HDTenEightyP/NetNews huggingface dataset:
X-Envelope-to: SCUBA-L@BROWNVM.BITNET
X-VMS-To: IN%"SCUBA-L@BROWNVM.BITNET"
X-VMS-Cc: MCCABE
Newsgroups: bit.listserv.scuba-l
Date:         Wed, 11 Nov 1992 23:31:00 EST
From:         SCUBA-MONSTER <MCCABE@ITHACA.BITNET>
Subject:      Re: BC, which are the best?

As far as which BC's are the best, it was just last year that I asked
the same question, and will give you the answer I got:

Most of it is personal preference. I also learned this for myself just
by working with other instructors and all types of BC's.

Me, I like and use a SCUBA-PRO Finseal, just because it fits right,
is very durable, and is high quality. Plus I got a deal of a lifetime.
I also like SeaQuest and Dacor, but unlike my former employer, I
don't rag on any equiptment that isn't what I sell. She was like
totally anti-Scuba-Pro and anything else...it was Dacor/Sherwood or
nothing.

Dacor is nice because I KNOW they sell replacement parts for anything
they make, ie a new Dacor Dry snorkel of mine got stepped on, and
rather than fork out $45 for a new one, I got a replacement part for
$.30.

Try them on, see what fits. Stick with a name you know, like Dacor, Scuba-
Pro, Shrewood, Zeagle, Seaquest......and look for the best price!



|~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~|
|      "They took your life, they could not take your pride." - U2    |
|~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~|~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~|
|  Darren Patrick McCabe    "Hal"    |    School # (607)256-2515      |
|  Cornell U. Scuba Instructor  .    |~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~|
|  Ithaca College Senior!            |  PADI OWSI # 57901             |
|  Go Ithaca Lonestar Rugby!         |  PADI Medic First Aid Inst.    |
|~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~|
| "If you can't beat us on the field, BEAT US OFF!" - Lonestar Rugby  |
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
Via: uk.ac.city-poly.tower-unix; Wed, 11 Nov 1992 16:37:35 +0000
X-Mailer: ELM [version 2.2 PL0]
Newsgroups: bit.listserv.scuba-l
Date:         Wed, 11 Nov 1992 16:37:16 GMT
From:         Cosma Papouis <papouis@TOWER-UNIX.CITY-POLY.AC.UK>
Subject:      Uk diving (fwd)

Sorry to one and all for mailing this to the board, but I do not seem to be
able to get to

ROBS@UK.AC.PLYM.CX

>
> > We dive all over the place.  In fact we are coming down to Bovisand
> > on the weekend of the 20th.
> >
> > Most of our diving seems to occur around that part of the country.
> > This I do not personally understand as there is loads of good diving
> > to be done off the south coast near my home town of Eastbourne.
> >
> > Come up and find me over this weekend  (20,21,22) we shall not be traveling
> > far
> > from Bovi (Try the Bar!!!)
> >
> > Cosma.
> > --
> >
> >
> >   =========================================================================
> >
> >   	      Cosma Papouis, A.K.A. .... 'Cos, Cosy, Cosmic' ...
> >
> > 	"Depression is when you go to your psychiatrist suffering with
> > 	 	Paranoia and he tells you you're not paranoid...
> >
> > 	 		Everybody DOES hate you!!!!"
> >
> >      E-Mail: PAPOUIS@uk.ac.clp.unixa    Snail: Mr. Cosma Papouis,
> >              C_PAPOUIS@uk.ac.clp.tvax          12 Coopers Lane,
> >      				               Grove Park,
> >              			               LONDON,
> >              		                       SE12 0QA.
> >      				               United Kingdom
> >
> > ===========================================================================
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
Return-Path: <greiner%eccx.dnet@esu36.cfsat.honeywell.com>
Newsgroups: bit.listserv.scuba-l
Date:         Fri, 6 Nov 1992 07:44:28 -0700
From:         "(Everything you know... is wrong!)"
              <greiner%eccx.dnet@ESU36.CFSAT.HONEYWELL.COM>
Subject:      re: New gateway to rec.scuba

