Classical Conferences and Meetings in 2014
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NB: As best as possible, we also note presentations by B-C authors.
AAH- CAC Annual MeetingAssociation of Ancient Historians & Classical Association of Canada
May 7–10, 2014
McGill University
Montreal, Quebec, Canada
Representative: Donald Sprague
NB: Bolchazy-Carducci will exhibit May 8–10.
49th International Congress on Medieval Studies
May 8–11, 2014
Western Michigan University
Kalamazoo, MI
Representatives: Laurel Draper and Adam Velez
ACL—American Classical League
June 26–28, 2014
College of William and Mary
Williamsburg, VA
Representatives: Allan and Marie Bolchazy, and Bridget Dean
Presentation:
- "Caesar the Unexpected" Rose Williams, author Caesar's Blood and Julius Caesar: Master of Surprise; coauthor Caesar: A LEGAMUS Transitional Reader and A Caesar Workbook among others.
- "Responsible Popularization: A Publisher's Perspective" Bridget Dean, Editor
NJCL—National Junior Classical League 61st Annual Convention
July 28–August 2, 2014
Emory University
Atlanta, GA
Representatives: Allan Bolchazy and Laurel Draper
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Editorial assistant Laurel Draper recently received the Editing Certificate from the University of Chicago’s Graham School of Continuing Liberal and Professional Studies. This certificate program focuses on training students to edit manuscripts according to the Chicago Manual of Style and introduces the skills needed for various stages of editing.
Laurel Draper, editorial assistant, proofing a text at her work station.
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Saint Anselm College in Manchester, NH, welcomed an eager group of classicists from New England and elsewhere to its annual meeting. The college’s New Hampshire Institute of Politics proved a welcome location for the conference as all the talks, breaks, lunches, and exhibits took place in one building. Presentations used the auditorium at one end of the building and a large lecture hall at the other end of the building. Exhibitors filled the classrooms and conferences along the corridor joining the two presentation sites.
A wintry welcome to the New Hampshire Institute of Politics.
The setting provided a variety of intellectual stimulation—CANE papers, multiple exhibitors, and a bounty of photographs and memorabilia connected to New Hampshire’s first-in-the-nation presidential primary or to New Hampshire politics. Political junkies like me found themselves in a temporal heaven.
As always, it’s a delight to catch up with faithful CANE attendees and share with them the new B-C titles—about a dozen since last year’s meeting including Ask the Ancients, Julius Caesar: Master of Surprise, A Tacitus Reader from the BC Latin Reader Series, and the Wheelock-compatible Ecclesiatical, Medieval, and Neo-Latin Sentences.
The Latin MAT program at the University of Massachusetts at Amherst requires its students to attend such meetings as CANE as an opportunity to learn from the papers, to network, and to meet practitioners from throughout New England. I am always energized and inspired by the MAT students and their enthusiasm. They assure me that the future of Latin teaching is in good hands. I am also consistently edified by the professional commitment of more seasoned classics colleagues whose openness to trying something new and whose commitment to lifelong learning is remarkable. Even more inspiring is the cadre of retirees who relish the opportunity to attend the CANE annual meetings.
A highlight of every CANE conference is the annual banquet and this year’s was no exception. Some 150 classicists gathered for libations, conversation, and a hearty dinner at Manchester’s premier banquet hall, The Puritan. It was my good fortune to have chosen a special dinner table as dinner companion Paula Chabot was honored as the recipient of the 2014 Matthew I. Wiencke Award, which recognizes excellence in teaching in the primary, middle, and secondary school levels. For postprandial entertainment, renowned storyteller and modern-day bard Odds Bodkin chanted his engaging version of the story of the Trojan Horse.
Congratulations to Paula Chabot, CANE’s 2014 Teacher of the Year, on her pending retirement from Daniel Hand High School, Madison, CT.
