Wednesday, March 9, 2011

Natural Science for Middle School

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Branches of natural science

Astronomy
This discipline is the science of celestial objects and phenomena that originate outside the Earth's atmosphere. It is concerned with the evolution, physics, chemistry, meteorology, and motion of celestial objects, as well as the formation and development of the universe.
Astronomy includes the examination, study and modeling of stars, planets, comets, galaxies and the cosmos. Most of the information used by astronomers is gathered by remote observation, although some laboratory reproduction of celestial phenomenon has been performed (such as the molecular chemistry of the interstellar medium).
While the origins of the study of celestial features and phenomenon can be traced back to antiquity, the scientific methodology of this field began to develop in the middle of the 17th century. A key factor was Galileo's introduction of the telescope to examine the night sky in more detail.
The mathematical treatment of astronomy began with Newton's development of celestial mechanics and the laws of gravitation, although it was triggered by earlier work of astronomers such as Kepler. By the 19th century, astronomy had developed into a formal science, with the introduction of instruments such as the spectroscope and photography, along with much-improved telescopes and the creation of professional observatories.
Biology
This field encompasses a set of disciplines that examines phenomena related to living organisms. The scale of study can range from sub-component biophysics up to complex ecologies. Biology is concerned with the characteristics, classification and behaviors of organisms, as well as how species were formed and their interactions with each other and the environment.
The biological fields of botany, zoology, and medicine date back to early periods of civilization, while microbiology was introduced in the 17th century with the invention of the microscope. However, it was not until the 19th century that biology became a unified science. Some key developments in biology were the discovery of genetics; Darwin's theory of evolution through natural selection; the germ theory of disease and the application of the techniques of chemistry and physics at the level of the cell or organic molecule.
Modern biology is divided into subdisciplines by the type of organism and by the scale being studied. Molecular biology is the study of the fundamental chemistry of life, while cellular biology is the examination of the cell; the basic building block of all life. At a higher level, physiology looks at the internal structure of organism, while ecology looks at how various organisms interrelate.
Chemistry
Constituting the scientific study of matter at the atomic and molecular scale, chemistry deals primarily with collections of atoms, such as gases, molecules, crystals, and metals. The composition, statistical properties, transformations and reactions of these materials are studied. Chemistry also involves understanding the properties and interactions of individual atoms for use in larger-scale applications.
Most chemical processes can be studied directly in a laboratory, using a series of (often well-tested) techniques for manipulating materials, as well as an understanding of the underlying processes. Chemistry is often called "the central science" because of its role in connecting the other natural sciences.
Early experiments in chemistry had their roots in the system of Alchemy, a set of beliefs combining mysticism with physical experiments. The science of chemistry began to develop with the work of Robert Boyle, the discoverer of gas, and Antoine Lavoisier, who developed the theory of the Conservation of mass.
The discovery of the chemical elements and the concept of Atomic Theory began to systematize this science, and researchers developed a fundamental understanding of states of matter, ions, chemical bonds and chemical reactions. The success of this science led to a complementary chemical industry that now plays a significant role in the world economy.
Earth science
Earth science (also known as geoscience, the geosciences or the Earth Sciences), is an all-embracing term for the sciences related to the planet Earth, including geology, geophysics, hydrology, meteorology, physical geography, oceanography, and soil science.
Although mining and precious stones have been human interests throughout the history of civilization, the development of the related sciences of economic geology and mineralogy did not occur until the 18th century. The study of the earth, particularly palaeontology, blossomed in the 19th century. The growth of other disciplines, such as geophysics, in the 20th century led to the development of the theory of plate tectonics in the 1960s, which has had a similar effect on the Earth sciences as the theory of evolution had on biology. Earth sciences today are closely linked to climate research and the petroleum and mineral exploration industries.
Physics
Physics embodies the study of the fundamental constituents of the universe, the forces and interactions they exert on one another, and the results produced by these interactions. In general, physics is regarded as the fundamental science, because all other natural sciences use and obey the principles and laws set down by the field. Physics relies heavily on mathematics as the logical framework for formulation and quantification of principles. The study of the principles of the universe has a long history and largely derives from direct observation and experimentation. The formulation of theories about the governing laws of the universe has been central to the study of physics from very early on, with philosophy gradually yielding to systematic, quantitative experimental testing and observation as the source of verification. Key historical developments in physics include Isaac Newton's theory of universal gravitation and classical mechanics, an understanding of electricity and its relation to magnetism, Einstein's theories of special and general relativity, the development of thermodynamics, and the quantum mechanical model of atomic and subatomic physics The field of physics is extremely broad, and can include such diverse studies as quantum mechanics and theoretical physics, applied physics and optics. Modern physics is becoming increasingly specialized, where researchers tend to focus on a particular area rather than being "universalists" like Albert Einstein and Lev Landau, who worked in multiple areas.

