Dear Webheads,

It's after three o'clock in Cairo now.  I think the jazz fusion band
we left an hour and a half ago is probably still playing.

Thanks Rita for your message. Regarding slides I suspect our EV site
is full.  Give me a few days and I'll upload my slides to the WIA
overflow site.

Webheads are all the buzz at the Cairo conference.  The demo we put
on Friday afternoon in Cairo wowed an audience of two dozen or so.
Michael put in his usual sterling performance as online emcee and he
and Buth managed the chat lines in Tapped in and Yahoo messenger
(Buth from two doors down in Liz England's office).  I'd hate to
forget to mention anyone so I won't list all participants but hearty
congratulations to all.  You will not be soon forgotten for your
impressive efforts.

I've had to prepare for one more 4-hour workshop before I can go to
bed.  There has been a change in format for the workshop because the
firewall at the venue for Saturday will not allow voice or video and
there doesn't seem to be much we can do about it.  Therefore Buth and
I have come up with a new plan.  Basically it's to get participants
into a Yahoo Group and teach them blogging, then prepare the group
for eventual participation in Becoming a Webhead.  Buth will do the
post-workshop follow-on for that.

If you can join us online you can help us train the participants,
and/or you can avail yourself of the training as well.  The following
document will be used as a handout:

http://sites.hsprofessional.com/vstevens/files/efi/papers/cairo2004/wo
rkshops/workshop.pdf

The venue remains:

Saturday, January 24 - 2 to 6 p.m Cairo time; noon to 4 p.m. GMT,
with Randa Effat: Enhancing Online Educational Communities with
Computer-Mediated Communications Tools, an IELP2 mini workshop at the
Central Department for In service Training lab in Cairo.

Thanks very much to all Webheads and hope to see you online Saturday.

Vance


--- In evonline2002_webheads@yahoogroups.com, "Rita Zeinstejer"
<rita@z...> wrote:
>
> Dear friends,
>
> I managed to join Vance for his "Online tools for creating
communities of communicative learners" session today from Cairo, and
he gave a wonderful presentation using text and voice on Yahoo and
Learning Times, which was shared by Buth, Michael, Claire, Dafne,
Teresa, Damian (from a cyber in Derby, England), Ismail, (anybody
else that I've missed?)
> The audience gave an enthusiastic response, some even posed
interesting questions at the end.
> I've been trying for hours now to upload the ppt copy I made to our
EVOnline site in Yahoo, unsuccessfully. Any idea why?
>
> Cheers, Vance, and thanks a lot again for sharing: the feeling of
belonging to a group of people from distant and different places in
the globe is moving, each and every time we come together.
> Warmest regards,
>
> Rita
>
>
>
> [Non-text portions of this message have been removed]

Dear Vance and WiAs,

Congratulations on a very lively, informative and dynamic session held
yesterday in Cairo. It was a great and fun-to-follow presentation with lots
of involvement from the Webheads and the audience in Cairo.

There was a very balanced mixture of presentation, comments from Webheads
and questions from the audience that made it a truly interactive event that
no doubt whetted the appetite of the audience to 'become a webhead'.

But. . . shame on us WiAs! I don't think anyone recorded the session and
it's a big shame. What a fabulous live, voice event we missed documenting
for posterity!  :-(

The Learning Times environment is fabulous! Congrats, Jonathan! I hope to
have a much livelier session at APPI this year thanks to our Webheads LT
Room.

I'm very happy about the new plan for this afternoon's session and do hope
that some of the participants will join our 'Becoming a Webhead' 6-week
workshop.

Vance, here are our main URLs:

Yahoo Group: http://groups.yahoo.com/group/becomingwebhead/

Web site: http://www.geocities.com/bawebhead/index.html

Mirror site: http://www.malhatlantica.pt/teresadeca/webheads/baw/index.html

I will be on hand at home most of the time if you need any help regarding
our BaW session or anything else.

BTW, the URL below opens a blank page in my computer. Is anyone else having
the same problem? Heeelp!

Teresa



http://sites.hsprofessional.com/vstevens/files/efi/papers/cairo2004/wo
> rkshops/workshop.pdf

Hi,

A quarter after noon GMT in Cairo Sat 24 Jan right now and we're
banging our heads on the firewall.  We'll let you know if we can get
any interaction with the outside going.  Meanwhile, time to get
started here ...

Vance

--- In evonline2002_webheads@yahoogroups.com, "Teresa Almeida d'Eca"
<tmvaz@m...> wrote:
> Dear Vance and WiAs,
>
> Congratulations on a very lively, informative and dynamic session
held
> yesterday in Cairo. It was a great and fun-to-follow presentation
with lots
> of involvement from the Webheads and the audience in Cairo.
>
> There was a very balanced mixture of presentation, comments from
Webheads
> and questions from the audience that made it a truly interactive
event that
> no doubt whetted the appetite of the audience to 'become a webhead'.
>
> But. . . shame on us WiAs! I don't think anyone recorded the
session and
> it's a big shame. What a fabulous live, voice event we missed
documenting
> for posterity!  :-(
>
> The Learning Times environment is fabulous! Congrats, Jonathan! I
hope to
> have a much livelier session at APPI this year thanks to our
Webheads LT
> Room.
>
> I'm very happy about the new plan for this afternoon's session and
do hope
> that some of the participants will join our 'Becoming a Webhead' 6-
week
> workshop.
>
> Vance, here are our main URLs:
>
> Yahoo Group: http://groups.yahoo.com/group/becomingwebhead/
>
> Web site: http://www.geocities.com/bawebhead/index.html
>
> Mirror site:
http://www.malhatlantica.pt/teresadeca/webheads/baw/index.html
>
> I will be on hand at home most of the time if you need any help
regarding
> our BaW session or anything else.
>
> BTW, the URL below opens a blank page in my computer. Is anyone
else having
> the same problem? Heeelp!
>
> Teresa
>
>
>
>
http://sites.hsprofessional.com/vstevens/files/efi/papers/cairo2004/wo
> > rkshops/workshop.pdf

Hi, all,

I also have not been able to see the page Tere mentions below--at
least not in IE. I made sure that I copied the whole URL as it is
broken into 2 lines in the message. All that shows up is a box with a
red X in it--like an image that's not there. I just tried it in
Netscape, and it came up without a problem.

Chris Jones

--- In evonline2002_webheads@yahoogroups.com, "Teresa Almeida d'Eca"
<tmvaz@m...> wrote:

>
> BTW, the URL below opens a blank page in my computer. Is anyone
else having
> the same problem? Heeelp!
>
> Teresa
>
http://sites.hsprofessional.com/vstevens/files/efi/papers/cairo2004/wo
rkshops/workshop.pdf

Hellow Webheads,

Congratulations to all Webheads in action and in practice!

  Vance has done a great job, throughout his one-week program, here
in Cairo, which we all should be proud of. An Egyptian participant
in the AUC, told me that "we", Webheads in Action or Practice are
the "Talk of the Town", currently, in Cairo!
This was said later in our out, following Vance's session, when some
fellow Webheads, joined Vance at tapped, Learning Times' Webheads'
vRoom, and Yahoo Messenger.

Vance's hands-on workshop today designed for K12 teachers enrolled
in an IELP2 program for teachers training, the one Randa Effat is in
charge of was really a successful one.
All Participants managed to join a Yahoo group created and named by
Vance, "EgyptWebheadas",  (So we have a branch here, now, in Cairo)

Later, they managed to create their own blogs, following, simple and
easy instructions. They were all happy and amazed by new facts and
techniques on how to create communities online with simple and easy
instructions.

Finally, I have lived amazing learning moments, which I cannot
describe at this moment! I will definitely report more stories later
when I go back home.
You are most welcome to have a look at the EgyptWebheads Ygroup
website at this URL:
http://groups.yahoo.com/group/egyptwebheads/

Best Regards,
Buth

Hello, Buth, Randa and Vance!

Congratulations on a very successful week!

I was on call today until about 16:15 GMT, but then took a rest. I'm sorry
to have missed you at YM.

Thanks for the report, Buth. It's very nice to know that Webheads are the
"talk of the town"!  :-)

I hope some of those participants join our BaW session. Somebody from Egypt
did today: sesnawy is the Yahoo ID.

I have just joined our Cairo branch: EgyptWebheads!  :-)

Hope to meet you at TI tomorrow.

Hugs,

Teresa

Hello,

This email message is a notification to let you know that
a file has been uploaded to the Files area of the evonline2002_webheads
group.

   File        : /Animated_Webheads.gif
   Uploaded by : ismailfayed <ismailfayed@...>
   Description : Webheads Animated File

You can access this file at the URL

http://groups.yahoo.com/group/evonline2002_webheads/files/Animated_Webheads.gif

To learn more about file sharing for your group, please visit

http://help.yahoo.com/help/us/groups/files

Regards,

ismailfayed <ismailfayed@...>

Congratulations Vance, Randa, and Buthaina on your wonderful
achievements there. Though I was not able to join you today because
of the firewalls in your lab, I enjoyed being with the fellow
webheads for more an hour today.

Vance, your plenary speech is wonderful. It is very inspiring and I
got a lot of interesting points and remarks from it. Thanks for
giving me the opportunity to "attend" part of the conference even
from distance!

I have compiled some of the screenshots from my PC during the last
two days. You can see it in the files link or through this URL:
http://tinyurl.com/ysghq

Have fun!
Ismail.

Hi Webheads,

Thanks very much for today's fine turnout for the last of our Cairo
sessions.  Here in Cairo we are much relieved to be done with the
challenges we have faced in the last few days but we are heartened by
the solidiarity and support shown by Webheads members and buoyed by
the enthusiasm with which we have been received here in Egypt.  We
asked the group we met today what they wanted to call the YahooGroup
we were about to set up for them, something like 'in service trainers
of Cairo' perhaps? And they suggested and unaminously acclaimed the
title egyptwebheads@yahoogroups.com.