Bard Odds Bodkin employs the guitar as his lyre to accompany his rendition of Odysseus’s ruse and the Achaean warriors’ anxiety as they waited in the horse. The CANE annual meeting’s success depends on the hard work of the local hosts and of CANE’s president and president-elect. Saint Anselm classics chair David George and philosophy professor Sarah Glenn along with a triad of classics majors were excellent hosts. CANE president Michael Deschenes of St. Sebastian’s School and president-elect Elizabeth Keitel of the University of Massachusetts at Amherst rolled up their sleeves setting up rooms, breaking down rooms, and attending to exhibitors’ and attendees’ every need. Multas gratias eis agimus.
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Bolchazy-Carducci, recognizing the importance of oral Latin, is proud to be the publisher of Latin Aloud, a set of recordings by Robert Sonkowsi of Latin works from the old AP* syllabus. For this issue, we share the recording of Horace Odes 1.11. See Teaching Tips.
Horace 1.11
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May 15, 2014
CANE Summer Institute 2014
July 14–19, 2014Brown University, Providence, Rhode Island“On the Shoulders of Giants” Greco-Roman Giants and Their Modern EmulatorsApplication Deadline // Courses Populated First Come/First Serve
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The name of the wizard Vitruvius in the new The Lego Movie is an allusion to the Roman architect and author Marcus Vitruvius Pollio.
The Currier Art Museum features Robert Indiana’s homage to Leonardo da Vinci’s “Vitruvian Man.” Created circa 1490, Leonardo’s image is accompanied by notes based on the work of the Roman architect Vitruvius.
Urban Myth or Roman Reality? Please set us straight . . .
Our production and eLearning manager, Jody Cull, came across the following tidbit on Facebook. Please help us—is the reference to the Roman custom at the end of the piece accurate? A quick Internet search finds dozens of references to the same quote but yielded no authoritative source. If you can document the practice, please send it our way and we’ll publish what you share in the next eLitterae. Contact me at don@bolchazy.com.
COINS LEFT ON TOMBSTONES
“While visiting some cemeteries you may notice that headstones marking certain graves have coins on them, left by previous visitors to the grave.These coins have distinct meanings when left on the headstones of those who gave their life while serving in America’s military, and these meanings vary depending on the denomination of coin.A coin left on a headstone or at the grave site is meant as a message to the deceased soldier’s family that someone else has visited the grave to pay respect. Leaving a penny at the grave means simply that you visited.A nickel indicates that you and the deceased trained at boot camp together, while a dime means you served with him in some capacity. By leaving a quarter at the grave, you are telling the family that you were with the solider when he was killed.According to tradition, the money left at graves in national cemeteries and state veterans cemeteries is eventually collected, and the funds are put toward maintaining the cemetery or paying burial costs for indigent veterans.In the US, this practice became common during the Vietnam War, due to the political divide in the country over the war; leaving a coin was seen as a more practical way to communicate that you had visited the grave than contacting the soldier’s family, which could devolve into an uncomfortable argument over politics relating to the war.Some Vietnam veterans would leave coins as a “down payment” to buy their fallen comrades a beer or play a hand of cards when they would finally be reunited.The tradition of leaving coins on the headstones of military men and women can be traced to as far back as the Roman Empire.”
Eureka!
The Currier Art Museum in Manchester features a small but comprehensive collection. Robert Indiana’s poster features the Greek “eureka,” an evocation of the childhood memory to his uncle’s parrot that squawked “eureka.” Indiana used the same word to describe his father’s sudden death at breakfast one morning.
Veni. Vidi. Val.
This boutique in downtown La Grange, IL, features gift items personally selected from gift shows and the like by its owner Val Evans . . . hence, the appropriateness of the name.
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The Pompeiiana Newsletter created and edited by Bernard Barcio ran from 1974 through 2003. The newsletter offered a place for Latin students to publish comics, stories, games, and articles, and was a beloved resource for Latin teachers. In 2008, Barcio granted Bolchazy-Carducci Publishers the rights for all of the Pompeiiana Newsletter. B-C is proud to serve as curator for this archive and has made the issues available for teachers, students, and friends of the classics. Check out http://pompeiiana.blogspot.com/
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*AP is a registered trademark of the College Entrance Examination Board, which was not involved in the production of, and does not endorse this product.