Atmospheric science
Though sometimes considered in conjunction with the earth sciences, due to the independent development of its concepts, techniques and practices and also the fact of it having a wide range of sub disciplines under its wing, the atmospheric science is also considered a separate branch of natural science. This field studies the characteristics of different layers of the atmosphere from near ground level to the edge of the space. The timescale of study also varies from days to centuries. Sometimes the field also includes the study of climatic patterns on planets other than earth.

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Oceanography
The serious study of oceans began in the early to mid 1900s. As a field of natural science, it is relatively young but stand-alone programs offer specializations in the subject. Though some controversies remain as to the categorization of the field under earth sciences, interdisciplinary sciences or as a separate field in its own right, most modern workers in the field agree that it has matured to a state that it has its own paradigms and practices. As such a big family of related studies spanning every aspect of the oceans is now classified under this field.

Materials sciences
Originally developed through the field of metallurgy, the study of the properties of materials has now expanded into many materials other than metals. A current opinion is that this field deserves to be treated as a field in its own right now. It studies different kinds of materials like metals, metalloids, ceramics, artificial polymers, and many other kinds of materials.
Interdisciplinary studies
The distinctions between the natural science disciplines are not always sharp, and they share a number of cross-discipline fields. Physics plays a significant role in the other natural sciences, as represented by astrophysics, geophysics, chemical physics and biophysics. Likewise chemistry is represented by such fields as biochemistry, geochemistry and astrochemistry.
A particular example of a scientific discipline that draws upon multiple natural sciences is environmental science. This field studies the interactions of physical, chemical and biological components of the environment, with a particular regard to the effect of human activities and the impact on biodiversity and sustainability. This science also draws upon expertise from other fields such as economics, law and social sciences.
A comparable discipline is oceanography, as it draws upon a similar breadth of scientific disciplines. Oceanography is sub-categorized into more specialized cross-disciplines, such as physical oceanography and marine biology. As the marine ecosystem is very large and diverse, marine biology is further divided into many subfields, including specializations in particular species.
There are also a subset of cross-disciplinary fields which, by the nature of the problems that they address, have strong currents that run counter to specialization. Put another way: In some fields of integrative application, specialists in more than one field are a key part of most dialog. Such integrative fields, for example, include nanoscience, astrobiology, and complex system informatics.


Theory of Bahasa Indonesia for SD

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Generally Indonesian does not make use of grammatical gender, and there are only selected words that use natural gender. For instance, the same word is used for he and she (dia/ia) or for his and her (dia/ia/-nya). No real distinction is made between "girlfriend" and "boyfriend", both pacar (although more colloquial terms as cewek girl/girlfriend and cowok guy/boyfriend can also be found). A majority of Indonesian words that refer to people generally have a form that does not distinguish between the sexes. However, unlike English, distinction is made between older or younger (a characteristic quite common to many Asian languages). For example, adik refers to a younger sibling of either gender and kakak refers to an older sibling, again, either male or female. In order to specify the natural gender of a noun, an adjective must be added. Thus, adik laki-laki corresponds to "younger brother" but really means "younger male sibling".

