keerukad. • Korduv kasutamine tugevdab väljendi staatust üksusena, vähene kasutus ja mittekasutamine nõrgendavad seda. 26. Langackeri kognitiivne grammatika. Ronald Langacker • Sündis 1942 USAs, töötas San Diego ülikoolis, kust jäi pensionile 2003. • Uurinud lisaks indoeuroopa keeltele ka indiaanikeeli Greenbergi traditsioonis. • Lõi (alates 1976) keeleüksuste kirjeldusmudeli, mis algselt kandis nime Space Grammar, hiljem Cognitive Grammar – kognitiivne grammatika. Kognitiivne metafooriteooria • Metafoor on kognitiivne mehhanism (kontseptuaalne projektsioon), milles üks kogemuslik valdkond on osaliselt projitseeritud teisele valdkonnale, nii et teine valdkond mõistetakse osaliselt esimese kaudu. • allikvaldkond ja sihtvaldkond • Inimmõtlemise ja keele põhilised allikvaldkonnad: KEHA ja RUUM
KORDAMISKÜSIMUSED EESTI KEELE UURIMISE OSA EKSAMIKS 1. Mis on eesti keel, millal ja kuidas ta tekkis. Eesti keel kuulub uurali keelkonna soome-urgi keelerühma läänemeresoome keelte hulka. Kujunes 13.-16. sajandil läänemeresoome algkeele hõimumurrete lähenemise ja teistest hõimumurretest ristumise teel. 2. Eesti keele kirjeldamise algus: 17. ja 18. sajandi keelekäsiraamatud. Heinrich Stahl ,,Anführug zu der Ehstnischen Sprache" (1637): esimene eesti keele kirjeldus. Raamat saksa keeles, keele õpik iseseisvaks õppimiseks. Õigekirjutus ja vormiõpetus; terminite selgitusi pole. Käsitleb saksa ja eesti keele ühisjooni, erinevused on kõrvale jäetud. Ei esita käänd- ega pöördsõnade muutmistüüpe, vaid osutab, et sõnad käänatakse ja pööratakse ühtmoodi. Tähestik saksakeelne, sinna kuuluvad ka c, f, x ja z. Pikka vokaali tähistan h-ga. Artiklid üx ja se. 6 käänet. Johann Gustlaff ,,Observationes Grammaticae circa linguam Estonicam" (,,Gr...
Text Direction teksti suuna määramine Change Case - teksti SUUR- ja väiketähtedeks muutmine Auto Format - teksti automaatne kujundamine Style Gallery - saab teksti kujundamisel kasutada juba valmistehtud stiile Style stiilide kiirmuutused ja täiendused Background lehekülje taustavärvi muutmine (Online layout vaate puhul) Object objekti (pilt, joonistus vms) vorming TOOLS lisavahendite ja töökeskkonna korraldused Spelling and Grammar - õigekirja kontroll ning (ainult inglise keele kohta) teksti võimalike grammatika ja kirjastiili vigade kontroll Language - saab valida keele, mille sõnastiku järgi teostatakse õigekirja, grammatika jms kontrolli Word Count - loendatakse sümbolite, sõnade, .... arv tekstis Auto Summarize kokkuvõte dokumendist Auto Correct - parandatakse automaatselt kirjavead, kui Te trükite vigase sõna (ingl k)
Eesmärgid on alati õilsad, kuid ei mõlte asju läbi. Pilet nr 14 1. William Shakespeare`i elu ja looming 2. Ülemlaul, A. Kuprini "Sulamiit" William Shakespeare sündis arvatavasti 1564. aasta 23.aprillil Stratfordis, Avoni ääres. Sama aasta 26. aprillil ristiti ta Stratford-upon-Avonis. Shakespeare oli pere vanim laps ja tal oli 7 õde-venda, kellest 3 tüdrukut surid lapsepõlves. Shakespeare sai Stratford-upon-Avoni väikelinna jõuka kodaniku pojana kohalikus grammar scool'is tolleaegse keskmise hariduse, kus ta õppis 7ndast 15nda eluaastani. Ta õppis natuke ladina ja kreeka keele algeid. 27. novembril 1581. aastal abiellus 18 aastane Shakespeare 26 aastase Anne Hathawayga. Pool aastat hiljem, 26. mail 1583. aastal toimus Stratfordi kirikus William Shakespeare'i tütre Susanna ristimine. 1585. aasta veebruaris ristiti Stratfordi kirikus Shakespeare'i kaksikud Hamnet (poeg) ja Judith (tütar). 1585. aastal läks
