French, German, Japanese, Korean, Spanish are taught with the help of foreign linguistic institutions.
He proposed a motion that an authoritative body, working in conjunction with linguistic institutions, be delegated the job of "caring for the Swedish language"; the motion did not pass.
People were excluded from the survey if they were living in institutions, had linguistic difficulties preventing them from understanding study objectives, instructions or questions, or if they were not able or not willing to collect a 24-hour urine sample.
This conceptual organization is foundational for everything from bi-directional linguistic conventions to social institutions with their publicly created joint goals and individual roles that can be filled by anyone.
Feasibility of programs needs strong structuring of actions, adaptation to cultural and linguistic contexts, working with local institutions, professionals and existing field structures, and integration of local and national policies to the organization of care.
Drawing on interviews with translators and translation review committee members and on an analysis of archival materials, it provides an empirically grounded understanding of practical problems of linguistic equivalence, and the institutional work required to maintain the IFRS as a global, translingual institution.
Dictionaries and grammars help to stabilize linguistic norms, as do the activity of scholarly institutions and, sometimes, governmental intervention.
You say Americans have misunderstood Michel Foucault's ideas about oppression in everyday institutions and Jacques Derrida's notion about the linguistic construction of reality.
Article 30 confers upon all religious and linguistic minorities the right to set up and administer educational institutions of their choice in order to preserve and develop their own culture, and prohibits the State, while granting aid, from discriminating against any institution on the basis of the fact that it is administered by a religious or cultural minority.
Third, mainstream early care and educational institutions are conventionally insensitive to the cultural and linguistic background of Roma communities; this reinforces young Roma children's exclusion from service provision, thereby deepening disparities and increasing marginalization and vulnerability.
The article describes the charrette itself, and discusses the utility of GIS, given the challenges of disaster recovery in a context of undeveloped institutions for public participation, and with participants of different linguistic and educational backgrounds.
