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Relevant bibliographies by topics / Awareness of language

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Academic literature on the topic 'Awareness of language'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Awareness of language"

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Harvey, Paul. "Language awareness." English Today 4, no. 1 (1988): 23–28. http://dx.doi.org/10.1017/s0266078400003266.

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Carter, Ronald. "Language awareness." ELT Journal 57, no. 1 (2003): 64–65. http://dx.doi.org/10.1093/elt/57.1.64.

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Svalberg, Agneta M.-L. "Language awareness and language learning." Language Teaching 40, no. 4 (2007): 287–308. http://dx.doi.org/10.1017/s0261444807004491.

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This article reviews Language Awareness (LA) as a field of research and practice. It deals with the period from 1990 to the present, asking what LA is, how it has been collectively constructed during this time, what the theoretical underpinnings might be and what it means in practical, methodological terms in the classroom and for society. It is recognized that its multidisciplinary nature and wide scope could lead to fragmentation, but it is argued that the holistic view evident in LA research and practice is a strength, and that its different sub-fields have certain core notions in common wh

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Koller, Veronika. "Language awareness and language workers." Language Awareness 27, no. 1-2 (2017): 4–20. http://dx.doi.org/10.1080/09658416.2017.1406491.

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Gnutzmann, Claus. "From 'Language Awareness' To 'Cultural Awareness'?" Toegepaste Taalwetenschap in Artikelen 51 (January 1, 1995): 49–64. http://dx.doi.org/10.1075/ttwia.51.05gnu.

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Hyltenstam, Kenneth. "Language aptitude and language awareness: Polyglot perspectives." Annual Review of Applied Linguistics 41 (March 2021): 55–75. http://dx.doi.org/10.1017/s0267190521000027.

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AbstractThis paper discusses the notion of language aptitude as a factor contributing to successful language acquisition achievements in polyglots. The difficulty in distinguishing between what is, indeed, language aptitude and what is language awareness is the main focus of the paper. A polyglot is operationalized here as a person who, after puberty, (a) acquired/learned at least six new languages (L2s), (b) commands at least six L2s at an intermediate or advanced proficiency level, and (c) presently uses these languages relatively unimpededly in oral interaction. The article draws specifical

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Labercane, George, Bryant Griffith, and Grace Feuerverger. "Critical Language Awareness." Curriculum and Teaching 13, no. 1 (1998): 53–60. http://dx.doi.org/10.7459/ct/13.1.05.

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Moses, Stephanie. "Language Teaching Awareness." Journal of English Linguistics 29, no. 3 (2001): 285–88. http://dx.doi.org/10.1177/00754240122005396.

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Simms, Eva-Marie. "Language and Awareness." Journal of Curriculum Studies 30, no. 5 (1998): 603–6. http://dx.doi.org/10.1080/002202798183512.

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Paul, Rhea. "Language Learning Awareness." ASHA Leader 17, no. 9 (2012): 54. http://dx.doi.org/10.1044/leader.in4.17092012.54.

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Dissertations / Theses on the topic "Awareness of language"

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Shariati, Mohammad. "The relation between language awareness and language proficiency." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311788.

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Wallace, Catherine. "Critical language awareness in the foreign language classroom." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10007455/.

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The thesis examines the concept of critical language awareness both in principle and practice. It begins with an exploration of the key principles which inform CLA and concludes with an account of a particular study of a foreign language classroom. CL~ as presented in the thesis, is seen as an essentially practical, classroom based enterprise which is indebted in various ways to particular understandings about the nature of texts and interpretative processes. Early chapters locate CLA within studies of text and discourse, the reading process and classroom interaction respectively. The first ch

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Prtic, Soons Maria. "The Importance of Language Awareness-Ambiguities in the understanding of language awareness and the practical implications." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35061.

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The aim of this essay has been to investigate the role of language awareness (LA), from a teacher’s perspective in today’s Swedish upper secondary school, related to foreign language learning (with the emphasis on the cognitive aspects), and to investigate why it is important to give more attention to LA as a concept in order to enhance language acquisition. The investigation has been carried out through qualitative in-depth interviews with six foreign language teachers. The result shows that the teachers’ views of the concept do not cover all aspects of LA and that there are theoretical and p

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Sachs, Rebecca. "Phonological awareness in second language literacy." Thesis, Boston University, 2001. https://hdl.handle.net/2144/27757.

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Boston University. University Professors Program Senior theses.<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>2031-01-02

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Kemp, C. "Metalinguistic awareness in multilinguals : implicit and explicit grammatical awareness and its relationship with language experience and language attainment." Thesis, University of Edinburgh, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528437.

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Anecdotal evidence suggests that multilinguals' ability to learn languages increases the more languages they know; experimental evidence supports the idea that language learning promotes the development of metalinguistic awareness. The aim of this study was to investigate whether multilinguals' grammatical metalinguistic awareness is related to their attainment over and above their language experience. In order to do this, it was necessary to investigate empirically the hypotheses that attainment in another language is related to multilinguals' experience of learning languages and to their met

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Whipple, Melanie. "The effect of global awareness on a middle school foreign language student." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/r1/whipplem/melaniewhipple.pdf.

