Web Connection resources

August 28, 2006

Links:


  • Australian Communication Exchange (ACE) -
    Australian Communication Exchange (ACE) is a not-for-profit, Australian
    organisation dedicated to empowering those who are Deaf or have a
    hearing, speech or communication impairment, to obtain access to the
    telephone and other telecommunication networks.
    (Added: 12-Feb-2002 Hits: 404)

  • Barrier free access to Seniors Computer Clubs: a resource kit -
    Many older people have difficulty reading a computer screen or using a
    mouse because of low vision, poor hand function or other disability.
    This web-based resource kit and related printed material, developed by
    ASCCA – the Australian Seniors Computer Clubs Assocition – provides
    resources for the many seniors computer clubs throughout NSW to enable
    them to support their participants with disability.
    (Added: 2-Oct-2003 Hits: 345)

  • Beanbag Net Centres Project -
    The Beanbag Net Centres Project addresses Internet access and local
    content issues for young people living in urban locations throughout
    Australia. It is an initiative of the Inspire Foundation.
    (Added: 23-Aug-2002 Hits: 394)

  • Bobby -
    Bobby is comprehensive Web accessibility software designed to help
    expose and repair barriers to accessibility and encourage compliance
    with existing guidelines.
    (Added: 11-Sep-2002 Hits: 323)

  • Bonzer! -
    Bonzer! is a free, monthly on-line journal by, for and about seniors.
    It contains stories, poems, jokes, travel, comment, memoirs, sport,
    spirituality, book reviews and more.
    (Added: 6-Jun-2003 Hits: 344)

  • Bridges.org -
    Bridges.org is an international non-profit organisation combining
    ground-level information and communication technology (ICT) initiatives
    with ICT policy to help span the digital divide.
    (Added: 18-Feb-2002 Hits: 442)

  • CommunIT Project -
    The CommunIT project aims to provide IT information and access to low
    cost IT resources for community sector organisations and their clients
    in South Australia through an alliance of community, government and
    business organisations.
    (Added: 4-Oct-2003 Hits: 353)

  • Computerbank Australia -
    The Computerbank Project is an Australian initiative to supply free
    GNU/Linux systems to low income individuals, community groups and
    disadvantaged schools.
    (Added: 11-Feb-2002 Hits: 470)

  • Connecting Victoria – A Progress Report 1999-2002 -
    This report is a collation of major results since Connecting Victoria
    was released in 1999 and highlights how more Victorians than ever
    before across the State have benefited from new technologies.
    (Added: 23-Oct-2002 Hits: 299)

  • CSIRO Internet Centre - The hub for ICT research in CSIRO, with a mission to deliver the enabling power of ICT across many industries.
    (Added: 23-Aug-2002 Hits: 127)

  • Digital Divide Network -
    The Digital Divide Network is the Internet’s largest community for
    educators, activists, policy makers and concerned citizens working to
    bridge the digital divide.
    (Added: 13-Feb-2002 Hits: 525)

  • EIA: Enhancing Internet Access -
    A specialized Web Browser, suitable for touchscreen systems, with fully
    integrated Web awareness, assessment and training modules. Designed for
    Internet training and access for people with disabilities and other
    special needs
    (Added: 24-Oct-2003 Hits: 276)

  • Equipment Recycling Network - We recycle and distribute computers and equipment to people with disabilities throughout Maroondah and Victoria.
    (Added: 12-Jan-2006 Hits: 85)

  • GO Vic -
    GO Vic is a Victorian Government initiative to give Victorians,
    especially those in regional and remote areas, better access to the
    information they need to use the Internet in their everyday lives.
    (Added: 12-Feb-2002 Hits: 388)

  • GrangeNet -
    GrangeNet (GRid And Next GEneration Network) is a 3-year program that
    will install, operate and develop a multi-gigabit network to support
    grid and advanced communications services. The GrangeNet programme is
    supported by the Commonwealth through the Building on IT Strengths
    Advanced Networks Program of the Department of Communications,
    Information Technology and the Arts. Organisations can participate in
    GrangeNet by contributing to the GrangeNet programme or by using the
    GrangeNet network and services for research and development, education
    and pre-commercial activities.
    (Added: 2-Aug-2002 Hits: 370)

  • Inspire Foundation -
    The Inspire Foundation is an Internet-based foundation that inspires
    young people to help themselves, get involved and get online.
    (Added: 15-Aug-2002 Hits: 333)

  • Inspire Foundation -
    The Inspire Foundation is an Internet-based foundation that inspires
    young people to help themselves, get involved and get online.
    (Added: 23-Aug-2002 Hits: 349)

  • IT Skills Hub -
    IT Skills Hub provides information and resources on education,
    training, development and services for everyone involved in the sector.
    (Added: 11-Feb-2002 Hits: 373)

  • ITrain Internet Training Materials -
    ITrain is a collaborative system for creating manuals for computer and
    Internet training in developing countries. ITrain manuals were written
    by practitioners from around the world working together informally in
    the ITrain Network. Their training experiences in different cultural
    settings, working with different kind of groups of participants, are
    reflected in the materials.
    (Added: 11-Mar-2004 Hits: 238)

  • Keep-Left - Web design and hosting for progressive community groups, 100% greed-free left support
    (Added: 18-Sep-2002 Hits: 367)

  • Local-e: Online Action for NSW -
    Online Action is an initiative of the Local Government and Shires
    Associations of NSW, funded by the Commonwealth Networking the Nation
    fund.
    (Added: 4-Jul-2002 Hits: 327)

  • Multimedia Victoria -
    Multimedia Victoria works with other government bodies to implement the
    Government’s Connecting Victoria policy, which aims to bring the
    benefits of technology to all Victorians.
    (Added: 12-Feb-2002 Hits: 356)

  • my connected community (mc2) - my connected community (known as mc2) is a virtual space where communities interact online.
    (Added: 11-Feb-2002 Hits: 395)

  • National ICT Australia – NICTA -
    NICTA’s mission is to build Australia’s Information and Communication
    Technology research capability with the long term aim of generating
    wealth for the country.
    (Added: 23-Oct-2002 Hits: 336)

  • Regional Connections -
    On 19th April 2002 the Minister for Information and Communication
    Technology released the Government’s regional communications
    infrastructure strategy.
    (Added: 12-Jul-2002 Hits: 359)

  • Regional Telecommunications Inquiry website -
    The Inquiry will look at whether telecommunications services to
    regional, rural and remote areas of Australia are adequate and whether
    additional arrangements are needed to ensure all Australians continue
    to share in the benefits of further service improvements and
    developments in technology.
    (Added: 9-Oct-2002 Hits: 325)

  • Skills.net -
    Skills.net, a Connecting Victoria initiative, is a community-based
    program to provide affordable internet training and access to people
    who wouldn’t otherwise have access to the internet.
    (Added: 11-Feb-2002 Hits: 385)

  • Stockholm Challenge Award - The Stockholm Challenge is a unique awards programme for pioneering IT projects world wide.
    (Added: 18-Feb-2002 Hits: 352)

  • TAD: Technical Aid to the Disabled (NSW) -
    TAD aims to improve the quality of life of people with disabilities and
    those caring for them, through the application of technology.
    (Added: 24-Oct-2003 Hits: 335)

  • TakingITGlobal -
    A not-for-profit project connecting young ‘social entrepreneurs’ and
    promoting activism and global community. TakingITGlobal has extensive
    databases of organisations, events, and opportunities. Information
    about a range of activities and resources is presented.
    (Added: 26-Jul-2002 Hits: 315)

  • tel:info -
    Informing people about services, safeguards and what is happening
    locally and nationally in the regional telecommunications landscape.
    (Added: 5-Aug-2002 Hits: 332)

  • The Open Road - The Open Road is a web site containing links to information in many languages around the world.
    (Added: 11-Feb-2002 Hits: 354)

  • The Smith Family Computer Clubs -
    Aims to bridge the digital divide by providing disadvantaged students
    on The Smith Family’s education support program, Learning for Life,
    with access to computing facilities and resources.
    (Added: 5-Aug-2002 Hits: 356)

  • United Kingdom: Wired up Communities initiative -
    The Wired up Communities initiative is investing £10 million from the
    Capital Modernisation Fund to pilot connecting homes in seven
    disadvantaged communities to the Internet.
    (Added: 18-Feb-2002 Hits: 303)

  • VICNET Victoria’s Network -
    Home of Skills.net, My Connected Community, The Open Road, Western
    Murray Online and Mobile, Gippsland Community Training, E-gaps. Free
    internet training and free community web pages.
    (Added: 20-May-2002 Hits: 339)

  • Walkabout Art -
    Through the sale of art, Walkabout provides funding for indigenous
    community development, such as education programs and preventive
    healthcare.
    (Added: 5-Aug-2002 Hits: 302)

  • Western Murray Online and Mobile -
    Western Murray Online and Mobile provides independent advice, training
    and technical support in using the internet and computers to the
    Western Murray region of Victoria.
    (Added: 12-Feb-2002 Hits: 343)

  • whereveruni -
    RMIT University along with The Salvation Army Urban Heart and Maremont
    Recovery and Accommodation Centre have established a program to assist
    those who may not have any other opportunities the chance to acquire
    basic computer and IT skills.
    (Added: 11-Feb-2002 Hits: 371)

  • World Congress on Information Technology 2002 -
    The Congress is the flagship event of the World Information Technology
    and Services Alliance (WITSA), which is the global peak body for the
    information industry.
    (Added: 11-Feb-2002 Hits: 351)

  • World Wide Web accessibility – HREOC - Human Rights and Equal Opportunity Co

    • Blogged with Flock

    Posted in Uncategorized | 1 Comment »

    How much do you know about your company’s core profit strategies?

    August 21, 2006

    Can you name 5 primary benefits of your company’s top selling products/services?

    Can you name the chief secondary ( psychological) of this produc/service?

    Can  you name one  unique  selling  proposition for each of your company’s top selling products/services?

    What is the company’s primary competitive advantage?

    How is the advantage employed in 1.product creation 2. marketing 3. sales?

    Blogged with Flock

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    Personal Peace Procedure

    August 21, 2006

    Tutorial #13–The Personal Peace Procedure

    Thought for the day…..

    “If you are ultimately going to do something important that will make a real difference…do it now”

    Howard Wight

    ****************************

    Hi Everyone,

    The Personal Peace Procedure that I’m about to unfold for you is not
    just a way to “feel a little more peaceful.” Properly understood, this
    technique should be the healing centerpiece for every person on earth.
    Every physician, therapist, spiritual counselor and personal
    performance coach in the world should be using it as a leading tool for
    helping others (and themselves).

    In essence, the Personal Peace Procedure involves making a list of
    every bothersome SPECIFIC EVENT in one’s life and systematically
    EFT’ing their impacts out of existence. By diligently doing this we can
    pull out every negative tree from our emotional forests and thus
    eliminate major causes of our emotional and physical ailments. This, of
    course, propels each individual toward personal peace which, in turn,
    contributes mightily toward world peace.

    Here are some uses….

    1. As “homework” between sessions with a physician or therapist. This is certain to accelerate and deepen the healing process.

    2.
    As a daily procedure to clear out a lifetime of accumulated emotional
    debris. This will enhance self-image, reduce self-doubt and provide a
    profound sense of freedom.

    3. As a means to eliminate a major
    contributor (if not the sole cause) of a serious disease. Somewhere
    within one’s specific events are those angers, fears and traumas that
    are manifesting as disease. By addressing them all, you will likely
    cover those responsible for the disease.

    4. As a useful
    substitute for finding core issues. If you neutralize all the specific
    issues you will have automatically included core issues.

    5. As a means for consistent relaxation.

    6. To become an example to others as to what is possible.

    This simple concept should shift the entire healing field. I can state it in a sentence…

    MOST OF OUR EMOTIONAL AND PHYSICAL PROBLEMS ARE CAUSED (OR
    CONTRIBUTED TO) BY OUR UNRESOLVED SPECIFIC EVENTS, THE VAST MAJORITY OF
    WHICH CAN BE EASILY HANDLED BY EFT.

    Not bad for a mere engineer, eh? That sentence, if adopted by every
    healing practitioner and patient, would likely (1) dramatically
    increase our healing rates while (2) precipitously dropping our costs.
    Please note that this idea completely ignores chemical causes such as
    those propounded by the medical model. That’s because I have repeatedly
    seen improvements in clients where drugs and other chemical solutions
    have failed miserably. This is not to say, however, that drugs, proper
    nutrition and the like don’t have their place. Indeed they do. They can
    often be vital. In my experience, however, our unresolved specific
    events are nearer the foundational cause for illness than anything
    else. Thus they deserve our primary attention..

    How obvious! Experienced EFT’ers are well aware of EFT’s ability to
    cleanly wipe the negative specific events off of our mental walls. This
    is the area wherein our highest success ratios appear. To date,
    however, we have focused our efforts on those negative specific events
    that underlie a given ailment such as a phobia, headache or traumatic
    incident. This is good…very good…and we should continue doing so.
    On the other hand, why not use EFT on ALL the other specific events
    that are behind our more generalized (but VERY important) issues such
    as (to name a few)….

