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Books on the topic 'Micro level language planning'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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1

Aram, M. Micro planning at village level. New Delhi: National Institute of Educational Planning and Administration, 1989.

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2

Thaha, Mumtaz. Status of micro level planning in India. Delhi: Daya Pub. House, 1993.

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3

Overseas Projects & Services Ltd. Trainer's training manual on micro level planning. Bhubaneswar: NR Management Consultants on behalf of Orissa Tribal Empowerment and Livelihoods Programme, Programme Support Unit, 2009.

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4

Budhraja, J. C. Micro level development planning: Rural growth-centre strategy. Delhi, India: Commonwealth Publishers, 1987.

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5

Gusain, P. P. S. Micro-level energy planning: A case study of Orissa. New Delhi: Har-Anand Publications in association with Vikas Pub. House, 1991.

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6

The trodden path: Essays on regional and micro-level planning. New Delhi: Anamaya Publishers, 2004.

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7

Heath middle level literature: Gold level : Teacher's planning guide. Lexington, Mass: Heath, 1995.

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8

Mellor, Warren. Micro-level educational planning and management: Case studies from India. Thailand: Bangkok, 1987.

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9

Kumar, P. K. Suresh. Micro-level planning for sustainable land and water management: Bharathamala-Vattakkotta Watershed. Thiruvananthapuram: Kerala Research Programme on Local Level Development, Centre for Development Studies, 2002.

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10

Unit, Great Britain Department for Education and Employment Standards and Effectiveness. The National Literacy Strategy: Sentence level work. London: Dept. for Education and Employment, 1998.

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11

H, Qureshi M. A geo-economic evaluation for micro level planning: A case study of Gurgaon District. New Delhi: Centre for the Study of Regional Development, School of Social Sciences, Jawaharlal Nehru University, and Concept Pub. Co., 1985.

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12

Ashok, Mathur, ed. A geo-economic evaluation for micro level planning: A case study of Gurgaon District. New Delhi: Centre for the Study of Regional Development, School of Social Sciences, Jawaharlal Nehru University, and Concept Pub. Co., 1985.

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13

Maithani, B. P. Spatial analysis in micro-level planning: A case study of central place system & spatial organisation in the hills. New Delhi: Omsons Publications, 1986.

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14

Education, Saskatchewan Saskatchewan. Creative writing 20: A curriculum guide for the secondary level. [Regina, SK]: Saskatchewan Education, 1998.

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15

Planning and management of natural and human resources in the mountains: A micro level approach, with special reference to central Himalaya. New Delhi, India: Yatan Publications, 1986.

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16

Education, Ontario Ministry of. English as a second language and English literacy development (level 1): The Ontario curriculum exemplars, Grade 9. Toronto, Ont: Ministry of Education, 2000.

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17

Widmer, Kirsten. Workshops that work: 30 days of mini-lessons that help launch and establish all important routines for an effective reading and writing workshop. New York: Scholastic Inc., 2004.

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18

Savchenko, Pol', Aleksandr Alekseev, Nikolay Ahapkin, Sergey Bobylev, Vladimir Varnavskiy, Aleksandr Vilenskiy, Grigoriy Goncharenko, et al. The Russian socio-economic system: realities and vectors of development. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1087982.

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The monograph reveals the System as a way of development of Russian society, as the balance of the whole and the parts at the macro-, meso - and micro-level, mathematical modeling of the System, freedom and justice, man as a factor of production human capital institutional framework for the development of Russian Systems of state and market regulation, improve planning and forecasting, digitalization, political institutions, social functions of the state, social capital, social trend, demography and family, motivation, labour and entrepreneurship, the institutions of labour market regulation, sustainable and dynamic development of the Russian System in the context of globalization. Of interest to researchers and practitioners, teachers, graduate students of economic specialties.
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19

Maithani, B. P. Spatial Analysis in Micro-Level Planning. Omsons Publications, 2006.

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20

Micro-level educational planning and management: Handbook. Bangkok: Unesco Principal Regional Office for Asia and the Pacific, 1991.

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21

Status of micro level planning in India. Hyderabad, India: National Institute of Rural Development, 1992.

