LEADER 09355nam 2200613 a 450 001 9910969165403321 005 20251116181728.0 010 $a1-61761-471-8 035 $a(CKB)2550000001042496 035 $a(EBL)3020279 035 $a(SSID)ssj0000880555 035 $a(PQKBManifestationID)11456626 035 $a(PQKBTitleCode)TC0000880555 035 $a(PQKBWorkID)10895494 035 $a(PQKB)10384262 035 $a(MiAaPQ)EBC3020279 035 $a(Au-PeEL)EBL3020279 035 $a(CaPaEBR)ebr10676464 035 $a(OCoLC)834604224 035 $a(BIP)26867280 035 $a(EXLCZ)992550000001042496 100 $a20090710d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aBuilding strategic language ability programs /$fJoshua R. Weston, editor 205 $a1st ed. 210 $aHauppauge, N.Y. $cNova Science Publishers, Inc.$d2010 215 $a1 online resource (166 p.) 225 0 $aLanguages and lingustics series 300 $aDescription based upon print version of record. 311 08$a1-60741-127-X 320 $aIncludes bibliographical references and index. 327 $aIntro -- BUILDING STRATEGIC LANGUAGE ABILITY PROGRAMS -- BUILDING STRATEGIC LANGUAGE ABILITY PROGRAMS -- CONTENTS -- PREFACE -- STATEMENT OF OVERSIGHT AND INVESTIGATIONS SUBCOMMITTEE: HEARING ON THE DOD'S WORK WITH STATES, UNIVERSITIES, AND STUDENTS TO TRANSFORM THE NATION'S FOREIGN LANGUAGE CAPACITY -- STATEMENT OF GALAL WALKER, NATIONAL EAST ASIAN LANGUAGES RESOURCE CENTER, THE OHIO STATE UNIVERSITY, BEFORE THE HOUSE ARMED SERVICES COMMITTEE, SUBCOMMITTEE ON OVERSIGHT AND INVESTIGATIONS -- INTRODUCTION -- Teach Language in Culture -- Combine Language with Selected Content Knowledge -- Utilize Technology -- Assess Performance -- Challenges Facing the OSU Chinese Flagship Center -- CHINESE FLAGSHIP PROGRAM -- K-12 CHINESE FLAGSHIP -- K-12 Chinese Programs in Ohio -- The Growth of Chinese Programs in Ohio Schools, 2005-06 to 2007-08 -- Number of K-12 Chinese Language Teachers in Ohio (Total: 57), 2007-08 -- QINGDAO FLAGSHIP CENTER -- OHIO LANGUAGE SUMMIT AND THE -- I. Introduction -- Critical Ohio Language Themes -- II. Strategic Vision -- III. Action Agenda -- A. Pulling Together Resources to Implement the Roadmap -- Action Item 1: Establish an Ohio Language and Culture Service Center (LCSC -- Action Item 2: Create a Networking Organization, Language Partnering for Life (LPL) -- B. Developing Educational Models and Resources for Lifetime Foreign Language Learning and Teaching -- Action Item 3: Developing Long Sequences of Foreign Language Study -- Action Item 4: Train, license and employ more teachers educated in the use of technology and develop networked programs around these qualified teachers -- Action Item 5: Create performance-based tools for assessing foreign language learners' ability to communicate effectively -- IV. The Current State of Pla -- Overview -- The Private Sector and Foreign Languages. 327 $aForeign Language Use and the Public Sector -- Foreign Language Education -- V. Gap Analysis of Ohio's Current State of Play -- Strengths -- Education -- Tradition and Diversity -- Business & -- Government Infrastructure -- Weaknesses -- Education & -- Educational Resources -- Public Attitude -- Opportunities -- Preschool-16 education -- Government support -- Community Culture Centers -- Collaboration -- Threats -- APPENDIX A: OHIO GOING GLOBAL -- CURRENT FOREIGN LANGUAGE NEEDS AND SUPPLY IN OHIO -- 1. International Foreign Language Needs -- a. Ohio Foreign Trade -- b. Foreign Investment in Ohio -- c. International Education -- 2. Domestic Foreign Language Needs -- a. Immigrant Populations -- b. Language Needs in Ohio Public Services -- c. Ohio's Domestic Business Foreign Language needs -- 3. Current Ohio Foreign Language Learning Capacity -- APPENDIX B: SURVEY OF OHIOANS' VIEWS ABOUT -- Summary of Findings -- Demographic Factors -- Technical Appendix -- END NOTES -- STATEMENT OF TERRI E. GIVENS, UNIVERSITY OF -- I. INTRODUCTION AND BACKGROUND -- II. FINANCING STUDY ABROAD AT THE UNIVERSITY OF TEXAS AT AUSTIN -- International Education Fee Scholarship (UT) -- Benjamin a Gilman International Scholarship -- ulbright US Student Program: -- Freeman-Asia -- Coop GOES -- American Airlines -- AT& -- T -- III. LANGUAGE FLAGSHIPS AT THE UNIVERSITY OF TEXAS AT AUSTIN -- THE HINDI URDU FLAGSHIP -- ARABIC FLAGSHIP PROGRAM -- Profile of Our Students -- Study Abroad in Alexandria, Egypt -- The Arabic Language Community -- Sharing Our Innovations -- Creating the Next Generation of Arabic Educators -- The Arabic Flagship Future -- IV. THE TEXAS LANGUAGE ROADMAP -- TEXAS IN A CHANGING WORLD -- Changes in the Population -- THE DEMAND FOR LANGUAGES OTHER THAN ENGLISH IN TEXAS -- Advanced Language Competency -- Cultural Competency -- Lack of Awareness. 327 $aCosts of Insufficient Language Capacity -- LANGUAGE ROADMAP FOR THE 21ST CENTURY -- Goal 1: Raise Public Awareness -- Awareness -- Goal 2: Increase Instructional Capacity -- Certification -- Proficiency -- Teacher Ed Curriculum -- Curriculum for Language Majors -- Goal 3: Develop Advanced Linguistic and Cultural Proficiency -- Early Start Initiative -- Extended Sequence -- Structural Change -- Enrichment Options -- Goal 4: Create Incentive Structures -- Study Incentives -- Tax Credits -- Government Initiatives -- CURRENT LANGUAGE CAPACITIES AND LIMITATIONS -- Foreign Language Education in Texas -- Extent of Language Learning -- Between Needs and Capacity -- Language Acquisition and Age -- Integration of Language and Cultural Learning -- Making Language Learning Practical -- Re-Valuing Languages Other Than English -- HOW DOES TEXAS RANK IN THE NUMBER OF CRITICAL -- NUMBER AND PERCENTAGE OF SPEAKERS PER LANGUAGE IN TEXAS -- DUAL LANGUAGE EDUCATION -- BEST PRACTICES -- Northside Independent School District, San Antonio -- Alicia Chacon International School, El Paso -- TEXAS DUAL LANGUAGE PROGRAM COST ANALYSIS -- Report Developed for the Texas Education Agency and the Texas Senate Education Committee -- TEXAS LANGUAGE ROADMAP ADVISORY BOARD -- Pascal D. Forgione, Jr., Ph.D. -- Aaron Demerson -- Rob Eissler -- Admiral Bobby Ray Inman -- Mark Strama -- APPENDIX -- Directory of Foreign Language Immersion Programs -- Total Immersion -- Partial Immersion -- Two-Way Immersion -- STATEMENT OF ROBERT O. SLATER, -- INTRODUCTION AND BACKGROUND -- What Is the Language Flagship? -- New Curricular Approaches -- New Pathways to Language Learning -- Evidence-based Language Learning -- Institutional Commitment and Long-term Sustainability -- K-12 Articulation -- Articulated Overseas Immersion -- Diffusion of Innovation -- Peer Review and Quality Assurance. 327 $aEngagement of the Business Sector -- A CLOSER LOOK AT FLAGSHIP CENTERS -- Flagship Centers and Programs -- Same Goal, Different Pathways -- Expansion -- FLAGSHIP CENTERS -- African -- Arabic -- Central Asian Turkic Languages Consortium -- Chinese -- Eurasian Languages Consortium -- Hindi/Urdu -- Korean -- Persian/Farsi -- Flagship Students -- Flagship Student Profiles -- The Future of Flagship -- State Language Roadmaps -- Building the Roadmaps -- Language and Public Policy -- Establishing Advocacy and Coordination at the State Level -- Teacher Certification -- Language Learning and Academic Performance: Public Awareness -- Start Language Learning Early -- Moving Forward -- NATIONAL LANGUAGE SERVICE CORPS -- Background -- The NLSC Concept -- Concept of Operations -- Accomplishments -- Next Steps -- END NOTE -- THE BRIGHAM YOUNG