    • Self-image
    • Anxiety
    • Depression
    • Persistent insomnia
    • Addictions
    • Compulsions
    • Feelings of abandonment

    As you eliminate the emotional baggage from your specific events you
    will, of course, have less and less internal conflict for your system
    to deal with. Less internal conflict translates into a higher level of
    personal peace and less emotional and physical suffering. For many,
    this procedure will likely result in the complete cessation of lifelong
    issues that other methods have not touched. How’s that for peace in a
    paragraph?

    The same applies to physical ailments as well. I’m talking here
    about everything from headaches, breathing difficulties and digestive
    disorders to AIDS, MS and Cancer. It is becoming more widely accepted
    that our physical maladies are caused (or contributed to) by unresolved
    angers, traumas, guilt, grief and the like. I have had many discussions
    with physicians in recent years and more and more of them echo
    emotional strife as a major cause of serious diseases. Until now,
    however, there hasn’t been an effective way to eliminate these health
    bandits. We can mask them with drugs, of course, but true cures have
    been hard to find. Fortunately, EFT and its many cousins now provide
    easy and elegant tools that will aid the serious health practitioner in
    killing the root causes of disease…instead of the patient.

    What I share here is NOT a substitute for quality EFT training NOR
    is it a substitute for quality help from a masterful EFT practitioner.
    Rather, it is a tool that, properly applied, is capable of wide ranging
    relief (quality training or quality assistance will add to its
    effectiveness). Its simplicity and far reaching effectiveness give it
    candidacy as a mandatory method for anyone seeking help for even the
    most difficult of problems. . I know that’s a bold statement but I’ve
    been at this for over a decade now and have seen so many impressive
    results over such a wide variety of issues that this statement is easy,
    if not essential, to make.

    The method here is simple (I’m assuming you already know how to apply EFT)…..

    1. Make a list of every bothersome specific event you
    can remember. If you don’t find at least 50 you are either going at
    this half-heartedly or you have been living on some other planet. Many
    people will find hundreds.

    2. While making your list you may
    find that some events don’t seem to cause you any current discomfort.
    That’s OK. List them anyway. The mere fact that you remember them
    suggests a need for resolution.

    3. Give each specific event a
    title….as though it was a mini-movie. Examples: Dad hit me in the
    kitchen–I stole Suzie’s sandwich–I almost slipped and fell into the
    Grand Canyon–My third grade class ridiculed me when I gave that
    speech–Mom locked me in a closet for 2 days–Mrs. Adams told me I was
    stupid.

    4. When the list is complete, pick out the biggest
    redwoods in your negative forest and apply EFT to each of them until
    you either laugh about it or “can’t think about it any more.” Be sure
    to notice any aspects that may come up and consider them separate trees
    in your negative forest. Apply EFT to them accordingly. Be sure to keep
    after each event until it is resolved.

    If you cannot get a
    0-10 intensity level on a particular movie then assume you are
    repressing it and apply 10 full rounds of EFT on it from every angle
    you can think of. This gives you a high possibility for resolving it.

    After the big redwoods have been removed, go to the next biggest trees.

    5.
    Do at least one movie (specific event) per day…preferably three…for
    3 months. It only takes minutes per day. At this rate you will have
    resolved 90 to 270 specific events in 3 months. Then notice how your
    body feels better. Note, too, how your “threshold for getting upset” is
    much lower. Note how your relationships are better and how many of your
    therapy type issues just don’t seem to be there any more. Revisit some
    of those specific events and notice how those previously intense
    incidences have faded into nothingness. Note any improvements in your
    blood pressure, pulse and breathing ability.

    I ask you to
    consciously notice these things because, unless you do, the quality
    healing you will have undergone will seem so subtle that you may not
    notice it. You may even dismiss it saying, “Oh well, it was never much
    of a problem anyway.” This happens repeatedly with EFT and thus I bring
    it to your awareness.

    6. If you are taking medications, you
    may feel the need to discontinue them. Please do so ONLY under a
    qualified physicians advice.

    It is my hope that the Personal Peace Procedure becomes a worldwide
    routine. A few minutes per day will make a monumental difference in
    school performance, relationships, health and our quality of life. But
    these are meaningless words unless others (you) put the idea into
    practice. I prefaced this article with a quote from my good friend,
    Howard Wight. I repeat it again below for emphasis…

    “If you are ultimately going to do something important that will make a real difference…do it now”

    Personal Peace to all, Gary

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    quantum intelligence

    August 21, 2006




    Stomach Bug II -  Gitanjali – “infinity times better” with Q.I. +


    Posted by: “Dayu D’Sa”
    dayudsa@bellsouth.net
     

    innerlight_sound



    Sat Aug 19, 2006 8:41 am (PST)


    Continued from – Stomach bug – Part I:

    http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/message/171

    45

    Stomach Bug II – Gitanjali – “infinity times better” with Q.I. + using DNA

    Activation “Healing Temple”

    Yesterday, I spent 1 ½ hours on the phone helping my daughter, Gitanjali,

    work on her stomach bug problem. At the root of it, were the emotions of

    fear that on her way back from Turkey via London to Miami, she’d have to go

    through all the hassles of what’s been happening in London because of the

    terrorist problems, flights being re-routed, having to arrive 5 hours ahead

    due to security checks, blah, blah, blah, etc. etc.

    We used the Q.I. protocol on it, and she felt much better. Here below is a

    letter she wrote to me this morning in response, after our session

    yesterday.

    She had also been spending the whole day watching the only channel she got

    while she was there and it was a BBC news channel. We discussed in length,

    the principle of keeping the emotions above the 200 Courage level – in the

    Map of Consciousness chart – and I asked her if watching the news made her

    go into levels of fear (100), then did she want to watch the news?????

    Wouldn’t it be better if she focused on creating her own reality and doing

    some deliberate creations of her own on having a wonderful time while she

    went through London? What if 99 % of the people experienced the worst case

    scenarios, so what, why couldn’t she be in the 1% who experienced only the

    best?!!!!

    She also used her Temple of Evolution – she calls it her Healing Temple,

    which we created when she did her DNA Activation with me…in which she had

    lots of crystals in her DNA activation room, so she calls it her “Crystal

    Room”. Children always give simple names for things, don’t they?

    Well, it has all worked out fine in the end.

    Thought I’d share the Case History.

    Love,

    Dayu,

    Just A Mom, who happens to be a healer.

    _____

    From: Gitanjali D’Sa (gdsa@Princeton.EDU) [mailto:gdsa@Princeton.EDU]

    Sent: Saturday, August 19, 2006 3:27 AM

    To: Dayu D’Sa

    Subject: much better

    Hi Mummy,

    I want to thank you for spending so much time on the phone with me

    yesterday. I kept visualizing and using my cue word after we stopped and I

    feel much better. I even went into my healing temple (maybe it’s called the

    creation temple or something, the one with all the rooms; crystal room,

    anything you want room, etc.). Anyway, I feel a million times – no, infinity

    times – better this morning. So, I wanted to say a great big THANK YOU!!!

    I love you very much.

    - Gitanj

    (Continued in Stomach Bug – Part III)





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    Stomach Bug III – Gitanjali – Quantum Intelligence Protocol


    Posted by: “Dayu D’Sa”
    dayudsa@bellsouth.net
     

    innerlight_sound



    Sat Aug 19, 2006 9:08 am (PST)


    Continued from – Stomach bug – Part I and II:

    http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/message/171

    45

    http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/message/171

    53

    _____

    From: Dayu D’Sa [mailto:dayudsa@bellsouth.net]

    Sent: Saturday, August 19, 2006 5:00 AM

    To: ‘Gitanjali D’Sa (gdsa@Princeton.EDU)’

    Subject: Keep this in a file on your computer and use as needed – Quantum

    Intelligence Protocol

    Dear Gitanjali,

    (snip – personal)

    Gitanj, since the q.i. protocol is working for you – keep it in a file on

    your computer as a permanent record – I’ve included it below. In the

    future, if you have any issue, you can simply zap it with your cue word, but

    this 15-step q.i. process is a good beginning..then keep zapping anything

    that comes up.

    Can I use your testimonial below to write up a case history on your

    situation? It’s a very good one. And since the q.i. protocol is new, it

    will be a good case history to share, so people get to know how it works.

    If you feel upto it, you can write me something a little more comprehensive.

    Love you sweetie! Glad you are better – keep using cue as needed.

    (snip – personal)

    Ok, now save this for future use.

    Email me if I can call you now.

    Love ya’!

    Your Mommy

    _____

    From: Dayu D’Sa [mailto:dayudsa@bellsouth.net]

    Sent: Friday, August 18, 2006 7:06 PM

    To: ‘Dayu D’Sa’

    Subject: Quantum Intelligence Protocol

    Dayu D’Sa’s Quantum Intelligence Protocol

    C 18th, July 2006

    based on:

    LARRY NIMS’ BSFF, Dayu D’Sa’s TLR Protocol, EnergyFlows, PIVOT (Positive

    Intention Validation offering Transformation), KALOS, JOAN HITLIN’S EXPANDED

    BSFFR, Ho’Oponopono Healing, and St. Germain’s Consuming Violet Flame, and

    the I AM PRESENCE

    I’d like to thank Joan Hitlin and Larry Nims.

    I’d also like to thank Linda Stettler and Karen Karbo for sending in the

    messages to the Flow list yesterday in a most synchronistic way, on

    Ho’Oponopono Healing

    http://health.groups.yahoo.com/group/One_InTheFlow/message/9183

    and St. Germain’s Consuming Violet Flame, and the I AM PRESENCE,

    http://health.groups.yahoo.com/group/One_InTheFlow/message/9179

    that contributed to the creation of this healing modality, based on TLR,

    which is now advanced to STLR = SORRY, THANKS, LOVE, RESPECT.

    I’m calling it the Quantum Intelligence Protocol, and I’m sure this will be

    fine-tuned further, but I wanted to share it with you all, as it is for now,

    so that you can join in the progress, and let me know your own stories of

    using it.

    Let me know if the Q.I. Protocol helps you. The key is in letting the words

    “I’m sorry and I love you” you go wherever they have to go, and come from

    whoever they have to come from. Add in “I thank you and I respect you” as

    needed – STLR. Just let that vibration sit, and see what happens. You may

    feel called upon to dialog back and forth in session, to heal anything that

    comes up. Allow yourself to be guided from within, to release all that needs

    to be released. Let those words heal, and you image the violet flame

    cleansing it away and connecting you with your I AM Presence, and its

    vibration of Pure Love.

    Your comments are welcome, folks.

    Love,

    Healing Energy = The Unconditional Love of one’s Higher Self

    Cue Words/Phrases:

    “I’m sorry and I love you.”[SL]

    Additional Cue Word/Phrase:

    “I’m sorry. Please forgive me.”

    “I’m sorry, I thank you and I love you.” [STL]

    “I’m sorry, I thank you, I love you and I respect you.” [STLR]

    “I AM THAT I AM”

    “I AM THE VIOLET FLAME”

    “I AM WHOLE”

    “I AM STRONG.”

    The Cue word is based on Ho’Oponopono Healing, http://hooponopono.org/ and

    http://www.saintgermainfoundation.org/body2.htm

    Imagery: I imagine my My Higher Self (My “I AM THAT I AM” PRESENCE) saying

    this cue word to me, whilst the Violet Flame consumes away all that is not

    of the Divine, and a tube of white light surrounds me, as my “I AM Presence”

    integrates with the rest of me.

    This imagery of coming into my wholeness, gives my mind the necessary belief

    that this process can work!

    PREPARATORY STEPS:

    A. INSTALLING TRUST AND CONSCIOUS-SUBCONCIOUS ALIGNMENT:

    I now ask my subconscious mind, conscious mind and super-conscious mind to

    be aligned, so that there is complete awareness and confidence all that has

    been healed, when it is done (optional: and this can be muscle-tested with

    confidence). ~ Cue

    B. CREATING BELIEF THAT THIS PROTOCOL CAN, WILL AND DOES WORK:

    1. I ________ am treating every thought, feeling, attitude, belief,

    imagining,

    or aspect of the belief that this process can’t or won’t or doesn’t work. ~

    Cue

    2. It works. ~ Cue

    3. Also, do: Larry Nims’ Fail Safe Procedure.

    4. In addition: Larry Nims’ Stoppers/PR procedure.

    1. GLOBAL #1, OVERALL TREATMENT OF PROBLEM:

    I ________ am treating every thought, feeling, attitude, belief, imagining,

    or aspect of this ______________ problem, and anything which keeps

    me from easily, quickly and comfortably being free of this _____________

    problem now and forever. ~ Cue

    2. GLOBAL #2, CAUSES:

    I am treating anything or event including all prior happenings that have

    created, caused, influenced, set-up, maintained, indluenced or perpetuated

    this __________ problem. ~ Cue

    3. GLOBAL #3, EFFECTS:

    I am treating anything and everything in my life that ever was or could be

    affected by this _______________ problem. ~ Cue

    4. GLOBAL #4, POST TRAUMATIC STRESS:

    I am treating every Post Traumatic Stress Effect that I have ever

    experienced as a result of this _____________ problem. ~ Cue

    5. PARTS:

    I am treating any parts of me that have created, contributed to, held onto,

    benefited from, become attached to, or are holding onto this _________

    problem in any way. ~ Cue

    6. RELATIONSHIP ASPECT:

    I am treating every thought, feeling, attitude, belief or imagining that

    causes me any difficulty with _______ name _____ or with anyone else

    who has caused, contributed to, or participated in this _________ problem.