I'm very sorry that the firewall situation at the workshop venue did
not allow for interaction with the online community today, Saturday.
We envisaged the workshop as a training opportunity in creation of a
YahooGroup and then linking to blogs also created during the
workshop, with photos and links to those blogs uploaded to the
YGroup.  The first step in the workshop was to supposed be to find
Webheads at Tapped In, and then engage them in these activities which
could be done by both online and onsight participants, with the
offline group assisting the onsight one.  On arrival at the venue we
discovered that we could not reach Tapped In.  We knew we would not
be able to do voice or video, but no Tapped In was a surprise.  It
would also have been impossible to download, install, and invite
numerous participants, some with and some without Yahoo ID's, a Yahoo
chat - nor could Buth nor I effectively participate in the chat -
apologies to all.  Consequently the presence of so many colleagues in
the online environment was appreciated but outside our capacity to
exploit it.

We accomplished all our objectives apart from the link to the online
environment.  We feel the workshop would have been much better with
the online interaction that we had assumed, but that it went very
well with the activities we had planned. There is an egyptwebheads
group now formed and anyone wishing to work with these enthusiastic
teacher-trainers can do so by joining the group.  Buth has agreed to
shepherd the group into Becoming a Webhead training if possible.

Thanks again for all who have helped us in our Cairo efforts.
Special thanks to Buth who has not only been a great help in all my
sessions but who has participated in a lot of Frivolous Unanticipated
Nonsense here in Cairo.

She has pictures to prove it.  Stay tuned,

Vance

--- In evonline2002_webheads@yahoogroups.com, "Ismail Fayed"
<ismailfayed@y...> wrote:
> Congratulations Vance, Randa, and Buthaina on your wonderful
> achievements there. Though I was not able to join you today because
> of the firewalls in your lab, I enjoyed being with the fellow
> webheads for more an hour today.
>
> Vance, your plenary speech is wonderful. It is very inspiring and I
> got a lot of interesting points and remarks from it. Thanks for
> giving me the opportunity to "attend" part of the conference even
> from distance!
>
> I have compiled some of the screenshots from my PC during the last
> two days. You can see it in the files link or through this URL:
> http://tinyurl.com/ysghq
>
> Have fun!
> Ismail.

--- In evonline2002_webheads@yahoogroups.com, "Vance Stevens"
<vstevens@e...> wrote:

> Thanks again for all who have helped us in our Cairo efforts.
> Special thanks to Buth who has not only been a great help in all my
> sessions but who has participated in a lot of Frivolous
Unanticipated
> Nonsense here in Cairo.
>
> She has pictures to prove it.  Stay tuned,
>
> Vance
>

Buth got away from Cairo I guess on the next part of her journey, to
Beirut.  It was great having here here, energetic, competent, and
always helpful.

She has pics to show how much FUN we had in Cairo, and also many
suggesting that we projected the proper semblance of professional
decorum most of the time we were there.  But she has my permission to
publish any of her pics she likes and I look forward to seeing which
ones she chooses.

Incidentally Buth, any chance of getting maybe a CD of all the
photos?  I should have had you put them on my memory card, forgot.

Anyway, nice seeing everyone on line and in person these last few
days in Cairo.  Nice seeing everyone online in the regular sunday
noon chat as well, once I finally got in (thanks BJ - the secret is
to make the top and bottom frames in the same place and THEN move to
reception, and it worked).

take care

Vance

Cool Gif, Ismail!
But I couldn't get the tiny url to work in Netscape.
Arlyn

Hello,

This email message is a notification to let you know
that
a file has been uploaded to the Files area of the
evonline2002_webheads
group.

   File        : /Animated_Webheads.gif
   Uploaded by : ismailfayed <ismailfayed@...>
   Description : Webheads Animated File

You can access this file at the URL

http://groups.yahoo.com/group/evonline2002_webheads/files/Animated_Webheads.gif


To learn more about file sharing for your group,
please visit



=====
http://www.eslhome.com

"What's past is prologue."
-- W. Shakespeare, The Tempest

__________________________________
Do you Yahoo!?
Yahoo! SiteBuilder - Free web site building tool. Try it!
http://webhosting.yahoo.com/ps/sb/

Thanks Arlyn, I really don't have a good idea about Netscapre, I
alway use Explorer for browsing. Anyhow, This is a normal GIF small
file that you can download from the YG Files' link.

I have produced another version in .swf or a flash file. I can
upload it too if you want..

Ismail.

--- In evonline2002_webheads@yahoogroups.com, Arlyn Freed
<aiteachesl@y...> wrote:
> Cool Gif, Ismail!
> But I couldn't get the tiny url to work in Netscape.
> Arlyn
>
> Hello,
>
> This email message is a notification to let you know
> that
> a file has been uploaded to the Files area of the
> evonline2002_webheads
> group.
>
>   File        : /Animated_Webheads.gif
>   Uploaded by : ismailfayed <ismailfayed@y...>
>   Description : Webheads Animated File
>
> You can access this file at the URL
>
>
http://groups.yahoo.com/group/evonline2002_webheads/files/Animated_We
bheads.gif
>
>
> To learn more about file sharing for your group,
> please visit
>
>
>
> =====
> http://www.eslhome.com
>
> "What's past is prologue."
> -- W. Shakespeare, The Tempest
>
> __________________________________
> Do you Yahoo!?
> Yahoo! SiteBuilder - Free web site building tool. Try it!
> http://webhosting.yahoo.com/ps/sb/

Hi Elizabeth
Thanks for your considered response.

My inclination is to plan a rich and authentic experience and
analyse it later to see what was covered (or at least what
opportunities learners had to meet which structures and so on). I
agree that the group processes are the important aspect and this is
what is largely invisible when viewing a course website.

I suppose one concern I have is that, unlike the Streetlife project
which I implemented myself, what I am being asked to do here is for
general consumption so I need to pay attention to making both the
teacher's and learners'roles explicit and visible.

In the end I feel that there is an inherent contradiction in trying
to apply constructivist principles to what is going to be, in the
end, a tradable product (one major reason by the way why I wouldn't
feel comfortable asking for webhead contributions on this in the way
you suggested). Perhaps what I need is a different perspective;
instead of course book equivalent, maybe I should be thinking more
on the lines of motivational training and how that is done! ie It's
technique rather than content. I guess I'm wondering how to
mainstream constructivist principles.

Anne





--- In evonline2002_webheads@yahoogroups.com, Elizabeth Hanson-Smith
<ehansonsmi@y...> wrote:
> Anne raises some really important considerations for
> online teaching and learning.
>
> Though I am away from home and can't give you good
> references, all of my professional teaching experience
> would indicate that learning a language is much more
> like athletics or music than the kind of segmental,
> incremental knowledge learning, say, a spreadsheet
> application implies.
>
> So it is a huge problem to reconcile the short
> segmented time you are given with authentic tasks, but
> I think it could work. Each task would lend itself to
> learning particular kinds of language, but ultimately,
> completing the task would provide the practice that
> makes the whole (what is learned) greater than the
> individually learned parts. Performing the task in a
> structured group setting would be ideal, as
> participants would have to also practice social
> language while learning the language of the task.
>
> I think one could start from either end--either the
> task or the structures/vocab/grammar needed.  Maybe
> Webheads could contribute some units of this together,
> as a way of testing out this approach?
>
> Anyway, my sympathies on the difficulty of your
> assignment.
>
> Cheers--
> --Elizabeth
>
>
>
>
>
> >>>>>>>>>>>>>>>>>>
> Date: Thu, 22 Jan 2004 11:59:14 -0000
>    From: "Anne Fox" <af@g...>
> Subject: Is language learning different?
>
> Reading through Vance's great speech with his clear
> explanation of
> where we are now with language learning made me decide
> that this was
> the right place to ask about something which is
> bothering me.
>
> I am becoming more and more deeply involved with
> producing materials
> for e-learning. My task is to produce materials for
> learning English
> but that is only part of the package which also
> includes IT and
> accounting. What troubles me is that I realise that we
> are going down
> the route of dividing all the learning into `learning
> objects'
> (direct translation from the Danish but I presume it
> originates from
> the English). This is to enable `just in time' and
> `only
> as needed' learning.  So what it implies is that I
> have to break
> down
> the process of learning a language (here English) into
> bite-sized
> chunks which would take 20-40 minutes to
> deliver/assimilate. This
> makes me uncomfortable because it almost forces me to
> go down the
> grammar/structures/vocab group route when sources such
> as Vance's
> synthesis emphasise the scaffolding, constructivist
> and authentic
> approach which I think is impossible in the framework
> I've been given.
>
> Of course I could simply try to produce a whole suite
> of 20 minute
> authentic tasks but the job doesn't end there since
> for every
> unit I have to identify what learning it is intended
> to promote so
> that the learner and/or his tutor can identify which
> bits he or she
> needs, also so that a needs analysis can be carried
> out which would
> result in a recommended learning path. Is language
> learning really so
> different from learning how to use a spreadsheet or am
> I just making
> it up? Am I being given an impossible task? The
> Streetlife project
> which I trialled last autumn with the support of
> several Webheads
> would not fit these requirements for example because I
> saw the module
> as a process which had to be completed as a whole and
> not something
> which learners could pick and choose from which bits
> they wanted to
> do or felt they needed to do. A pragmatic solution
> would be to go
> down the structures route anyway but I feel that this
> would be very
> second rate.
>
> Most people would accept that you cannot learn
> practical skills such
> as swimming through e-learning so the question is, is
> language
> learning more like swimming or more like learning to
> use a
> spreadsheet in its ability to be divided up into
> learning units?
>
> I'd be really grateful to have some opinions on this.
> Anne
>
> >>>>>>>>>>>>>>>>>>>>>

Yeah, nice Gif, I'll link to it when I get a chance.  Great archive
we're producing of the cairo experience.