             OOo O                John Geary
             O oO                 PADI DM-52283
              o                   geary@cfa.harvard.edu
       _____ o o
      (_/-\_)..
     ===(O).


since I am new to this internet thing
do you subscribe the same way as I did to this list

Hans Greiner
Greiner%eccx.dnet@esu36.cfsat.honeywell.com
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
Via: uk.ac.city-poly.tower-unix; Fri, 6 Nov 1992 16:54:47 +0000
X-Mailer: ELM [version 2.2 PL0]
Newsgroups: bit.listserv.scuba-l
Date:         Fri, 6 Nov 1992 16:54:37 GMT
From:         Cosma Papouis <papouis@TOWER-UNIX.CITY-POLY.AC.UK>
Subject:      re: New gateway to rec.scuba

>
>              OOo O                John Geary
>              O oO                 PADI DM-52283
>               o                   geary@cfa.harvard.edu
>        _____ o o
>       (_/-\_)..
>      ===(O).
>
>
> since I am new to this internet thing
> do you subscribe the same way as I did to this list
>
> Hans Greiner
> Greiner%eccx.dnet@esu36.cfsat.honeywell.com
>

Buggered if I know.  I wish someone would tell me!!!

Cosma
--


  ============================================================================

  	      Cosma Papouis, A.K.A. .... 'Cos, Cosy, Cosmaic' ...

	"Depression is when you go to your psychiatrist suffering with
	 	Paranoia and he tells you you're not paranoid...

	 		Everybody DOES hate you!!!!"

     E-Mail: PAPOUIS@uk.ac.clp.unixa    Snail: Mr. Cosma Papouis,
             C_PAPOUIS@uk.ac.clp.tvax          12 Coopers Lane,
     				               Grove Park,
             			               LONDON,
             		                       SE12 0QA.
     				               United Kingdom

  ============================================================================
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
Return-Path: <lmilne@aal.itd.umich.edu>
Newsgroups: bit.listserv.slart-l
Date:         Mon, 9 Nov 1992 12:36:19 CST
Comments:     Resent-From: "Fred Davidson, DEIL,
              UIUC" <DAVIDSON@vmd.cso.uiuc.edu>
Comments:     Originally-From: Lynda M. Milne <lmilne@aal.itd.umich.edu>
From:         "Fred Davidson, DEIL, UIUC" <DAVIDSON@VMD.CSO.UIUC.EDU>
Subject:      help: federal FL/HE policy

I'd like to solicit help over SLART-L and TESL-L with Linda's request--
please message her directly (see below).  Thanks!  -Fred
----------------------------Original message----------------------------

Fred,
This message is for you (not SLART).  I'm wondering if you can point
me in the right direction or perhaps provide some materials directly.
I'm writing a research paper, in the form of a policy briefing paper,
on the topic of federal funding for foreign language studies at the
college level.

It seems, from the reading I've done on the Higher Education Act
Reauthorization, that Title VI funds for area studies are about to
disappear.  Is something taking their place (I've heard about "the
Boren bill")?  Does your organization act as a lobbyist?  You mentioned
in a SLART post that the Joint National Committee for Languages acts
as a lobbyist for for language-related legislation.  Would they be
the best source for information on legislation and policy (and
new plans, now that there's a change in administration)?  Whom should
I contact there?