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22

Rural Growth centres for Micro Level Planning. Ritu Publications, 2007.

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23

Misra, R. P., and R. N. Achyutha. Micro-Level Rural Planning: Principles, Methods and Case Studies. South Asia Books, 1990.

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24

Micro-level educational planning and management: Case studies from India. Bangkok: Unesco Principal Regional Office for Asia and the Pacific, 1987.

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25

Pickering, Robin. Planning and Resourcing 'A' Level French (Technology in Language Learning). CILT Publications, 1992.

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26

TEACHER'S PLANNING GUIDE All Together (Heath Middle Level Literature). D.C. Heath, 1995.

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27

Tales From Here and There TEACHER'S PLANNING GUIDE (Heath Middle Level Literature). D. C. Heath, 1995.

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28

Development of the demographic database for micro (district) level planning in India: Exploration of alternative data sources. New Delhi: Central Statistical Orgaization, Ministry of Planning & Programme Implementation, 2004.

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29

Littell, McDougal. Literature and Language - Teacher's Resource File - Overview and Management Planning Guide - Gold Level - Grade 6. McDougal Littell, 1994.

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30

(Designer), Francoise Cestac, Humphrey Tonkin (Editor), and Karen M. Johnson-Weiner (Editor), eds. Language Planning at the International Level: Report of the Third Annual Conference of the Center for Research and Documentation on World Language Pro. Center for Research & Documentation on World, 1985.

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31

Program Manager, Scope & Sequence/lesson Planning Guide, Willow Level, EMC Masterpiece Series, Literature & the Language Arts, Understanding Literature. EMC Corporation, 1998.

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32

Martin-Jones, Marilyn, and Ildegrada da Costa Cabral. The Critical Ethnographic Turn in Research on Language Policy and Planning. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.3.

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This chapter traces the genealogy of the critical ethnographic turn in research on language policy and planning (LPP). The first part of the chapter shows how different strands of ethnographic research contributed to this intellectual movement, eventually moving us beyond the divide between “micro” and “macro.” Here, we consider the specific contributions of research in the ethnography of communication, interactional sociolinguistics, linguistic anthropology, critical sociolinguistic ethnography, and the ethnography of language policy. The second part of the chapter focuses on the particular advantages that accrue from adopting critical ethnographic approaches. Here, bringing ontological and epistemological perspectives into the frame and highlighting the need for researcher reflexivity, we consider critical ethnography as a way of seeing, as a way of looking and of building knowledge, and, lastly, as a way of being as a researcher.
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33

Mauranen, Anna. Second-Order Language Contact. Edited by Markku Filppula, Juhani Klemola, and Devyani Sharma. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.010.

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This chapter discusses the nature of English as a lingua franca (ELF) as uniquely complex ‘second order language contact’, which arises from contact between ‘similects’ of speakers from given first language backgrounds. The data is drawn from speech in academic communities. ELF is best understood as operating on three levels: the macro-social, the micro-social, and the cognitive. English as a lingua franca is largely similar to English as a native language in comparable social circumstances, but it also manifests lexico-grammatical features that are clearly different: nonstandard grammatical and lexical forms are relatively common, together with lexical simplification in a statistical sense. As speakers make competent use of discourse phenomena for communicative success, it seems that lexico-grammatical accuracy may be less crucial to communication. The findings lend support to modelling language processes as discourse-driven, fuzzy and approximate, with a high level of tolerance for variability in form.
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34

Hamel, Rainer Enrique. Language Policy and Ideology in Latin America. Edited by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199744084.013.0030.

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This chapter focuses on language policies in the domains of bi- and multilingualism, and the associated language ideologies that contrast mono- and multilingual with plurilingual orientations. It looks at the ways in which language policies and ideologies intervene in the educational systems and options in Latin America. First, the chapter outlines the history and some general characteristics of the indigenous and the immigrant educational settings with regard to the macro level of policy and the micro level of curriculum. Then, it looks at some basic differences, as well as shared problems and solutions, in order to develop an integrated interpretation of language and education policy in Latin America. Next, the chapter explores what solutions different countries and regions offer to the challenges of globalization, from new foreign-language policies and primary education bilingual programmes to South American integration based on massive bilingualism of the main state languages.
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35

Mathieu, Eric, and Robert Truswell, eds. Micro-change and Macro-change in Diachronic Syntax. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747840.001.0001.