The lady in red at the end is Susan Elsawi.  She was in contact with
us last December and I think she wants to join us as a member.

cya all,

V

--- In evonline2002_webheads@yahoogroups.com, "Ismail Fayed"
<ismailfayed@y...> wrote:
> Thanks Arlyn, I really don't have a good idea about Netscapre, I
> alway use Explorer for browsing. Anyhow, This is a normal GIF small
> file that you can download from the YG Files' link.
>
> I have produced another version in .swf or a flash file. I can
> upload it too if you want..
>
> Ismail.
>
> --- In evonline2002_webheads@yahoogroups.com, Arlyn Freed
> <aiteachesl@y...> wrote:
> > Cool Gif, Ismail!
> > But I couldn't get the tiny url to work in Netscape.
> > Arlyn
> >
> > Hello,
> >
> > This email message is a notification to let you know
> > that
> > a file has been uploaded to the Files area of the
> > evonline2002_webheads
> > group.
> >
> >   File        : /Animated_Webheads.gif
> >   Uploaded by : ismailfayed <ismailfayed@y...>
> >   Description : Webheads Animated File
> >
> > You can access this file at the URL
> >
> >
>
http://groups.yahoo.com/group/evonline2002_webheads/files/Animated_We
> bheads.gif
> >
> >
> > To learn more about file sharing for your group,
> > please visit
> >
> >
> >
> > =====
> > http://www.eslhome.com
> >
> > "What's past is prologue."
> > -- W. Shakespeare, The Tempest
> >
> > __________________________________
> > Do you Yahoo!?
> > Yahoo! SiteBuilder - Free web site building tool. Try it!
> > http://webhosting.yahoo.com/ps/sb/

An issue close to most of our hearts - the destruction of the brazilian
rainforest, the destruction of the lives of those livelihoods depend upon the
rich biodiversity of the forest, the loss to our world of millions of species of
living things, plants and animalsits and finally, but equally disturbing, the
effect of this shrinking oxygen nursery upon the quality of our world's
atmosphere.
This e-campaign appears well-organised and may be effective so my vote is that
its worth taking the trouble to forward it even if its only to raise all our
consciouness and to renew our efforts.

take care and hugs, Antonia

BELOW IS WHAT I RECEIVED :