Thanks for your help,
________________________________________________________________________
| Lynda Milne			Internet: lynda.milne@um.cc.umich.edu 	|
| Project FLAME			BITNET:   HLF5@UMICHUM			|
| 5055 Institute for Social Research					|
| University of Michigan						|
| Ann Arbor, MI 48109-1248	Telephone: 313-763-0454			|
|_______________________________________________________________________
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
Newsgroups: bit.listserv.slart-l
Date:         Wed, 11 Nov 1992 23:31:56 -0500
From:         lfoley@BU-PUB.BU.EDU
Subject:      Second Language Literacy and Ethnic Identity

I am interested in the implications of being 'educated' (particularly at the
college level) in a Second Language (or Dialect) and how this effects (if it
does), one's ethnic/cultural identity.
	It is my understanding that there appears to be a positive correlation
between acculturation (or cultural adaptation) and second language acquisition
(Schumann, Gardner, Lambert,et.al.). What I am not sure about is which causes
the other (kind of like a chicken and the egg question), and if there is a
relationship, how does this relate to the learner's ethnic/cultural identity?
	Does anyone have an opinion (actually, I am sure many do)? I would
appreciate hearing from people who have experienced being educated in a
second language or dialect. How did you feel when you were at "home"? Did
you feel different or changed as a result? Does it change the way you
interact with people from different ethnic or cultural backgrounds? Does it
change the way you interact with people from similar ethnic/cultural
backgrounds? Finally, I would like to learn about any tools people might
know about for measuring ethnic/cultural identity (I have recently worked
with some psychological questionnaires by Gardner&Lambert, and Scott&Stumpf),
as well as a descriptive questionnaire about the process of becoming 'educated'
or 'literate' in a second language and how that makes one feel (attitudes().
	If you prefer to respond to me privately, my address if is:
	lfoley@bass.bu.edu    (Internet)  I appreciate feedback.
From: mvnaerss@SAS.UPENN.EDU ((Margaret VanNaerssen))
Newsgroups: bit.listserv.slart-l
Subject: Re: measuring sociopsychological factors in SLA
Date: 11 Nov 92 15:59:49 GMT
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
Return-Path: <mvnaerss@sas.upenn.edu>
Posted-Date: Wed, 11 Nov 92 10:59:49 EST
X-Mailer: ELM [version 2.3 PL11-upenn1.8]
              "@pucc.PRINCETON.EDU:SLART-L@PSUVM.BITNET" at Nov 10, 92 3:46 pm

@pucc.PRINCETON.EDU:SLART-L@PSUVM.BITNET wrote:
>
> Hello,
>
> I am currently looking into the process of the acquisition of English as a
> second language among 24 Dutch, German and French speaking pupils (age
> 8-11)in two European Schools.  I want to identify the differences and
> similarities in the structure and rate of acquisition between the
> individual pupils. To account for the differences and/or similarities, I
> will consider, among other things, the pupils' socio-psychological profiles
> in general and motivational and attitudinal factors pertaining to language
> and language learning and personality factors (e.g. intro- and
> extroversion) in particular.  I have been looking for quite some time now
> for an instrument or procedure (questionnaire, test) to measure these
> socio-psychological variables, so that I can quantify and ultimately relate
> them to progress in language learning. None of the instruments that I know
> of are suitable for my sample, however; most questionnaires and tests are
> for use with adult learners only, not child learners between 8 and 11.  The
> few instruments that have been explicitly designed for use with (mainly
> very young) children rely on intensive observation which again would not be
> feasible either given the number and mobility of the  subjects involved in
> my study.
> My question, then, is : does anyone know of any such instrument or
> procedure for measuring and quantifying (older) children's language and
> learning motivations, attitudes and certain personality factors (and which
> preferably is not too laborious to apply)?
>
> Thank you most wholeheartedly for your attention and consideration for this
> request.  I shall be looking forward to hearing from any of you out there.
> Alex
>
> _______________________________________________________________________
> Alex Housen                 Germanic Languages Dept. - English Section
> University of Brussels (V.U.B.), Pleinlaan 2, B-1050 Brussels, Belgium
> Phone:+32-2-6412664; Fax:+32-2-6412480; Email: ahousen@vnet3.vub.ac.be
> _______________________________________________________________________
You might also look at the article by Deborah Busch in Language Learning,
I the mid 1980's on extroversion/introversion in young adult Japanese.
It's a thoughtful article.
 Margaret van Naerssen
 email: mvnaerss@mail.sas.upenn.edu
 >
X-Mailer: ELM [version 2.3 PL11]
Newsgroups: bit.listserv.slart-l
Date:         Fri, 13 Nov 1992 09:19:16 CST
From:         adcohen@STAFF.TC.UMN.EDU
Subject:      Mental Lexicon