16th century the British had contact with many peoples from around the world. This, and the Renaissance of Classical learning, meant that many new words and phrases entered the language. The invention of printing also meant that there was now a 5 common language in print. Books became cheaper and more people learned to read. Printing also brought standardization to English. Spelling and grammar became fixed, and the dialect of London, where most publishing houses were, became the standard.[5] Late Modern English (1800-Present) The main difference between Early Modern English and Late Modern English is vocabulary. Late Modern
ETHNOCHOREOLOGY (etnose, rahvaga seotud tantsuloome) ARCHCIOHOREOLOGY (koreograafilised nn.väljakaevamised, vanade tööde taastamine, n. ,,Kevadpühitsus", ,,Fauni pärastlõuna" taastamine säilinud kirjutiste või muude materjalide alusel jne., ka folkloorne materjal) Grammar and Synthax (art of forms, mental, emotional contact, ideas)- grammatika ja lauseõpetus, uurib tantsuvorme, vaimset ja emotsionaalset sidet loomingu ja selle autoritevahel, loojate ideid. CHOREUTICS (spacial forms, grammar on what they are based of) EUKENETICS (study of rythms, dynamics, frazing) Polyrythmic movements (rythmic in the legs, the other rythm in the arms) Body is not just a flesh political, gender etc. Cathegories TRIADIE PERCEPTION tekib - performer, choreographer, audience suhtest. In post-modern world CREATIVE PERFORMER PROCESS versus PRODUCT (post-moderni ajastul tõuseb esiplaanile protsess, selle käik ja loomingulised töömeetodid)
keskaasia vallutaja Tsingis Khanist. Ühe tugeva karismaatilise isiku lugu. Marlowe kirjutas talle usu inimese mõistusesse. Kirjutas näidendivormis ümber ,,Fausti". 17. Shakespeare'i elu ja looming William Shakespeare sündis arvatavasti 1564. aasta 23.aprillil Stratfordis, Avoni ääres. Shakespeare oli pere vanim laps ja tal oli 7 õde-venda, kellest 3 tüdrukut surid lapsepõlves. Shakespeare sai Stratford-upon-Avoni väikelinna jõuka kodaniku pojana kohalikus grammar scool'is tolleaegse keskmise hariduse, kus ta õppis 7ndast 15nda eluaastani. Ta õppis natuke ladina ja kreeka keele algeid. Abiellus 18 aastane Shakespeare 26 aastase Anne Hathawayga. Pool aastat hiljem aastal toimus Stratfordi kirikus William Shakespeare'i tütre Susanna ristimine. 1585. aasta veebruaris ristiti Stratfordi kirikus Shakespeare'i kaksikud Hamnet (poeg) ja Judith (tütar). 1585. aastal läks Shakespeare vaesena Londonisse, et taastada
English literature is one of the oldest literatures in Europe; dates back to the 6th century AD. Oral literature, i.e. not written down, spread from person to person. In 449 AD Anglo-‐Saxon tribes invaded England – beginning of the Anglo-‐Saxon period in English literature. The first form of literature was folklore, carried by scops and gleemen, who sang in alliterative verse (a kind of simple poetry). Prose developed much later. The first form of recorded English literature was the epic Beowulf, which was produced sometime near the end of the 7th and beginning of the 8th century. It has no ...