Brazilian congress is now voting on a project that
will reduce the Amazon forest to 50% of its size. It
will take 1 MINUTE to read this, but PLEASE put your
names on the list and forward this on as instructed
below. The area to be deforested is 4 times the size
of Portugal and would be mainly used for agriculture
and pastures for livestock. All the wood is to be sold
to international markets in the form of wood chips, by
large multinational companies. The truth is that the
soil in the Amazon forest is useless without the
forest itself. Its quality is very acidic and the
region is prone to constant floods. At this time more
than 160,000 square kilometres deforested with the
same purpose are abandoned and in the process
of becoming deserts, meaning that this proposal is in
the short-term interests of a few, and in the long
term interests of none.
Please paste and copy the text into a 'new e-mail' put
your complete name in the list below, and send to
everyone you know. (DON'T JUST FORWARD IT AS IT
WILL THEN END UP WITH ROWS AND ROWS of '>'s)
If you are the 600th person to sign please send a copy
to:
fsaviolo@...
Thank you for your help.
01 - Fernanda de Souza Saviolo - Rio de Janeiro - RJ
02 - Nara Maria de Souza - Rio de Janeiro - RJ
03 - Julio Cesar Fraga Viana - Rio de Janeiro - RJ
04 - Monica Grotkowsky Brotto -Sao Paul - SP
05 - Maur icio Grotkowsky Brott! o - Sao Paulo
06 - Ricardo A.Corrallo - SP
07 - Sunn! y Jonathan - SP
08 - Leonardo Larsen Rocha - SP
09 - Evandro Sestrem
10 - Marco Aurlio Wehrmeister - Blumenau - SP
11 - Angela Maria Gonalves - Bluenau -SP
12 - Alessandra Bernardino- Blumenau - SP
13 - Pedro Carstens Penfold - Rio de Janeiro - RJ
14 - Annelena Porto Delgado - S*o Paulo
15 - Erica Couto -S*o Paulo
16 - Elaine Couto- S*o Paulo - SP
17 - Tatiana de Almeida Voivodic - S* Paulo
18 - Solange B Furlanetto - S*o Paulo / SP!
19 - Marcos deSouza Mello - S*o Paulo / SP
20 - Eliane Santiago - S*o Paulo/SP
21 - Francisca J. Bezerra Alves Ara*jo - S*o Paulo-SP
22 - Carlos Alberto Dantas Junior - Rio de Janeiro RJ
23 - Daniiel Rodrigues da Cruz - Rio de Janeiro /RJ
24 - Gabriella Gaida - Rio de Janeiro - RJ
25 - Ceclia Silva Teixe ira Pinto - RJ - 03/06/75
26 - Tania Santos Miguel
27 - Celso He nrique Diniz Valente de Figueiredo -RJ
28 - Marcelo Lopes Rheingantz - Rio de Janeiro -RJ!
29 - Rodrigo Tassinari de Oliveira - Rio de Janeiro
30 - Andr Lobato Pinheiro - Rio deJaneiro - RJ
31 - Ismael dos Santos Silva - RJ
32 - Gustavo Alexandre Caetano Correa - RJ
33 - Juana Varella Barca de Amorim - Rio de Janeiro
34 - Nara Faria Silva Rio de Janeiro -RJ
35 - Isabella Jaggi S*oPaulo- SP
36 - Diana de Andrade Freitas - Rio de Janeiro -RJ
37 - Karina Dourad! o - S*o Paulo
38 - Pablo Genuncio Garcia - Rio de Janeiro
39 - Fabola Morais de Lucca - S*o Paolo
40 - Alexei Morais de Lucca - S*o Paulo - SP
41 - Renata Regina Roxo - S*o Paulo - SP
42 - Fernanda Teixeira - S*o Paulo - SP
43 - Patricia Freitas - S*o Paulo - SP
44 - Cintia Regina K*rner -Alemanha - DE
45 - Wolfgang K*rner - Alemnha - DE
46 - Roseani Vieira Roch a - San Francisco - CA
47 - Angela Ichimura - S*o Paulo - S P
48 - Assunta Viola - Sao Paulo - SP
50 - Marina Amaral - Alemanha - DE
51 - Fabian! Rodrigu ! es Caetano - Sao Paulo - SP
52 - Luciana Cabrera- SantaBarbara- Ca
53 - Andrea Torres- Lahaina, Hawaii
54 - Carla Duarte- New York, NY
55 - Sergio Goes - New York, NY
56 - Itaal Shur - New York, NY
57 - Hiroyoku Sanada-New York, NY, US
58 - Marianne Ebert-new york, NY, US
59 - Gloriana M. Calhoun - new York,! NY
60 - Roger Jazilek - New York, NY
61 - Cheryl To - New York, NY
62 - Judy Mercer - Paris, France
63 - Evelyne Pouget- Woodstock, NY
64 - Hera-Woodstock, NY
65 - Nicos Peonides - Cyprus - New York NY
66 - Fiona Cousins - New York, NY
67 - Alistair Millington - London, UK
68 - Edgar Craggs - Bristol, UK
69 - Chris Hastie - Nottingham, UK
70 - Adam Barley - Bristol, UK
71 - Dawn Morgan - Bristol, UK
72 - Lottie Berthoud - Bristol , UK
73 - Julia Simnett - Bristol, UK
74 - Linsey Colbourne - Bath, UK
75 - Wendy Lawton - Bath, UK
76 - James Friel - Birmingham, UK
77 - S! ylvia Magyar - Budapest, Hungary
78 - Danco Uzunov - Budapest Hungary
79 - Vladimir Jurukovski - New York, USA
80 - Laste Stojanovski - Auckland, New zealand
81 - Katerina Rusevska - Skopje, Macedonia
82 - Snezana Pesic -Kragujevac, Yugoslavia
83 - Sladjan Pavlovic - Beograd, Yugoslavia
84 - Jelka Crnobrnja-Isailovic -Belgrade,Yugoslavia
85 - Begoqa Arano-Brussels, Belgium
86 - Brendan Kelly-Brussels, Belgium
87 - Rafael Marquez-Madrid, Spain
88 - Ignacio De la Riva-Madrid, Spain
89 - A. Townsend Peterson - Lawrence,Kansas
90 - Anita Gamauf-Vienna,Austria
91 - Desmond Allen-Tokyo, Japan
92 - Krys Kazmierczak, London, UK.
93 - Anand Pasad, Denmark
94 - Pauline McLeod, York, UK
95 - Lee Casey, Harrogate, United Kingdom
96 - Sibylle Rhovier, Bournemouth, UK
97 - Peter McCai g, London UK
98 - Robert Vint, Totnes, UK
99 - Hugh Warwick, Oxford, UK
100 - Richard Madden, Brighton, UK
101 - Am! anda Marks, Woodbridge, UK
102 - Jane La! ws, Wood bridge, UK
103 - Joanna Hayes, London, UK
104 - Julian Matthews - London UK
105 - Anna Davies, London, UK
106 - Darren Lucas, M! ansfield, UK
107 - Nic Masters, Taunton, UK
108 - Kate Dougal, London, UK
109 - Richard Dolan, London, UK
110 - Stacey Watson, London, UK
111 - Shannon O'Brien, London, UK
112 - Jigna Patel, London, UK
113 - Lisa O'Brien, Malmo, Sweden
114 - Johan Luyckx, Malmo, Sweden
115 - John Dolecek, Malmo, Sweden
116 - Steven Huynh, Malmo, Sweden
117 - Bodil Johansson, Malmo, Sweden
118 - Anna-Maj Wandt, Dalby, Sweden
119 - Kajsa Nordstrom, Uppsala, Sweden
120 - Anna Hillerberg, Stockholm, Sweden
121 - Annika Jegbert, Stockholm, Sweden
122 - Christe Jegbert, Stockholm, Sweden
123 - Anna-Carin Collin, Taby, Sweden
124 - Nadja von Kantzow, Stockholm, Sweden
125 - Johan von kantzow, Stockholm, Sweden
126 - Calle Rosengren! , stockholm, sweden
127 - Daniel Achilles, Stockholm, Sweden
128 - Cecilia Andersson, Stockholm, Sweden
129 - ! Henrik Eriksson, Stockholm, Sweden
130 - Pontus Holmgren, Stockholm,Sweden
131 - J.B. Russell, Paris, France
132 - S.D. Smith, Virginia, United States
135 - January Harris, Virginia, United States
136 - Taki L. - Crook, Virginia, United States
137 - Marcia L. Rutledge, Syracuse, NY, USA
138 - Justin A. Cohen, Syracuse, NY, US
139 - Stephen C. Shriber, Amsterdam, The Netherlands
140 - Laura I.Shriber,Den Haag, The Netherlands
141 - Rutje V. Gorisse, Amsterdam, The Netherlands
142 - Floris Mansvelt Beck
143 - Herbert A. Hauer
144 - Dorien Culo, Denderleeuw, Belgium
145 - Heidi De Glas , denderleeuw , Belgium
146 - Van Wesemael Emily J., Nafrait ure, Belgium
147 - Tina Hendrickx, Tienen, Belgum
148 - Aerin Sizelove, Chicago, USA
149 - Cynthia Cooper,California,U.S.A.
150 - Luna No! komis, Tallahassee, FL, USA
151 - Fiona Hayes, Tallahassee, FL, USA
152 - Louise Pike, Budge! woi NSW 2263 AUSTRALIA
153 - Maarten Tacq, Antwerpen, belgium
154 - Wouter Tacq, Mortsel, Belgie
156 - Korneel Larnout, Antwerpen
157 - Eric Vereecken, Merksem, Belgium
158 - Steven Vereecken, Antwerp, Belgium, Europe
159 - Jelle Wauters, Antwerp, Belgium
160 - Sanne Rutten, Antwerp, Belgium
161 - Denis Hnssens, antwerp, belgium
162 - Nele De Vlieger, Puurs, Belgium
163 - Leentje De Leeuw, Sint-Amands, belgium
164 - Veerle Derdelinckx, Geraardsbergen, Belgium
165 - Godfried Merlevede,Lessines, Belgium
166 - Yves Martens, Gent, Belgium
167 - Sam Mddalena, Gent, Belgium
168 - Karel Vereecke, Gent, Belgium
169 - Anthony Parmentier, Gent, Belgium
170 - Dries V an Eeckhoutte, Leuven, Belgium
171 - Dacha Van Eeckhoutte, Waregem, Belgium
172 - Annelies Vandersteene, Gent, Belgium
173 - Dirk Deglrie, Kortrijk, B! elgium
174 - Tom Loosveld, Kortrijk, Belgium
175 - Xavier Debaere, Kuurne, Belgium
176 - Frederic Lecossois, Kuurne, Belgium
177 - Liesbeth Laureyssen, Turnhout, Belgium
178 - Wesley Demeyer, Brugge, Belgium
179 - Bruno Frulleux, Savonlinna, Finland 180 - Minna
Parnanen,
Savonlinna,Finland 181 - Susanna Adnan, Tampere,
Finland 182 - Tanja Emran,
Tampere, Finland 183 - Randy Zieman, Tampere, Finland
184 - Marianna Teitto,
Tampere, Finland 185 - Fred Whitman, Ojai, California,
USA 186 - Alex
Bowles, Oakland, CA 187 - Andy Hill Berekeley CA 188 -
Damon Shaw, Toronto,
CANADA 189 - Peter Lewis, London,UK 190 - T Grassley,
Stcokholm, Sweden 200
- Kimberley wayne, swden 201 - Carter Brown, San
Francisco, US 202 - Stephen
Sumner, New York, US 203 - Tiffany Clendenin, Seattle,
US
204- Allison Carr, Portland, US
205 - Laura Wirtz, London UK
206 - Elena Barabantseva, Belarus
207 - Selin Hekimog! lu, Turkey
208 - Melis Niyage, Washington DC, US
209 - Katy Newton, London, UK
210 - Omar Al-Omar, UK
211 - Stewart Spaull, Mancheste! r, UK
212 - Robert Martin, Manchester, UK
213 - Annabelle Martin, Glasgow, UK
214 - Linda Angledal, Sydney, AUS
215 - Catherine Barnes, Edinburgh, UK
216 - Paul Magee, Glasgow, UK
217 -Andy Steel, Glasgow,UK
218 - Sarah Fletcher, Glasgow, UK
219 - Avril Sanderson, Dublin, Ireland
220 - Deirdre Black, Dublin, Ireland
221 - Tony Willams, Dublin, Ireland
222 - Martin Coyle, Dublin, Ireland
223 - Cath Colquhoun,Canberra, Australia
224 - Robin Heales, Canberra, Australia
225 - Esther Cutts, Canberra, Australia
226 - Joy Miller, Canberra, Australia
227 - Judy Calthorpe, Canberra, Australia
228 - Alexander Roose, Canberra, Australia
229 - Katrein Misselho rn, Munich, Germany
230 - Hella Bennett, Lismore,Australia
231 - Ursula Puszkarz, Germany
232 - Nuria S! elva, Spain
233 - Helen Trotman, UK
234 - Lorna Meek, Glasgow, UK
235 - Patricia Conway, Glasgow, UK
236 - Crick Lund, Edinburgh, UK
237 - Sue Lund, Pretria, South Africa
238 - Guy Preston, Cape Town, South Africa
239 - Jacqui Boulle, Indonesia
240 - Laurine Platzky, South Africa
241 - Derek Chittenden, South Africa
242 - Fanie Bekker, South Africa
243 - Mark Johns, South Africa
244 - John Mannig, Cape Town, South Africa
245 - Linda E. Noack, East London, South Africa
246 - SA?ren BA?gede Andersen, Denmark
247 - Ulf JE?nsson, Sweden-Belgium
248 - Jan Diek van Mansvelt, Netherlands
249 - Maria Buitenkamp, Netherlands
250 - Annemiek Wesseo, Utrecht, Netherlands
251 - Peer Schilperoord, Alvaneu Dorf,Switzerland
252 - Christine Arncken, Gipf-Oberfrick, Switzerland