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This volume contains sixteen chapters addressing the process of syntactic change at different granularities. The language-particular component of a grammar is now usually assumed to be nothing more than the specification of the grammatical properties of a set of lexical items. Accordingly, grammar change must reduce to lexical change. And yet these micro-changes can cumulatively alter the typological character of a language (a macro-change). A central puzzle in diachronic syntax is how to relate macro-changes to micro-changes. Several chapters in this volume describe specific micro-changes: changes in the syntactic properties of a particular lexical item or class of lexical items. Other chapters explore links between micro-change and macro-change, using devices such as grammar competition at the individual and population level, recurring diachronic pathways, and links between acquisition biases and diachronic processes. This book is therefore a great companion to the recent literature on micro- versus macro-approaches to parameters in synchronic syntax. One of its important contributions is the demonstration that we can learn a great deal about synchronic linguistics through the way languages change: the case studies included provide diachronic insight into many syntactic constructions that have been the target of extensive recent synchronic research, including tense, aspect, relative clauses, stylistic fronting, verb second, demonstratives, and negation. Languages discussed include several archaic and contemporary Romance and Germanic varieties, as well as Greek, Hungarian, and Chinese, among many others.
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36

Workshops That Works. Teaching Resources, 2004.

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37

Modarresi, Yahya. Sociolinguistics. Edited by Anousha Sedighi and Pouneh Shabani-Jadidi. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198736745.013.13.

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The present chapter is an overview of sociolinguistic studies in the Persian-speaking territory with an emphasis on Iran and is divided into two general parts. In the first part, different aspects of Persian sociolinguistics are discussed at the macro level and issues such as dialect studies, and language contact in the Persian-speaking area are briefly reviewed. In the second part, some issues such as social variations in Persian, change in progress and standard varieties of Persian are briefly analysed at the micro level. The main focus of this chapter therefore, is on language diversity in a multilingual area in general, and social and regional variations in the Persian-speaking area in particular.
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38

Haegel, Florence. Parties and Party Systems. Edited by Robert Elgie, Emiliano Grossman, and Amy G. Mazur. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199669691.013.17.

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International work on political parties and party systems is presented first in this chapter, and then the French scholarship which is largely ignored by international party scholars. The analysis argues the gap between the English-language and French literature is actually widening because of the French penchant for the sociocultural approach. It identifies the need for both French and international communities to better connect in order to avoid isolation and fossilization on both sides. While the micro and qualitative French work challenges some of the tenets of international models, like the catch-all model, and presents important empirical knowledge about French political parties at the local level, French scholars should take a broader perspective on political parties by embracing alternative approaches and examining new objects of study outside the purview of the sociocultural paradigm to address the persistent and widening gap between French and international work on party systems and parties.
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39

Risk-based food inspection manual for the Caribbean. Organización Panamericana de la Salud, 2019. http://dx.doi.org/10.37774/9789275121238.