    ~ Cue

    7. SHAME

    I am treating any shame that I feel as a result of any aspect of this

    problem. ~ Cue

    8a. ANGER AT SELF:

    I am treating any anger that I might have toward myself

    for my part in this ______________ problem. ~ Cue

    8b. ANGER AT OTHERS:

    I am treating any anger that I might have toward others

    for their part in this ______________ problem. ~ Cue

    9. REGRETS:

    I am treating for any regrets that I may have over any lost love, health,

    prosperity,

    or other lost opportunities that have resulted from

    of the existence of this _____________ problem. ~ Cue

    10. UNFORGIVENESS:

    I am treating anything that keeps me ________ from

    forgiving myself or others , for whatever I or they may have

    consciously or unconsciously thought, said or done with regard

    to this ______________ problem. ~ Cue

    11. CLEANUP:

    I am treating any leftover thought, feeling, attitude, belief, imagining

    or aspect of this problem that might remain hidden or stuck or buried

    in any part of me or my environment. ~ Cue

    12. OPTIMIZING NEW LEARNINGS:

    I am treating whatever might prevent me ______ from learning

    all that I can from this __________ problem. ~ Cue

    I am treating anything that might prevent me from learning all

    that I need to know in order to prevent this ________ problem

    from recurring. ~ Cue

    I am also treating anything that might keep me unaware of that which

    I need to know in order to be a healthier, wiser, more prosperous,

    more peaceful, more connected, and more creative person. ~ Cue

    13. INOCULATION (FUTURE-PACE)

    I am treating anything that might cause me to take back any

    aspect of this ______________ problem in the future. ~ Cue

    14. LOCK IN THE BENEFITS OF THIS TREATMENT FOR ALL TIME! ~ Cue

    15. HALLELUJAH! ~ Cue

    I have completed this healing process for today.and I find the concept of

    the 100% responsibility resonating with me.

    Folks, thank you for Shining the Light!

    “The energies coming in are for your growth, and you are like a plant

    that has been dormant for so long and is now responding to the light.

    You are certainly finding a new strength, and we see an Earth that

    glitters and glows with the bright Light of millions of souls.”

    http://health.groups.yahoo.com/group/One_InTheFlow/message/9188

    Thank you all on these One group of forums to help bring in that Light.

    Here’s an interesting way of looking at things – 100% Responsible – 2

    Quotes:

    1. Amazing article on being 100% responsible:

    http://hooponopono.org/Articles/100_percent_responsible.html

    2. Your perceptions of reality expand when you purposely look for new

    levels of significance, as well as the hidden meanings of life. When

    you enhance your awareness, you contribute your own unique frequencies

    to the ever-growing collective realization that as a human being you

    must accept ultimate responsibility for exercising the power you

    naturally embody. THE HEALING REQUIRES REMEMBERING THAT YOU ARE AN ENERGETIC

    BEING WHOSE THOUGHTS, FEELINGS, AND EMOTIONS CREATE THE WORLD THAT YOU

    ENCOUNTER.

    We are all engaged in this multi-dimensional

    drama because of an agreement between many realities to heal the mind,

    body, and spirit of humanity and all those connected to you. It is

    also an agreement to provide inspiration for a new vision of life

    throughout the multiverse. (The Pleiadians through Barbara Marciniak,

    from the book, Path of Empowerment) – http://www.pleiadia

    <http://www.pleiadians.com> ns.com

    http://health.groups.yahoo.com/group/One_InTheFlow/message/9188

    Thank you all for helping in moving to that place of “100% Responsible” – of

    empowerment and healing and shining your light in your own unique way, thus

    helping shift our collective mass consciousness towards the Light.

    Love,

    Dayu

    Applied Kinesiologist, Miami

    Member of National Assoc. of Naturopaths, Montreal

    Tel. 1.786.293.8123 dayudsa@bellsouth. <mailto:dayudsa@bellsouth.net> net

    http://health.

    <http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/>

    groups.yahoo.com/group/LiveInTheCurrentMoment11-11/

    (Continued in Stomach Bug – Part IV)





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    3.



    Stomach Bug IV – Gitanjali – Love, your apple


    Posted by: “Dayu D’Sa”
    dayudsa@bellsouth.net
     

    innerlight_sound



    Sat Aug 19, 2006 9:13 am (PST)


    Continued from – Stomach bug – Part I, II and III:

    http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/message/171

    45

    http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/message/171

    53

    http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/message/171

    54

    _____

    From: Dayu D’Sa [mailto:dayudsa@bellsouth.net]

    Sent: Saturday, August 19, 2006 5:13 AM

    To: ‘Gitanjali D’Sa (gdsa@Princeton.EDU)’

    Subject: The apple doesn’t fall far from the tree…

    (snip – personal)

    You know how you say you’ll never be a good Mom. It’s because you probably

    think, yukk, I couldn’t discipline myself to give of myself so much and to

    be so unselfish..because you’ve been at the receiving end.

    So now use your q.i. to clear that away and install “I’m a great Mom

    someday”, hun, because some day, you’ll be the best Mom ever, and your kids

    will love you and think of you with as much love, as when you do when I tell

    you you are amazing and you say to me the apple doesn’t fall far from the

    tree.

    And it’ll be your kids saying it to you. when you tell them how marvelous

    they are.

    Love,

    Mommy

    _____

    From: Gitanjali D’Sa (gdsa@Princeton.EDU) [mailto:gdsa@Princeton.EDU]

    Sent: Saturday, August 19, 2006 5:17 AM

    To: Dayu D’Sa

    Subject: I’m here if you want to call!

    Hi Mummy,

    If you get this email, you can give me a call right now. I’m so glad to

    hear_____________. Perhaps we will soon all be balanced enough to have full

    toolbelts of our own.

    I felt so much better this morning that I went to the gym for a run. I just

    came back and took a shower and I should be home for another half hour if

    you want to call. It is now 12:15 my time. I am going to one of the oldest

    churches in the world later, so I will leave the house by 12:45.

    Love, Gitanj

    _____

    From: Gitanjali D’Sa (gdsa@Princeton.EDU) [mailto:gdsa@Princeton.EDU]

    Sent: Saturday, August 19, 2006 5:54 AM

    To: Dayu D’Sa

    Subject: Re: The apple doesn’t fall far from the tree…

    Thanks for these beautiful words. You are a really great role model. I’ll

    write another testimony about how quickly I got better using the clear and

    the q.i. protocol, but for now you can go ahead and use the letter I sent

    you. I’m heading out now, I’ll email you later when I get home.

    Love,

    your apple





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    4.



    Stomach Bug IV – Gitanjali – The results were almost instantaneous –


    Posted by: “Dayu D’Sa”
    dayudsa@bellsouth.net
     

    innerlight_sound



    Sat Aug 19, 2006 12:02 pm (PST)


    Continued from – Stomach bug – Part I, II, III and IV:

    http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/message/171

    45

    http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/message/171

    53

    http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/message/171

    54

    http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/message/171

    55

    Hope you’ve enjoyed reading this case history, folks. I’d love to hear any

    comments or questions you may have.

    Warmly,

    Dayu

    ~~~

    Applied Kinesiologist, Miami

    Member of National Assoc. of Naturopaths, Montreal

    Tel. 1.786.293.8123 dayudsa@bellsouth. <mailto:dayudsa@bellsouth.net> net

    http://health.

    <http://health.groups.yahoo.com/group/LiveInTheCurrentMoment11-11/>

    groups.yahoo.com/group/LiveInTheCurrentMoment11-11/

    —–Original Message—–

    From: Gitanjali D’Sa (gdsa@Princeton.EDU) [mailto:gdsa@Princeton.EDU]

    Sent: Saturday, August 19, 2006 2:20 PM

    To: dayudsa@bellsouth.net

    Subject: More detailed testimonial – as promised

    Hey Mummy,

    Here is my more detailed testimonial. Let me know if you want me to edit

    anything. I’m at home now if you want to call. I’m cooking, so just leave a

    message if you don’t get through the first time.

    I LOVE YOU!!! And THANK YOU!!! (hope you got my emails from this morning)

    -Gitanj

    Recently, I came down with what I can only describe as a torturous stomach

    bug. I’m not sure whether it was due to food poisoning or parasites in the

    local water supply (I am currently in Istanbul, Turkey, where the tap water

    is notoriously unsafe for consumption).

    In any case, it kept me clutching my toilet bowl for an entire night, as I

    relived my last two or three days worth of meals – in reverse. And kept me

    paralyzed in bed while I regained my energy through sips of Gatorade and

    Pure Trim (the only sources of electrolytes and calories I could keep down).

    When I finally called my mother (and health facilitator extraordinaire), she

    immediately advised me to take Clear, as it was one of the only supplements

    I had brought with me during my summer abroad. Later that day, she worked

    with me to complete the Q.I. Protocol to address any emotional issues that

    may have been at the root of my stomach upset.

    The results were almost instantaneous. Within one day I was able to eat

    solid food again. The next day I had gained enough energy to go back to the

    gym (something I hate having to go without). In just one day of Clear (about

    three capsules, though I am continuing to take them) and one Q.I. Protocol

    session, not only had I overcome my stomach bug but I had regained my energy

    enough to go out and enjoy Istanbul.





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    5.



    Think about what’s missing in your life.


    Posted by: “Holly Venn”
    lovecats_888@yahoo.com
     

    lovecats_888



    Sat Aug 19, 2006 6:52 pm (PST)


    To match up with intention, you first have to catch yourself in that
    moment you’re thinking about what’s missing. Then shift to intention.
    Not what I find missing in my life, but to what I absolutely intend to
    manifest and attract into my life—with no doubts, no waffling, and no
    explaining! Here are some suggestions to help you break the habit of
    focusing your thoughts on what’s missing. Play a version of the match
    game, and match up with the all-creating force:

    No match: I don’t have enough money.

    Match: I intend to attract unlimited abundance into my life.

    No match: My partner is grouchy and boring.

    Match: I intend to focus my thoughts on what I love about my partner.

    No match: I’m not as attractive as I’d like to be.

    Match: I’m perfect in the eyes of God, a divine manifestation of the

    process of creation.

    No match: I don’t have enough vitality and energy.

    Match: I’m a part of the ebb and flow of the limitless

    Source of all life.

    No match: I hate this place we’re living in; it gives me the creeps.

    Match: I can see our new home in my mind, and I intend

    to be living in it within six months.

    No match: I dislike the work I’m doing and the fact that

    I’m not appreciated.

    Match: I’ll act upon my inner intuitive impulses to create the work

    or job of my dreams.

    No match: I hate the fact that I’m sick so often and always

    seem to be getting colds.

    Match: I am divine health. I intend to act in healthy ways and

    attract the power to strengthen my immune system in every

    way I can.

    Wayne Dyer

    Holly Venn

    http://groups.yahoo.com/group/The_Power_of_Intention/

    technorati tags:, ,

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    Manifesting the life of your dreams with EFT

    August 5, 2006

    Manifesting the life of your dreams with EFT

    Hi Everyone,

    Over the years there have been hundreds of books written with titles like…

    You can have anything you want.

    As a general rule, these books urge us to see ourselves in a new
    light and thus generate within ourselves a personal magnet whereby the
    universe brings us new rewards and experiences.

    Great theory…and, to a degree, I buy it.

    In practice, though, we have beliefs. attitudes and habits that
    serve as substantial barriers to achieving these new levels. How do we,
    for example, see ourselves as receivers of financial abundance when we
    have competing beliefs like “rich people are greedy, nasty and step on people to get all that wealth”?

    To use EFT to handle barriers like these and thus catapult us into
    new levels of existence, I created The Palace of Possibilities (see the
    written series on our web site and the video set known as From EFT to the Palace of Possibilities ).

    Along these same lines, EFT Contributing Editor Steve Wells from
    Australia gives us more thoughts on this important subject and thus
    capably provides us with many how-to’s and related uses of EFT to
    manifest what we want. Here are two insights from his message…

    “These are some of the most exciting applications of EFT in my
    opinion, requiring us to break through our old, limiting beliefs of
    possibility and allowing us to expand and realise more of our true
    potential.” and

    “Eventually, the world always becomes “as you see it”. As you
    treat yourself for seeing the world anew, and as you start to live in
    that place, the world will quite literally transform before your eyes.”

