Готові списки джерел за темами / Language of standards

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Добірка наукової літератури з теми "Language of standards"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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Статті в журналах з теми "Language of standards"

Strevens, Peter. "Standards and the Standard Language." English Today 1, no. 2 (April 1985): 5–7. http://dx.doi.org/10.1017/s0266078400000055.

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Who speaks Standard English? Do all the people on our cover use it, only some of them, or only one of them? Are these even reasonable questions to ask in 1985? What is the standard language and what are language standards anyway, towards the end of the 20th century?

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Scaglione, Aldo, and John Earl Joseph. "Eloquence and power: The Rise of Language Standards and Standard Languages." Language 65, no. 1 (March 1989): 125. http://dx.doi.org/10.2307/414846.

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Maher, John Christopher. "Eloquence and power. The rise of language standards and standard languages." Language Sciences 12, no. 2-3 (January 1990): 277–83. http://dx.doi.org/10.1016/0388-0001(90)90017-b.

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Smith, Joan M. "Standard Generalized Markup Language and related standards." Computer Communications 12, no. 2 (April 1989): 80–84. http://dx.doi.org/10.1016/0140-3664(89)90061-3.

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Newcomb, S. R. "Standards-Standard Music Description Language complies with hypermedia standard." Computer 24, no. 7 (July 1991): 76–79. http://dx.doi.org/10.1109/2.84842.

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Kiliccote, Han, and James H. Garrett. "Standards Modeling Language." Journal of Computing in Civil Engineering 12, no. 3 (July 1998): 129–35. http://dx.doi.org/10.1061/(asce)0887-3801(1998)12:3(129).

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Moore, James W., David Emery, and Roy Rada. "Language-independent standards." Communications of the ACM 37, no. 12 (December 1994): 17–20. http://dx.doi.org/10.1145/198366.198369.

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Andreasson, Anne-Marie. "LANGUAGE AND STANDARDS." World Englishes 14, no. 2 (July 1995): 310–12. http://dx.doi.org/10.1111/j.1467-971x.1995.tb00361.x.

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Andrews, Stephen J. "Teacher language awareness and language standards." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 39–62. http://dx.doi.org/10.1075/japc.12.1.04and.

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As demand for proficient English speakers increases worldwide, there is growing concern about the standard of English achieved by students during their schooling. With English teachers (rightly or wrongly) receiving much of the blame for a perceived decline in language standards, policy-makers are increasingly interested in the language-related competencies of English teachers: both their language proficiency (or ‘communicative language ability’, CLA) and their ‘knowledge about language’ (or Teacher Language Awareness, TLA). As a result, the assessment of English teachers’ language-related competencies has become more widespread. In any attempt to measure those competencies, however, several important interrelated issues have to be confronted. Some relate to the precise nature of the knowledge/awareness that English teachers have of the language they teach, and the difficulties inherent in setting/measuring standards of Teacher Language Awareness. Others concern the language model(s) of which English teachers are expected to be aware, and about which teachers themselves feel they should be aware. The present paper examines some of these issues. It begins by exploring the nature of TLA, and some of the challenges in TLA measurement. It then considers questions relating to the varieties of English which form models for TLA, with particular reference to Hong Kong.

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Crawford, Lynn, Julien Pollack, and David England. "How Standard Are Standards: An Examination of Language Emphasis in Project Management Standards." Project Management Journal 38, no. 3 (September 2007): 6–21. http://dx.doi.org/10.1002/pmj.20002.

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In light of current work toward the development of global standards for project management, this paper analyzes differences between a selection of various countries’ existing project management standards. The analysis is conducted using computational corpus linguistics techniques, resulting in the identification of similarities and differences between the standards of five countries.

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Дисертації з теми "Language of standards"

Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, Diane M. Browder, and L. Bastian. "Teaching to Standards: English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu_books/171.