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[Introduction] This manual contains guidance for risk-based inspections of food processing, preparation, retail and restaurants that countries can consult and adapt/adopt in developing a risk-based food business inspection program for their specific context. It is intended to help countries implement risk-based inspection systems that are consistent with international standards. This document builds on the FAO Risk Based Food Inspection manual (2008) and draws on the more recent guidance developed for governments by Codex Alimentarius, in particular, the Principles and Guidelines for National Food Control Systems (CAC/GL 82-2013) and the General Principles of Food Hygiene (CAC/RCP 1-1969). Table of contents RISK-BASED FOOD INSPECTION MANUAL FOR THE CARIBBEAN | Contributions and Acknowledgement | SECTION 1 - INTRODUCTION | SECTION 2 - GUIDING PRINCIPLES AND TERMINOLOGY | Guiding Principles | Terminology | SECTION 3 - RISK-BASED INSPECTION PLANNING AND REPORTING | National Food Profiles | Risk categorization for food | Risk categorization for food businesses | Risk-based inspection planning | General | Establishing inspection priorities | Developing an annual plan | Risk Based Inspection System Reporting | Delivery of planned activities | Program effectiveness | Conclusion | SECTION 4 - PROCEDURES FOR RISK BASED INSPECTION | Types or categories of food business inspection | General guidance | Preparation for the inspection | INSPECTION GUIDELINES AND PROCEDURES | Opening meeting | Guidance 1: Opening Meeting (Medium to large food businesses) | Guidance 2: Opening meeting (Micro and Small food businesses) | Documentation Review | Guidance 3: Documentation review of food businesses with written food control processes | Outside review | Guidance 4: Food business: Outside exterior inspection | Guidance 5: Food business (without a permanent building) outside inspection | Inside review | Guidance 6: Food business (inside) inspection | Guidance 7: Bakeries | Guidance 8: Bottling drinks | Guidance 9: Eggs | Guidance 10: Fish and Fish products | Guidance 11: Market vendors, bulk sales of fruit, vegetables, spices, rice, pulses | Guidance 12: Milk, Dairy | Guidance 13: Poultry and Meat | Guidance 14: Restaurant/Cooked Food | Guidance 15: Retail | Guidance 16: Street food | Guidance 17: Warehouses, Storage facilities | Closing meeting, reporting and follow up | Guidance 18: Medium to Large Food Businesses | Guidance 19: Small and Micro Food Businesses | APPENDIX | Appendix 1: National food profiles | Appendix 2: Food Risks (Information and examples) | Appendix 3: Food business risk scores (draft) form | Appendix 4: Rating guide | Decision tree for rating level of non-compliance | Appendix 5: Inspection Report and Corrective Action Form | Appendix 6: Guidance on Labelling Review (Generic) | Appendix 7: Planning Example | Appendix 8: Case Studies | Case study 1: Retail | Case study 2: Small manufacturer of condiments | Case study 3: street food (doubles) | GLOSSARY | REFERENCES
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40

Murad Sani, Azlina. Academic writing essentials: A guide for postgraduate students. UUM Press, 2016. http://dx.doi.org/10.32890/9789670876450.

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Academic Writing Essentials is a writing reference for masters and doctoral students whose first language is not English.This book will assist you in adjusting to the expectations of writing in English for a higher degree.It offers guidance on strategies and conventions that apply in most forms of postgraduate-level writing. Features: Planning writing, Developing ideas, Integrating sources,Documenting sources, Synthesizing literature, Writing analytically Highlights: Research proposal, Article review, Case analysis report, Literature review paper. Academic Writing Essentials is designed to facilitate self-study.Annotated examples from journal articles, writing frames and simple explanations help you to understand language, style and organizational features, and to apply the knowledge directly in your own writing.
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41

Butz, Martin V., and Esther F. Kutter. Decision Making, Control, and Concept Formation. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.003.0012.

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While attention controls the internal, mental focus of attention, motor control directs the bodily control focus. Our nervous system is structured in a cascade of interactive control loops, where the primary self-stabilizing control loops can be found directly in the body’s morphology and the muscles themselves. The hierarchical structure enables flexible and selective motor control and the invocation of motor primitives and motor complexes. The learning of motor primitives and complexes again adheres to certain computational systematicities. Redundant behavioral alternatives are encoded in an abstract manner, enabling fast habitual decision making and slower, more elaborated planning processes for realizing context-dependent behavior adaptations. On a higher level, behavior can be segmented into events, during which a particular behavior unfolds, and event boundaries, which characterize the beginning or the end of a behavior. Combinations of events and event boundaries yield event schemata. Hierarchical combinations of event schemata on shorter and longer time scales yield event taxonomies. When developing event boundary detectors, our mind begins to develop environmental conceptualizations. Evidence is available that suggests that such event-oriented conceptualizations are inherently semantic and closely related to linguistic, generative models. Thus, by optimizing behavioral versatility and developing progressively more abstract codes of environmental interactions and manipulations, cognitive encodings develop, which are supporting symbol grounding and grammatical language development.
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