    Hugs, Gary

    By Steve Wells

    “If you only look at what is, you might never attain what could be.” Source Unknown

    How can EFT help us in manifesting the life of our dreams, in making
    our dreams come true, in obtaining our heart’s desire, in becoming the
    type of person we want to be? This is a huge topic and one I cannot
    pretend to do justice to here. However, I want to share some of the
    ideas that have been working for me, for my clients and for
    participants in the EFT and Transformation workshops I’ve been
    conducting with Dr David Lake.

    The reality is that everyone manifests all the time – We are
    constantly creating our own reality, bringing ideas into form. The
    trouble is that most of us are doing this on autopilot, and often
    manifest negatively. I want to focus here on the process of conscious
    creation, where we decide to bring into form some new, more positive
    ways of being and create richer, more meaningful, positive outcomes in
    our lives. These are some of the most exciting applications of EFT in
    my opinion, requiring us to break through our old, limiting beliefs of
    possibility and allowing us to expand and realise more of our true
    potential.

    Not everyone sets goals in the formal sense, however the act of
    consciously deciding to create a new future is one of the most
    empowering actions we can take. It is also one of the most challenging
    because we are instantly confronted by our limitations. If we don’t
    treat ourselves for these limitations I believe we risk remaining
    prisoners of our own version of “what is”, or our current reality. I’m
    particularly interested in those wild ideas about “what could be” that
    leap into our minds and crash up against our beliefs about what is
    possible for us. These are the big, hairy audacious goals that both
    excite and scare us at the same time. If you have one of those goals in
    your heart, I am talking to you today.

    So what is your biggest dream, wish or goal? Accept that it is there
    for a reason and decide you are going to make it real. A crucial step
    in this process is to begin to put it outside yourself, begin to bring
    a representation of it into the world. There are many ways of doing
    this, all of which work differently for different individuals (First
    thing to treat yourself for is the belief that you need to set goals
    according to someone else’s formula – even mine!). Some examples are
    writing it down, drawing or painting a picture of it, saying you will
    do it or have it, making a 3-dimensional representation of it like a
    sculpture, and so on. Or taking some physical action towards it.

    Putting your ultimate goal out into the world – even just to
    acknowledge that you wish it – can itself be a scary proposition if the
    goal is big enough and crazy enough. We ask ourselves (a la Marianne
    Williamson and Nelson Mandela), “Who am I to think I can be/do/have this?”
    This thought – and the attendant feelings and associations that come
    with it – are what we first need to tap on. Apply EFT to any and all
    thoughts that achieving this is not possible for you, that you are not
    good enough to have it, and that – for whatever reason – you cannot or
    will not be able to bring it into being. Example set up statements here
    include:

    “Even though I’m not good enough to … I fully and completely accept myself”

    “Even though I don’t have what it takes to … I fully and completely accept myself”

    “Even though I’m (state your own limitation here – e.g. too old,
    too young, not smart enough, etc) to … I fully and completely accept
    myself”

    The next thing to do is to think about your goal from the
    perspective of being in it, having already achieved it. Inside the
    picture – being it, having it, doing it. It isn’t necessary to have an
    actual mental picture here. However, if you’re good at visualising,
    this step is about seeing what you desire to achieve as you would if
    you were there now having already achieved it. The challenge is to
    capture the real feeling of how this will be – that’s where the power
    lies. Even seconds per day spent in accessing the feelings of a new
    reality can pay off in incredible ways.

    So take a few moments now to think yourself into this new future
    where you have already achieved your goal. Here’s where you will almost
    certainly need to do several rounds of tapping to assist your
    visualization and affirmation processes, and this is something that –
    for really big goals – I recommend you repeat daily. The more you do
    it, the more your images of future possibility will start to feel more
    real. Not only will they begin to feel more achievable, but they will
    also start to become the reality by which you run your life.

    So focus on that big, hairy audacious goal of yours. Bring it into your mind. Now do another round of tapping on your doubts:

    E.g. “Even though I doubt I can (state your goal – whether
    it be a goal about what you will be, a goal about what you will do or a
    goal about what you will have) I fully and completely accept myself”

    Now do a round of tapping on the opposite idea – that you can and will make this real.

    E.g. “Even though I can (state your goal) and I will (state your goal) I fully and completely accept myself.”

    Note that at this point you may not know exactly how you are going
    to achieve your goal. Although planning is important and necessary, it
    is in no way as important as gaining clarity on what you want and
    getting in touch with the feeling of how it will really be owning it,
    doing it, having it, and/or being it!

    Objections will come up in your mind and your body and it is
    important to sort these out using EFT. Many of these objections relate
    to values conflicts. Frequently we have developed false associations
    towards what we think we might have to do or become in order to achieve
    our goals. So get these doubts and apprehensions out – preferably onto
    paper where you can see them – and start to apply EFT to them.

    As an example, I had a strong belief that if I became really rich I
    would become less spiritual. A single-round of tapping on that negative
    belief statement at Gary Craig’s Ultimate Therapist Seminar 6 years ago
    enabled me to more than double my income in the following year! From
    that moment on I began to understand the power this process could
    unleash if we managed to identify the right beliefs to tap on.

    Begin to identify your own negative beliefs about what achieving
    your ultimate goal could lead to, or what it might require you to do or
    become. Then treat yourself for these beliefs by inserting the belief
    statements into the set up and also repeating the belief statement at
    each tapping point. For example, in my case the statement was something
    like “Even though if I become rich I will be less spiritual…” In recent
    times, I’ve discovered some other related beliefs, and tapping on these
    has created a further shift. Do this process yourself for every
    negative belief you can identify and be prepared to persist in treating
    them – Some beliefs are much tougher to shift than others, but each
    round of tapping you do will move you closer to releasing the emotional
    attachment.

    For a more complete treatment, see if you can identify where in the
    past you learned these beliefs and associations, and go back over those
    experiences, treating yourself as you go for any intense memories that
    come up. Often you will find that to do so leads to a complete
    restructuring of the early experience, allowing you to see it from a
    more empowering perspective and creating a profound shift in the
    related beliefs.

    As important as this removing past blocks process is, it’s crucial
    to keep coming back to your goal and mentally and emotionally going
    there NOW. Don’t spend all of your time on wiping out past negatives –
    Ensure you spend at least equal time associating to new positives.

    In my experience, there is at least as much work required in
    treating your fear of success as there is in treating your fear of
    failure. If your goal is big enough, thinking of yourself in it (having
    it, doing it, being it) will bring up some pretty challenging feelings.
    In treating these fears of success you’ll again be targeting EFT at the
    negatives – however these are the negatives which prevent us from being
    comfortable with the idea of having or achieving our goal, the
    tail-enders to our positive affirmations. When we can see ourselves
    achieving our goal, say it without fear to ourself and others, and feel
    100% congruent positive feelings about it, then we can know that the
    realisation of the goal is a mere formality.

    So let’s do it again now – describe the territory of success. Write
    it down, draw it, say it, do whatever you need to do to get that
    blueprint and start to lay down some new physical (neural) and
    emotional and energetic pathways. Complete several rounds of tapping on
    the idea and feeling of being there, doing that, having that, being
    that kind of person. (“Even though I have this…”, “Even though I am this kind of person…”, “Even though I have achieved x…”)
    As you tap, mentally step into the future image and focus on it from
    within the experience looking out, feeling how it will feel when it is
    real. If you want to repeat something to yourself, have your words be a
    description of what it looks and feels like being there – what life is
    like in that future reality – and describe it exactly how you want it
    to be as you tap on each of the points. As you do so, you’ll be
    treating your attachment to a previous reality in which this goal did
    not exist, and making it easier for yourself to feel comfortable in a
    new reality which you are consciously bringing into form.

    Eventually, the world always becomes “as you see it”. As you treat
    yourself for seeing the world anew, and as you start to live in that
    place, the world will quite literally transform before your eyes.

    Steve Wells

    Blogged with Flock

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    Anger Question

    July 31, 2006

    I’ve been studying EFT for about a year, and have some previous studies
    in NLP as well as The Silva Method, and of course the teachings of
    Abraham. I’ve been fascinated by alternative healing modalities for
    years, and studies of how the mind works.

    I’m wondering if anyone has suggestions as to determining the number of
    rounds one should do, when a person cannot determine their intensity
    rating. I find that many issues that I have, just don’t register any
    intensity…

    ..other
    than strong phobias. So, it’s challenging to know whether or not I’m
    making headway on core issues. When I think of major events in my life
    that “should” have an emotional charge, I’m not presently able to
    access the feeling. I’m guessing this is from many years of being
    detached from my feelings. I was in my 40′s before I actually got angry
    for the very first time. I’m VERY good at avoiding my feelings, and
    distracting myself when they come up. After taking a few Tony Robbins
    courses several years ago, I found that when anything that I judged as
    negative came up for me, I immediately shifted my thinking to “what’s
    good about this”?? or “what can I learn from this”, or “how can I use
    this experience to benefit me??”. So, I’m a
    little confused as to
    whether I’m just happy face stickering, or whether I really do have
    some issues!! Since I have several nervous habits like picking at my
    nails, etc. it seems that those would be considered internal
    anxiety………….any
    ideas (anyone????) I also abused alcohol for many years (quit about 6
    years ago completely). And was shocked and surprised to discover that I
    was quite an introvert when I was sober!! I’m SUCH a different person
    than I always thought I was. As a drinker, I was VERY social, outgoing,
    loved people, parties, excitement etc. As a sober person, I love
    solitude, peace and quiet and avoid crowds of people, and have no
    desire whatsoever to participate in all the drama that I used to love
    wholeheartedly!! Nothing really rocks my world anymore, I feel
    very strong, very centered, and very at peace with everything in my
    life. But when I look back at things, I wonder how I could possibly
    feel so at peace with everything??? When my

    former husband of 17 years left me, I didn’t really react………I
    was understanding and accepting. When my only child was missing for
    many years and then I was informed she had been killed by someone
    within her drug crowd, I had no thoughts of revenge or hatred or any of
    the “normal” reactions. I kind of let the whole thing go relatively
    quickly, and am at peace with what is,……..same reaction 20 years
    ago when my brother was murdered, same reaction when my mother died,
    and when my father died………….just no real emotional
    responses. Things just don’t get to me, the way they do to most people.
    At least not at a conscious level.

    I even went for
    counselling once, to see if the therapist could help sort it all out.
    She told me I was the most well adjusted, mature person whom she’d ever
    met in her life, and my coping skills were beyond amazing. We couldn’t
    find any issues……….and
    yet, something tells me that that I must have anxiety going on,
    considering my drinking history, soft drug history as a teenager, nail
    biting to the quick as a child, nail picking as an adult, as well as
    picking at any dry skin etc.

    So if anyone has suggestions as to how to work on these habits and figure out core issues, I’d sure love to hear them!!

    Posted in Uncategorized | Leave a Comment »

    incontinence

    July 31, 2006

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      Transmitter Signals a New Approach in Battle Against Incontinence

      Wireless technology may ease the suffering of many in nursing homes

      Long-term care could be in for a big change, thanks in part to a tiny radio.

      Pressed to improve care and reduce costs, long-term care (LTC)facilities are rethinking their methods of handling a variety ofproblems. One of the biggest of these is managing urinary incontinence.Total costs for dealing with the consequences of incontinence—includingurinary tract infections and pressure sore infections caused byprolonged exposure to urine—have been estimated at over $28 billionannually.

      In the past, treatment of the 1 million U.S. nursing homeresidents suffering from incontinence included diapers and periodicvisits from nursing home staff to check for voiding episodes. Often,patients would go unattended for hours, which (in addition to personaldiscomfort) resulted in pressure sores and skin breakdown.

      To alleviate the suffering of these people, Health Sense (SantaMargarita, CA) has unveiled a high-tech method of dealing withincontinence. Using wireless technology provided by World WirelessCommunications (Salt Lake City), the Health Sense approach aims toreduce and eventually eliminate incontinence episodes.

      By some estimates, up to 70% of urinary incontinence is aresult of difficulty in self-toileting, rather than bladder-relatedphysical problems. Thus, proper nursing care can dramatically improverecovery rates. Targeted at LTC facilities that provide this care, theRedeem system from Health Sense is designed to help long-termcaregivers set up a facility-wide automated incontinence managementprogram.

      How It Works

      Redeem features a wireless transmitter that clips onto anelectrically conductive disposable strip called Sense ‘R Strip. When anursing home resident voids, the strip instantly detects the episodeand the radio transmits data on the incident to a central computer at anursing station. The system promptly notifies caregivers of the episodeand stores information about the event in a central database. Whencaregivers attend to the resident, the system sends the computer asecond radio signal to document the time elapsed between the voidingevent and the rendering of care.