There are some words that are gendered, for instance putri means "daughter", and putra means "son" and also pramugara means "air steward" (male flight attendant) and pramugari meaning "air stewardess" (female flight attendant). Another example would be olahragawan, which equates to "sportsman", and olahragawati, meaning sportswoman. Often, words like these (or certain suffixes such as "-a" and "-i" or "-wan" and "wati") are absorbed from other languages (in these cases, from Sanskrit through the Old Javanese language). In some regions of Indonesia such as Sumatera and Jakarta, abang (a gender-specific term meaning "older brother") is commonly used as a form of address for older siblings/ males, whilst kakak (a non-gender specific term (meaning "older sibling") is often used to mean "older sister". Similarly, more direct influences from dialects such as Javanese and Chinese languages have also seen further use of other gendered words in Indonesian. For example: Mas (Jav. = older brother), M'bak (Jav. = older sister), Koko (older brother) and Cici (older sister).

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In very informal spoken Indonesian, various words are replaced with those of a less formal nature (e.g. tidak (no) is often replaced with the Javanese nggak whilst seperti (like, similar to) is often replaced with kayak (pronounced kai-yah)). As for pronunciation, the diphthongs ai and au on the end of base words are typically pronounced as /e/ and /o/. In informal writing the spelling of words is modified to reflect the actual pronunciation in a way that can be produced with less effort. E.g.: capai becomes cape or capek, pakai become pake, kalau becomes kalo.
In verbs, the prefix me- is often dropped, although an initial nasal consonant is usually retained. E.g.: mengangkat becomes ngangkat (the basic word is angkat). E.g.: mencarikan becomes nyariin, menuruti becomes nurutin.

Theory of Bahasa Indonesia for SMP

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Standard and formal Indonesian is used in books and newspapers and on television/radio news broadcasts; however, few native Indonesian speakers use the formal language in their daily conversations. While this is a phenomenon common to most languages in the world (for example, spoken English does not always correspond to written standards), the degree of "correctness" of spoken Indonesian (in terms of grammar and vocabulary) by comparison to its written form is noticeably low. This is mostly due to Indonesians combining aspects of their own local languages (e.g., Javanese, Sundanese, Balinese, and Chinese dialects) with Indonesian. This results in various 'regional' Indonesian dialects, the very types that a foreigner is most likely to hear upon arriving in any Indonesian city or town. This phenomenon is amplified by the use of Indonesian slang, particularly in the cities.

The language is spoken throughout Indonesia (and East Timor), although it is used most extensively as a first language in urban areas and usually as a second or third language in more rural parts of Indonesia. It is also spoken by an additional 1.5+ million people worldwide, particularly in the Netherlands, Suriname, East Timor, the Philippines, Australia, Saudi Arabia, New Caledonia, and the United States.
Indonesian is written with the Latin alphabet. Consonants are represented in a way similar to Italian, although ‹c› is always /tʃ/ (like English ‹ch›), ‹g› is always /ɡ/ ("hard") and ‹j› represents /dʒ/ as it does in English. In addition, ‹ny› represents the palatal nasal /ɲ/, ‹ng› is used for the velar nasal /ŋ/ (which can occur word-initially), ‹sy› for /ʃ/ (English ‹sh›) and ‹kh› for the voiceless velar fricative /x/. One common source of confusion for readers, particularly when reading place names, is the spelling changes in the language that have occurred since Indonesian independence.

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The first of these changes (‹oe› to ‹u›) occurred around the time of independence in 1947; all of the others were a part of the Perfected Spelling System, an officially-mandated spelling reform in 1972. Some of the old spellings (which were derived from Dutch orthography) do survive in proper names; for example, the name of a former president of the Indonesia is still sometimes written Soeharto, and the central Java city of Yogyakarta is sometimes written Jogjakarta.