After the flurry of e-mails about readings on the mental lexicon, I realize
that our readership is not an iota closer to getting an updated picture
of what is currently known about the L2 mental lexicon.  I, for one, would
certainly like to be a bit more enlightened.  The literature I have read,
which, unfortunately, is cranked out almost exclusively by the L1 folks
is dry, minute and largely uninformative.  Perhaps I am reading the wrong
literature but I don't know very much either about storage--the old issue
of WHERE the words are stored in lexicon--or about other issues such as
how the words are stored, how they are retrieved, etc.

In fact, just recently I have started ruminating about doing some research
on how learners actually use mnemonic keywords when "out in the field" and
in need of retrieving those hard-to-learn words that they learned using
keywords.  We have laboratory data but to my knowledge little or no
data from learners/language users "out in the trenches" actually attempting
to retrieve vocabulary from their mental lexicon.  How we would research this
I don't know.  Perhaps by means of diaries/logs/journals or whatever else
the little note pad would be called (or a walkman style tape recorder).

Perhaps some of those who circulated these nice shopping lists of materials
to read could extrapolate for us from those readings and gives us some
bottom-line statements about what we know know in 1992 regarding mental
lexicons.  Presuming these are the learner's best and perhaps ONLY
"reliable" dictionary, how are these used?  How well are they used?
How do they differ across learners?  ETc?

Andrew Cohen
--
DR. ANDREW D. COHEN
ESL, 126 Klaeber Ct, U of Minnesota, 320 16th Ave SE, Mpls, MN 55455
Tel: 612-624-3806/Fax: 612-625-2312/NEW e-mail: adcohen@staff.tc.umn.edu
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
Newsgroups: bit.listserv.slart-l
Date:         Fri, 13 Nov 1992 10:49:12 -0600
From:         david birdsong <birdsong@CCWF.CC.UTEXAS.EDU>
Subject:      Job Announcement-French

The Department of French and Italian at the University of Texas,
Austin announces one, possibly two, Assistant Professor positions
in French, tenure track, one of the two positions contingent
upon authorization.  We seek:

(1) A generalist in French linguistics, preferably with a
specialization in semantics and the lexicon.  Applicants should
be prepared to teach at all levels, e.g., graduate core courses
(structure, history of the language, an occasional specialized
topic), undergraduate courses at the upper-division level (an
introduction to French linguistics, phonetics, composition, or
translation), and lower-division language courses.

(2) A specialist in Foreigh Language Pedagogy and Methodology.
Must have a solid grounding in language teaching methods. Should
expect to teach courses at all levels of French language, upper-
division applied linguistics and phonetics courses, and
supervise a multi-section intermediate-level course.

Applicants should have a record of teaching excellence and
scholarly potential.  Native or near-native proficiency in
both French and English required.  PhD degree required
prior to employment, no exceptions.  Minority candidates are
encouraged to apply.  Applications will be acknowledged if
they conform to the job descriptions.  Interviews will be
conducted at the January 1993 LSA Meeting in Los Angeles and
at the December 1992 MLA Convention in New York.

Send application with complete dossier before December 7
to:  Jean-Pierre Cauvin, Chair, Department of French &
Italian, University of Texas, Austin, TX  78712-1197.
(EE/AAE)

The Department's program in French Linguistics is one of
the strongest in the nation.  Together with Romance Linguistics,
it has a graduate enrollment of about 20-25 degree candidates
at any given time, with an average of five new students each
year.  Graduate students take additional coursework in the
Department of Linguistics.