253 - Jos van Damme, Bennekom, Netherlands
254 - Didi de Mildt, Arnhem, Netherlands
255 - Alma Verbunt, Netherlands
256 - Sylvia E.J. van de Wouw, Netherlands
257 - Jan J. Groot, Netherlands
258 - Carolien Kerlen
259 - Sebas van Wetten, Netherlands
260 - Barbara Groeneveld, Netherlands
261 - Richard Philippo,Ut! recht Ne therlands
262 - Bart van Geldrop, Netherlands
263 - Alana Gillespie, Netherlands
264 - Rebecca Johnson, NC, USA
265 - Tove HagstrA?m, Sweden
266 - Jenny HagstrA?m, Sweden
267 - Karl Weber, Australia
268 - Catherine Turnbull, Austral ia
269 - Sam Noyes, Australia
270 - Rob Hine, Melbourne Australia
271 - Thomas Kress, Melbourne Australia
272 - Annabel Wang, Melbourne Australia
273 - Linda Fisher, Melbourne Australia
274 - Margaret Foo, Melbourne, Australia
275 - Gae A Peterson, Melb Australia
276 - Bettina Bokori-Mayman, Melbourne, Australia
277 - Gregory J. Keyes, Williamstown,
Melbourne,Australia
278 - Sidney Cosman, Amsterdam, The Netherlands
279 - Billie Savage, Amsterdam, The Netherlands
280 - Svahayoga ,Amsterdam,The Netherlands
281 - Tara Fallaux, Amsterdam, the Netherlands
282 - Sandra de Cocq, The Netherlands
283 - Ab van Deemter, Belgium
284 - Wicky van Deemter - Heemskerk, Belgium
285 - Rosemarie Bock, Amsterdam, Netherlands
286 - Joke Schmidt, Lelystad, Netherlands
287 - Els Bliek, Leeuwarden, Netherlands
288 - Gerja de Haan, Sneek
289 - Cees de Haan, Sneek
290 - Monique Slikkerveer, Netherlands
291 - Tonny Derksen, the Netherlands
292 - Jan Hoogers
293 - Dave Hanych, Los Angeles, USA
294 - Lindsay Chase, Los Angeles, USA
295 - Jeff Horowitz, Los Angeles, USA
296 - Rick Rubin, Los Angeles, USA
297 - Tom Silverman, New York, USA
298 - Brett Gurewitz, Los Angeles, USA
299 - Ron Coleman, Claremont, CA, USA
300 - Rebecca Cervantes, Claremont, CA USA
301 - Stephanie Larman, Loveland, CO, USA
302 - Amr Shanon, Cairo, Egypt
303 - Ahmed Sherif, Cairo, Egypt
304 - Jenny Jobbins, Cairo, Egypt
305 - Dianne Power, New Brunswick, Canada
306 - Gail Taylor, Fredericton, NB, Canada
307 - Wayne Macdonald, Woodstock, NB, Canada
308 - Tom Mann, Fredericton, NB, Canada
309 - Jean-Marie Nadeau, Moncton, N.-B., Canada
310 - Bob & Shirley Chi!lds,Riv erview, NB, Canada
311- Miigam'agan & gkisedtanamoogk, via: "Burnt
Church, NB, canada" 312 -
Barbara Martin, New Brunswick, Canada 313 - Reni Han,
New Brunswick, canada
314 - Marilyn Noble, New Brunswick, Canada 315 - Judy
Coates, New Brunswick,
Canada 316 - Jennifer kay, Nova Scotia, Canada 317 -
Jason Dorsey, New
Brunswick Canada 318 - Meghan MacIsaac, Prince Edward
Island, Canada 319 -
Heather Grant, New Bruns wick, Canada 320 - Erin
Kinsella, Nova
Scotia,Canada 321 - Laura Willihnganz, Vancouver, BC
322 - Rya Letham,
Whistler, BC 323 - Patrick Little, Vancouver, BC 324 -
Gita Harris,
Penticton, BC 325 - Mia Harris, Penticton, BC 326 -
Heather Funnell,
Invermere, BC 327 - Alissa Samin, Invermere, BC 328 -
Monica Sliva, Sudbury,
ON, Canada 329 - Michal Meir, Hadera, Israel. 330 -
Talya Belogus, Rehovot,
Israel 331 - Edva Ben Arie, Kiryat Tiv'on, Israel
332- Yoav Ben-Arie, kiryat Ti'on, israel
333 - Gilad Rozenberg, Zichron Yaakov, israel
334 - hagai yanai, kiryat tivon, israel.
335 - zivit yanay, kiryat tivon, israel.
336 - Nomi Paz, Haifa, Israel
337 - Yaniv Singer, New York, NY. USA
338 - Yariv Lavee, nordia, israel
339 - nirpinkas , moshav ramot, israel
340 - moshik lichtenstein, moshav ramot , israel
341 - assaf tamari, tel-aviv, israel
343 - yotam yishay, ramat-gan, israel
344 - asaf smilan, givatayim, israel
345 - Dorit Szykierski, Tel-Aviv, Israel
346 - Sharon Gordon, Har-Adar, Israel
347 - Gilad ben zvi, midreshet ben gurion, Israel
348 - Josh Aamidor, Rehovot, Israel.
349 - itai yelin, Hod Hasharon, Israel
350 - Shmulik Marco, Tel Aviv, Israel
351 - Ruthie Ginsburg, Tel Aviv, Israel
352 - Boaz Gatenio, Tel Aviv, Israel
353 - Naomi Kveller, Tel Aviv, Israel
354 - Adva Webber, Marlborough, New Zealand
355 - Mark Webber, Marlborough, New Zealand
356 - Omri Webber, Marlborough, New Zealand
357 - Noam Webber, M! arlborou gh, New Zealand
358 - Ted Atkinson, Marlborough NZ
359 - Sally Atkinson, Marlborough NZ
360 - Steffan Browning Blenheim New Zealand
361 - Jill Burrows Perth, Australia
362 - Anne Marie Budd, Perth, Australia
363 - Veronika Pearson, Hobart,Australia
364 - Robyn Silk, Hobart, Australia
365 - Christine Materia, Woodbridge Tasmania AUSTRALIA
365 - Joshua Rowland, Woodbridge Tasmania AUSTRALIA
365 - Micheal Rowland, Woodbridge TasmaniaAUSTRALIA
365 - Jessie Rowland, Woodbridge Tasmania AUSTRALIA
366 - Rosalind Poole, Abbotsford Victoria AUSTRALIA
367 - Sue Graham, Adelaide, Australia
368 - John Graham, Adelaide, Australia
369 - poppi doser, semaphore, south australia
370- Alice Egan, Pasadena,South Australia
371 - Dan Everitt, Millswood, South Australia
372 - Chante Westely, Clovelly Park, South Australia
373 - Jadine Temby, Wentworth, Australia
374 - Guy Temby, Wentworth, Australia
375 - Clare Temby, Wentworth, Australia
376 - Carli Browne, Leeton, Australia
377 - Rachelle Ward, Leeton, Australia
378 - Laurnce Christie, Essex, England
379 - Jordan Marr, Toronto, Canada.
380 - Sarah Knowlson, Middlesex, England
381 - Helen Marchant, Wiltshire, England.
382 - Samantha McLennan, Sydney, Australia
383 - Max Edwards, Davis, CA
384 - Liana Tergis, Bolina, California
385 - Gina Steffe, Bolinas, California
386 - Courtenay Dill, San Francisco, California USA
387 - J. Sinigaglia, San Luis Obispo, CA USA
388 - Nathan Parks, CA USA
389 - Jason Burke, San Luis Obispo, CA, USA
390 -Christine A. Young,Phlomath, Oregon, USA
391 - Janaka Stagnaro, Carmel. California, USA
392 - Renee Stagnaro, Carmel, CA. USA
393 - Sananda Ananda, Los Angeles, CA, USA
394 - Dianne Houston, Los Angeles, CA, USA
395 - Greg Beeman, Los Angeles, CA USA
396 - Bill Borden, Los Angeles, CA. USA
397 - Paul Deason, Los Angeles, CA, USA
398 - Nancy Rae Stone, LA, CA
399 - Andee Nathanson
400 - Mark Holmes
401 - Amelia Fleetwood, L.A, CA USA
402 - Sophie Fiennes, London, UK
403 - John Dinwoodie, London, UK
404 - Carl Thomson, London, UK
405 - Lindy Heymann, London, UK
406 - Richard Spalding, London, IK
405 - Lucy Poole, Lon don UK
406 - Nicola Bullard, London UK
407 - Rachael Jones, Shanghai China
408 - K A Duffy, Singapore
409 - P Dunford UK
410 - Christa Parkhouse UK
411 - Maria Shannon uk
412 - Martin Shannon UK
413 - Lee Hutchinson, southampton, UK
414 - Graeme Coultish, UK
415 - Sue Prendergast, UK
416 - Dave Brockless, UK
417 - Isabelle Steane, UK
418 - David Steane, UK
419 - Emily Steane, UK
420 - Meredydd Wynne-Edwards, Hampshire UK
421 - Tania Wynne-Edwards, Hampshire UK
422 - Michaela Symons, London, UK
423 - Roni Taha, London, UK
424 - Debbie Bungey, London, UK
425 - Emma Hodges, London, UK
426 - Fiona Andrews, London, UK
427 - Charles Andrews, London, UK
428 - Sarah Macdonald, London, UK
429 - Bonnie Floyd, London, UK
430 - Louise Niven, London UK
431 - Sarah Jenkins-Black, London, UK
432 - Lynne-Anne West, London, UK
433 - Brett West, London, UK
434 - Gavin Wilson, Lo ndon, UK
435 - Benjamin Walford, London, UK
436 - Monique Walford, London UK
437 - Annie Brooks, Sydney Aust
438 - Jimi Senior, UK
439 - James Griffiths, UK
440 - Ana Marinez Diaz, Tres Cantos, Spain
441 - Frank van Haaren, Tres Cantos, Spain
442 - Marcelo Zambito, Tres Cantos, Spain
443 - Monique van der Maal, Amsterdam, The Netherlands
444 - Agnes Cusell, Amsterdam, The Netherlands
445 - Nicolet Stam, Amsterdam, The Netherlands
446 - Lara Fleming, London, UK
447 - Tanya Fleming, Arambol, India
448 - Ran berenshtain , india - is
449 - elham rokni, aminadav, israel
450 - Gil Sagi, Jerusalem, Israel
451 - Yael Grodzinski, Jerusalem, Israel
452 - Gil Kidron, Tel Aviv, Israel
453 - Ran Kidron, Tel Aviv, Israel
454 - Arnon Kehat, Tel Aviv, Israel
455 - Ronie Kaufman, Tel Aviv, Israel.
456 - Anat Bachar, Tel Aviv, Israel
457 - Sharon Vendriger, NY, USA
458 - Yonatan Vendriger, Boston, Usa
459 - Ori Porat , Tel-Aviv , Israel
460 - Renana Ashuah, Herzliya, Israel
461 - Ruthie Mittelmann, Israel
462 - Zeynep Ulker Kasli, Turkey
463 - Elif Keskiner, Turkey
464 - Zeynep Yanasmayan, Turkey
465 - Tugce Bulut, Turkey
466-Basak Yavcan, Turkey
467-Alev Y
470-Yesim Tunali,Turkey
471-Peter Cabara, Czech Republic
472 - Nurzat Abdyrasulova, Kyrgyz Republic
473 - Sergey Krivoruchko, Kyrgyz Republic
474 - Djamila Aitmatova, Kyrgyz Republic
475 - Vyacheslav Aparin , Uzbekistan
476 - Dmitriy Nikolaev, Sydney, Australia
477 - Timothy Cashman, Fiddletown, Australia
478 - Chris Wright, Warriewood, Australia
479- Cheryl Bate, Newport, Australia
480- John Fienieg, Newport, Australia
481 - Alan Lane, Blackheath, Australia
482 - Ric Boyd, Denmark, Australia
483 - Lizzie Hill, Denmark, Australia
484 - Tony Evers, Albany, Australia
485- Kim Tomlinson, Albany, Australia
486 - Jacqui Dodds, Albany, Western Australia
487 - Billie Giles-Corti, Perth, Western Australia
488 - Tya Smith, Fremantle, Western Australia
489 - Piers Verstegen, Swanbourne Western Australia
490 - Luke Stange, South Fremantle, Western Australia
491- Maya Stange, Sydney, Australia
492- Jim Elliott, Bali, Indonesia
493 - Brett Stiller, Sydney, Australia
494 - Nick Curnow, Sydney, Australia
495 - Juliette Webb, Frenchs Forest, Australia
496 - Charlotte Fenton, Blue Mountains, Australia
495 - Shane Welsh, Sudney ,Australia
496 - Tonia Smith, Melbourne, Australia
497 - Clare Garrett, Sydney, Australia
498 - Karlos Kleanthous, London, UK
499- Renos Maxoutis, London, UK
500- David Green ,London,UK
501- Charlotte Lindesay, London UK
502 - Stephanie Negal, Bexley, Kent, UK
503 - David Negal,Bexley, Kent, UK
504- Patricia Negal,Bexley, Kent, UK
505- James Negal,Bexley, Kent, UK
506- Nikolai Negal,Bexley, Kent, UK
507- Claire Dickson, Canvey Island, UK
508 - Debbie Allabush, Stanford Le Hope, UK
509 - Sarah Dickson, Lowestoft, UK
510 - Peter Hambelton, Southend UK
511 - David Atkins, Southend-on-sea, UK
512 - Jane Cheung, Southend-on-Sea, UK
513 - Dale Sullivan, Hove, UK
514 - Lee Wilton, Horley, UK
515 - Paul O'Keeffe, Greenwich, UK
516 - Martine Burt, Hackney, UK
517 - Thersa Burt, Weymouth, UK
518 - Colin Martin Virginia Beach USA
519 - Lindsay Martin Virginia Beach USA
520 - Toby Martin Virginia Beach USA
521 - Christine Davies Virginia Beach USA
522- Eleanor Ehibor, Lisbon, Portugal