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Bolchazy-Carducci textbooks are now available through GooglePlay and MBS DirectDigital eBookstores. Each eBook offers a variety of tools to enhance the learning process.
What do B-C eBooks currently offer?
eBooks have the same content as our traditional books in print, with these enhancements:
• Searchable
• Adjust text size, typeface, line space
• Free samples of books
• Worry-free archive
• Available on any computer with an internet connection
• Readable on:
- the web (via Windows or MAC computers)
- iPhone, iPad and iPod touch
- Android
- eBook Devices: Barnes & Noble Nook and Reader™ from Sony
GooglePlay ebook information
GooglePlay ebook store
• Searchable
• Adjust text size, typeface, line space
•Add notes, customized highlights, and other annotations—all of which are added to the embedded annotation manager for convenient access
• Worry-free archive
• Available on any computer with an internet connection
• Readable on:- the web (via Windows or MAC computers)- tablet computers
DirectDigital ebook information
DirectDigital ebook store
How do I purchase a B-C eBook?
Simple! When you are browsing through www.Bolchazy.com, any time you see GooglePlay or DirectDigital link, click on the link, and you will automatically be directed to a webpage where you can purchase the eBook.
Can I purchase direct from the distributor?
Yes! If you prefer, you can link directly to our eBook providers’ websites and search by title, by author, or by Bolchazy-Carducci Publishers to locate the title you would like to purchase. The GooglePlay ebooks store offers a preview of the book, including the table of contents and select pages.
What hardware is required?
You can read eBooks on a Mac, PC, iPhone, iPad, Android, or a variety of eReaders.
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Did you have enough of winter? I sure did! I hope your spring break—Chicago public schools always break the week that ends in Good Friday—brings or has already brought you some relaxation. I enjoyed a foretaste of spring with five jam-packed days in Rome at the end of March as I joined my longtime colleague Laurie Jolicoeur from Lyons Township High School in La Grange, IL. It was my honor and pleasure to lead eight terrific—well-behaved and wonderfully attentive—students and a parent through the many treasures of Rome. The exhibit area in the Coliseum featured a fantastic exhibit on Roman libraries.
The Roman Libraries exhibit, utilizing artifacts, reproductions, and objets d’art, presented a comprehensive look at writing, “books,” libraries, and the like in the Roman world. Pictured is the beginning of the exhibit with reproductions of a volumen, a capsula, and a stylus.
As mentioned last month, it is our delight to welcome Lynne West from Bellarmine Prep in San Jose as a monthly columnist sharing a bounty of tech tips for the Latin classroom. Regular columnist Sherwin Little addresses the very important topic of promotion. Don’t be bashful! Follow his advice! Promote your students’ achievements! Put the spotlight on your students and your program!
This issue features an interview I conducted with the prolific Rose Williams. I enjoyed working with Rose on her two new books on Julius Caesar and the Julio-Claudians respectively. Join me in picking the brain of this talented master of the Latin classroom!
Please check out Classics Tidbits and help set us straight. And, of course, we would love for you to send us tidbits you’ve found so we can share them in future issues. Zap ’em to don@bolchazy.com.
You’ll note the busy-ness of conferences, adoptions, new title releases, new digital products, and much more resulted in our not publishing a March edition. Nostra culpa maxima.
Happy Spring!
Donald Sprague
Editor
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A teacher’s calendar is always filled with events and activities, but this time of year is especially busy for Latin and Greek teachers. The exam season is in full swing, and with the trauma of this brutal winter, it has been extra difficult. Not only are you teaching, but there are state-mandated exams, school-mandated exams, all the exams that are sponsored by classical organizations, and some state JCL conventions that fall in this crazy time. It’s another kind of March madness! It may seem premature, but it can help your sanity to think about how you plan to promote your students’ accomplishments. You can never do enough promoting.