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Research demonstrates high effectiveness with teaching skills that align to grade-level standards. This curriculum provides materials at three literacy levels: object/photo, symbols, and text. Skill areas include persuasive writing, elements of story grammar, and research endeavors. The authors adapted 15 popular works (like Holes, Number the Stars, and Dragonwings) into simplified text with repeated story lines and symbol supports. Genres include fiction, nonfiction, plays, and poetry. The 32 progressive lessons are scripted and incorporate evidencebased teaching procedures. They are organized into four units: Change, Values and Decision Making, Social Justice, and Global Awareness. These themes help students grasp the big ideas as well as specific ELA skills. The curriculum seamlessly integrates traditional formats, like books and manipulatives, with the software and iPad app. This blended approach helps you to teach all students effectively and creates an engaging learning process. In the software and app, students explore eight works of literature through a five-step instructional sequence: preview, vocabulary, read the book, comprehension questions, and story sequence. The curriculum now comes with two new components, including the consumable Daily Writing Journal Student Workbook and the Task Analysis Teacher Extension Book. Curriculum Includes: The Implementation Guide, Alignment to Standards booklet, two Teacher’s Guides, one Assessment Response Book, one Student Response Book, Right On Readers 1 and 2, one Daily Writing Journal Student Book, one consumable Daily Writing Journal Student Workbook, graphic organizers, 250 teaching cards, PDFs on disc with a classroom license for printouts, a Task Analysis Teacher Extension Book, and the Access Language Arts Software and iPad App. Curriculum Plus Includes: the Teaching to Standards: ELA Curriculum plus a total of 10 consumable Daily Writing Journal Student Workbooks, the GoWorksheet Maker iPad App, a set of GoWorksheet activities, samples of communications overlays, four sets of the Right On Readers, and one copy of Holes, We Beat the Street, The Outsiders, Number the Stars, and Dragonwings.
https://dc.etsu.edu/etsu_books/1191/thumbnail.jpg

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DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

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Bonner, Brooke Alexis. "AMERICAN SIGN LANGUAGE CORE STANDARDS AND EVIDENCE BASED INSTRUCTION." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1397302571.

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Neer, Stacia Renee. "How we can help English language learners learn science standards while meeting the English language development standards for the Ontario-Montclair School District." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2599.

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This project addresses the needs of English language learners through the context of science. Included is a discussion on how people learn, effective science instruction, and strategies to support learning English in the classroom.

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Fraser, Christopher J. "Similarity and standards : language, cognition, and action in Chinese and western thought /." Thesis, Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20933964.

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Hilton, Nanna Haug. "Regional dialect levelling and language standards : changes in the Hønefoss dialect." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/973/.

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This is a sociolinguistic investigation of regional dialect levelling and the role that standardised language plays for this particular type of dialect change. This study combines a quantitative variationist investigation of linguistic variation and change in East Norwegian cities Hønefoss and Oslo with experimental and qualitative studies of attitudinal data in Hønefoss. The aim of the study is to shed light on the role that standard language ideologies play for loss of localised dialects. Varieties of East Norwegian spoken in the small city Hønefoss and the capital city Oslo are becoming increasingly alike. Oslo speech is an influential factor in the loss in Hønefoss of local linguistic variants in variables 3pl personal pronouns and . The force behind the regional dialect levelling is not the Oslo dialect only, however. Overt and covert attitudinal data show that the influence is twofold and that the codified written variety of Norwegian, Bokmål, largely influences speakers’ usage of local variants for linguistic variables stress in loanwords and plural definite article suffixes. The investigation considers linguistic ideals that speakers link to codification of language (correctness), education or the capital city and attest that language that can be linked to all these ideals is becoming more widely used in the East Norway region. Speech that can be linked to the codified variety Bokmål is an overt as well as a covert ideal to speakers in Hønefoss. Covert positive attitudes towards speech from Oslo are also found. This study shows that the social and political context of language must be taken into account in the study of loss of linguistic features. The social meaning of language is crucial in informing us about the social mechanisms behind dialect change.

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Al-Tenaijy, Mozah. "Court Interpreting in the United Arab Emirates: Recruitment Policies, Training Opportunities and Quality Standards." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1448916912.