      TheRedeem incontinence management system features a wireless transmitterthat clips onto an electrically conductive disposable strip calledSense ‘R Strip (left). The system also includes a PC and specialsoftware.

      Over time, data on episodes and caregiving accumulates, creating avisual “fingerprint” of each resident’s incontinence patterns. Thisfingerprint can be viewed on a computer screen or printed out todevelop resident-specific care plans, establish bladder and bowelretraining programs, and institute preventive toileting proceduresthroughout the facility.

      The nurse’s workstation, a stand-alone PC running specialHealth Sense software, is the window that allows healthcare personnelto view information about which patient is having an episode, as wellas the patient’s room and voiding history. Connected to the PC is areceiver, which is linked by coaxial cable to an antenna fixed inposition above the monitoring station. A reinforced fiberglass housingwas chosen for the antenna because typical PVC material contains enoughwater to adversely affect the incoming signal.

      The antenna receives data sent by the transmitter, which islocated near the patient. This transmitter, the 900 Micropulsetransceiver from World Wireless, uses a 9-V power source consisting ofthree stacked-coin cells. Designers chose ABS for the device’s exteriorbecause of the plastic’s high impact tolerance, UL 94HB fire-retardancyrating, and ability to take on a bright color, which makes thetransceiver stand out–and so helps keep it from being accidentallydiscarded.

      Off and On Signal

      The 900 Micropulse employs a pulse modulation scheme that turns thesignal on and off in pulses. While the transceiver is in operation, thesignal is on less than 10% of the time, according to Scott Christensen,an application engineer for World Wireless. Besides reducing powerconsumption, pulse modulation also extends the transceiver’s range.Federal Communications Commission regulations governing unlicensedradio transmissions limit the power of such transmissions, but allowaveraging of power output over time. “Since we’re only on a tenth ofthe time, we can increase the power to 10 times the power” of acontinuous signal, Christensen explains.

      The small size of the 900 Micropulse transceiver makes it easy to wear.

      This means the 900 Micropulse can put out a 10-mW, 900-MHzsignal, which allows data transmission up to 300 feet. By contrast,other radios that were considered needed the help of antennas stationedevery 25 feet to carry the signal the required distance. Earlierversions of the Redeem system, which included less powerful radios,also required multiple antennas, while the new system needs only one,according to Norman Roberts, Health Sense’s director of new productdevelopment.

      At some point, the transceiver may be called on to receive aswell as transmit signals, thereby making Redeem a “smart system,”Roberts says. Right now, since radio-frequency interference couldprevent the nurse’s workstation from receiving the transceiver signal,the device can be programmed to send the signal a number of times. Butif the computer can send a message back to the transceiver saying thatthe signal has been received, the transceiver could stop transmittingat that point.

      At present, Redeem is installed in just two facilities, wherepatients are developing fewer bedsores and enjoying a higher quality oflife, according to Roberts. He expects the system to be operating in 95facilities by the end of the year, and Health Sense has ordered 1200transmitters from World Wireless to meet the anticipated demand.

      The performance of wireless technology in the Redeem system maybe a debut that leads to more medical roles. “It’s a substitute forcables in many applications,” Christensen says. “In any applicationwhere you’re doing remote monitoring, [wireless technology] would beuseful.”

      Return to the MPMN home page.

      Copyright ©1999 Medical Product Manufacturing News

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    July 27, 2006

    Internet Resources for TOESL

      Internet Resources for Teachers of English as a Second Language

      Jeanne Rennie, ERIC Clearinghouse on Languages and Linguistics
      Kathleen Marcos, ERIC Clearinghouse on Languages and Linguistics


      Introduction
      Digests
      Online Journals and Magazines
      Listservs
      Web sites
      Other Online Resources
      ERIC Documents

      Introduction

      TheInternet offers a wealth of information for students and teachersseeking English as a second language (ESL) resources. Dozens of Digests(short information syntheses) are available online on a wide range oftopics related to ESL. The Web sites of the ERIC Clearinghouse onLanguages and Linguistics and the National Clearinghouse for ESLLiteracy Education offer newsletters, bibliographies, FAQs, andresource guides on many topics of interest to ESL teachers. Otherorganizations in the field also maintain extensive, informative Websites. Publications and curriculum materials abound, including a numberof electronic journals and magazines. Numerous listservs are availableto facilitate discussions among ESL teachers and other ESLprofessionals. Some of these lists have a specialized focus; othershold discussions of general interest to those working in the field ofESL.

      One of the most extensive resources available on theInternet is the ERIC database of educational materials. You can searchthe database yourself for materials on a particular topic, or you cancontact our User Services staff for assistance.

      Acknowledgements

      ERIC/CLLis grateful to Jean LeLoup (SUNY Cortland) and Deborah Short (Centerfor Applied Linguistics) for their valuable assistance in compilingthis Resource Guide Online.

      Digests

      Digests are brief overviews of topics in education. ERIC/CLL and its adjunct, the National Clearinghouse for ESL Literacy Education (NCLE), have prepared many timely digests on topic related to teaching English as a second language. Selected ERIC/CLL titles follow.

      Grammar and Its Teaching

      Official English and English Plus

      Practical Ideas on Alternative Assessment for ESL Students

      Promoting Secondary School Transitions for Immigrant Adolescents

      Reforming Mathematics Instruction for ESL Literacy Students

      Be sure to see adult ESL digests from NCLE.

      Online Journals and Magazines

      English as a Foreign Language Magazineincludes articles, answers to frequently asked questions, a list ofupcoming events and conferences, links to other EFL Web sites, avirtual bookshop and software store, product reviews, a notice board, alist of accrediting organizations, and more.

      The Internet TESL Journalis a monthly Web journal that includes articles, research papers,lesson plans, classroom handouts, teaching ideas, links, and otherinformation of interest.

      iT’s-Magazineis the online version of an international magazine for teachers andstudents of English around the world. The Internet edition includespractical teaching material, teaching activities related to breakingnews stories, an archive of teaching material, and a penpal service.

      Language Learning and Technology (LL&T)is a a refereed journal that seeks to disseminate research to foreignand second language educators in the United States and around the worldon issues related to technology and language education.

      TESL-EJ, Teaching English as a Second or Foreign Language Electronic Journal,is an internationally recognized source of ESL and EFL information forpeople in scores of countries, from researchers to classroom teachers.

      Listservs

      English for Science and Technology is a listserv for learners of English for scientific and technology applications. To join this listserv, send a message to EST-SLlistserv@asuvm.inrc.asu.edu.

      MIDDLE-L is an electronic discussion group for secondary teachers (not necessarily ESL teachers). Join by sending a message to listserv@vmd.cso.uiuc.edu. In the body of the message type the following:

      subscribe MIDDLE-L yourfirstname yourlastname

      NIFL-ESLis an e-mail forum with an adult ESL literacy focus, sponsored by theNational Institute for Literacy and moderated by the NationalClearinghouse for ESL Literacy Education (NCLE).

      TESL-L is an electronic discussion group for ESL teachers. Join by sending a message to listserv@cunyvm.cuny.edu. In the body of the message type the following:

      SUB TESL-L yourfirstname yourlastname

      TESLK-12 is an electronic discussion group for K-12 ESL teachers. Join by sending a message to listserv@cunyvm.cuny.edu. In the body of the message type the following:

      subscribe TESLK-12 yourfirstname yourlastname

      Web Sites

      Breaking News English Dailyoffers free world news and current affairs lessons for English languageteachers and students. A new, free lesson is posted every day, andthere are twenty or more communicative ideas per lesson.

      The Center for Applied Linguistics (CAL)is a private nonprofit organization which seeks to improvecommunication through better understanding of language and culture. CALis the host organization for the ERIC Clearinghouse on Languages andLinguistics. ESL information and resources from projects such as theCenter for Research on Education, Diversity, and Excellence (CREDE) areavailable at CAL’s Web site.

      Dave’s ESL Caféoffers an online bookstore, a discussion center, answers to frequentlyasked questions, an ESL Help Center, job announcements, a messageexchange, and other resources for ESL teachers and learners.

      English as a Second Language Home Pageprovides links to various Web sites of interest to ESL teachers andlearners. For example, teachers can link to sites that provide lessonplans, job announcements, and discussion forums.

      English Language Linksprovides links to a variety of ESL Web sites. ESL students and teacherscan find resources and activities, online classes, dictionaries, andmore.

      English Now! offers lesson plans, teaching ideas, and news about jobs and conferences.

      The ESL on the Web pagefrom the DEIL/IEI LinguaCenter at the University of Illinois,Urbana-Champaign has links to resources and exercises for grammar,reading, listening, speaking/pronunciation, writing, and vocabulary.

      The Foreign Language Teaching Forum (FLTEACH)includes resources on teaching English as a second language. The sitealso provides information on subscribing to the FLTEACH listserv.

      Free Instant Lessons from Reuters offers ESL lesson plans with articles from Reuters.

      Interesting Things for ESL Studentsis a free online textbook and fun study site for students of English asa second language. Activities include vocabulary quizzes, anagrams,word games, and puzzles.

      its-onlineis a free Internet service for teachers and students of ESL that offersa weekly e-zine with material for self-study and classroom use; anarchive with a collection of teaching and self-study material; teachingnotes explaining how all the material can be used by teachers inclassroom situations; penpal and talk sections; and links to othersites.

      Linguistic Funland-TESL has resources for ESL students and teachers, including job opportunities, FAQs, and games.

      Multilingual Education Technology Consultingoffers software reviews, staff development materials, and links toother technology resources. A software guide will feature a listing ofsoftware available in multiple languages that can be used forbilingual, ESL, and foreign language instruction.

      Our Adjunct clearinghouse, the National Clearinghouse for ESL Literacy Education (NCLE), offers many publications and resources on ESL education for adults, including full text of more than 60 Digests.

      The National Association for Bilingual Education (NABE)Web site provides information about legislation and public policiesconcerning the education of language minority students in the UnitedStates and includes links to NABE press releases and articles aboutbilingual education and language minority Americans from local andnational media.

      The National Clearinghouse for Bilingual Education (NCBE)Web site provides answers to frequently asked questions; an onlinelibrary with hundreds of full-text articles and documents; links tonational, regional, and state educational resources; a bibliographicdatabase; lesson plans; and a wide range of additional resources.

      The Northwest Regional Educational Laboratory (Comprehensive Center Region X) includes many resources of interest to teachers of students with limited English proficiency.

      Teachers of English to Speakers of Other Languages (TESOL)is an international professional association for teachers of Englisharound the world. Benefits of membership include publications, anannual convention, and job placement and career services.

      TESL/TEFL/TESOL/ESL/EFL/ESOL Links offers an extensive list of links for teachers and students of English as a second language.

      Additional resources and links of interest to teachers of English to speakers of other languages may be found in our Resource Guide Online, Preparing to Teach English Abroad.

      Other Online Resources

      Clip Art Collection for Foreign Languagescontains a growing collection of clip art (simple line-drawings) to beused by language instructors. Drawings are designed to be culturallyand linguistically neutral as much as possible.

      CNN Newsroom and Worldview for ESLfeatures grammar and vocabulary exercises for ESL students. It is basedupon a weekly Newsroom or WorldView Broadcast by Turner EducationalServices Inc.

      EF Englishtownoffers online language instruction, English learning activities, apenpal club, chat rooms, and online shops with language learning andteching materials.

      The World of Reading offers a large online catalogue that features foreign language and ESL software, films, books, and audiotapes.

      Sample Search of the ERIC Database

      To find out where to search the ERIC database in your community, call (1-800-276-9834) or email our User Services staff.

      You may wish to search the ERIC database on the World Wide Web.

      Information on retrieving documents from the database follows this section.