- Keel ei ole valmis kogumite hulk vaid see on protsessiline - Kompetentsi mõiste keel on loominguline võime. - Keel on autonoomne - Rekursiivsus lausel saab olla lõputult genereeriv võime. 10. Muutused keeleteaduses 1960.-70. aastatel (kognitiivne lingvistika, sotsiolingvistika, keeletüpoloogia, pragmaatika, diskursuseanalüüs, kõneetnograafia). Kognitiivne lingvistika protest Chomskyle. Langacker 1987 Foundations of Cognitive Grammar - keel ei ole autonoomne kognitiivne võime; - grammatika on mõistestamine; - keelelised teadmised tekivad keelekasutusest (knowledge of language emerges from language use) Croft & Cruse 2004 Sotsiolingvistika vastandub Chomsky ideele, et keel on üks, ühine, autonoomne keelesüsteem. Keelelise vastanduse käsitlus. Keeleline variatiivsus ühtse keelesüsteemi asemel. 1970. alguses sotsiolingvistika teke: William Labov ,,New Yorgi inglise keel" 1966
...............................................................................................36 2 INTRODUCTION Language is an important and prominent part of culture, so to learn the language well, it is necessary to understand cultural backgrounds of the language. The level of our learning cannot be judged just from the mastery of the vocabulary and grammar, it should also be judged from the point of view of country studies knowledge. This paper will try to explore the British National Symbols which is one of the themes in the school curriculum. The importance and choice of my research paper is explained by the following reasons: Firstly, there are a lot of different kinds of symbols in our everyday life; however, the area of my special interest is British National Symbols, to be more exact British national flags;
Do you think you could tell me why the flight is delayed? Could I open the window? Do you mind if I open the window? Would you mind if I opened the window? Could you help me with my bags? Would you help me with my bags? Would you mind helping me with my bags? 15 Practise: Change the imperatives into polite question forms. Think carefully about word order and grammar. 1 Coffee! 1 Could you .................................. 2 Remember to use the spell check in future! 2 Would you please ......................... 3 I want a word with you in private! 3 Could I ..................................... 4 Where do I plug this mobile in? 4 Is there somewhere ........................ 5 Check these figures again! 5 Would you mind ...........................
1. Ancient Britain: the Celtic tribes. 2000 years ago there was an Iron Age Celtic culture throughout the Br Isles. It seems that the Celts, who had been arriving from Europe from the 8th cent BC onward, intermingled with the peoples who were already there. The Celts were extremely talented people, creative and artistic. More than 1 Celtic tribe invaded Br. The descendants of ancient Celts live in Wales, Scotland, Cornwall and Ireland. They lived in primitive society. Druids priests, more powerful than chiefs. Acted like prophets. 2. Stonehenge From prehistoric period. Was built on Salisbury plain between 2500 and 1500 bc. One of the most famous and mysterious archaeological sites in the world. One of the mysteries is how it was built at all with the technology of the time. Another is its purpose. It appears to function as a kind on astronomical clock and we know it was used by the Druids for ceremonies marking the passing ...