Prof. Cauvin's e-mail address:  fhjpg@utxdp.bitnet
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
X-Original-To:  slart-l@psuvm.bitnet, CLIFF
Newsgroups: bit.listserv.slart-l
Date:         Mon, 9 Nov 1992 16:00:00 +0200
From:         CLIFF@EGAUCACS.BITNET
Subject:      PhD Programs in Turkic Languages & Linguistics

I am currently on the faculty at The American University in Cairo. I am
interested in getting a PhD in Turkic Languages & Linguistics. I am also
interested in Turkish History. Can anyone suggest good programs that they
know of? I'd appreciate any help I can get....

Thanks,
Cliff Gardner
Cliff@EGAUCACS
From: IYG9LFB@UCLAMVS.BITNET (Lyle F Bachman)
Newsgroups: bit.listserv.slart-l
Subject: Re: validity and reliability of retellings
Date: 11 Nov 92 17:13:00 GMT
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU

I'm forwarding your query to LTEST -L, the language testing list.

------------------------------TEXT-OF-YOUR-MAIL--------------------------------

> Does anyone know of any references to retellings as measures of reading
> comprehension that discuss the validity and reliability of such authentic
> measures? I would appreciate any help you could give me. Thanks.
>
> Phillip Elliott
> Univeristy of Arizona
> SLAT student
> pelliott@ccit.arizona.edu
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
X-Envelope-to: slart-l@psuvm.bitnet
X-VMS-To: IN%"slart-l@psuvm.bitnet"
Newsgroups: bit.listserv.slart-l
Date:         Fri, 13 Nov 1992 10:40:00 EST
From:         LPJY@CRNLVAX5.BITNET
Subject:      mental lexicon

I think Andrew Cohen's recent commentary on the organization of the mental
lexicon in L2 is worth serious consideration. I suggest that in addition to
diary studies, journals, logs, etc. we also consider using the paradigm that
has been developed by experimental psycholinguists. Another issue that must
be taken into account with regard to L2 lexicons is that of the conceptual
organization of the lexicon. By that I mean, we ought to worry about more than
just the referential meaning of words, something even experimental psycholinguis
   ts have not thought about very much, although developmental researchers have.
We regard to experimental L2 work, a paper by T. Ushakova, to appear in a
volume entitled "Vygotskyan approaches to second language research" edited by
myself and Gabi Appel (ABLEX), reports the findings of an experiment on
the organization of L2 lexicon.

Jim Lantolf

DMLL
CORNELL UNIVERSITY
ITHACA, NY 14853
LPJY@VAX5.CIT.CORNELL.EDU
From: MLDST9@PITTVMS.BITNET
Newsgroups: bit.listserv.slart-l
Subject: Re: SLRF conference proposals and mailing list
Date: 9 Nov 92 16:38:00 GMT
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
X-Envelope-to: SLART-L@PSUVM.BITNET
X-VMS-To: IN%"SLART-L@PSUVM.BITNET"

I received your message and have added you to our mailing list
Thanks for your interest in SLRF 1993!
Marion Delarche
Conference Co-chair
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
Newsgroups: bit.listserv.slart-l
Date:         Wed, 4 Nov 1992 21:54:33 -0500
From:         Barbara Freed <bf0u+@ANDREW.CMU.EDU>
Subject:      Re: Requested Manuscripts

As editor of the D.C. Heath SERIES ON FOREIGN LANGUAGE ACQUISITION AND
INSTRUCTION, I invite proposals for future volumes in this collection.
The goal of the series is to disseminate research which focuses,
primarily although not exclusively, on the acquisition (including
teaching and learning) of languages other than ESL. Possible future
volumes might address issues such as the following:

  - empirical evidence of the impact of technology (CALL,CAI,etc.) on
the  learning  of second languages

 - research on writing and/or reading in second languages

 - input/output in second language learning

 -cognitive issues in second language learning

Other relevant topics will also be considered.