      The search results below were retrieved by using the following combination of Descriptors:

      English (Second Language) (as a major descriptor)

      and

      Internet or World Wide Web or Web Sites or
      Online User Groups or Electronic Mail or Electronic Libraries or
      Electronic Journals or Electronic Magazines or
      Electronic Media or Electronic Newspapers or
      Electronic Testing (all as major descriptors)

      EJ561185
      The Impact of WWW Texts on EFL Learning.
      Liou, Hsien-Chin
      Computer Assisted Language Learning, v10 n5 p455-78 Nov 1997
      Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
      Astudy investigated effectiveness of use of World Wide Web texts in acollege English-as-a-foreign-language (EFL) writing class, finding thatthe reading comprehension and writing skills of 15 students using theWeb-based materials improved more than those of students not using thematerials. Ethnographic observation also focused on four students.(Author/MSE)
      Descriptors: *Computer Assisted Instruction;*English (Second Language); Ethnography; Higher Education;Instructional Materials; *Reading Comprehension; Second LanguageInstruction; Skill Development; *World Wide Web; *Writing Instruction;Writing Skills

      EJ558341
      The Design and Use of an Internet Resource for Business English Learners.
      Vallance, Michael
      ELT Journal, v52 n1 p38-42 Jan 1998
      Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080); RESEARCH REPORT (143)
      Target Audience: Teachers; Practitioners
      Detailsthe design of a hypertext decision-making activity located on theInternet for business English students wishing to review techniques andvocabulary for conducting business meetings (World Wide Web address isgiven). Provides statistical data on students using the activityworldwide, and makes recommendations for further development ofInternet resources for language learners. (Author/MSE)
      Descriptors:*Business Communication; Class Activities; Computer AssistedInstruction; *Decision Making; *English (Second Language);Instructional Materials; *Internet; *Languages for Special Purposes;Meetings; Second Language Instruction; Second Language Learning;Vocabulary Development; World Wide Web

      EJ554243
      Using the Internet To Teach U.S. Business Research to Students of English as a Second Language.
      Welch, Jeanie M.; King, William E.
      Reference Librarian, n58 p5-12 1997
      Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
      TheEnglish-as-a-Second-Language program at the American Graduate School ofInternational Management (Glendale, AZ) includes a research project ona U.S. company. This article discusses course structure, collaborationbetween the course instructor and a business librarian, creation of acorporation information Web site, and Web site effects on studentresearch. (PEN)
      Descriptors: Course Descriptions; *English(Second Language); *Graduate Students; Higher Education; InstructionalEffectiveness; *Internet; Librarian Teacher Cooperation; *StudentProjects
      Identifiers: American Graduate School International Management; Arizona (Glendale); Business Research; Home Pages

      EJ554233
      Academic Skills and Cultural Awareness through GlobaLearn.
      Ritchey, Anne C.
      TechTrends, v42 n6 p41-44 Nov-Dec 1997
      Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
      Describeshow a sixth grade teacher of an ESOL (English for speakers of otherlanguages) resource class used the GlobaLearn online program to promotecultural awareness and academic skills in social studies/geography.Discusses online communication with international host children,educational benefits, and other programs. (AEF)
      Descriptors:Academic Achievement; *Computer Assisted Instruction; *ComputerMediated Communication; *Cultural Awareness; Elementary SecondaryEducation; *English (Second Language); Geography; Global Education;Grade 6; Instructional Innovation; Intermediate Grades; Online Systems;Second Language Learning; Skill Development; Social Studies
      Identifiers: *Web Sites

      EJ544568
      Computer Conferencing: Taking the Loneliness Out of Independent Learning.       Marsh, Debra
      Language Learning Journal, n15 p21-25 Mar 1997
      Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
      Describeshow a project in Great Britain designed to promote learner independencein English-as-a-foreign-language students clarified issues regardingthe need to provide guidance in any student training program. Notes howe-mail and computer conferencing were used to encourage learners towork together, independent of the tutor, to learn English. (25references) (CK)
      Descriptors: Course Content; *ElectronicMail; *English (Second Language); Foreign Countries; Guidelines;*Independent Study; *Learning Strategies; *Peer Teaching; SecondLanguage Instruction; Student Motivation; *Teleconferencing; Tutoring
      Identifiers: *Great Britain

      EJ543186
      Webspinning: Language Learning on the World Wide Web.
      Green, James; And Others
      Learning and Leading with Technology, v24 n6 p35-37 Mar 1997
      Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080)
      Providesa lesson plan for adult, high-intermediate, or advanced students ofEnglish as a Second Language that uses World Wide Web resources tosimulate buying a new car. Students work in groups and relate foreignlanguage texts to their own lives. Lists equipment needed; objectives;materials; procedures; warm-up, core, and closing activities;assessment; and follow-up. (PEN)
      Descriptors: Adult BasicEducation; Behavioral Objectives; *English (Second Language); *GroupActivities; Group Instruction; *Instructional Materials; *Lesson Plans;Reader Text Relationship; *Second Language Learning; Simulation;Student Evaluation; *World Wide Web
      Identifiers: Nonnative Speakers

      EJ541593
      Internet Connections.
      Lindroth, Linda
      Teaching Pre K-8, v27 n5 p68-69 Feb 1997
      Document Type:TEACHING GUIDE (052); JOURNAL ARTICLE (080) Lists Internet websitesrelated to articles in this issue. Topics include multiage classrooms,writing projects, and students learning English as a Second Language.(AA)
      Descriptors: Computer Uses in Education; ElementaryEducation; *English (Second Language); *Information Sources; *Internet;*Mixed Age Grouping; Teacher Student Relationship; Writing Exercises;*Writing Instruction
      Identifiers: Online User Groups

      EJ537731
      What Can the World Wide Web Offer ESL Teachers?
      Li, Rong-Chang; Hart, Robert S.
      TESOL Journal, v6 n2 p5-10 Win 1996
      Document Type: POSITION PAPER (120); PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
      Examineshow the World Wide Web, a system for accessing and viewing informationon the Internet, can be utilized for English-as-a-Second-Languageinstruction. Notes that the Web is a tremendously effective means fordisseminating instructional materials and can provide a context forefficient collaborative materials development. (11 references) (CK)
      Descriptors:Courseware; *English (Second Language); *Information Dissemination;*Instructional Materials; Interactive Video; *Internet; *MaterialDevelopment; Multimedia Materials; Second Language Instruction; *WorldWide Web

      EJ535582
      Computer-Assisted Language Arts Instruction for the ESL Learner.
      Cassidy, Jacquelyn A.
      English Journal, v85 n8 p55-57 Dec 1996
      Document Type: PROJECT DESCRIPTION (141); TEACHING GUIDE (052); JOURNAL ARTICLE (080)
      Describesa series of e-mail writing assignments and other online writingactivities for English-as-a-second-language (ESL) students. Suggeststhat computers help improve ESL students’ writing. (RS)
      Descriptors:*Computer Assisted Instruction; *Computer Uses in Education;*Electronic Mail; *English (Second Language); Secondary Education;Writing Assignments; *Writing Improvement

      ED416720
      A Look at the Use of Electronic Mail (e-mail) as a Learning Tool in the Writing Skills of Adult LEP Female Students.
      Grosz-Gluckman, Viviana
      1997
      Document Type: RESEARCH REPORT (143)
      Thisstudy examined the utility of electronic mail (e-mail) as aninstructional tool for limited-English-proficient (LEP) adult femaleswho have made little progress in learning writing in English as aSecond Language (ESL). Six subjects, aged 30-50 years, enrolled in auniversity ESL program produced 25 e-mail exchanges with the researchover a 5-week period. Subjects fell into two groups: those under age 40with e-mail experience, and those aged 40-50 who were unfamiliar withe-mail. Analysis of the messages focused on number of messages, wordcounts, acquisition of new vocabulary directly related tocomprehensible input, and syntactic complexity resulting from the useof connectors in the subordination of clauses. Results indicate thatsupervised e-mail had a positive effect on the writing skills of adultlearners who have few opportunities to interact with target languagespeakers, and can be used as an effective extracurricular learningtool, particularly with older students. Appended materials include abrief subject questionnaire, summary of subjects’ responses to it,letter of consent, and tables summarizing characteristics of the dataand subordination and connectors in the data. Contains 32 references.(MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
      Descriptors:Adult Students; Classroom Techniques; *Electronic Mail; *English(Second Language); Females; Higher Education; InstructionalEffectiveness; *Limited English Speaking; Second Language Instruction;Skill Development; Teaching Methods; *Womens Education; *WritingInstruction; Writing Skills

      ED412754
      Using Technology in the Classroom.
      1997
      Document Type: CONFERENCE PAPER (150)
      Target Audience: Practitioners; Teachers
      Fiveconference papers on use of technology in the second language classroomare presented, including: “Concept-Acquisition: Tapping the Internetfor Ideas” (Jack Kimball), which offers suggestions for locating andusing appropriate Internet materials; “Making Reading MoreManageable–The Choice Offered by OnLine Newspapers and Magazines”(Anthony Robins), on finding online sources for reading materials;”Computerized Test and Material Production” (John Bauman), on use ofspreadsheet programs for entering and manipulating instructionalmaterials and tests; “Designing Genre-Based Materials To Use withVideos” (Damian Lucantonio), a description of a teacher workshop oninstructional material development; and “Content Video in the EFLClassroom” (Michael Furmanovsky), on selecting and customizingcontent-area videotape recordings of different types forEnglish-as-a-second-language classroom use. Individual papers containreferences. (MSE)
      Descriptors: Classroom Techniques; ComputerOriented Programs; Concept Formation; *Educational Technology; *English(Second Language); Foreign Countries; *Instructional Materials;*Internet; Language Tests; Material Development; Newspapers; ReadingMaterials; Second Language Instruction; *Second Languages; Serials;Videotape Recordings

      ED411302
      Online English Learning Using Internet for English-as-a-Foreign-Language Students.
      Wang, Lih-Ching Chen; Dalton, David W.
      1997
      Document Type: EVALUATIVE REPORT (142); CONFERENCE PAPER (150)
      Learningto communicate in English is an essential tool to access many resourcesvia worldwide networks in the global society. Like students from manyother countries, students in Taiwan study English for years, but lackopportunities to practice. For English-as-a-Second-Language students,the World Wide Web provides a learning environment in which languageskills can be developed through communication with native speakers ofEnglish. A framework, the Online American Culture Learning Center, wascreated to study cross cultural distance education through the Web.This experiment between Kent State University (Ohio) and the NationalTaiwan Normal University will create an English learning environmentthrough the discussion of six major topics on the Internet:Thanksgiving, Yellowstone National Park, American Football, Rock ‘nRoll, Shopping Malls, and Garage Sales. Training materials for thesetopics are being used in a pilot study to assess their efficiency.Preservice teachers from Kent State University will serve as tutors andmonitor student progress. Each tutor will have one student, who willcorrespond via e-mail. The project will explore whether online distanceeducation can enhance learning in a foreign language and whether suchexchanges promote multicultural understanding. Evaluation questionswill be administered online, and surveys from students and tutors willbe used to assess the feasibility of the approach. (SLD)
      Descriptors:*College Students; Distance Education; Education Majors; ElectronicMail; *English (Second Language); Foreign Countries; Higher Education;*Internet; *Online Systems; *Second Language Learning; *Tutors
      Identifiers: Kent State University OH; Preservice Teachers; *Taiwan

      ED409702
      World Wide Web Resources for EFL/ESL.
      Kitao, Kenji
      Doshisha Studies in English, n68 p329-72 Mar 1997 Mar 1997
      Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080); DIRECTORY (132)
      Thisarticle discusses briefly the use of the Internet and World Wide Web assources of information for teaching English as a second or foreignlanguage (ESL/EFL), describes a directory of related World Wide Webresources, outlines some suggested uses of the resources, and presentsthe directory. Citations are presented in seven sections: generalresources; lesson plans; teaching materials; student projects;reference materials for lessons; computer assisted language learning;and papers, articles, and essays for teachers. Web addresses are givenfor each item. (MSE)
      Descriptors: Computer AssistedInstruction; *Computer Networks; Educational Resources; ElementarySecondary Education; *English (Second Language); Foreign Countries;*Information Networks; *Instructional Materials; Internet; LessonPlans; Second Language Instruction; *World Wide Web

      ED406861
      ESL Online Action Research. Final Report.
      Strunk, Sandra J.; Fowler-Frey, Jaclyn
      1996
      Document Type: PROJECT DESCRIPTION (141)
      Thereport describes a project designed to meet professional developmentneeds of Pennsylvania’s practitioners in adult basic and literacyeducation by: (1) creating an infrastructure for guiding practitionersthrough classroom research with support from colleagues; and (2)linking practitioners through telecommunications. The project allowedten English-as-a-Second-Language (ESL) educators to participate inaction research with colleagues using the Internet as the primarycommunication vehicle, and coordinated with the National ProfessionalDevelopment Network for participation in an online action researchdatabase. As they pursued their projects, participants communicatedregularly with a participant-partner and joined in a virtual meetingonline once a month. It is concluded that online action research holdsgreat potential for ongoing professional development of adulteducators, by creating a sense of community among practitioners,exposing them to a wealth of information in their field, and givingthem a systematic way to examine practice. The report details theproject’s origins, design, and results relating to four themes:communicating with a partner; using technology in a new way; becoming aresearcher; and unexpected outcomes. Appended materials include thetraining outline and summaries of seven research projects. Contains 22references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
      Descriptors:Action Research; *Adult Basic Education; *Classroom Research; ComputerNetworks; Computer Uses in Education; *English (Second Language);Information Dissemination; Inservice Teacher Education; *Internet;*Literacy Education; Peer Relationship; *Professional Development
      Identifiers: Pennsylvania