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Youngworth, Laura Roché. "Language Proficiency: Perceptions and Mediated Actions of a Kentucky World Language Educator." UKnowledge, 2014. http://uknowledge.uky.edu/edc_etds/7.

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Since the inception of the Kentucky Educational Reform Act in 1990, Kentucky has undergone numerous educational changes. Regarding world languages, recent changes include a new state World Language Standard, a K-12 world language program review, and university language proficiency entrance requirements. These changes create an interesting context in which world language educators negotiate their perceptions and pedagogical choices. This study explored the perceptions, influences, and pedagogical choices of one Kentucky world language educator regarding language proficiency and cultural tools of context, standards and assessments. A constructivist framework guided the case study design. Data collection included interviews, observations, and artifact collection and data analyses followed the comparative analysis process (Yin, 1994; Merriam, 1998). Findings suggest that the participant's perceptions of language proficiency reflect characteristics of the communicative competence language proficiency model of Uso-Juan and Martinez-Flor (2008). In addition, the participant's pedagogical choices regarding context, standards and assessments reflect organizational, policy, and personal influences (Grant, 2003) and characteristics of mediated action (Wertsch, 1998). This study highlights the importance of understanding world language educators' perceptions during a time of contextual change and the need for professional development supporting educators’ pedagogical choices.

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Enbody, Catherine Levander. "Integrating technology into standards-based instruction for second grade English language learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2373.

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Rapid growth in the use of technology and the need for education reform resulted in the need for educators to integrate technology and standards-based instruction into their daily lessons. The growing number of students whose first language is not English requires a diverse set of teaching strategies and assessments to provide these students with optimal opportunities for achieving high standards.

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Boffy, Holly Franks. "Progression of Elementary Teachers in Implementing Language Arts Common Core State Standards." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/878.

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The challenges of implementing the Common Core State Standards at the classroom level resulted in political pushback to the reform initiative after the local media covered poor implementation decisions. This study explored how elementary school teachers and instructional leaders described teachers' progress along the implementation continuum for the standards. The concerns-based adoption model served as the conceptual framework for this study. This multicase study design consisted of 16 interviews of teachers and instructional leaders from 4 schools. Data were analyzed through a process that began with open coding followed by axial coding to identify themes. Teacher collaboration driving implementation progress emerged as a theme. The following needs also emerged: (a) training to make the required instructional shifts, (b) common processes to monitor implementation progress, and (c) aligned resources. The results led to a semester-long professional development project pairing a quality improvement process popular in other fields with the existing professional learning community structure to address the problem. This project built on the implementation progress made through working collaboratively to meet the training needs of the teachers; the project also included mechanisms for monitoring teachers' progress in implementing the standards. The project study provides insight and specific steps for teachers and leaders working to implement the standards. Students will be the ultimate beneficiaries of this project study through improvements in their teachers' instructional practice.

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Книги з теми "Language of standards"

Eloquence and power: The rise of language standards and standard languages. London: F. Pinter, 1987.

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Joseph, John Earl. Eloquence and power: The rise of language standards and standard languages. New York: B. Blackwell, 1987.

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Parakrama, Arjuna. De-Hegemonizing Language Standards. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230371309.

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Body, Languages Lead. The revised National Language Standards. London): Languages Lead Body Secretariat, 1996.

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Association, International Reading, ed. Standards for the English language arts. Newark, Del: International Reading Association, 1996.

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Lewis, Linda. Secondary, standards-based classrooms: English language arts. Washington, DC: National Center on Education and the Economy, 1999.

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Bermel, Neil. Register variation and language standards in Czech. Muenchen: Lincom Europa, 2000.

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Wyoming. State Language Arts Standards Committee. Wyoming language arts content and performance standards. Cheyenne, WY (2300 Capitol Ave., Cheyenne 82002-0050): Dept. of Education, 1998.

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Locher, Miriam A., and Jürg Strässler, eds. Standards and Norms in the English Language. Berlin, New York: Mouton de Gruyter, 2008. http://dx.doi.org/10.1515/9783110206982.