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Lepine, Christine. "Adolescent learners' awareness of first language influence on their second language knowledge." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33912.

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This research is a replication and expansion of Lightbown and Spada (2000) which investigated the metalinguistic awareness of 11--12 year-old francophone learners of English as second language (ESL). Their research examined whether young L2 learners were able to make explicit L1 rules influencing their L2 performance. The present research builds on Lightbown and Spada (2000) by comparing their findings to those of older and more proficient francophone ESL learners (12--16 years old) in secondary school. As observed with the younger learners in Lightbown and Spada (2000), the interlanguage of t

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Hewiidf, M. (Milla). "Teachers’ reflections on cultural diversity and language awareness in English language teaching." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606162521.

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This paper examines how teachers interpret and implement in practice certain learning goals of English language teaching in the Finnish national curriculum for comprehensive education which was written in 2014, and which will be implemented starting in 2016. Data was collected by a group interview of two English teachers, which was recorded, transcribed and analyzed. The study concentrates on one of the five learning goals set for English language teaching in grades 7–9, called “Growth to cultural diversity and language awareness” and its three subgoals. It can be concluded that the teachers w

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Collins, Anna. "Metapragmatic awareness in children with typical language development, pragmatic language impairment and specific language impairment." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/metapragmatic-awareness-in-children-with-typical-language-development-pragmatic-language-impairment-and-specific-language-impairment(67bb77e7-bda0-40d2-ac62-772bbab8bb25).html.

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Metapragmatic awareness (MPA) is the ability to explicitly reflect upon the pragmatic rules that govern conversation. There is a paucity of research on how MPA develops in childhood and whether it is impaired in children with pragmatic impairments. Despite this, MPA is often cited as an intervention tool for children with pragmatic language impairments (cwPLI) and children with specific language impairments (cwSLI). There are currently no published assessments of MPA ability and practice would benefit from application of a formalised assessment methodology. This thesis reports the phases of de

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Cankaya, Tumer Tugce. "Using Literature To Enhance Language And Cultural Awareness." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611953/index.pdf.

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Language teachers, including educators from all levels &ndash<br>from primary to college level &ndash<br>and teacher trainers have all agreed with the idea that it is impossible to consider language skills as independent from each other since each of them has a great contribution to the language itself as a whole system. However<br>it cannot be ignored that all language teachers have also agreed with the idea that reading is a skill that has its own significance, especially in foreign language education. What makes reading so unique is that it can be considered to be the door that is about to

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Books on the topic "Awareness of language"

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Gillian, Donmall B., and Centre for Information on Language Teaching and Research., eds. Language awareness. Centre for Information on Language Teaching and Research, 1985.

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Teacher language awareness. Cambridge University Press, 2007.

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Mittins, W. H. Language awareness for teachers. Open University Press, 1991.

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Mittins, William Henry. Language awareness for teachers. Open University Press, 1991.

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Cenoz, Jasone, Durk Gorter, and Stephen May, eds. Language Awareness and Multilingualism. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02325-0.

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Hawkins, Eric. Awareness of language: An introduction. Cambridge University Press, 1987.

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Awareness of language: An introduction. Cambridge University Press, 1987.

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Wrangham, Catherine. Language and Learning Awareness: Assignments. National Extension College, 1994.

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Janicki, Karol. Against essentialism: Toward language awareness. Lincom Europa, 1999.

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Literacy & awareness. Hodder & Stoughton, in association with the United Kingdom Reading Association, 1994.

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Book chapters on the topic "Awareness of language"

1

Cots, Josep M., and Peter Garrett. "Language Awareness." In The Routledge Handbook of Language Awareness. Routledge, 2017. http://dx.doi.org/10.4324/9781315676494-1.

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Svalberg, Agneta M.-L. "Language Awareness." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-34.

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Darquennes, Jeroen. "Language Awareness and Minority Languages." In Language Awareness and Multilingualism. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02240-6_19.

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Darquennes, Jeroen. "Language Awareness and Minority Languages." In Language Awareness and Multilingualism. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02325-0_19-1.

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Wright, Tony. "Doing language awareness." In Language in Language Teacher Education. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.09wri.

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Candelier, Michel. "“Awakening to Languages” and Educational Language Policy." In Language Awareness and Multilingualism. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02240-6_12.

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Candelier, Michel. "“Awakening to Languages” and Educational Language Policy." In Language Awareness and Multilingualism. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02325-0_12-1.

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Candelier, Michel. "“Awakening to Languages” and Educational Language Policy." In Language Awareness and Multilingualism. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02325-0_12-2.

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Włosowicz, Teresa Maria. "Language Awareness in Third or Additional Language Attrition." In Awareness in Action. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00461-7_10.

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Andrews, Stephen, and Agneta M. L. Svalberg. "Teacher Language Awareness." In Language Awareness and Multilingualism. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02240-6_17.