      ED405486
      An Internet Guide for Language and Literacy Teachers and Researchers.
      Javed, Syed
      1996
      Available From: Language Australia Publications, level 9, 300 Flinders Street, Melbourne, Victoria 3001, Australia.
      Document Type: NON-CLASSROOM MATERIAL (055)
      Target Audience: Teachers; Researchers; Practitioners
      Thisguide, which is intended for language and literacy teachers andresearchers who are becoming interested in the Internet, offers a briefoverview of using the Internet and explains how to access variouslanguage and literacy resources. Part 1, which is devoted to Internetbasics, examines the following topics: the Internet (e- mail, mailinglists, newsgroups, file transfer protocol, the World Wide Web);connection to the Internet (hardware and software needs, useful booksand magazines, setting up a connection); Internet account selection(types of accounts, Internet service providers). Discussed in part 2are using e-mail and mailing lists and using and searching the WorldWide Web. In part 3 instructions are provided for accessing thefollowing language and literacy databases/resources: National Languagesand Literacy Institute of Australia database; ERIC database; andNational Centre for English Language Teaching and Research resources.Part 4 is an annotated listing of eight Australian websites and eightinternational websites that are considered important to language andliteracy teachers and researchers. Presented in part 5 are the Internetaddresses of 55 language and literacy websites, 27 mailing lists, and10 newsgroups and a glossary. (MN)
      Descriptors: Adult BasicEducation; *Adult Literacy; Annotated Bibliographies; *Computer Uses inEducation; Databases; Educational Resources; Electronic Mail; *English(Second Language); *English Instruction; Foreign Countries; InformationSources; *Internet; *Literacy Education; Online Vendors; ResearchTools; World Wide Web
      Identifiers: *Australia

      ED403745
      On-Campus E-Mail for Communicative Writing.
      Miyao, Mariko
      23 Dec 1996
      Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150)
      Target Audience: Teachers; Practitioners
      Aproject using on-campus electronic mail (e-mail) to teach communicativewriting in English as a Second Language to Japanese junior collegestudents is described. The project had three stages: (1) planning; (2)piloting with a small group of students; and (3) implementation inthree large classes (n=55, 28, 36). The aim was to help students writemore communicatively and with less anxiety. Planning involved gainingstudent access to the campus e-mail system, first on a small scale andlater with access to more computer services. The pilot involved ninesecond-year students in a graduation project. Students needed to befamiliarized with two-way message exchanges. However, after exchangesbegan, student-teacher interactions became more interesting. Learningword processing and spell-checking in English and document transferwere initially a challenge. Implementation with three larger classes,in which most students were familiar with e-mail, began with a pairedself-introduction writing activity. Partners questioned each other,commented on introductions, and made grammatical corrections, helpingeach other refine the final product. Teacher feedback was providedweekly. It was found that the method facilitated timely and comfortablecommunication. The experiments provided insights into advantages,difficulties, and effective procedures for computer-basedcommunication. (MSE)
      Descriptors: Classroom Techniques; ClassSize; *Communicative Competence (Languages); Computer Literacy;Computer Networks; *Electronic Mail; *English (Second Language);Foreign Countries; Interpersonal Communication; Large GroupInstruction; Organizational Communication; Program Descriptions; SecondLanguage Instruction; Student Attitudes; Teacher Student Relationship;Two Year Colleges; Two Year College Students; Word Processing; *WritingApprehension; *Writing Instruction
      Identifiers: *Japan

      ED403743
      Using the Internet on a Business English Course.
      Murphy, Brian; Pascoe, Andrew
      1996
      Document Type: RESEARCH REPORT (143); TEST, QUESTIONNAIRE (160)
      Astudy investigated the attitudes of African students of businessEnglish at a British university (University of Brighton, England)toward use of the Internet as an educational resource. Students weregiven an introduction to Internet use for research on individualprojects, surveyed concerning their attitudes toward and initialexperiences with the Internet, and surveyed again just before the endof the course. Questionnaires are included in the report. Resultsindicate the students generally felt their initial experiences with theInternet were positive and found an enormous amount of usefulinformation. They were impressed at the information’s quantity,quality, multiple sources, worldwide provenance, accuracy, timeliness,and relevance, and appreciated the ease and speed of access and theimplied communication with others. Some frustration with slowness ofresponse was found. The second questionnaire revealed that only aslightly higher percentage of students had found useful information,and two-thirds said they had found better information in the library.Nearly all respondents had discovered other interesting material on theInternet, and all expected to use it after they returned to their homecountry. All felt the Internet should be part of future courses. Basedon these responses, a more structured and aggressive approach toInternet use is recommended. (MSE)
      Descriptors: *Access toInformation; Attitude Change; *Business Communication; ClassroomTechniques; Comparative Analysis; *English (Second Language); ForeignCountries; Foreign Students; Higher Education; Information Networks;*Information Technology; *Internet; Library Collections; *OnlineSearching; Questionnaires; Relevance (Information Retrieval); StudentAttitudes; Surveys
      Identifiers:: Ivory Coast; University of Brighton (England)

      ED401752
      Communicative Devices Used by EFL Students in E-Mail Writing.
      Liaw, Meei-Ling
      [1996)
      Document Type: RESEARCH REPORT (143)
      Astudy investigated the communication strategies used by students ofEnglish as a Foreign Language (EFL) in electronic mail interactionswith native speakers of English. Subjects were 22 university studentsin Taiwan paired with a like number of pre-service EFL teacher traineesin the United States. The discourse of 87 e-mail entries by theTaiwanese students was analyzed over a period of a year, focusing oncommunicative strategies (avoidance/reduction,achievement/compensatory, time- gaining/stalling devices) andinteractive speech acts (questions and answers, statements andimperatives, discourse management). The mean entry length was 13sentences. It was found that the EFL students used most of thecommunication strategies commonly found in oral communication,including approximation, literal translation, foreignizing, asking forhelp, using all-purpose words, using fillers, circumlocution, wordcoinage, and nonlinguistic means. The students showed activeparticipation in the correspondence by using a variety of interactivespeech acts. An additional device noticed was purposeful choice ofdiscussion topics of common interest. Use of time-gaining devices wasan unanticipated finding. Findings were borne out in students’ essaysabout the experience. Contains 30 references. (MSE)
      Descriptors:College Students; *Communication Skills; *Communicative Competence(Languages); Comparative Analysis; Discourse Analysis; *ElectronicMail; *English (Second Language); Foreign Countries; Higher Education;*Intercultural Communication; *Language Patterns; Language Usage;Native Speakers; Oral Language; Second Language Learning; TeacherEducation; Written Language
      Identifiers: Taiwan

      ED397845
      E-Mail Dialogue Journaling in an ESL Reading and Writing Classroom.
      Wang, Yu-mei
      1996
      Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)
      Thiscase study involved designing an electronic-based environment toexplore the effectiveness of electronic mail (e-mail) as a writing toolfor dialogue journaling. The setting for this study was anintermediate-level reading and writing class in the American EnglishInstitute Program on the campus of a large public university. Over aperiod of 9 weeks, six randomly chosen English-as-a-Second Language(ESL) students in the class wrote dialogue journals to their instructorusing e-mail while the rest of the students in the class wrote dialoguejournals to the instructor using paper and pencil. The issuesinvestigated were: What were the students’ attitudes toward dialoguejournal writing via e-mail? What was the instructor’s perceptionregarding e- mail dialogue journal writing? What problems occurred inthe process of using e-mail as a tool for doing dialogue journalwriting? In what ways were e-mail journals different from paperjournals? The findings of the study show that a variety of factorscombined to exert an influence on the participants’ attitudes towardse-mail. Limited knowledge about e-mail systems prevented some studentsfrom taking a full advantage of e-mail as a unique communication tool.Comparison of e-mail journals and paper journals reveals that e-mailcreated a different writing style than that of paper and pencil. Forexample, in the journal entries, participants in the e-mail grouptended to: (1) use formula functions like opening and closing greetings(none of the students in the paper group used any); (2) use morerequesting functions (asking questions) than those in the paper group;and (3) produce more language functions per writing session. Inaddition, e-mail communication was more spontaneous than paperdialogue. (Contains 38 references.) (Author/SWC)
      Descriptors:*Computer Uses in Education; *Dialog Journals; *Electronic Mail;*English (Second Language); Higher Education; InstructionalEffectiveness; *Media Selection; Student Attitudes; Teacher Attitudes;Teacher Student Relationship; Teaching Methods; Writing Assignments;Writing Processes
      Identifiers: Communication Channels; Communication Styles

      ED397645
      Using the Internet for Teaching English.
      Kitao, Kenji; Kitao, S. Kathleen
      1996
      Document Type: REVIEW LITERATURE (070)
      Thisarticle details some of the many ways to use the Internet in theEnglish-as-a- Second-Language classroom for both students and teachers.The Internet can be used for gathering information for use in classtime planning, for finding teacher-related information, and forexchanging information with other teachers. Complete texts ofnewsletters and journals may be found on the Internet. Student usesinclude keypal or computer penpal exchanges for students; class projectinformation gathering; reference resources, such as encyclopedias anddictionaries; and provision of additional English language materialsfor language practice. Students can subscribe to the IECC-Survey, whichwill help them conduct class project surveys. Both students andteachers can find news information, including more than 30 teachingresource lists, such as TESLCA-L and TESL-L as well as student-orientedlists in different levels of English. Another Internet news source isthe “Daily Brief,” which summarizes the world news every weekdaymorning, and many foreign language newspapers also haveEnglish-language versions on the World Wide Web. Simple web pages canalso be designed and posted by students; a brief sample is described.(NAV)
      Descriptors: *Computer Assisted Instruction;Educational Resources; *English (Second Language); Foreign Countries;*Instructional Materials; *Internet; Second Language Instruction;Technological Advancement; *World Wide Web

      Obtaining ERIC Documents

      Thefull text of most materials in the ERIC database with an “ED” followedby six digits is available through the ERIC Document ReproductionService (EDRS) in microfiche, by email, or in paper copy. Approximately80% of ERIC documents from 1993 to the present are available for onlineordering and electronic delivery through the EDRS Web site.You can read ERIC documents on microfiche for free at many librarieswith monthly subscriptions or specialized collections. To find an ERICcenter near you, contact our User Services staff.

      ERIC Journal Articles

      The full text of journal articles may be available from one or more of the following sources:

      • The originating journal

      • Through interlibrary loan services at your local college or public library

      • From the article reproduction service ingenta: 800.296.2221; www.ingenta.com, ushelp@ingenta.com

      Toobtain journals that do not permit reprints and are not available fromyour library, write directly to the publisher. Addresses of publishersare listed in the front of each issue of Current Index to Journals in Education and can now be accessed online through the CIJE Source Journal Index.

      If you would like additional information about this or any topic related to language education or linguistics, contact our User Services Staff.

    【作者: peter_she】【访问统计:43】【2005年10月28日 星期五 08:34】【 <a href=”javascript:void(keyit=window.open(‘http://blogmark.blogchina.com/jsp/key/quickaddkey.jsp?k=’+encodeURI(‘Internet Resources for TOESL’)+’&amp;u=’+encodeURI(‘http://petershe.blogchina.com/petershe/3342888.html’)+’&amp;c=’+encodeURI(”),’keyit’,'scrollbars=no,width=500,height=430,status=no,resizable=yes’));keyit.focus();”>加入博采</a>】【<a href=”javascript:window.print();”>打印</a>】 </p> </DIV> <DIV class=”operation”> <a name=”trackback”><H3>Trackback</H3></a> <p class=”trackback”>你可以使用这个链接引用该篇文章 http://publishblog.blogchina.com/blog/tb.b?diaryID=3342888 </p> </DIV> <DIV class=”operation”> <a name=”relatedDiary”><H3>博客手拉手</H3></a> <TABLE> <TBODY><TR> <TD align=”left”><a title=”INTERNET接入” target=”_blank” href=”http://mystudents.blogchina.com/3292155.html”>INTERNET接入</a></TD> </TR> <TR> <TD align=”left”><a title=”Internet Rumors” target=”_blank” href=”http://sevencastles.blogchina.com/3326437.html”>Internet Rumors</a></TD> </TR> <TR> <TD align=”left”><a title=”呵呵，终于要开始了，有点激动。。。” target=”_blank” href=”http://realeric.blogchina.com/3315301.html”>呵呵，终于要开始了，有点激动。。。</a></TD> </TR> <TR> <TD align=”left”><a title=”A New Mandate for Human Resources” target=”_blank” href=”http://whwhu.blogchina.com/3317742.html”>A New Mandate for Human Resources</a></TD> </TR> <TR> <TD align=”left”><a title=”关于Struts Message Resources” target=”_blank” href=”http://yangxuhong.blogchina.com/3291340.html”>关于Struts Message Resources</a></TD> </TR> </TBODY></TABLE> </DIV> <DIV class=”operation”> <a name=”comment”><H3>回复</H3></a> <TABLE width=”700″ cellspacing=”0″ cellpadding=”0″ border=”0″> </TABLE> </DIV> <DIV class=”operation”> <INPUT type=”hidden” value=”320400″ name=”blogID” /> <INPUT type=”hidden” name=”diaryID” value=”3342888″ /> <INPUT type=”hidden” name=”blogDomino” value=”petershe” /><TABLE width=”700″ cellspacing=”0″ cellpadding=”0″ border=”0″ class=”comment”> <FORM method=”post” id=”replyForm” /> <SCRIPT>if(getCookie(‘userID’) == null){ document.write(‘&lt;tr&gt;&lt;td width=”70″&gt;发布人：&lt;/td&gt;’);document.write(‘&lt;td width=”150″&gt; &lt;input name=”remark.authorNameFUI” type=”text” size=”20″ class=”inputStyle” maxlength=”20″&gt;&lt;/td&gt;’);document.write(‘&lt;td width=”70″&gt;邮箱：&lt;/td&gt;’);document.write(‘&lt;td width=”435″&gt; &lt;input name=”remark.authorEmail” type=”text” size=”20″ class=”inputStyle” maxlength=”40″&gt;&lt;/td&gt;’);document.write(‘&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;主　页：&lt;/td&gt;’);document.write(‘&lt;td colspan=”3″&gt; &lt;input name=”remark.authorURL” type=”text” class=”inputStyle” value=”HTTP://” size=”63″ maxlength=”100″&gt;&lt;/td&gt;&lt;/tr&gt;’);}else{document.write(‘&lt;input type=”hidden” name=”remark.authorNameFUI” value=”Blogchina网友”&gt;’);}发布人： 邮箱： 主　页： 验证码： 评论内容：
    　　　　　　 　　　　　　 　

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    Internet Resources – Writers Resources – Writing Links & Writers Links for Writers – Word Stuff

    July 9, 2006

    Internet Resources – Writers Resources – Writing Links & Writers Links for Writers – Word Stuff

    Posted in Surprisingly Blogged | Comments Off

    http://www.nicheopolis.com/resources/

    July 8, 2006






















    News: Day 6 Resources Now Available!








