publications Of Developing Countries Farm Radio Network http://www.farmradio.org/english/60-8script.html

Published Radio Scripts Package 60, script 8 July 2001 The importance of making soup Characters: Host Tandi and Samira: Two young girls who are cousins Ella: Tandi's mother Nelly: Samira's mother Host: It could be your mother or grandmother. Your sister or aunt. Every day our families depend on the wisdom of the women in our lives in order to meet our basic needs. We depend on these women not just for daily survival, but also to maintain our way of life. Yet so much of what women do and teach in our communities is taken for granted. The following drama is called 'Women's Wisdom'. From it we learn that the traditional teachings of our mothers and grandmothers are truly valuable - even when they are about something as simple as making a pot of soup. Script In: Sfx (hands clapping in rhythmn): Script Runs: Script Out: Scene: The opening scene is the yard just outside Ella's home. Two girls are playing a rhyming game (use a childhood rhyme or chant that will be familiar to your listeners). SFX: Hands clapping in rhythm.

98. Using Technology To Teach Medieval Texts http://www.unc.edu/student/orgs/cams/techtoteach/cdroms.htm

CD-ROM Resources History Literature Reference Religion A CD-ROM has the potential to offer a pre-packaged multimedia presentation of the kinds of material you might cover in your classes. It is not unreasonable to think that some textbooks may eventually be offered primarily in CD-ROM format. Currently many publishers of introductory grammars offer CD-ROM supplements to their textbooks, and it's hard to believe that literature supplements can be far behind. CD-ROMs are very efficient in the way that they put so much information at your fingertips in a very portable format. If your students have laptops, or work in computer-assisted classrooms, they may well prefer a CD to a heavy tome. For the time being, however, you may find that your students only have access to CD-ROM resources through your institution's library. Using them in such instances would require students to complete tasks on their own outside of class and would involve making certain that students did not all travel to the library to use the same resource at the same time. In such cases, you might look for CD-ROMs that would be useful as research tools (as, for example, CETEDOC and the OED) rather than as primary texts. Each CD-ROM has its own unique attributes. The number of kinds of CD-ROMs that exist is perhaps almost as large as the number of kinds of printed texts that are available. Therefore, you'll have to evaluate each CD-ROM on your own to figure out how best it might work into your syllabus.

99. Publications http://education.qut.edu.au/crawford/Publications.html

ARAL _ 1987. Identity, speech accommodation theory and second language acquisition in a multicultural society. _ 1988. Autonomy within the AMEP. Prospect _ 1989. Contextualised language practice through activity sequences. SGAV Review , Vol. 8, No. 1, 31-38. _ 1990. How authentic is the language in our classrooms? Prospect , Vol. 6, No. 1, 47-54. _ 1991. Using television drama to develop fluency. SGAV Review , Vol. 9, No. 2, 15-23. _ 1991. Using learning journals to individualise instruction. Proceedings of the ELICOS Association Conference , July 1990. _ 1992. Student response to feedback strategies in an EAP program. Australian Review of Applied Linguistics , Vol. 15, No. 2, 45-62. Teacher Educators’ Annual Handbook . Brisbane: Queensland University of Technology. Words Will Travel - An integrated communicative English language program for intermediate level learners. Sydney: ELS Pty Ltd. Words Will Travel is a video-based program which includes 80 minutes of video drama, associated listening and pronunciation materials, a Student Workbook and a Teacher’s Book with suggestions for exploiting and adapting the materials to the needs of students at level ASLPR 1 - 1+. Words Will Travel (International edition) Sydney: ELS Pty Ltd.

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