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Hampton, Sally. Elementary, standards-based classrooms: English language arts. Washington, DC: National Center on Education and the Economy, 1999.

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Частини книг з теми "Language of standards"

Davidson, F., C. E. Turner, and A. Huhta. "Language Testing Standards." In Encyclopedia of Language and Education, 303–11. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-1-4020-4489-2_27.

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Peters, Pam. "Epilogue: On Establishing the Standard Language – and Language Standards." In Prescription and Tradition in Language, edited by Ingrid Tieken-Boon van Ostade and Carol Percy, 355–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096510-025.

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McComas, William F. "Standards (Academic Standards) in Science Teaching." In The Language of Science Education, 101. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_91.

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Beach, Richard, Ashley S. Boyd, Amanda Haertling Thein, and Allen Webb. "Implementing the Language Standards." In Teaching to Exceed in the English Language Arts, 181–201. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003177364-12.

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Leech, Geoffrey, and Andrew Wilson. "Standards for Tagsets." In Text, Speech and Language Technology, 55–80. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9273-4_5.

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Parakrama, Arjuna. "The Politics of Standardization and the ‘Special’ Problematic of (Post)Coloniality." In De-Hegemonizing Language Standards, 1–40. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230371309_1.

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Parakrama, Arjuna. "Towards a Broader Standard: The ‘Non-Standard’ as ‘Natural’ Resistance." In De-Hegemonizing Language Standards, 41–83. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230371309_2.

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Parakrama, Arjuna. "‘Uneducated’ (Sri) Lankan English Speech: A Case Study and its Theoretical Implications." In De-Hegemonizing Language Standards, 84–121. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230371309_3.

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Parakrama, Arjuna. "Non-Standard Lankan English Writing: New Models and Old Modalities." In De-Hegemonizing Language Standards, 122–73. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230371309_4.

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Parakrama, Arjuna. "Attitudes to (Teaching) English: De-Hegemonizing Language in a Situation of Crisis." In De-Hegemonizing Language Standards, 174–205. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230371309_5.

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Тези доповідей конференцій з теми "Language of standards"

Vorontsova, Marina, and Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.

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The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.

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Kramer, Thomas R. "Evaluating manufacturing machine control language standards." In the 2007 Workshop. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1660877.1660916.

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Lele, Chaitanya, Sumod Shinde, Himanshu Telkikar, and Rugved Vivek Deolekar. "Standards elimination parser using natural language processing." In 2017 International Conference on Trends in Electronics and Informatics (ICOEI). IEEE, 2017. http://dx.doi.org/10.1109/icoei.2017.8300912.

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Muzafarova, Anna, Julia Daminova, and Anna Okhotnikova. "FOREIGN LANGUAGE TEACHING STANDARDS: A COMPARATIVE ANALYSIS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0884.

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Whitsitt, Sean, Sonia Vohnout, Timothy Wilmering, Disha Mathad, and Eric Smith. "A Visual Ontological Language for Technical Standards (VOLTS)." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59594.

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Анотація:

Research shows that failures in the standardization process often result from communication and organizational issues between those involved in the committee and the user community. This is mainly caused by two issues: first, a lack of integration of available standards development tools with communication and social interfaces; and second, to the difficulties inherent in organizing and collating information in a semantically meaningful manner. To this effect, the authors present a Visual Ontological Language for Technical Standards (VOLTS). VOLTS is a prototype environment that seeks to address the latter problem introduced above. In VOLTS, standards developers visually create standards within a network of information. VOLTS builds upon a tool developed by the National Institute of Standards and Technology (NIST) called the NIST Ontological Visualization Interface for Standards (NOVIS), which presented a novel method for visualizing the content and connections of standards, but lacked the ability to allow users to alter that information. VOLTS focuses on providing users with a process that allows for verification and validation at all stages of development. To that effect, VOLTS incorporates research done by NIST on building a Framework for Analysis Comparison, and Test of Standards (FACTS). The examples presented herein use the openly available standards World Wide Web Consortium’s (W3C) Web Ontology Language (OWL) 2 and the Data Mining Group’s (DMG) Predictive Model Markup Language (PMML) to demonstrate the VOLTS process and methodology. Future work discussed will seek to address the former problem introduced above.