     












    Quick Navigation: Day 1
    - Day 2 -
    Day 3 -
    Day 4 -
    Day 5 -
    Day 6










    Pre-Challenge


    Thirty Day Challenge Portal

     


    Pre-Challenge Content

     



    Welcome Video From Ed










    Forum Guide Video









    Kick off Call Between Ed & Frank








    Jason Moffatt’s Podcast










    iTunes Video






     

     


     


    Content from the Community


    Notes
    for the Kick off Call from Chris Baker

     
    Tools/Websites/Resources








    Tools/Software
    to Definitely Get


    • iTunes


    • Skype -
      Communication Software to use with your team

    Useful Tools

     Important Websites

     

    -
    Thirty
    Day Challenge HQ

    -

    Jonathan’s Resource Page

    -
    Google

     

    Do you live outside
    the United States?

    Cool Stuff

     



    Underachiever Rap By Jason Moffatt



    Nicheopolis Home Page

    Blogs & Podcast Feeds

     

    Official

    Underachiever Blog


    Official

    Thirty Day Challenge Blog



    Nicheopolis Blog




    Jason Moffatt’s Blog




    Caro’s Internet Marketing Journey




    Scott Voss’s Blog


    Submit your blog, content or journey about the
    challenge by sending a PM to me on the Thirty Day
    Challenge Forums. Username is broszak













    Having
    Trouble Downloading Videos or Podcasts?
    Check out
    SacoTech’s page by


    clicking here


     






     
     Day 1 – Idea
    Generation

     


    Content from Ed Dale & Frank Kern

     



    Podcast: Day 1 – Listen to me First!



















    Video 1: Thrawling eBay for Ideas










    Video 3: More Idea Generators










    Video 2: Getting the Vibe, Google & Yahoo









    Video 4: So Many More Ideas, I Think I need
    to Sit Down

     


    Content from Jason Moffatt -

    www.jasonmoffatt.com

     


    Video, 15 Minutes, 30 Great Ideas – Look for
    ideas on

    CraigsList

     


    Content from the Community     



    PDF Notes for Day 1 from Stelios



    Notes for Day 1 from Chris Baker





    Video from Scott Voss on using Suite 101     – Check
    out

    Suite 101

     
    Tools/Websites/Resources








    Main Tools to
    Use for Idea Generation



    From the Community

    From Cash2u: Go to

    SpringWise    , features tons of entreprenurial
    ideas.

     
    From the Community Continued

     



    Discussion Thread by JoAnne

     














































    Education/Online Class/College Programs

    Article
    Sites



    Freelance Writers     – From danadane: Look
    at what projects are being posted and being
    bidden on.


    NLE Index     – From scar: Index of how to
    information, lots of topics listed and you
    can narrow stuff down easily.
    From
    Beachbum: Look at

    YellowPages    , the different business
    categories.
    From
    ctbmarketing: Look on

    About    , Check out

    ThomasNet     an online directory where
    businesses sell stuff/supplies to each
    other. Also

    Dmoz.org
    From
    Caspariec: look at

    Google Answers     and check out

    Yahoo Answers
    From
    Nebulous, check out

    Google Trends
    From Caro:
    Go to your local mall, look around, watch
    your morning news program, read “People
    Magazine”"Who Weekly” and other such
    magazines
    From
    Adworks: Check out

    Trend Watching    , and this

    great article     on trends.
    From Dave Tropeano:
    Whonu which can
    be used for research of markets.
    From
    Cindyks: Check out

    Google Catalogs




    From

    Jonathan’s Resource Page

    Online Spy Tools (Random things
    people are searching for on the Internet)

    Additional Tips:

    - Go to
    newsstands/newsagents,
    or any place that sells magazines.

    - Visit bookstores,
    libraries.

    - Go out, get ideas
    from the outside world.













    Congratulations
    JoAnne for Winning Day 1′s Prize!
    Online class listings reveal a
    lot of potential niches.


     






     
     Day 2 – Super Sunday: Narrowing Down Your
    Ideas

     


    Content from Ed Dale & Frank Kern

     



    LISTEN TO ME FIRST:
    Podcast: Day
    2 – Podcast At Your Service


















    Video 1:
    First Research Video









    Video
    5: Why Competition Is Your Friend Part 1





















    Video 2:
    Is Anyone Looking For My Market




    Video 3:
    Follow the Money: Marketing Lessons from
    Watergate




    Video 4:
    The Barnes & Noble Test





    Video Update from Frank Kern (And Nora)

















    Video
    6: Why Competition Is Your Friend Part 2





    Video 7: Google Trends: So Very, Very Cool





    Video 8: Google Trends: Part 2, Hotter than
    Frank in a Macon Summer

     


    Content from the Community     


    Notes for Day 2 from Chris Baker

     
    Tools/Websites/Resources








    Main Tools to
    Use for Narrowing Ideas

    Do you live outside
    the United States?

     
    From the Community

     


    Discussion Thread by
    Ed Dale to Narrow Down Your Choices

     























    eLance     – From shamirrele: Look on
    today’s projects or top providers. Take a
    look at what type of projects are being
    offered as this gives you an idea if
    competition is taking the step to make
    products for this niche.
    From JoAnne:
    Take a look at

    iTools    , it takes you to a lot of pages
    and information about your market.
    From
    Jeff: check out

    Google Suggest    , type in general niche
    keywords and Google will tell you what other
    keywords are associated with it.
    From
    BeachBum: Go on

    Google    , try out [Niche] + mailing list,
    [Niche] + eZine, [Niche] + forum, you can
    easily see if there are communities in your
    market and if they are active on the
    Internet.
    From Adworks & Vegasb2k:
    On the Overture keyword tool, search for
    just “tips” “learn” “how to” “how do I”
    “where to” “where can I” and you can find
    and qualify niches this way
    Good to
    read

    this thread     if you are finding that
    there are no information products in your
    market.





    Niche Research Printout
    thanks to Nez

      





    Video on Using the Niche Research Printout

    thanks to Nez



    From

    Jonathan’s Resource Page

    Thanks to Tracy for suggesting
    these tools:

     


    http://www.ultrakeyword.com/

      Great place to get relevant keywords


    http://www.boardtracker.com/

      Searches forums for your keyword


    http://www.kwbrowse.com

      More related keyword research


    http://tools.seobook.com/general/keyword/

      A great place to find many results from search engines everything in one
    place.













    Congratulations Nez for Winning Day 2′s
    Prize!     His
    Videos, which can be viewed above on the
    right side column, will help you narrow
    down your Niches!


     






     
    Day 3 – A Blog For Your Thoughts

     


    Content from Ed Dale & Frank Kern

     


    LISTEN TO ME FIRST:

    Podcast: Day
    3 – Red Hot Podcast Action


















    Video 1:
    Ghetto Blog Creation









    Video
    5: How to Become a 27th Level NewsMaster

















    Video 2:
    Dialing In The Ninja Blog Settings




    Video 3:
    Blog And Ping and Tag and Pimp Slap




    Video 4:
    Go & Get Flocked!

















    Video
    6: How to Become a NewsMaster Diety




    Video
    7: BlackBelt Note Taking Skills




    Video
    8: Flock Me! Check this neato trick!

     


    Content from the Community     


    Video from Scott Voss about using Yahoo to search
    for YouTube Videos




    Notes for Day
    3 from Chris Baker

     
    Tools/Websites/Resources








    Main Tools to
    Use for Blogging

     
    From the Community

     









    From
    Limitlessjb:

    BlogLines     is a free web-based RSS news
    aggregator. Good for market research and you
    can search/view popular feeds.
    From
    Peaceful:

    Topix.net     has numerous Niche Feeds you
    can search for as well.


     
    From the Community Continued

     



    Discussion Thread by Ed Dale to find the hottest RSS
    feed Sources

     





















    From
    RicsMarketing:
    Syndic8.com
    - An online RSS feed directory
    From
    ScottVoss:
    Feedster, an online RSS feed search
    engine.
    From ybaff:
    eBay creates an RSS feed of your
    searches
    From
    Christy: Use
    Google Alerts and Google can alert you
    about news/happenings in your Niche
    From tracy:
    IceRocket another RSS/Blog Search Engine
    that can inform you of developments in your
    Niche
    From Lissy:
    Article sites such as
    Ezine Articles give out RSS feeds of
    articles in your Niche, good to use to learn
    about your Niche




    From

    Jonathan’s Resource Page

    Additional Tips

    If you
    wish to use Firefox instead of Flock, Nez has made an
    excellent
    post

    here    , on the add-ons you can install to make
    Firefox have the same features as flock.












    Winner
    to be determined.


     






     

    Day 4 – Blogging &
    Setting Up Your Autoresponders

     


    Content from Ed Dale & Frank Kern

     


    LISTEN TO ME FIRST:

    Podcast: Day
    4 – It’s Indepedence Day!


















    Video 1:
    A Blog a Day Keeps the Sheriff Away









    Video
    4: Frank Does Autoresponding Magic Part 1













    Video 2:
    Google Trends Magic I Forgot To Show You




    Video 3:
    Learn How to Masterblog!









    Video
    5: Frank Hangs 10 With Aweber Part 2

     


    Content from the Community     

    Notes for Day
    4 from Chris Baker





    Writing An Autoresponder Video By Jason Moffatt





    Autoresponder Examples By Jason Moffatt

     
    Tools/Websites/Resources








    Main Tools to
    Use

     

     
    From the Community

     

    Coming Soon



    From

    Jonathan’s Resource Page

    Other
    Autoresponder Providers:






     

     






     

    Day 5 – Opt-In Pages
    (Lead Catchers)

     


    Content from Ed Dale & Frank Kern

     


    LISTEN TO ME FIRST:

    Podcast: Day
    5


















    Video 1:
    Using aWeber For Leadcatching









    Video
    4: Ghetto Opt-In Creation Part 2













    Video 2:
    How to Be a Coding Genius Even If Your Not




    Video 3:
    Ghetto Opt-In Creation Part 1

















    Video
    5: Deep Ghetto Super Tool For Finding
    Bonuses





    Video 6: Super Tool Bonus Part 2





    Video 7: The F10 Edition Super Tool Bonus
    Part 3

     


    Content from the Community     

    Notes for Day
    5 from Chris Baker

     
    Tools/Websites/Resources







    Main Tools to
    Use

     

     
    From the Community

     

    Coming Soon






     

     






     

    Day 6 – Domains, Website
    Hosting & Google

     


    Content from Ed Dale & Frank Kern

     


    LISTEN TO ME FIRST:

    Podcast: Day
    6 – Gut Check Time


















    Video 1:
    You Need to Have an Address









    Video
    4: It’s Google Time Part 1













    Video 2:
    Web Hosting




    Video 3:
    Publish Your Stuff













    Video
    5: It’s Google Time Part 2





    Video 6:
    The Choice (Important Video)

     


    Content from the Community     

    Notes for Day
    6 from Chris Baker

     
    Tools/Websites/Resources







    Main Tools to
    Use

     

     
    From the Community

     



    GoDaddy         -
    Another Web Host/Domain Registration Company






     


     

    Copyright 2006 -
    Nicheopolis – All Contents Copyright to their Respective Holders

    All Rights
    Reserved

     

    Posted in Uncategorized | 1 Comment »

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