Theory of Bahasa Indonesia for SMA

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Indonesian (Bahasa Indonesia) is the official language of Indonesia. Indonesian is a normative form of the Riau dialect of Malay, an Austronesian language which has been used as a lingua franca in the Indonesian archipelago for centuries.
Indonesia is the fourth most populous nation in the world. Of its large population the number of people who fluently speak Indonesian is fast approaching 100%, thus making Indonesian one of the most widely spoken languages in the world. Most formal education, as well as nearly all national media and other forms of communication, are conducted in Indonesian. In East Timor, which was an Indonesian province from 1975 to 1999, Indonesian is recognised by the constitution as one of the two working languages (the other is English, alongside the official languages of Tetum and Portuguese).

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The Indonesian name for the language is Bahasa Indonesia (literally "the language of Indonesia"). This term can sometimes still be found in written or spoken English. In addition, the language is sometimes referred to as "Bahasa" by English speakers, though this simply means "language" and thus does not technically specify the Indonesian language.
Indonesian is a normative form of the Riau dialect of the Malay language, an Austronesian (and Malayo-Polynesian) language originally spoken in Northeast Sumatra which has been used as a lingua franca in the Indonesian archipelago for half a millennium. It was elevated to the status of official language with the Indonesian declaration of independence in 1945, drawing inspiration from the Sumpah Pemuda (Youth's Oath) event in 1928. However, it does differ from Malaysian in several aspects, with differences in pronunciation and vocabulary. These differences are mainly due to the Dutch and Javanese influences on Indonesian. Indonesian was also influenced by the "bazaar Malay" that was the lingua franca of the archipelago in colonial times, and thus indirectly by the other spoken languages of the islands: Malaysian Malay claims to be closer to the literary Malay of earlier centuries.
Whilst Indonesian is spoken as a mother tongue by only a small proportion of Indonesia's large population (i.e. mainly those who reside within the vicinity of Jakarta), over 200 million people regularly make use of the national language - some with varying degrees of proficiency. In a nation which boasts more than 300 native languages and a vast array of ethnic groups, it plays an important unifying and cross-archipelagic role for the country. Use of the national language is abundant in the media, government bodies, schools, universities, workplaces, amongst members of the Indonesian upper-class or nobility and also in many other formal situations.

Theory of Bahasa Indonesia for SMK

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Indonesian slang (bahasa gaul or bahasa prokem) is an informal language of Indonesia primarily spoken in urban areas.
Indonesian slang is the informal version of Indonesian. Despite its direct origins, Indonesian slang often differs quite significantly in both vocabulary and grammatical structure from the most standard form of Indonesia's national language.
Its native name, bahasa gaul (the 'social language'), was a term coined in the late 1990s where bahasa means 'language' and gaul means 'social', 'cool' or 'trendy'. Similarly, the term bahasa prokém (a more out-dated name for Indonesian slang) created in the early 1980s means 'the language of gangsters'. Prokém is a slang form of the word préman and was derived from the Dutch word vrijman (English: freeman; lit. gangster).

Indonesian slang is predominantly used in everyday conversation, social milieus, among popular media and, to a certain extent, in teen publications or pop culture magazines. For those living in more urbanized regions of Indonesia, Indonesian slang language often functions as the primary language medium for communication in daily life. While it would be unusual to communicate orally with people on a casual basis with very formal Indonesian, the use of proper or 'good and correct' Indonesian ("bahasa Indonesia yang baik dan benar") is abundant in the media, government bodies, schools, universities, workplaces, amongst some members of the Indonesian upper-class or nobility and also in many other more formal situations.

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Indonesian slang is an ever-evolving language phenomenon. This is, in part, due to its vocabulary that is often so different from that of standard Indonesian and Malaysian and also because so many new words (both original and foreign) are quite easily incorporated into its increasingly wide vocabulary list. However, as with any language, the constant changing of the times means that some words become rarely used or are rendered obsolete as they are considered to be outdated or no longer follow modern day trends.

English Courses for Vocational School

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Because English is so widely spoken, it has often been referred to as a "world language", the lingua franca of the modern era, and while it is not an official language in most countries, it is currently the language most often taught as a foreign language. Some linguists believe that it is no longer the exclusive cultural property of "native English speakers", but is rather a language that is absorbing aspects of cultures worldwide as it continues to grow. English is an official language of the United Nations and many other international organisations, including the International Olympic Committee.