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Conference papers on the topic "Awareness of language"

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Syahid, Ahmad Habibi, Anita, Mohamad Rohman, Ida Nursida, and Afif Suaidi. "Metalinguistic Awareness and Individual Language Learners in Foreign Language Learning." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009431700410048.

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Muflihah, Tatik. "Representation of Language Awareness in Jokowi’s Terms." In Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/soshec-19.2019.43.

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Takada, Kouhei, Masahiro Kaneko, Yukiko Yamamoto, Yoshitaka Sakurai, Setsuo Tsuruta, and Ernesto Damiani. "Evaluation of Language Pipeline for Awareness Service Platform." In 2012 Eighth International Conference on Signal-Image Technology & Internet-Based Systems (SITIS 2012). IEEE, 2012. http://dx.doi.org/10.1109/sitis.2012.102.

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Karolus, Jakob, Paweł W. Wozniak, Lewis L. Chuang, and Albrecht Schmidt. "Robust Gaze Features for Enabling Language Proficiency Awareness." In CHI '17: CHI Conference on Human Factors in Computing Systems. ACM, 2017. http://dx.doi.org/10.1145/3025453.3025601.

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Pratama, Hendi. "Improving Scientific and Technological Awareness Through Language Classroom." In International Conference on Science and Education and Technology (ISET 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.087.

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Pratama, Hendi. "Improving Scientific and Technological Awareness Through Language Classroom." In International Conference on Science and Education and Technology (ISET 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.116.

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Dell'Aria, Carmela, and Laura Incalcaterra McLoughlin. "Developing Phonological Awareness in Blended-learning Language Courses." In EUROCALL 2013. Research-publishing.net, 2013. http://dx.doi.org/10.14705/rpnet.2013.000142.

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Sarasati, Ruruh. "Critical Language Awareness Development: A Pedagogical and Identity Engagement." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.004.

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Sudargo, Gracia. "Raising Culture Awareness Using Manga and Harlequin Styled Romance." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.28.

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Soraya, Irma. "Teachers’ Motivational Strategies: The Awareness of Gender-Related Differences." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.007.

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Reports on the topic "Awareness of language"

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Harvey, Jr, and J. C. U.S. Navy Language Skills, Regional Expertise, and Cultural Awareness Strategy. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada503388.

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Hoinkes, Ulrich. Indexicality and Enregisterment as Theoretical Approaches to the Sociolinguistic Analysis of Romance Languages. Universitatsbibliothek Kiel, 2019. http://dx.doi.org/10.21941/hoinkesindexenregromlang.

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Social indexicality and enregisterment are basic notions of a theoretical model elaborated in the United States, the aim of which is to describe the relationship between the use of language variation and patterns of social behavior at the level of formal classification. This analytical approach is characterized by focusing on the interrelation of social performance and language awareness. In my contribution, I want to show how this modern methodology can give new impetus to the study of today’s problem areas in Europe, such as migration and language or urban life and language use. In particula

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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associa

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Bienkowski, Sarah, Lauren Brandt, Dana Grambow, et al. Special Operations Forces Language and Culture Needs Assessment: Cultural Awarenes and Knowledge Training. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634168.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors ide

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Wilson, D., Daniel Breton, Lauren Waldrop, et al. Signal propagation modeling in complex, three-dimensional environments. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/40321.

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The Signal Physics Representation in Uncertain and Complex Environments (SPRUCE) work unit, part of the U.S. Army Engineer Research and Development Center (ERDC) Army Terrestrial-Environmental Modeling and Intelligence System (ARTEMIS) work package, focused on the creation of a suite of three-dimensional (3D) signal and sensor performance modeling capabilities that realistically capture propagation physics in urban, mountainous, forested, and other complex terrain environments. This report describes many of the developed technical capabilities. Particular highlights are (1) creation of a Java

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. Th

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Senegal: Community education program increases dialogue on FGC. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1004.

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From 2000 to 2003, FRONTIERS collaborated with the Senegalese nongovernmental organization Tostan to evaluate the effects of a community-based education program on awareness, attitudes, and behavior regarding reproductive health and female genital cutting. The Tostan program provides modules in local languages on hygiene, problem solving, women’s health, and human rights. It was designed to improve women’s health and promote social change by enabling participants, mainly women, to analyze and find solutions to community problems. As stated in this brief, Tostan implemented the education progra

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Burkina Faso: Community education program scaled-up in Burkina Faso. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1005.

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The government of Burkina Faso is committed to the improvement of women’s reproductive health. Within this context, the Population Council’s FRONTIERS Program collaborated with two nongovernmental organizations, Tostan in Senegal and Mwangaza Action in Burkina Faso, to replicate the Tostan community-based education program. Originally developed in Senegal, this program provides modules in local languages on hygiene, problem solving, women’s health, and human rights as a means of promoting community empowerment to facilitate social change. The intervention, implemented from 2000 to 2003 in the

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