LEADER 04593oam 2200505zu 450 001 9910698282203321 005 20210807003853.0 035 $a(CKB)2430000000035674 035 $a(SSID)ssj0000465017 035 $a(PQKBManifestationID)12212258 035 $a(PQKBTitleCode)TC0000465017 035 $a(PQKBWorkID)10427046 035 $a(PQKB)21985287 035 $a(NjHacI)992430000000035674 035 $a(OCoLC)70705346 035 $a(EXLCZ)992430000000035674 100 $a20160829d2002 uy 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSecurity Guide for Interconnecting Information Systems: Recommendations of the National Institute of Standards and Technology 210 31$a[Place of publication not identified]$cDIANE Publishing Company$d2002 215 $a1 online resource (iii, 56 pages) $cillustrations 225 1 $aNIST special publication ;$v800-47.$aComputer security 300 $aBibliographic Level Mode of Issuance: Monograph 320 $aIncludes bibliographical references and index. 330 $aThe Security Guide for Interconnecting Information Technology Systems provides guidance for planning, establishing, maintaining, and terminating interconnections between information technology (IT) systems that are owned and operated by different organizations. The guidelines are consistent with the requirements specified in the Office of Management and Budget (OMB) Circular A-130, Appendix III, for system interconnection and information sharing. A system interconnection is defined as the direct connection of two or more IT systems for the purpose of sharing data and other information resources. The document describes various benefits of interconnecting IT systems, identifies the basic components of an interconnection, identifies methods and levels of interconnectivity, and discusses potential security risks associated with an interconnection. The document then presents a "life-cycle management" approach for interconnecting IT systems, with an emphasis on security. The four phases of the interconnection life cycle are addressed: 1) Planning the interconnection: the participating organizations perform preliminary activities; examine all relevant technical, security, and administrative issues; and form an agreement governing the management, operation, and use of the interconnection. 2) Establishing the interconnection: the organizations develop and execute a plan for establishing the interconnection, including implementing or configuring appropriate security controls. 3) Maintaining the interconnection: the organizations actively maintain the interconnection after it is established to ensure that it operates properly and securely. 4) Disconnecting the interconnection: one or both organizations may choose to terminate the interconnection. The termination should be conducted in a planned manner to avoid disrupting the other party's system. In response to an emergency, however, one or both organizations may decide to terminate the interconnection immediately. The document provides recommended steps for completing each phase, emphasizing security measures that should be taken to protect the connected systems and shared data. The document also contains guides and samples for developing an Interconnection Security Agreement (ISA) and a Memorandum of Understanding/Agreement (MOU/A). The ISA specifies the technical and security requirements of the interconnection, and the MOU/A defines the responsibilities of the participating organizations. Finally, the document contains a guide for developing a System Interconnection Implementation Plan, which defines the process for establishing the interconnection, including scheduling and costs. 531 $aSECURITY GUIDE FOR INTERCONNECTING INFORMATION TECHNOLOGY SYSTEMS 606 $aComputer networks$xStandards$zUnited States 606 $aComputer networks$xSecurity measures 606 $aComputer networks$xStandards 615 0$aComputer networks$xStandards 615 0$aComputer networks$xSecurity measures. 615 0$aComputer networks$xStandards. 676 $a005.8 700 $aGrance$b Tim$01351561 702 $aHash$b Joan 712 02$aInformation Technology Laboratory (National Institute of Standards and Technology). 801 0$bPQKB 906 $aBOOK 912 $a9910698282203321 996 $aSecurity Guide for Interconnecting Information Systems: Recommendations of the National Institute of Standards and Technology$93119424 997 $aUNINA LEADER 05859nam 2200685 450 001 9910811899003321 005 20200520144314.0 010 $a90-272-7007-4 035 $a(CKB)3710000000107827 035 $a(EBL)1684232 035 $a(SSID)ssj0001214990 035 $a(PQKBManifestationID)11692203 035 $a(PQKBTitleCode)TC0001214990 035 $a(PQKBWorkID)11175285 035 $a(PQKB)11063764 035 $a(MiAaPQ)EBC1684232 035 $a(Au-PeEL)EBL1684232 035 $a(CaPaEBR)ebr10866700 035 $a(CaONFJC)MIL604246 035 $a(OCoLC)879279915 035 $a(PPN)193817012 035 $a(EXLCZ)993710000000107827 100 $a20140516h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe acquisition of French as a second language $enew developmental perspectives /$fedited by Christina Lindqvist, Camilla Bardel 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$dİ2014 215 $a1 online resource (174 p.) 225 1 $aBenjamins Current Topics ;$vVolume 62 300 $aDescription based upon print version of record. 