English is the language most often studied as a foreign language in the European Union, by 89% of schoolchildren, ahead of French at 32%, while the perception of the usefulness of foreign languages amongst Europeans is 68% in favour of English ahead of 25% for French.Books, magazines, and newspapers written in English are available in many countries around the world, and English is the most commonly used language in the sciences with Science Citation Index reporting as early as 1997 that 95% of its articles were written in English, even though only half of them came from authors in English-speaking countries.
This increasing use of the English language globally has had a large impact on many other languages, leading to language shift and even language death, and to claims of linguistic imperialism. For this reason, the 'English language is forever evolving'.
English in computing
The English language is sometimes described as the lingua franca of computing. In comparison to other sciences, where Latin and Greek are the principal sources of vocabulary, Computer Science borrows more extensively from English. Due to the technical limitations of early computers, and the lack of international standards on the Internet, computer users were limited to using English and the Latin alphabet. However, this historical limitation is not relevant today. Most software products are localized in numerous languages and the use of the Unicode character encoding has resolved the problems with non-Latin alphabets.
Influence on other languages
The computing terminology of many languages borrows from English. Some language communities resist actively to that trend, and in other cases English is used extensively and more directly. This section gives some examples for the use of English terminology in other languages, and also mentions any notable differences.
Bulgarian
Both English and Russian have influence over Bulgarian computing vocabulary. However, in many cases the borrowed terminology is translated, and not transcribed phonetically. Combined with the use of the Cyrillic alphabet this can make it difficult to recognize loanwords. For example the Bulgarian term for motherboard is 'дънна платка' (IPA /danna platka/ or literally "bottom board" ).
компютър /compiutar/ - computer
твърд диск /tvard disk/ - hard disk
дискета /disketa/ - floppy disk; like the French disquette
уеб сайт /web sait/ - web site; but also "интернет страница" /internet stranitsa/
Faroese
The Faroese language has a sparse scientific vocabulary based on the language itself. Many Faroese scientific words are borrowed and/or modified versions of especially Nordic and English equivalents. The vocabulary is constantly evolving and thus new words often die out, and only a few survive and become widely used. Examples of successful words include e.g. "telda" (computer), "kurla" (at sign) and "ambætari" (server). List of Faroese-English-Danish IT words

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French
In French there are some generally accepted English loan-words, but there is also a distinct effort to avoid then. In France the Académie française is responsible for the standardisation of the language and often coins new technological terms. Some of them are accepted in practice, in other cases the English loanwords remain predominant. In Quebec OQLF has a similar function.
email / mail (in Europe); courriel (mainly in Quebec, but increasingly used in French speaking Europe); informally mèl; more formally "courrier électronique"
pourriel - Spam
hameçonnage, phishing - Phishing
télécharger - to download
site web - web site
lien - website hyper-link
base de données - Database
caméra web - Webcam
amorcer, démarrer, booter - to boot
redémarrer, rebooter - to reboot
arrêter, éteindre - to shutdown
amorçable, bootable - Bootable
overclocking, surfréquençage, surcadençage - Overclocking
watercooling: refroidissement à l'eau
tuning PC: case modding
German
In German, English words are very often used as well:
noun: Computer, Website, Software, E-Mail, Blog
verb: downloaden, booten, crashen
Icelandic
The Icelandic language has its own vocabulary of scientific terms, still English borrowings exist. English or Icelandicised words are mostly used in casual conversations, whereas the Icelandic words might be longer or not widespread.
Spanish
The English influence on the software industry and the internet in Latin America has borrowed significantly from the Castilian lexicon.
frequently untranslated, and their Spanish equivalent
email: correo electrónico
messenger: mensajero
webcam: cámara web
website: página web, sitio web
blog: bitácora, 'blog'
Character encoding
The early computer software and hardware had very little support for alphabets other than the Latin. As a result of this it was difficult or impossible to represent languages based on other scripts. The ASCII character encoding, created in the 1960s, only supported 256 different characters. With the use of additional software it was possible to provide support for some languages, for instance those based on the Cyrillic alphabet. However, complex-script languages like Chinese or Japanese need more characters than the 256 limit imposed by ASCII. Some computers created in the former USSR had native support for the Cyrillic alphabet.
The wide adoption of Unicode, and UTF-8 on the web, resolved most of these historical limitations. ASCII remains the de-facto standard for command interpreters, programming languages and text-based communication protocols.