ACKNOWLEDGING YOUR STUDENTS
The biggest reason to do promotion work is to reward your students. The recognition of students who are winning scholarships and getting top awards is well deserved, but so is recognition of the student who earned a cum laude award on the National Latin Exam. I suggest that it is just as important for the cum laude student to hear his or her name at an awards ceremony. We have all had students who won some sort of award from one of the many competitions we enter and for such a student that award may have been the only academic award he or she received. I always fought to have as many student names recognized at school awards programs as possible, but sometimes I lost that argument to the tyranny of time. Our Latin department got to the point where we peeled off and did our own Latin awards night for this exact reason—we could honor many more students, even though it was a lot more work and sometimes caused headaches for the teachers.
For each event you want to promote, put together a list of student names and achievements, and then make sure you get as wide a distribution as possible. I made sure to send the list to the school administration, both in the individual buildings and at the district offices. Some schools have communications directors, some of whom are very territorial, so make sure to follow your school’s protocol. These folks can become your biggest fans, as you are helping them do their job! If you can, make sure your information gets to the school newspaper, the community newspaper, and other local papers as well as your school’s website. The editors may pare it down, but chances are you will get some press and they usually include all the student names.
BUILDING INTEREST IN YOUR PROGRAM
Parents are more willing to enroll their children in programs they know have a track record of success. When you demonstrate all of your students’ achievements, you are reassuring them that their children will be involved in something important. I encourage you to promote all the activities you do with your students, whether it is a service activity or a Latin Club event. When parents see a caring teacher involved in meaningful activities with their students, they feel more confident that the teacher will be caring in the classroom. We don’t all do service projects, and the reasons are varied and valid. Even if the Latin students participate in a group as part of a larger school project, this sense of community should be shared.
PRESENTING YOURSELF AS A PROFESSIONAL EDUCATOR
In this day and age when teachers’ professionalism is often called into question, it is very important to make sure parents, students, and administrators know that you are continuing your professional growth and that you are contributing to the profession. Let people know that you are giving a presentation at a conference, or contributing an article to a journal. If you are attending a meeting, then you are furthering your education! What your district will promote will vary, but it is always worth trying to get this information out to the larger community.
Working on publicity takes a little time and effort but it returns great rewards. It puts your students and your program in the spotlight. If you have great ideas for promoting your students’ success, let me know at slittle6@cinci.rr.com. |
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Myth Is Truth: A Radio Series
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Bolchazy-Carducci Publishers takes great pleasure in providing this third installment as a free download for classicists and students of mythology across the globe. Myth Is Truth, a series of interviews with Dr. Nancy Boyle as host and Dr. Lou Bolchazy as comparative mythology scholar, was broadcast by WLUC, Loyola University Chicago, in 1977, and by WRRG, Triton College, in 1978.
In this audio program, Dr. Bolchazy examines the motif of the bull throughout ancient religion. Additionally, he discusses the connections between depictions of the bull within such ancient belief systems as the mysteries of Mithras, the mysteries of Cybele, the Dionysiac mysteries, Egyptian religion, and Hebrew religion. The traditional roots of communion are touched upon in addition to the influence that surrounding civilizations had on early Hebrew theology. On an even more interesting note, we discover the identity and significance of the infamous golden calf from the Hebrew book of Exodus.
Stone relief of the Mithras cult showing Mithras slaying the bull as a symbol of death and reincarnation, Romisch-Germanisches Museum, Köln, Deutschland. Photo courtesy of Wikimedia Commons.
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Interview with Rose Williams, author of the newly published Caesar's Blood: A Greek Tragedy in Roman Life and Julius Caesar: Master of Surprise
DES: Rose, what inspired you to author Caesar's Blood: A Greek Tragedy in Roman Life?