311 $a90-272-4250-X 320 $aIncludes bibliographical references and index. 327 $aThe Acquisition of French as a Second Language; Editorial page; Title page; LCC data; Table of contents; Introduction; The acquisition of French as a second language; L'acquisition du franc?ais langue seconde; Synthe?se re?trospective et nouvelles perspectives de?veloppementales; 1. Introduction; 2. Synthe?se re?trospective; 2.1 Le corpus InterFra 1989-2010; 2.2 La perspective de?veloppementale en RAL et les stades de Bartning et Schlyter (2004); 2.2.1 Les stades de Bartning et Schlyter (2004); 2.2.2 Les stades avance?s 4-6 de Bartning et Schlyter (2004) - synthe?se; 2.2.3 Confirmation des stades 327 $a2.3 Bilan des the?ses d'InterFra 2.4 Hypothe?ses explicatives; 3. Recherches actuelles: le projet High-level proficiency in second language use ou 'Acquisition tre?s avance?e en langues secondes' - nouvelles perspectives de?veloppementales; 3.1 Vers le locuteur natif - projets actuels; 3.1.2 Trois domaines 'tardifs' - morpho-syntaxe, se?quences pre?fabrique?es et structure informationnelle; 3.1.3 Interaction entre les trois domaines; 3.1.4 Bilan; 4. En guise de conclusion - l'avenir; Remerciements; References; Abstract; Pragmatic use of temporal adverbs in L1 and L2 French; 1. Introduction 327 $a2. Discourse markers: Polysemy and pragmaticalization 3. Data; 4. Results; 4.1 Textual use of the adverbs in the corpus; 4.1.1 De?ja?; 4.1.2 Encore; 4.1.3 Toujours; 4.1.4 Alors; Inferential use; Reorienting/topic change marker; Comparative connective; 4.1.5 Apre?s; 4.1.6 Maintenant; 4.2 Distribution of temporal (TM) and textual (TX) markers across the different speaker groups: The degree of pragmatic use; 4.3 Positions of the markers; 4.4 Positions and functions; 4.5 Textual markers: A feature of the highly advanced speaker?; 5. Summary of results and conclusion; Acknowledgements; References 327 $aRe?sume? Appendix. Transcription conventions; La dislocation dans le franc?ais oral d'apprenants sue?dophones; 1. Introduction; 2. E?tudes ante?rieures sur la dislocation en franc?ais L2; 3. Cadre the?orique; 3.1 Dislocation et acquisition L2; 3.2 Formes et fonctions de la dislocation; 3.3 Emploi des dislocations et type de ta?che; 4. Me?thodologie et donne?es; 4.1 Informateurs; 4.2 Ta?ches et types de discours; 5. La dislocation dans les re?cits et les entretiens : analyse des donne?es; 5.1 Questions de recherche et hypothe?ses; 5.2 Me?thode d'analyse; 5.3 De?veloppement de la dislocation en franc?ais L2 327 $a5.3.1 De?veloppement formel 5.3.2 De?veloppement fonctionnel; 5.4 L'impact de la ta?che sur l'emploi des dislocations; 6. Discussion et conclusion; Re?fe?rences; Abstract; Vocabulary aspects of advanced L2 French; 1. Introduction; 2. Background: Formulaic language and lexical richness in advanced L2 French; 2.1 L2 Formulaic language and the advanced L2 learner of French; 2.2 Lexical richness and the advanced L2 learner of French; 3. Formulaic language, lexical richness and correlations with other linguistic measures; 4. This study; 4.1 Participants and task; 4.2 Methods 327 $a4.2.1 Identification and classification of lexical formulaic sequences 330 $aIt has been argued that the study of child L2 development can inform different maturational accounts of language acquisition. One such specific proposal was put forward by Meisel (2008), arguing for a cut-off point for monolingual or bilingual first language acquisition - (2)L1 - type of development at 3-4 years. The paper analyses the longitudinal development of object clitics in child L2 French (L1 Swedish) and compares the developmental sequence in child L2 learners (n?=?7) with different Ages of onset of Acquisition (AoA) (from 3;0 to 6;5) to the adult L2 sequence that was found in previou 410 0$aBenjamins current topics ;$vVolume 62. 606 $aSecond language acquisition 606 $aFrench language$xGrammar$xStudy and teaching 606 $aFrench language$xStudy and teaching$xForeign speakers 615 0$aSecond language acquisition. 615 0$aFrench language$xGrammar$xStudy and teaching. 615 0$aFrench language$xStudy and teaching$xForeign speakers. 676 $a448.0071 702 $aLindqvist$b Christina 702 $aBardel$b Camilla 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910811899003321 996 $aThe acquisition of French as a second language$93933732 997 $aUNINA