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Schefer-Wenzl, Sigrid, and Katharina Feiertag. "A Domain-Specific Language for XML Security Standards." In the 2014 European Conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/2642803.2642821.

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WALICKI, MICHAŁ, UWE WOLTER, and JACK STECHER. "THE CHOICE OF STANDARDS FOR A REPORTING LANGUAGE." In Proceedings of the 9th Asian Logic Conference. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812772749_0020.

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Wang, Kuansan. "Spoken language interface in ECMA/ISO telecommunication standards." In Interspeech 2004. ISCA: ISCA, 2004. http://dx.doi.org/10.21437/interspeech.2004-671.

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Oparina, Olga I. "Deviation from Established Standards in LSP: Simplification or Complication?" In 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-252-7.21.

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Maslani, Ratu Suntiah, Dadan Nurul Haq, and Hamdan Sugilar. "The Accountability of Educational Standards in the Perspective of Hadith." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221805610566.

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Звіти організацій з теми "Language of standards"

Miller, Kathryn, David Alderman, Lisa Carnahan, Lily Chen, Jim Foti, Barbara Goldstein, Mike Hogan, et al. Guidance for NIST staff on using inclusive language in documentary standards. National Institute of Standards and Technology, April 2021. http://dx.doi.org/10.6028/nist.ir.8366.

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Simcox, Frank W. An Extensible Markup Language (XML) Strategy for Focused Logistics Background and Value of Standards Development and Management. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada420617.

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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.

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Russell, Craig S. Standard Generalized Markup Language test suite evaluation report. Gaithersburg, MD: National Institute of Standards and Technology, 1995. http://dx.doi.org/10.6028/nist.ir.5762.

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Mazurkiewicz, Marek. ECMI Minorities Blog. German minority as hostage and victim of populist politics in Poland. European Centre for Minority Issues, February 2022. http://dx.doi.org/10.53779/fhta5489.

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On 4 February 2022, the Polish Journal of Laws published a new ordinance of the Minister of Education and Science, implementing cuts in the funding of education of German as a minority language. Consequently, the hourly length of such lessons will be significantly reduced. This regulation applies exclusively to the German minority, and the official motive for introducing discriminatory measures is to improve the situation of Polish diaspora in Germany. This is the first time after 1989 when the Polish state authorities introduce a law limiting the rights of Poland’s citizens belonging to a national minority (in this situation children), as a retaliation for the alleged situation of a kin-community elsewhere. Importantly, the adopted regulations are not only discriminatory towards one of the minorities; their implementation may in fact contribute to the dysfunctionality of the entire minority education system in Poland. This is also an obvious violation of the constitutional principle of equality before the law, the right of minorities to ‘maintain and develop their own language’, international standards of minority rights protection, as well as a threat to the very functioning of human rights protection mechanisms in the country.

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INTERMETRICS INC CAMBRIDGE MA. Ada 95 Reference Manual. Language and Standard Libraries. Version 6.0. Revision. Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada293760.

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Feiler, Peter H., Joseph R. Seibel, and Lutz Wrage. What's New in V2 of the Architecture Analysis & Design Language Standard? Fort Belvoir, VA: Defense Technical Information Center, March 2012. http://dx.doi.org/10.21236/ada610515.

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Clarke, Duncan, and Oleg Sokolsky. Simulation and Analysis Toolset for an Industry Standard Embedded Systems Specification Language. Fort Belvoir, VA: Defense Technical Information Center, December 2008. http://dx.doi.org/10.21236/ada510895.

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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko, and Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.

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Wilson, Ronald B. A Standard Generalized Markup Language encoding of the office document architecture document application profile. Gaithersburg, MD: National Institute of Standards and Technology, 1991. http://dx.doi.org/10.6028/nist.ir.4547.

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