_________________________________________________________________
Stay in touch with absent friends - get MSN Messenger
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[Non-text portions of this message have been removed]

Hi all,
I would like to express special thanks to you all for your supportive and
encouraging messages, whether those sent to the list, privately, or
synchronously via YMesenger.

I would also like to thank Vance for his support and encouragement, he
expressed in public in a number of occasions, during his program in
Cairo, referring to some Student-Web projects created by me, in
addition to other Webheads' projetcs.

Right  now, I'm in Beirut. I have arrived here,yesterday. I will disappear
for a while to realx and have some good time with my Lebanese friends.
I will be back in Kuwait sometimes in early February. I have created
some more pages on Cairo's events, but I won't be able to upload and
publish them until I'm back home.

Since Vance gave me permission to publish any of the pictures I took of
him, as I noticed in one of his latest messages sent to the list, I promise
to create a new page where you'll all gonna see for yourself what kind
of fun we really had and how Vance is a hell of a dancer!
He was indeed in Practice and in Action!
So, stay tuned until then!

Best regards,
Buth

Dear Vance, Buth, and Randa and to all the webheads out there,

Congratulations Vance, Buth and Randa for the successful presentations. I love
the photos and I just can't imagine all the hardwork and preparations that you
did. I also read Vance's keynote speech, it was really impressive and though
provoking, too. I wonder if there were any people from the audience or online
who refuted your statement 'there's no such thing as a language teacher, only
language learners', any one who questioned you on this?

This is somewhat related to an article I've read in Essential Teacher, the first
issue. Unfortunately, I do not have a copy with me now (I'm on vacation in Subic
with my in-laws), and I can't remember the name of the author nor the title of
the article (I guess, you already know that this isn't very surprising because I
have bad history of being forgetful), but the essence of that particular article
is about how her ESL (as the teacher  and students were based in the US)
students were often reminded to use the correct title when addressing her, she
suggested the use of "Mrs. __" or Mr. ___ but not by name as she told her
students she is the teacher not a classmate and should be addressed correctly.

Now, in my class, I tell my students to call me, Aiden, Ms. Yeh, Mrs. Yeh, or
the chinese address title: Yeh Lao Shir. I don't mind if they call me 'Aiden',
as long as they don't call me any other names or any disrecpectful terms. There
are many ways of showing respect, titles are just one of them, but it is
certainly not limited to it. In a class where I have many roles to play, I do
not focus on me as the teacher, but rather on them, as the students and their
learning. I guess, i learned that from being an EVO  moderator two years ago,
and I carried that along and try to create a community within my class.

I am doing my research now, and I am collecting the many defnitions and roles of
a language teacher, EFL teacher, or ESL teacher. I would appreciate if any of
you could give references, or if you've decided yo share your opinions to this
list, can I quote you?

I may not be able to respond right away as I don't have internet access in subic
but will check mails every now and then,

cheers to all,

aiden



Aiden Yeh
National Kaohsiung First University of Science and Technology
Taiwan


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Thought y'all might be interested.

The link follows (make sure you paste the whole thing). I think I
need to learn how to use that tiny URL tool...

http://www.macromedia.com/v1/company/events/onlineevents/breezeprt.cf
m?trackingid=DMJA_AAMZ

Upcoming Sessions:

• The Future of E-Learning
January 29, 2004, 10:00 am PST
Presenters: Jay Cross, Global Business Network, Jonathan Star,
Internet Time Group

• Out with the Old, in with the New
February 5, 2004, 10:00 am PST
Presenters: Sam Adkins and Jay Cross, Workflow Institute

• E-Learning and the LMS
February 12, 2004, 10:00 am PST
Presenters: To be announced

• Getting Started with Rapid E-Learning
February 19, 2004, 10:00 am PST
Presenter: Chris Howard, Bersin & Associates

• ADL SCORM: What Content Developers Need to Know
February 26, 2004, 10:00 am PST
Presenter: Nina Pasini, Carnegie Mellon Learning Systems
Architecture Lab

The sessions are free and last one hour. I've registered and look
forward to seeing some other webheads there.

Hi Webheads!

According to MIT's Technology Review magazine (February 2004 issue,
page 34), the **number one** emerging technology that will change
the world is universal translation software. It is currently under
development by Yuqing Gao at IMB's Watson Research Center in New
York.

To quote from the article:

"By late 2004, says Gao, the technology will be 'robust and ready'
for deployment: IBM is already in discussions with potential
partners and customers. Eventually, universal translation could make
business meetings, document research, and surveillance easier, while
opening doors to international commerce and tourism. 'In 10 years,
everyone may have this on their handheld or cell phone,' says Gao.
At which point communicating in a new language could be as easy as
plug and play."

[Link to online magazine: https://www.technologyreview.com/index.asp]

As a Star Trek fan, I think this is super. As a language teacher, it
emphasizes what Webheads already know (and Vance's excellent speech
in Cairo and the analogy of language teachers being more like
musicians reflects) that the heart of language learning is
interaction and community. After all, that's the only advantage that
humans have over increasingly more and more powerful computers and
technology.

audrey

Hi Anne--
    You've made me ruminate some more on the problem
you expressed below. So here are a couple more
observations--maybe some other Webheads will join in?
    I think there may not be a conflict between
constructivism and a commercial product, but rather
that constructivism evolved first as a way to teach
content, particularly in the sciences. Language
teachers subsequently have tried to adapt it, but of
course, language is not a content that can be squeezed
easily into a box. One can learn science in segmental
steps, which include the procedures of research and
the vocabulary of a particular science, but language
is not a product of the human mind the way science is.
And one really can't use language as a content to
teach constructivistically (well, maybe one could in a
graduate linguistics course?)
    Also when one tries to make language into a
content, it is usually perceived in the way
linguists/grammarians have divided it up (as in the
texts you mentioned earlier), not as it is produced
naturalistically. So, double jeopardy.
    Well, that's sort of an exploration of the problem,
but not really a solution, eh?  I like your idea of
setting up the authentic tasks/modules first, and then
identifying the vocab and structures that should
emerge during their execution. I would think that
after the Website is used you can collect data and add
what has been learned through the group processes too.
It's probably more of a two-way process--as you look
at the target vocab/grammar, ideas of the kinds of
tasks that demand them will also emerge.
    I guess one more problem would be in how general
the audience is--most courseware is targeting a pretty
specific teaching setting, student population, etc. On
a Website anyone might access the product, with very
different results.
    Tell us more about making teachers' and students'
roles explicit--this sounds more like a teacher's
handbook to accompany the site?
    I don't know if that's a commercially viable way to
proceed--i.e., if it meets the demands of your
employers or potential employers?
--Elizabeth


>    Date: Sun, 25 Jan 2004 15:57:01 -0000
>    From: "Anne Fox" <af@...>
> Subject: Re: Online teaching and learning
>
> Hi Elizabeth
> Thanks for your considered response.
>
> My inclination is to plan a rich and authentic
> experience and
> analyse it later to see what was covered (or at
> least what
> opportunities learners had to meet which structures
> and so on). I
> agree that the group processes are the important
> aspect and this is
> what is largely invisible when viewing a course
> website.
>
> I suppose one concern I have is that, unlike the
> Streetlife project
> which I implemented myself, what I am being asked to
> do here is for
> general consumption so I need to pay attention to
> making both the
> teacher's and learners'roles explicit and visible.
>
> In the end I feel that there is an inherent
> contradiction in trying
> to apply constructivist principles to what is going
> to be, in the
> end, a tradable product (one major reason by the way
> why I wouldn't
> feel comfortable asking for webhead contributions on
> this in the way
> you suggested). Perhaps what I need is a different
> perspective;
> instead of course book equivalent, maybe I should be
> thinking more
> on the lines of motivational training and how that
> is done! ie It's
> technique rather than content. I guess I'm wondering
> how to
> mainstream constructivist principles.
>
> Anne

Hi everyone,

I'm still in Cairo.  Just got back from Alexandria actually.  I'm
expecting Bobbi to fly in shortly.