RW: I have always loved family sagas. So much of who we are and what we do grows out of our heritage and experiences. As a Latin student and teacher I have found the Caesars fascinating. They were people like the rest of us, but the pressures they faced were immense, both because of their family heritage and because of their position in one of the most powerful and long-lasting societies ever known. Disease, war, chance, and rivalry robbed them of many of their best members, but they struggled on to leave an indelible mark on the world. I wanted to examine all I could access of their history, not trying to prove a particular point but simply to see what I could learn about them.DES: What sets Caesar's Blood apart from other books about the Julio-Claudians?
RW: Caesar's Blood explores the ancient accounts of the Caesars carefully. I was not interested in creating a fictional story, but rather in searching for what really happened.
In these days of the internet, we can find stories demonizing people at all angles of the political spectrum. Most of these are rank fabrication. People writing about the Julio-Claudians usually make use of highly sensationalized material both ancient and modern. Professor Garrett Fagan says of Caligula's reign:
The literary sources for these four years are meager, frequently anecdotal, and universally hostile. As a result, not only are many of the events of the reign unclear, but Caligula himself appears more as a caricature than a real person, a crazed megalomaniac given to capricious cruelty and harebrained schemes. (Garrett C. Fagan http://www.luc.edu/roman-emperors/gaius.htm)
I believe this is largely true of the Julio-Claudians in general. We cannot make saints of the Caesars, but the salacious details so dear to the heart of Hollywood are probably fantasy. There is much more than that to the longevity and influence of the Caesars, and this book goes looking for the deeper story. The sensational rumors did not especially appeal to me—I wanted to look for the people within the story.
This book is not historical fiction. Historical fiction usually takes an incident or time period and creates a fictitious story within it. In their introductions the authors will tell you this is what they have done. Rosemary Rowe says of her Germanicus Mosaic that only one character, a Roman governor, is a real person. Everything else comes from her imagination.
Furthermore, authors from Tacitus through Shakespeare and right into modern times have often used the real Caesars as a background for their own agenda. The great Thornton Wilder admits that in his book The Ides of March he moved his main incident from 62 BCE to 45 BCE, when most of his characters were already dead, and created some chain letters against Caesar which never existed because he wanted to highlight the work of a friend who had struggled against Mussolini.
Caesar's Blood has no agenda—it simply takes the ancient sources and relates the incidents in the order in which they occurred, observing how one flowed from the other. It pictures real people being impacted, shaped, and sometimes twisted by their family and circumstances and the environment in which they found themselves. As modern biographers do, I create dialogues and conversations illustrating what happened and what the characters might have thought about the world swirling about them.
DES: What audience(s) did you have in mind as you put Caesar's Blood together?
RW: My work generally tends toward the upper high school and university student, and I always have an eye to the general reader who simply likes history. The Caesars have always fascinated people, and a great many bizarre things have been written about them. I tried to use the ancient texts to bring to life a family of real humans, sometimes arrogant and self-seeking, often blind to their best interests, but dealing as best they could with the highly volatile world in which they found themselves.
DES: What is the most compelling reason for reading Caesar's Blood?
RW: The expansion of Rome during Julius Caesar's time and the immense power his heirs wielded shaped the Western world in amazing ways. The Caesars, particularly Julius and Augustus and to some extent Tiberius, so organized their realm that it existed politically for another 500 years and continues to impact the entire world today. This one family affected all succeeding generations, including our own, as no other historical group has ever done. They are fascinating, and very important to our world view.
DES: Obviously, the new AP* curriculum prompted the writing of Julius Caesar: Master of Surprise. Tell us about the title . . .
RW: When I was carefully reading all my ancient sources in Latin (and a few, heaven help me, in Greek), I noticed that Caesar never did what anyone else would most likely have done in the same circumstances. He was the consummate "thinker outside the box." Many of his acts and attitudes which we know as historical fact were totally unexpected in his day. He began early, with his defiance of the dictator Sulla, his attitude toward his pirate captors, and his raising a private army at the age of 25 to defend Roman territories in Asia Minor. The Germans did not expect him to bridge the Rhine; the Roman Senate, accustomed to fighting only in summer, did not expect him to cross the Rubicon with only one legion and start a war in January. Nobody expected him to march from Rome to Spain in less than a month in midwinter to defeat Pompey's sons. His clemency toward enemies was perhaps the most unexpected of all. His actions were unique, and kept both his friends and his foes off balance. I think this was a great factor in his successes.