English Courses for Senior High School

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International English is the concept of the English language as a global means of communication in numerous dialects, and also the movement towards an international standard for the language. It is also referred to as Global English, World English, Common English, Continental English or General English. Sometimes these terms refer simply to the array of varieties of English spoken throughout the world.
Sometimes "international English" and the related terms above refer to a desired standardisation, i.e. Standard English; however, there is no consensus on the path to this goal.

Historical context
The modern concept of International English does not exist in isolation, but is the product of centuries of development of the English language.
The English language evolved from a set of West Germanic dialects spoken by the Angles and Saxons, who arrived from the Continent in the 5th Century. Those dialects came to be known as Englisc (literally "Anglish"), the language today referred to as Anglo-Saxon or Old English (the language of the poem Beowulf). English is thus more closely related to West Frisian than to any other modern language, although less than a quarter of the vocabulary of Modern English is shared with West Frisian or other West Germanic languages because of extensive borrowings from Norse, Norman, Latin, and other languages. It was during the Viking invasions of the Anglo-Saxon period that Old English was influenced by contact with Norse, a group of North Germanic dialects spoken by the Vikings, who came to control a large region in the North of England known as the Danelaw. Vocabulary items entering English from Norse (including the pronouns she, they, and them) are thus attributable to the on-again-off-again Viking occupation of Northern England during the centuries prior to the Norman Conquest (see, e.g., Canute the Great). Soon after the Norman Conquest of 1066, the Englisc language ceased being a literary language (see, e.g., Ormulum) and was replaced by Anglo-Norman as the written language of England. During the Norman Period, English absorbed a significant component of French vocabulary (approximately one-third of the vocabulary of Modern English). With this new vocabulary, additional vocabulary borrowed from Latin (with Greek, another approximately one-third of Modern English vocabulary, though some borrowings from Latin and Greek date from later periods), a simplified grammar, and use of the orthographic conventions of French instead of Old English orthography, the language became Middle English (the language of Chaucer). The "difficulty" of English as a written language thus began in the High Middle Ages, when French orthographic conventions were used to spell a language whose original, more suitable orthography had been forgotten after centuries of nonuse. During the late medieval period, King Henry V of England (lived 1387-1422) ordered the use of the English of his day in proceedings before him and before the government bureaucracies. That led to the development of Chancery English, a standardised form used in the government bureaucracy. (The use of so-called Law French in English courts continued through the Renaissance, however.)
The emergence of English as a language of Wales results from the incorporation of Wales into England and also dates from approximately this time period. Soon afterward, the development of printing by Caxton and others accelerated the development of a standardised form of English. Following a change in vowel pronunciation that marks the transition of English from the medieval to the Renaissance period, the language of the Chancery and Caxton became Early Modern English (the language of Shakespeare's day) and with relatively moderate changes eventually developed into the English language of today. Scots, as spoken in the lowlands and along the east coast of Scotland, developed independently from Modern English and is based on the Northern dialects of Anglo-Saxon, particularly Northumbrian, which also serve as the basis of Northern English dialects such as those of Yorkshire and Newcastle upon Tyne. Northumbria was within the Danelaw and therefore experienced greater influence from Norse than did the Southern dialects. As the political influence of London grew, the Chancery version of the language developed into a written standard across Great Britain, further progressing in the modern period as Scotland became united with England as a result of the Acts of Union of 1707.
There have been two introductions of English to Ireland, a medieval introduction that led to the development of the now-extinct Yola dialect and a modern introduction in which Hibernian English largely replaced Irish as the most widely spoken language during the 19th century, following the Act of Union of 1800. Received Pronunciation (RP) is generally viewed as a 19th century development and is not reflected in North American English dialects, which are based on 18th Century English.
The establishment of the first permanent English-speaking colony in North America in 1607 was a major step towards the globalisation of the language. British English was only partially standardised when the American colonies were established. Isolated from each other by the Atlantic Ocean, the dialects in England and the colonies began evolving independently.
In the 19th century, the standardisation of British English was more settled than it had been in the previous century, and this relatively well-established English was brought to Africa, Asia and Oceania. It developed both as the language of English-speaking settlers from Britain and Ireland, and as the administrative language imposed on speakers of other languages in the various parts of the British Empire. The first form can be seen in New Zealand English, and the latter in Indian English. In Europe English received a more central role particularly since 1919, when the Treaty of Versailles was composed not only in French, the common language of diplomacy at the time, but, under special request from American president Woodrow Wilson, also in English - a major milestone in the globalisation of English.
The English-speaking regions of Canada and the Caribbean are caught between historical connections with the UK and the Commonwealth, and geographical and economic connections with the U.S. In some things, and more formally, they tend to follow British standards, whereas in others, especially commercial, they follow the U.S. standard.
Methods of promotion
Unlike proponents of constructed languages, International English proponents face on the one hand the belief that English already is a world language and, on the other, the belief that an international language would inherently need to be a constructed one (e.g. Esperanto). In such an environment, at least four basic approaches have been proposed or employed toward the further expansion or consolidation of International English, some in contrast with, and others in opposition to, methods used to advance constructed international auxiliary languages.
Laissez-faire approach. Institutional sponsorship and grass-roots promotion of language programs. Some governments have promoted the spread of the English language through sponsorship of English language programs abroad, without any attempt to gain formal international endorsement, as have grass-roots individuals and organisations supporting English (whether through instruction, marketing, etc.).
National legislation. This approach encourages countries to enshrine English as having at least some kind of official status, in the belief that this would further its spread and could include more countries over time.