I've been working on my plenary.  I've got the slides up and a
beginning of a bibliography.  It's linked from the top of
http://www.vancestevens.com/ I think(I hope).

Curtis Bonk has graciously agreed to join us on Feb 8 Sunday noon
GMT.  He's a special cybercat.  He pointed me here ...

Curt's site
http://www.ptsc.k12.in.us/ice/Keynotes/Bonk.htm

I'll check back from Dahab on the Red Sea soon.

Vance

At 06:49 AM 1/29/2004, you wrote:
>Hi everyone,
>
>I'm still in Cairo.  Just got back from Alexandria actually.  I'm
>expecting Bobbi to fly in shortly.
>
>I've been working on my plenary.

Another one? For another event in Cairo?


>I'll check back from Dahab on the Red Sea soon.

Wow - this took me back. I spent a lot of time at Dahab years ago when it
was under Israeli control. Many wonderful nights living in tents by the sea
on the edge of the desert. People writing books and painting pictures on
lecterns placed on the sand. One of the nicest times I ever had. A very
special memory.

- Michael.

Hi Anne,
While I was doing my specialization on the new techologies and their
application to education, I learnt that most teaching products should have
a tutorial, or as Elizabeth said a handbook (She mentions a teacher's
handbook), because experience tells us that sometimes the instructions are
not as clear as expected, and they mislead "users".
Greetings,
María Irene


----------- Mensaje Original --------------

De: Elizabeth Hanson-Smith [ehansonsmi@...]
Para: evonline2002_webheads@yahoogroups.com
[evonline2002_webheads@yahoogroups.com]
Cc:
Asunto: [evonline2002_webheads] Further Considerations of constructivism
Fecha: 27/01/2004 22:09:44
Mensaje:


	  			 Hi Anne--
    You've made me ruminate some more on the problem
you expressed below. So here are a couple more
observations--maybe some other Webheads will join in?
    I think there may not be a conflict between
constructivism and a commercial product, but rather
that constructivism evolved first as a way to teach
content, particularly in the sciences. Language
teachers subsequently have tried to adapt it, but of
course, language is not a content that can be squeezed
easily into a box. One can learn science in segmental
steps, which include the procedures of research and
the vocabulary of a particular science, but language
is not a product of the human mind the way science is.
And one really can't use language as a content to
teach constructivistically (well, maybe one could in a
graduate linguistics course?)
    Also when one tries to make language into a
content, it is usually perceived in the way
linguists/grammarians have divided it up (as in the
texts you mentioned earlier), not as it is produced
naturalistically. So, double jeopardy.
    Well, that's sort of an exploration of the problem,
but not really a solution, eh?  I like your idea of
setting up the authentic tasks/modules first, and then
identifying the vocab and structures that should
emerge during their execution. I would think that
after the Website is used you can collect data and add
what has been learned through the group processes too.
It's probably more of a two-way process--as you look
at the target vocab/grammar, ideas of the kinds of
tasks that demand them will also emerge.
    I guess one more problem would be in how general
the audience is--most courseware is targeting a pretty
specific teaching setting, student population, etc. On
a Website anyone might access the product, with very
different results.
    Tell us more about making teachers' and students'
roles explicit--this sounds more like a teacher's
handbook to accompany the site?
    I don't know if that's a commercially viable way to
proceed--i.e., if it meets the demands of your
employers or potential employers?
--Elizabeth


>    Date: Sun, 25 Jan 2004 15:57:01 -0000
>    From: "Anne Fox" <af@...>
> Subject: Re: Online teaching and learning
>
> Hi Elizabeth
> Thanks for your considered response.
>
> My inclination is to plan a rich and authentic
> experience and
> analyse it later to see what was covered (or at
> least what
> opportunities learners had to meet which structures
> and so on). I
> agree that the group processes are the important
> aspect and this is
> what is largely invisible when viewing a course
> website.
>
> I suppose one concern I have is that, unlike the
> Streetlife project
> which I implemented myself, what I am being asked to
> do here is for
> general consumption so I need to pay attention to
> making both the
> teacher's and learners'roles explicit and visible.
>
> In the end I feel that there is an inherent
> contradiction in trying
> to apply constructivist principles to what is going
> to be, in the
> end, a tradable product (one major reason by the way
> why I wouldn't
> feel comfortable asking for webhead contributions on
> this in the way
> you suggested). Perhaps what I need is a different
> perspective;
> instead of course book equivalent, maybe I should be
> thinking more
> on the lines of motivational training and how that
> is done! ie It's
> technique rather than content. I guess I'm wondering
> how to
> mainstream constructivist principles.
>
> Anne


For more information:
http://www.geocities.com/vance_stevens/papers/evonline2002/webheads.htm

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Hi all:

I hope I´m not too late for my two cents´ worth on constructivism. I couldn´t
agree more with Elizabeth regarding her view on constructivism and language
teaching. We can appreciate that in books where faint efforts at using a
constructist approach are used, I guess because of two factors: fist, it is
absolutely difficult to design a book that is commercially viable using this
approach; think of how many grammar books you´ve seen out in the market? And
second, because in general language classes tend to be behaviorist still, of
course with honorable exception of teachers trained differently. That is the
print scenario.
When we go into the digital world, we need to think of simulations. The concept
of simulations implies setting up a scenario with different paths, options that
the student can choose and this way built his way towards an educational goal.
This scenario can be more or less constructivist and requires a considerable
budget and a team of designers, graphics and content experts. Please check
http://www.froguts.com/flash_content/demo/frog.html for a simulation of the
dissection of a frog. In language teaching an example can be found in Quandary
http://www.halfbakedsoftware.com/quandary_download.php , a product of Half-Baked
Sorfware  very much limited to the posibilities of a maze.
Putting all that in the web is another consideration as well. Examples of
one-shoe-fits-all abound in the Web, most of them with incredible attrition
rates. Again and again we´ve seen that is community identity and tutor control
and response what binds distance learning courses together and provide for
successful outcomes. That, added to focused  language courses to a specific
community of learners during a short period of time. The product is still
tradable and schools and institutions keep marketing it.
I ´m afraid I don´t quite understand what you mean by "making roles explicit".
IMHO, both students and teachers roles are imbedded in course design, when
tasks, exercises, tests and dates are set. Even when task instructions are
written there will be some indication of what students should do, how they
should complete tasks and what then can expect from the tutor in terms of
guidance and support.
Hope this has been useful,

Greetings to all,

Mercedes Rossetti
Toluca, Mexico

----- Original Message -----
   From: Elizabeth Hanson-Smith
   To: evonline2002_webheads@yahoogroups.com
   Sent: Tuesday, January 27, 2004 2:41 PM
   Subject: [evonline2002_webheads] Further Considerations of constructivism


   Hi Anne--
      You've made me ruminate some more on the problem
   you expressed below. So here are a couple more
   observations--maybe some other Webheads will join in?
      I think there may not be a conflict between
   constructivism and a commercial product, but rather
   that constructivism evolved first as a way to teach
   content, particularly in the sciences. Language
   teachers subsequently have tried to adapt it, but of
   course, language is not a content that can be squeezed
   easily into a box. One can learn science in segmental
   steps, which include the procedures of research and
   the vocabulary of a particular science, but language
   is not a product of the human mind the way science is.
   And one really can't use language as a content to
   teach constructivistically (well, maybe one could in a
   graduate linguistics course?)
      Also when one tries to make language into a
   content, it is usually perceived in the way
   linguists/grammarians have divided it up (as in the
   texts you mentioned earlier), not as it is produced
   naturalistically. So, double jeopardy.
      Well, that's sort of an exploration of the problem,
   but not really a solution, eh?  I like your idea of
   setting up the authentic tasks/modules first, and then
   identifying the vocab and structures that should
   emerge during their execution. I would think that
   after the Website is used you can collect data and add
   what has been learned through the group processes too.
   It's probably more of a two-way process--as you look
   at the target vocab/grammar, ideas of the kinds of
   tasks that demand them will also emerge.
      I guess one more problem would be in how general
   the audience is--most courseware is targeting a pretty
   specific teaching setting, student population, etc. On
   a Website anyone might access the product, with very
   different results.
      Tell us more about making teachers' and students'
   roles explicit--this sounds more like a teacher's
   handbook to accompany the site?
      I don't know if that's a commercially viable way to
   proceed--i.e., if it meets the demands of your
   employers or potential employers?
   --Elizabeth


   >    Date: Sun, 25 Jan 2004 15:57:01 -0000
   >    From: "Anne Fox" <af@...>
   > Subject: Re: Online teaching and learning
   >
   > Hi Elizabeth
   > Thanks for your considered response.
   >
   > My inclination is to plan a rich and authentic
   > experience and
   > analyse it later to see what was covered (or at
   > least what
   > opportunities learners had to meet which structures
   > and so on). I
   > agree that the group processes are the important
   > aspect and this is
   > what is largely invisible when viewing a course
   > website.
   >
   > I suppose one concern I have is that, unlike the
   > Streetlife project
   > which I implemented myself, what I am being asked to
   > do here is for
   > general consumption so I need to pay attention to
   > making both the
   > teacher's and learners'roles explicit and visible.
   >
   > In the end I feel that there is an inherent
   > contradiction in trying
   > to apply constructivist principles to what is going
   > to be, in the
   > end, a tradable product (one major reason by the way
   > why I wouldn't
   > feel comfortable asking for webhead contributions on
   > this in the way
   > you suggested). Perhaps what I need is a different
   > perspective;
   > instead of course book equivalent, maybe I should be
   > thinking more
   > on the lines of motivational training and how that
   > is done! ie It's
   > technique rather than content. I guess I'm wondering
   > how to
   > mainstream constructivist principles.
   >
   > Anne



   For more information:
   http://www.geocities.com/vance_stevens/papers/evonline2002/webheads.htm





[Non-text portions of this message have been removed]

You said:
> When we go into the digital world, we need to think of
simulations.