answers) Vocabulary:dwellings& appliances; furniture;cotours & rooms;household chores;homesafety d. Writethe headings on the board Elicitanswersfrom Grammar: presenttenses;state verbs; adverbsof S s a n d c o m p l e t et h e t a b l e .S s c o p y h e c o m p l e t e d frequency t a b l e i n t o t h e i r n o t e b o o k st ,h e n u s t h e n o t e st o
answers) Vocabulary:dwellings& appliances; furniture;cotours & rooms;household chores;homesafety d. Writethe headings on the board Elicitanswersfrom Grammar: presenttenses;state verbs; adverbsof S s a n d c o m p l e t et h e t a b l e .S s c o p y h e c o m p l e t e d frequency t a b l e i n t o t h e i r n o t e b o o k st ,h e n u s t h e n o t e st o
answers) Vocabulary:dwellings& appliances; furniture;cotours & rooms;household chores;homesafety d. Writethe headings on the board Elicitanswersfrom Grammar: presenttenses;state verbs; adverbsof S s a n d c o m p l e t et h e t a b l e .S s c o p y h e c o m p l e t e d frequency t a b l e i n t o t h e i r n o t e b o o k st ,h e n u s t h e n o t e st o
answers) Vocabulary:dwellings& appliances; furniture;cotours & rooms;household chores;homesafety d. Writethe headings on the board Elicitanswersfrom Grammar: presenttenses;state verbs; adverbsof S s a n d c o m p l e t et h e t a b l e .S s c o p y h e c o m p l e t e d frequency t a b l e i n t o t h e i r n o t e b o o k st ,h e n u s t h e n o t e st o
They may also occur throughout a poem, producing a striking aesthetic impact on the attentive reader. Compound rhymes are made up of two or more words, united by a single stress, that reproduce the sound form of a correlated word. The following instances are taken from G.G. Byron's poem "Beppo": clamorous - enamour us, women - two men, adorer - before her, Verona - known a ..., fetter - beset her, Harvey - starve ye, grammar - d-n her, bottom - forgot'em. Compound rhymes are mainly employed to evoke a humourous response. They also add a colloquial touch to the text. A peculiar property of English rhymes is the so-called eye-rhyme (or sight-rhyme). It contains identical letters while vowel sounds are pronounced differently: love - grove, farm - warm, path - hath, gush - bush, dew - grew, flames - Thames. It is obvious that eye-rhyme is appreciated by the eye rather than by the ear
.. eco-town. For me a major drawback of students to read the whole text Host Oh, sure you can't! But 50?! And the whole idea is that they're going to first to grasp the overall meaning. how did he get discovered? I mean, tear up the beautiful green landscape Remind them that the missing e-mails are private ... in order to create a horrible, soulless words are often grammar words, MP In fact, one of these women did town. How can they call that green? prepositions or articles. After the eventually hack into his e-mail account, Speaker 4 There's a lot of students have filled all the gaps, stole his e-mails and circulated them controversy around these eco-towns. encourage them to read out the among the rest. They were outraged!
interjection; universityfresher-freshman, lit-literature) In literature, professional vocabulary is used to characterize the person socially. Dialectal words are used colloquially by a person belonging to a certain geographical area; they may also suggest their education or breeding. Some dialectical words have become colloquial (lad, lass, dart) In dialects, some archaic words are preserved (thou). In fiction these words go side by side with faulty grammar (strike a daisy-surprise; a tell-gossip) Vulgar words are the words and expressions too rude to be widely used. · Lexical vulgarisms are usually replaced by euphemisms abd by scientific terms by polite persons (certain parts of the body and physiological acts) · Stylistic vulgarisms do not express vulgar objects, yet they are inappropriate due to their stylistic colouring (contemptuous) (smeller-nose; to plant-to bury; flathead-fool; pay dirt-money)
Eesti Ettevõtluskõrgkool Mainor TEKSTIDOKUMENDI LOOMINE WORD 2010 (2007) ABIL Infotöötluse loengukonspekt Kalev Avi, MSc Tartu 2011 SISUKORD Kiirklahvid .....................................................................................................................................................3 Funktsionaalklahvid .......................................................................................................................................5 Sissejuhatus ....................................................................................................................................................6 Wordi dokumendi struktuur ...........................................................................................................................7 MS Wordi ekraanipilt .................................................................................
1. loeng Keeleteaduse alused 5. sept-13. Mis on keel Karlason (lk15): keele all mõeldakse inimese poolt kasutatavat loomulikku keelt, mis tavaliselt teostub leekelise ehk verbaalse suhtluse vormis. Keel on võimalik tänu inimese keelevõime. · Keel on üks inimese kognitiivserest võimetest, võrreldav näiteks nähemise, kuulmise jt tajudega. o Kommunikatsioonisüsteem keel on ette nähtud inimestevaheliseks suhtluseks. o Keeleteaduse üürimisobjekt Tähenduse, funktsiooni poolt keelt vaadates näeme keeles teistsuguseid jaotusi kui struktuuri poolt vaadates. /üldkeeleteadus (ingl k General linguistics) keeleteadus ehk lingvistika/ Keele allsüsteemid: · Foneetika · Fololoogia · Morfoloogia · Süntaks · Tekst · Semantika, pragmaatika (tähendusõpetus, keelekasutus) Maailma keeled on pigem kõik mingil määral sarnased. Kui keelt vaadata struktuuri poolt, siis võivad keele...