Volumes in the series so far include:

   Foreign Language Acquistion Research and the Classroom, Barbara
Freed, Editor

   Text and Context, Claire Kramsch and Sally McConnell-Ginet, Editors

   Language and Content, Merel Krueger and Frank Ryan, Editors.

Those interested in proposing a volume for consideration are asked to
send a written proposal to me at Carengie Mellon University, Department
of Modern Languages,160 Baker Hall, Pittsburgh, PA 15213.  Proposals
should include a general prospectus which describes the focus and
general content of the volume, a tentative table of contents, an
estimated length and a proposed date for submission of the completed
manuscript.  Preference will be given to single or jointly authored
texts as opposed to edited volumes, but edited volumes will not
necessarily be rejected. (Edited texts should include a list of
contributors and the title of each individual chapter.)

PLEASE DO NOT SEND PROPOSALS OR QUESTIONS VIA SLART; THEY CANNOT BE
ANSWERED.  Brief inquiries sent to me personally (bf0u@andrew.cmu.edu)
will, of course, be acknowledged.
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
X-Envelope-to: SLART-L@PSUVM.BITNET
X-VMS-To: IN%"SLART-L@PSUVM.BITNET"
MIME-version: 1.0
Content-transfer-encoding: 7BIT
Newsgroups: bit.listserv.slart-l
Date:         Tue, 10 Nov 1992 14:22:03 -0700
From:         LCINKO@ARIZVMS.BITNET
Subject:      Re: measuring sociopsychological factors in SLA

Right now, I am using the Myers-Briggs Type Indicator self-Scorable
questionnaires.  And believe me, it's very quick.  I don't know, however, if it
would fit your category of subjects:  they need to be able to read.  I suggest
you contact the Consulting Psychology Press, 3803 E. Bayshore Road, Palo Alto,
CA 94303.  They will be able to direct you with a more precise test adapted to
your population.  Good luck!   Lydie Meunier-Cinko  University of Arizona.
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
Newsgroups: bit.listserv.slart-l
Date:         Tue, 10 Nov 1992 15:46:10 +0100
From:         "(Alex Housen)" <ahousen@VNET3.VUB.AC.BE>
Subject:      measuring sociopsychological factors in SLA

Hello,

I am currently looking into the process of the acquisition of English as a
second language among 24 Dutch, German and French speaking pupils (age
8-11)in two European Schools.  I want to identify the differences and
similarities in the structure and rate of acquisition between the
individual pupils. To account for the differences and/or similarities, I
will consider, among other things, the pupils' socio-psychological profiles
in general and motivational and attitudinal factors pertaining to language
and language learning and personality factors (e.g. intro- and
extroversion) in particular.  I have been looking for quite some time now
for an instrument or procedure (questionnaire, test) to measure these
socio-psychological variables, so that I can quantify and ultimately relate
them to progress in language learning. None of the instruments that I know
of are suitable for my sample, however; most questionnaires and tests are
for use with adult learners only, not child learners between 8 and 11.  The
few instruments that have been explicitly designed for use with (mainly
very young) children rely on intensive observation which again would not be
feasible either given the number and mobility of the  subjects involved in
my study.
My question, then, is : does anyone know of any such instrument or
procedure for measuring and quantifying (older) children's language and
learning motivations, attitudes and certain personality factors (and which
preferably is not too laborious to apply)?

Thank you most wholeheartedly for your attention and consideration for this
request.  I shall be looking forward to hearing from any of you out there.
Alex

_______________________________________________________________________
Alex Housen                 Germanic Languages Dept. - English Section
University of Brussels (V.U.B.), Pleinlaan 2, B-1050 Brussels, Belgium
Phone:+32-2-6412664; Fax:+32-2-6412480; Email: ahousen@vnet3.vub.ac.be
_______________________________________________________________________