Resumé & Curriculum VitaeBenjamin Lieb Asheville, NC Street address: omitted Telephone: omitted Email: red -at- pixelearth -dot- net objectiveTo obtain employment with the various skills of web programming and design, digital photography, interpretation or language teaching (TESOL, French, Spanish, or a Bilingual program). education
language and language teaching experienceFreelance Medical Spanish Interpreter, Asheville, NC; Nov 2004 - Present Any medical service provider that receives government funds must provide services to everyone (Title 6). When they are not large enough to have interpreters on staff, they find available freelance interpreters through agencies like Optimal Communicators. Assignments have included surgery, dental work, employment office, doctor assessments, massage therapy, rehabilitation therapy, among others. Medical Spanish Interpreter, Mission Hospitals, Asheville, NC; Jan 2005 - Present Public services are racing to keep pace with the rising Latino population in North Carolina. Title 6 legislation requires that all public services be available to everyone. My job here is to accompany Spanish-speaking patients and interpret (consecutive) everything that hospital staff (nurses, doctors, EMS, chaplains, social workers, and consultants) communicates to the patient and family. President and Founder of The Language Bridge, Mar 2000 - Present The Language Bridge provides language services: interpretation, translation, education, foreign accent reduction. We use a small network of people who love languages to to help others with their language goals and needs. Instructor of English, Experiment in International Living, Quito, Ecuador; June 2003 - Jan 2004 Students ranged from 5yrs to 55yrs old. The classes themselves were also varied: individual business English classes; summer intensive programs for children, advanced speaking; Christmas carols for children at local churches; volunteer tutoring with street children. Student-teaching Internship, William Fleming Magnet Center , Roanoke VA ; Sept - Dec 2002 I worked with 5 high school classes, 2 days a week, for 4 months: French 2,3,4, and ESL Speaking and Writing. As an aid to my two “collaborating” teachers, I organized and supervised activities, graded homework and quizzes, presented new material, gave presentations on dancing and traditional American music, French singers, and essentially acted as a facilitator for whatever was planned for the class. Instructor of English, Si Chuan Normal University , Chungdu , China ; Jun – Sept 2000 My position here was preparing university students to become English teachers. Teaching methods were Communicative, also improvisational and makeshift, as technology (computers, Xerox machines, overheads, typewriters, sometimes electricity.) was wholly absent. Instructor of French; Virginia Polytechnic Institute & State University , Blacksburg , VA ; Aug 1998 – Aug 1999 Instructor of first and second year university French, 2 classes (average size 15 students), 2 preparations, meeting 3 times weekly. Organize, create and present lessons in syntax, conversation, and culture. Create, correct and evaluate exams, compositions, quizzes. Draft syllabi, maintain bi-weekly office hours. Promote and animate miscellaneous extracurricular activities: seminars, movie nights, discussion groups. Instructor of English and French; Churchill British Institute (private language school) Torino , ITALY ; Jan – Apr 1998 Italians, especially businessmen, are finding that knowing English is increasingly necessary. In this position I researched, prepared, and presented lessons to 5 classes of roughly 12 students in syntax, conversation, grammar, phonology, idioms, and cultural and historical contexts; Evaluated and journaled progress and complications, and often substituted for ill instructors; Drew on knowledge of Latin, French, Spanish and Italian to create mnemonic correlations for retention and comprehension. work experiencePresident and Founder of Pixel Earth Technologies; Nov 2003 - Present PET provides institutions and organizations with all the electronic media required to establish a strong and effective presence on the internet. This includes web design and redesign, product photography, database applications, e-commerce tools, DHTML, XML, PHP, JavaScript, CSS, MySQL, ODBC, Flash, Actionscript, and Form processing. Visit the site here. Developer of Online Courses, Institute for Distance & Distributed Learning, Virginia Polytechnic Institute & State University , Sept 2001 - May 2002 IDDL offers online courses for credit, interactive videoconferencing courses, and online non-credit courses for VPI & SU students and alumni. My efforts were concentrated on developing and preparing web-based Flash modules of courses such as “The social aspects of the Civil War” for the University. Online course development marries education principals with instructional technologies. Dancer, “Footworks” percussive dance ensemble; Annapolis , MD ; Jan 2001– Dec 2001 “Footworks” is a professional percussive dance ensemble dedicated to the preservation, cultivation, presentation, and education of America’s extensive dance and musical heritage and its roots. The ensemble’s 3 main focuses are 1) representing the arts to young people through it’s Arts In Education program 2) national and international touring and 3)collaboration with other artists, dancers and musicians. www.footworks.org ATECH Computer Integrated Classroom Monitor; Virginia Polytechnic Institute & State University ; May – Aug 1998 At the time this was a novel and experimental project, where leading edge technologies were integrated seamlessly into special classrooms. Only it wasn’t always seamless, and complications arose; it was my job to resolve them quickly and effectively. Duties: primarily troubleshooting for lab users (students) monitor cache files; install, apprise and evaluate new applications; create and develop ATECH web pages; monitor temp. distribution of 10 Mac laptops. Computer Lab Technology in the Humanities Internship; Virginia Polytechnic Institute & S. U. ; Aug – Dec 1997 At the crest of the first internet tidal wave, many students in the humanities (non-tech fields) still felt that computers were inherently “evil” and those who didn’t had difficulty applying them in their work. In this lab I directed, instructed and encouraged the application of this new technology in the Humanities through the use of scanners, digital cameras, HTML, internet resources, CD-ROM resources, hypertext, and general trouble-shooting while students worked, particularly with word-processing. honorsDean’s List: 1994-1997 Galen Richard Kline Study Abroad Scholarship for study in France |
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