struktureerimist ja "vaatlemist". Kujutamise viiisid: Struktuuriline skematiseerimine (jaotatavus jts) Perspektiivi asetamine (kust/kuidas/ jne keel maailma kirjeldab) Tähelepanu jaotamine (figuur foon). Jagame maailma nii, et mingi referent on alati tähelepänu fookuses ja ülejäänu on taust, mille taustal me iseloomustame. Jõudünaamika (põhjuslikud suhted) (The relation of grammar to cognition, ptk Talmy rmtst Toward a Cognitive Semantics) Kognitiivsed ~ tunnetuslikud põhisuhted materjalist, sisust. Valdkonnad, mille suhtes me mõistetama. Nende valdkondade ja nende referendite suhted on tunnetuslikud põhisuhted. (Langacker tema joonistab neid jooniseid ring ringi sees jne. Kui kirjeldad grammatikat grammatika abil siis it's a mess ja asi ei saagi selgeks, Talmy) Inklusioon Identsus
BAROKK JA ROKOKOO 16. sajandi II poolel hakkas renessansile omane tasakaalustatus ja vaoshoitus taanduma. Ajastu muutunud elutunnetus tõi esile kire, tunded, ülepaisutused ja teatraalse efekti. 16. saj. lõpuks kujunes Itaalias välja stiil, mis sai nimetuseks barokk (borocco – eriskummaline). Peamiseks kunstiliigiks sai arhitektuur, mis arenes tihedas seoses maalikunsti, skulptuuri, tarbekunsti ja pargiarhitektuuriga. Barokk koos sellele järgnenud rokokooga levis Euroopas aastail 1580…1750 ning jõudis hispaanlaste kaudu ka Ameerikasse. Üldjoontes jagunes see järgmisteks perioodideks: varane barokk u 1580.–1620. kõrgbarokk 1630.–17. saj lõpp hilisbarokk 18. saj I pool rokokoo 18. saj 20.–60. aastad Lisaks eespooltoodud periodiseeringule võib ajastu arhitektuuri jaotada veel järgmiselt: baroki maalilis-dünaamiline suund, mis levis eeskätt nendes maades, kus absolutism oli tihedas li...
castrum>ceastre > castle (Chester, Newton jt.) Manchester), * Rohkem kui 10 000 uut ladina- ja portus>port (Portland, Portsmouth). kreekakeelset sõna * Tervete sõnaperekondade III laenukiht ristiusustamine 7.-11. laenamine: aptus sajand: (lad)> apt (1398), aptness (1538), kristlikust ladina keelest: clerk, ad-aptation martyr, pope, Latin, paper, grammar, (1610), ad-apt (1611), aptitude rose, lily, palm etc (1633), adaptability (1661), ad-aptedness (1698), ad- IV laenukiht romaniseerimine aptable normannide (1800), ad-apter (1801) jne vallutuste ajal 1066-1200. * 70% ladina verbidest Riigivalitsemisleksika * Tähendusnüansi varieerimine (state, office, crown, nobility), verbituletuses:
absolute monarchy into a constitutional monarchy, the origin of the English language, the rise and fall of the British Empire. The units contain an informative reading text on an important issue, preceded by preparatory discussion questions and followed by notes offering some additional information, and a vocabulary with relevant language notes. The main reading text is accompanied by comprehension, vocabulary and grammar exercises and discussion activities. Some of the units include reading passages. The book is intended for university and school students as well as other English learners wishing to acquire more knowledge about the country whose tongue became the world’s leading language, and which is considered as the Mother of Parliaments. 7 UNIT 1 THE ISLAND Pre-reading questions
g. "neutron" neut). Often shortenings take place (e.g. in university: "lit" literature). 4. Dialectical words - are used locally, they characterize a personage and belonging to a certain geographical area, their education. Some dialectical words have become common colloquial words. In some dialects "thou" is used instead of "you", "a tell" gossip. Rendering dialectical speech the author combines such words with cases of faulty grammar. 5. Vulgarisms are words or expressions that are too rude or offensive to be used widely. There are 2 types of vulgarisms: a) Lexical vulgarisms words replaced by euphemisms, by scientific terms some physiological acts, parts of the body. b) Stylistic vulgarisms do not stand for the vulgar objects, yet, they are inappropriate due to highly contemptuous colour (e.g. "a smeller" a nose).