DES: What did you like best "back in the day" when you regularly taught Caesar in high school?
RW: I liked his lucid grammar and his way, to paraphrase Tacitus, "of saying little in a way that left little unsaid." I enjoyed his dry humor, such as his remark "Volusenus saw as much of Britain as a man can be expected to see who is afraid to get out of his ship." I particularly enjoyed the well-told and lively story of the battle of the Nervii, which has surprise, exciting events, a hard-won victory, and some humor.
DES: What can today's students learn from studying Caesar?
RW: Caesar's clear, sparse, and masterly use of Latin as a language, and the pictures he paints for us. He gives a compelling view of the small factors on which the wars that shape the future hinge and of the part leadership can play in those factors. He gives a personal view of the events that did so much to shape modern Europe.
DES: In the course of researching the material for these two books, what especially caught your attention?
RW: I was a little surprised to find that the Empire territory was virtually set in the time of Julius and changed very little even after the Julio-Claudians. The Emperors mainly solidified and administered what the Republican Romans had conquered.
I also found that that the Roman Senate was not, as many think and Hollywood insists, negligible during the Empire. It chose the first emperors and also deposed Nero. The battles between the Julio-Claudians and the Senate are a major part of first century CE history.
Even in the Dominate, which began with Diocletian, the Senate was a formidable body and was respected by the Ostrogoth kings who took over Italy in the fifth century. They approached it to ask for the rank of patricius and consul.
I learned that the perfectly wretched family life of the Julio-Claudians influenced the world forever after in many ways.
I realized anew the importance of a factor which is central to both Julius Caesar: Master of Surprise and to Caesar's Blood. That is the mind-boggling clemency of Julius Caesar. Whatever his motives for it, friend and foe alike mention it over and over in amazement. Every Julio-Claudian emperor started out trying to imitate it, but only Augustus was able to maintain it for very long.
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Picking my first tech tip to share was a tough one. So, I decided to start with a tool that I find really easy to integrate and also very engaging for my students—it’s called Socrative. Socrative is a free web-based tool that turns any web-enabled device into a student response or clicker system. You can use this tool on an iPad, iPhone, computer, Android device, anything that has a web browser. There are also apps for use on the iPad and Android tablets. Here’s how it works: as the teacher, you need to sign up for a free account and log in. You select a “room number” that students will use to access your activities. Then, you can use the simple interface to create a variety of activities to check for understanding. From student-paced quizzes with multiple choice, true/false, or short answer questions to exit tickets and even a game, the activities offer many possibilities that are beneficial to the work we are doing with our students. Students access the activities you have created by going to the Socrative site and entering your virtual room. At the conclusion of most activities, the teacher can choose to have a report of the session e-mailed.
I’ve used Socrative in a variety of ways. I’ve created brief multiple-choice quizzes to give after presenting a grammar topic to use as formative assessment. Socrative is great for this as it e-mails a report of how your students performed. I use the “single question short answer” option to facilitate a grammar hunt as a post-reading activity. I launch the question and ask students to find me an example of a particular grammar structure or form in the text. As students enter their responses, I project them and we can talk through whether or not they are correct. I get responses from virtually every student in class and, therefore, have better information about how they are doing than I would if I had conducted the activity by calling on a handful of students. In all, Socrative is quick to learn and easy to integrate. Try it out!
Editor’s Note: Lynne West will again this summer present a professional development opportunity for Latin teachers at the Taft School. Administrators eager for you to learn more about technology and implement more technology in your Latin classroom, should be eager to fund this wonderful opportunity.
“21st Century Technology in the Latin Classroom”
July 21–25, 2014 at the Taft Educational Center, the Taft School, Watertown, Connecticut.