UNIVERSITY CHINESE FLAGSHIP PROGRAM AND ITS ROLE IN THE UTAH FOREIGN LANGUAGE ENVIRONMENT: STATEMENT OF DANA S. BOURGERIE BEFORE THE HOUSE ARMED SERVICES COMMITTEE, SUBCOMMITTEE ON OVERSIGHT AND INVESTIGATIONS -- I. INTRODUCTION AND BACKGROUND -- II. WHAT IS THE FLAGSHIP INITIATIVE? -- The Chinese Flagship Group -- III. THE BRIGHAM YOUNG UNIVERSITY FLAGSHIP MODEL -- Purpose and Goals of the BYU Program -- Institutional Context of the BYU Chinese Flagship Center -- Recruitment and Admissions -- The Structure and Pedagogical Approach of the BYU Advanced Program -- IV. K-12 PARTNERSHIPS AND PROGRAM ARTICULATION IN UTAH -- Technology and Learning Tools -- Different Paths to China -- Assessment and Evaluation -- Collaboration and Cooperation with Other Chinese Flagship Programs -- Outcomes for Recent Program Graduates -- Some BYU Flagship Program Alumni Placements -- V. THE BYU FLAGSHIP CENTER'S INFLUENCE ON THE LANGUAGE -- END NOTES -- CHAPTER SOURCES -- INDEX. 330 $aThis work explores the consensus that has emerged that the American education system must more aggressively embrace the concept of global education for a broader population of students. 410 0$aLanguages and Linguistics 606 $aLanguage and languages$xAbility testing 606 $aCommunicative competence 615 0$aLanguage and languages$xAbility testing. 615 0$aCommunicative competence. 676 $a428.0076 701 $aWeston$b Joshua R$01865706 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910969165403321 996 $aBuilding strategic language ability programs$94472880 997 $aUNINA LEADER 02671nam 22006613u 450 001 9910964778403321 005 20251116203802.0 010 $a0-19-770009-8 010 $a1-280-52574-6 010 $a9786610525744 010 $a0-19-536155-5 010 $a1-4294-0110-9 024 7 $a10.1093/oso/9780195069402.001.0001 035 $a(CKB)1000000000413276 035 $a(EBL)270918 035 $a(OCoLC)236342705 035 $a(SSID)ssj0000096748 035 $a(PQKBManifestationID)11114402 035 $a(PQKBTitleCode)TC0000096748 035 $a(PQKBWorkID)10082703 035 $a(PQKB)10994442 035 $a(Au-PeEL)EBL270918 035 $a(CaPaEBR)ebr10142184 035 $a(CaONFJC)MIL52574 035 $a(OCoLC)936848688 035 $a(MiAaPQ)EBC270918 035 $a(OCoLC)1406783663 035 $a(StDuBDS)9780197700099 035 $a(EXLCZ)991000000000413276 100 $a19921002e20231992 uy | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAcoustic systems in biology /$fby Neville H. Fletcher 205 $aFirst edition. 210 1$aOxford :$cOxford University Press,$d2023. 215 $a1 online resource (348 pages) 225 1 $aOxford scholarship online 300 $aPreviously issued in print: 1992. 311 08$a0-19-506940-4 320 $aIncludes bibliographical references and index. 327 $aContents; Common symbols; 1 PHYSICS, BIOLOGY, AND MATHEMATICS; 2 SIMPLE VIBRATORS; 3 VIBRATION OF STRINGS AND BARS; 4 SENSORY HAIRS AND OTOLITHS; 5 VIBRATION OF MEMBRANES, PLATES, AND SHELLS; 6 ACOUSTIC WAVES; 7 ACOUSTIC SOURCES AND RADIATION; 8 LOW-FREQUENCY NETWORK ANALOGS; 9 LOW-FREQUENCY AUDITORY MODELS; 10 PIPES AND HORNS; 11 HIGH-FREQUENCY AUDITORY MODELS; 12 THE INNER EAR; 13 MECHANICALLY EXCITED SOUND GENERATORS; 14 PNEUMATICALLY EXCITED SOUND GENERATORS; 15 SIGNALS, NOISE, AND INFORMATION; APPENDIXES; Glossary; Bibliography; Index 330 8 $aThis is a practical guide for researchers and advanced graduate students in biology and biophysics who need a quantitative understanding of acoustical systems such as hearing, sound production, and vibration detection in animals at the physiological level. 410 0$aOxford scholarship online. 606 $aBioacoustics 615 0$aBioacoustics. 676 $a591.19/14 700 $aFletcher$b Neville H.$061180 801 0$bUk 801 1$bUk 801 2$bStDuBDSZ 801 2$bStDuBDSZ 906 $aBOOK 912 $a9910964778403321 996 $aAcoustic systems in biology$94526927 997 $aUNINA