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An application note is a document that gives more specific details on using a component in a specific application, or relating to a particular process (e.g., the physical assembly of a product containing the component). Application notes are especially useful for giving guidance on more unusual uses of a particular component, which would be irrelevant to many readers of the more widely read datasheet.

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The SDSs are a commonly used classification for logging information on chemicals, chemical compounds, and chemical mixtures. The SDSs often include the safe use of the chemical and the hazardous nature of the chemical. Anytime chemicals are used these data sheets will be found.

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All participants were female, and ages ranged from mid-20s to mid-30s. Student teachers in Germany were state exam candidates in teaching English in the various state schools in Germany, and participants in Monterey were master degree candidates in either TESOL (Teaching English to Speakers of Other Languages) or TFL (Teaching Foreign Language). Participants for this project were selected on a first-come-first served basis. The student body of the Justus-Liebig Universität Giessen is rather homogeneous, i.e., most students are German, while the student body of the Monterey Institute primarily consists of international students. The latter may be due to the fact that the Monterey Institute was founded "with a mission of improving international understanding through education in languages, cross-cultural communications and a detailed study of the complex relations between nations and peoples" (homepage, Monterey Institute of International Studies, leather top bar sunglasses Metallic Cartier saI6nSG
). Consequently, there was an asymmetry in the project design with regard to participants’ linguistic and cultural background, and using intact multilingual and multicultural groupings of participants may have had an impact on intercultural communicative findings.

The overall goal of the project included preparing student language teachers to use computer technology in their future teaching, fostering electronic and professional literacy and cross-cultural engagement.

3.2 The transatlantic cooperation

The course in Germany ( Computer-Mediated Communication in Foreign Language Teaching or CMC in FLT ), took place during the winter semester of 2002-2003. It included an eight-week collaboration with a course in Monterey called An Introduction to Computer-Assisted Language Learning (CALL) . The two courses were not identical due to different academic calendars. Student teachers on each end formed a total of 6 local groups of 3-4 members in Giessen and 2 members in Monterey. (Classes in Monterey tend to be much smaller because it is a private graduate institution, whereas the Justus-Liebig Universität in Giessen is a larger, public university.) Table 1 below shows the members of the focal group of this article, namely the Literature Group. (Participants’ names are pseudonyms, and all data are represented in their original version.)

Table 1: The Literature Group

The local groups then formed a transatlantic group of 5 members and collaborated via the FirstClass® computer conferencing in preparing materials for a joint website. This website ( Modal Scarf STAINED GLASS by VIDA VIDA 3wHCuNr
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WS 2002/2003) was targeted at prospective language teachers and covered CMC-related issues such as starting an email project, designing tasks and lesson plans, and dealing with student motivation and cross-cultural challenges. The working language was English. The eight-week collaboration took place between mid-October and mid-December 2002 and included three phases:

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