Integrating technology in the Latin classroom is a powerful way to increase student achievement and augment engagement. This weeklong workshop will address the many ways that current technology can enhance and enliven the Latin classroom. Participants will have the opportunity to explore a variety of technologies that are valuable additions to both the elementary and advanced Latin curriculum. The workshop will address methods and tools for building vocabulary, teaching language skills, and integrating history and culture. The focus will be on using free or inexpensive web-based tools that work on various computing platforms to create media-rich lessons. Participants will come away understanding both the important role that technology can play in the classroom and how to integrate it effectively. In addition to having multiple lesson plans to take back home, they will come away with a clear understanding of how to construct a technology-rich curriculum for their Latin classes. Participants should be comfortable with basic computing skills and must bring their own laptop for use throughout the week.
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Resources & Teaching Tips
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It’s spring—and a long awaited one at that! What better way for a Latinist to celebrate seizing the season than to read Horace’s Ode 1.11. To facilitate doing so, we present two lessons. For your second year students, try the version from Horace: A LEGAMUS Transitional Reader with its visual cues and other reader aids. For third and fourth year students, we provide a lesson from Latin for the New Millennium, Level 3 with plenty of vocabulary and other notes. These are both available for downloading and use with your current classes.
√ Current Events in Latin
Living Latin enthusiasts, and others wanting to use Latin to connect their students to current events, can check out Radio Bremen if they have not already done so. The link below takes you to a Latin account of what happened in Crimea.
Latein-Wochenrückblick
Nuntii Latini Septimanales 14.3.2014
Redigeturne Crimea in provinciam Russiae? +++ Concilii episcoporum praeses novus +++ Stutgardiae exercitor novus Mehr...
√ Latin Scansion
Check out Dickinson College Professor Chris Francese’s and his students’ podcasts.
√ Caesar’s Rome
For armchair and real-time traveler alike, The Smithsonian gives an engaging tour of six sites in Rome that contextualize Julius Caesar.
√ Roman GaulThe current edition of National Geographic details the recovery of a Roman boat from the Rhone River near Arles. |
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Thank you to our 2014
Winter - Spring Webinar Presenters.
Watch for the Summer webinar schedule to be posted on our website, Facebook page, and blog.
What Equipment Do I Need for B-C Webinars?
To participate in Bolchazy-Carducci Publisher sponsored webinars you will need high-speed internet access, computer speakers/headphones, current web browser with updated “Flash Player”*, and the link to the webinar virtual meeting space, which is provided in your webinar invitation.
The upcoming, March and April, B-C webinars will be recorded. Attendees will receive a copy of the presenters notes and a link to the recording of the webinar.
Webinars Make for User-Friendly Professional Development
Participation is free. All webinars provide opportunity for participants to ask questions. Learn lots—attend as many presentations as you can. Bolchazy-Carducci Publishers provides documentation for your participation. You can share this with your supervisors. Many webinar presenters provide handouts, etc.
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Special Discount for eLitterae Subscribers
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HarperCollins Children’s Books celebrates the 50th anniversary of the cherished Shel Silverstein classic, The Giving Tree, first published in 1964. With this golden anniversary HarperCollins published, just last month, the first ever digital version of this beloved title available on e-book readers and tablets.
Bolchazy-Carducci celebrated this evocative parable with its Latin version released in 2002. This Latin edition features the original artwork of Shel Silverstein and a translation whose style echoes the spirit of The Giving Tree.
To honor the 50th anniversary, we are pleased to offer the Latin Alma Arbor at 40% off.
The Latin version of this beloved title make great presents for graduating seniors or prizes for contest winners. Take advantage of this special offer and order as many as five copies.
72 pp. Paperback ISBN 978-0-86516-499-4
$20.00 40% discount $12.00
Make sure to mention that you are an eLitterae subscriber if you place your order by phone or fax. If you place your order via www.BOLCHAZY.com, enter coupon code eLit0414 on the payment page. The special eLitterae offer pricing will be charged at checkout. Offer good through May 15, 2014. Offer restricted to individual purchasers. Good for up to five (5) copies. |
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