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International legislation. This approach involves promotion of the future holding of a binding international convention (perhaps to be under the auspices of such international organisations as the United Nations or Inter-Parliamentary Union) to formally agree upon an official international auxiliary language which would then be taught in all schools around the world, beginning at the primary level. While this approach allows for the possibility of an alternative to English being chosen (due to its necessarily democratic approach), the approach also allows for the eventuality that English would be chosen by a sufficient majority of the proposed convention's delegates so as to put international opinion and law behind the language and thus to consolidate it as a full official world language.
English as a global language
Braj Kachru divides the use of English into three concentric circles.
The inner circle is the traditional base of English and includes countries such as the United Kingdom and Ireland and the anglophone populations of the former British colonies of the United States, Australia, New Zealand, South Africa, Canada, and various islands of the Caribbean, Indian Ocean and Pacific Ocean.
In the outer circle are those countries where English has official or historical importance ("special significance"). This includes most of the countries of the Commonwealth of Nations (the former British Empire), including populous countries such as India, Pakistan and Nigeria; and others, such as the Philippines, under the sphere of influence of English-speaking countries. Here English may serve as a useful lingua franca between ethnic and language groups. Higher education, the legislature and judiciary, national commerce, and so on, may all be carried out predominantly in English.
The expanding circle refers to those countries where English has no official role, but is nonetheless important for certain functions, notably international business. This use of English as a lingua franca by now includes most of the rest of the world not categorised above.
An interesting anecdote is the developing role of English as a lingua franca among speakers of the mutually intelligible Scandinavian languages (Danish, Norwegian and Swedish). Older generations of Scandinavians would use and understand each others' mother tongue without problems. However, today's younger generations lack the same understanding and some have begun using English as the language of choice.
Research on English as a lingua franca in the sense of "English in the Expanding Circle" is comparatively recent. Linguists who have been active in this field are Jennifer Jenkins, Barbara Seidlhofer, Christiane Meierkord and Joachim Grzega.


 
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