Actually this is where my mind had been going but I wonder if it
isn't too much for one person to do and you do mention the need for
teams.

You said:
Again and again we´ve seen that is community identity and tutor
control and response what binds distance learning courses together
and provide for successful outcomes.

I'm so pleased that you say this because those are my feelings
exactly and I think my colleagues are too focussed on the technology
and the template and this is what I am encouraged to fit in with,
though to be fair they are listening to my reservations and trying
to accommodate them.

You said
  I ´m afraid I don´t quite understand what you mean by "making
roles explicit". IMHO, both students and teachers roles are imbedded
in course design, when tasks, exercises, tests and dates are set.

I don't agree with you there. If you take the example of a text,
there are a 100 things you can do with a text and this is where I
think the tasks do not stand on their own. Especially since I am of
the opinion that anybody who expects to master a lnaguage simply by
completing the tasks of a pre-set course is going to be
disappointed. By that I mean that I want to try and stimulate active
learners who do something outside of the required tasks and that it
is this especially that needs to be made explicit.

> Hope this has been useful,
>
Thank you yes
Anne

Yes you're right. There are many hidden assumptions in the area of
language teaching and learning and it would be useful to make some
of these explicit so that there is not frustration on both sides.
You're also right that this is especially important in the online
environment where so many of our other communication channels are
shut off.
Anne
--- In evonline2002_webheads@yahoogroups.com, "miaupju@c..."
<miaupju@c...> wrote:
> Hi Anne,
> While I was doing my specialization on the new techologies and
their
> application to education, I learnt that most teaching products
should have
> a tutorial, or as Elizabeth said a handbook (She mentions a
teacher's
> handbook), because experience tells us that sometimes the
instructions are
> not as clear as expected, and they mislead "users".
> Greetings,
> María Irene
>
>
>

Michael et al,

I first visited Sharm El Sheikh, what was then called Ophira, when
it was under Israeli control in the mid 70s.  Naama bay was nothing
but a set of geodesic structures which were too expensive for Bobbi
and I so we stayed in a cave a kilometer down the coast.  I first
visited Dahab about ten years ago and thought it was so laid back I
have wanted to return ever since.  Now that I'm back well, let's say
those days are gone for good it seems.  The town is about ten times
the size it was a decade ago and there's an attractive boardwalk
where the beach is/was.  No more bedouin rugs in the sand.  I paved
road runs through it.  It is wall to wall structure.

Just arrived, Will dive tomorrow,

Vance

--- In evonline2002_webheads@yahoogroups.com, Michael Coghlan
<michaelc@c...> wrote:

> >I'll check back from Dahab on the Red Sea soon.
>
> Wow - this took me back. I spent a lot of time at Dahab years ago
when it
> was under Israeli control. Many wonderful nights living in tents
by the sea
> on the edge of the desert. People writing books and painting
pictures on
> lecterns placed on the sand. One of the nicest times I ever had. A
very
> special memory.
>
> - Michael.

In distance courses, students who are willing to go the extra mile are provided
with suggestions, rewards, urls to visit, even encouraged to take roles in
forums or discussion boards. Again this is included in the course itself, and
each task provides this information as further work, reading, etc. Hope this
helps.

You are absolutely right, there is no way that this complex, flexible course can
be designed by a teacher only. There is definitely the need of a project leader
and the teacher generally plays the role of content expert. Working a language
course within a template used for all the different subjects the university
teaches at a distance is very difficult, unless we are talking of courses geared
to ESP or teacher training. The enormous need for one-to-one interaction an
average language course requires asks for a team of tutors and not only forums
but also voice mail or voice-chat, the posibility to send and receive audio
files, one-to-one and one-to-many conferencing, etc. etc.

Blended learning is an option widely used, where teachers have face-to-face
meetings with students and part of the work or interaction is done on the web.
However, we also have to be careful with this form of delivery since it can very
easily duplicate work.

Mercedes
   ----- Original Message -----
   From: Anne Fox
   To: evonline2002_webheads@yahoogroups.com
   Sent: Friday, January 30, 2004 11:57 AM
   Subject: [evonline2002_webheads] Re: Further Considerations of constructivism


   You said:
   > When we go into the digital world, we need to think of
   simulations.

   Actually this is where my mind had been going but I wonder if it
   isn't too much for one person to do and you do mention the need for
   teams.

   You said:
   Again and again we´ve seen that is community identity and tutor
   control and response what binds distance learning courses together
   and provide for successful outcomes.

   I'm so pleased that you say this because those are my feelings
   exactly and I think my colleagues are too focussed on the technology
   and the template and this is what I am encouraged to fit in with,
   though to be fair they are listening to my reservations and trying
   to accommodate them.

   You said
   I ´m afraid I don´t quite understand what you mean by "making
   roles explicit". IMHO, both students and teachers roles are imbedded
   in course design, when tasks, exercises, tests and dates are set.

   I don't agree with you there. If you take the example of a text,
   there are a 100 things you can do with a text and this is where I
   think the tasks do not stand on their own. Especially since I am of
   the opinion that anybody who expects to master a lnaguage simply by
   completing the tasks of a pre-set course is going to be
   disappointed. By that I mean that I want to try and stimulate active
   learners who do something outside of the required tasks and that it
   is this especially that needs to be made explicit.

   > Hope this has been useful,
   >
   Thank you yes
   Anne



   For more information:
   http://www.geocities.com/vance_stevens/papers/evonline2002/webheads.htm

   When replying to postings, please delete this footer and any other extraneous
text from the reply - Thanks!!plying to postings, please delete this footer and
any other extraneous text from the reply - Thanks!!



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[Non-text portions of this message have been removed]

Hi,
I'm cross-posting this from another list as I think
many people on this list would have an interest and
also b/c many of you seem to dabble in these areas.
All the best,
Arlyn

Date:    Fri, 30 Jan 2004 09:27:04 -0500
From:    Julie Belz <jab63@...>
Subject: Call:  Internet-mediated intercultural
foreign language
education

We seek submissions of original research on
Internet-mediated
intercultural foreign language education for the 2005
volume of
the
American Association of University Supervisors and
Coordinators
(AAUSC) published by Heinle & Heinle.

An example of internet-mediated intercultural foreign
language
education would be email, chat, or videoconfereing
projects
between
classes of language learners in France and the United
States.
(Partnerships can involve any languages, any
countries.)

The full call for papers can be accessed here:

http://www.personal.psu.edu/faculty/j/a/jab63/2005aausccall.html

We are particularly interested in receiving
submissions
involving
learners of less commonly taught languages such as
Arabic,
Russian,
Chinese, Korean, Greek, Vietnamese, etc. We would be
very
interested
in submissions involving partnerships in which English
is not
one of
the target languages, e.g. a Turkish-German exchange,
an
Arabic-Hebrew exchange.

Send inquiries to Julie Belz (jab63@...) and
Steven L.
Thorne
(Sthorne@...) asap.
400 word abstracts by June 1, 2004.  Full manuscripts
by Sept. 1
2004. blind peer review.
--
Julie A. Belz
http://www.personal.psu.edu/faculty/j/a/jab63/homepage.html
Assistant Professor of Applied Linguistics and German
Department of Germanic and Slavic Languages and
Literatures
Program in Linguistics and Applied Language Studies
Center for Language Acquisition, Affiliate
Penn State University
311 Burrowes Building
University Park, PA 16803
814.865.5481

=====
http://www.eslhome.com

"What's past is prologue."
-- W. Shakespeare, The Tempest

__________________________________
Do you Yahoo!?
Yahoo! SiteBuilder - Free web site building tool. Try it!
http://webhosting.yahoo.com/ps/sb/

Hello voice pioneers,

I'm very interested to learn all you can think of regarding problem solving
with the Yahoo sound and voice function. I'm having problems with that
myself and need a way to manage it.

First, after you installed the Yahoo Messegner programme (last version is
5.6 I think) , then you need to run the Sound Wizard (from the help menu) ,
as Antoina & co. did, in five steps.  These  are simple to do, and my
computer had no problem. Then I tried to change settings for the firewall,
as suggested tin the Yahoo help files -  ports 5000 and 5100 are opened and
communication settings are no proxy´.

This helped me, at least to see a missing microphone icon. But still, I can
neither hear nor speak. I've been using voice in several other applications
on my newer PC /Windows XP, but earlier, I was using a Macintosh  for which
the yahoo Messenger HAS no voice function, so I've been used to be the mute
participant.  Yes, my microphone is working and open, and yes, my headset is
chosen as the sound output source.
Any idea, anyone?

Online support is sometimes, for myself speaking, the best way, after all,
to help each other cope with diffiicult matters when it comes to online
commucanition; yesterday we  hd planned a voice session and I was left out,
but I had so much helpful  suggestions from others in that meeting, unsing
the text chat in Yahoo. I'm working from home and have no techie around; not
even my own son (who built my PC) has any real idea about all these
communication tools that we're dealing with, and besides he's so busy
working as a night guard and the father of tree little kids that I will
leave him doing what he has to do. Some good advice: don't panic just
because you're confronted with failures and error descriptions, such as this
one. Remember to speak up, make a clear and detailed report and post it ,
maybe someone has got the key to your specific problem.

yours

Sus