metafoori kohta). Genette’i “Figuurid” 3, kus vaadeldakse Prousti loomingut läbi metafoori ja metonüümia. Siin on retooril. figuure vaadeldud süntaktiliste kategooriatena (ka de Man ei süvene metonüümia staatusesse). Metonüümia seondub just süntagmaatikaga, metonüümia muutub seeläbi grammatilise sünonüümiks, troobiks jääbki ainult metafoor. De Manil ongi metafoor ja grammatika. Ch. Brook-Rose teos “Metafoori grammatika” (A Grammar of Metaphore, 1958 – vaatleb metafoori läbi grammatil. kategooriate, loob süsteemi metafooride klassifitseerimiseks, ja see on puhtgrammatiline – metafoorid, rühmituvad just oma grammatilise struktuuri järgi, mitte sarnasuse printsiibi järgi nagu trad. retoorika seda teeb – paradigm. teljel – aga see ei vii meid metafoori äraseletamisega eriti kuhugi. De Man küsis, kas ikka üldse on võimalik troopi kirjeldada läbi grammatika. Gramm
rights. The fact that we could well say this shows that the ordinary modern idiom of 'rights' does not follow Hobbes all the way to his contrast between law and rights. Nor did Locke or Pufendorf; yet they did adopt his stipulation that 'a right' (jus) is paradigmatically a liberty.14 Their successors are those who today defend the 'choice' theory of rights, which as we saw in the preceding section is one eligible way ofaccounting for most, but not all, of the modern grammar of rights. And even those who defend the 'benefit' theory of rights are far from using the idiom of Aquinas, since (in common with ordinary language-speakers and lawyers in all modern languages) they think of 'a right' as something beneficial which a person has (a 'moral [including legal] quality' in Grotius's terminology), rather than 'that which is just in a given situation', the ensemble of juridical relationships established, by rules, between two or
_____________________________________________________________________________________________ 4 The robbers may to have been the same gang as last time. _____________________________________________________________________________________________ 5 We not have to take our raincoats the sun is shining! _____________________________________________________________________________________________ 6 You must to try harder to improve your grammar. _____________________________________________________________________________________________ 7 They must have repaired the lift. We don't know. _____________________________________________________________________________________________ 8 After an earthquake, you shouldn't leave the building. _____________________________________________________________________________________________ 9 You don't have lost your maths book. You had it yesterday.
3–29. Annette de Groot 1997. The cognitive study of translation and interpretation: Three approaches. – Joseph H. Danks, Gregory M. Shreve, Stephen B. Fountain ja Michael McBeath (toim.), Cognitive processes in translation and interpreting. Thousand Oaks: Sage, 25– 56. Michael Devitt ja Kim Sterelny 1999. Language and Reality, 2nd Edition: An Introduction to the Philosophy of Language. Cambridge (Mass.): MIT Press. Simon C. Dik 1989. The theory of functional grammar, Vol. 9. Hawthorne, NY: Foris publications. Simon C. Dik 1997. The theory of Functional Grammar, Vol. 2: Complex and derived constructions. Berlin: Mouton de Gruyter. Luc van Doorslaer 2009. Risking conceptual maps: Mapping as a keywords-related tool underlying the online Translation Studies Bibliography. – Luc Van Doorslaer ja Yves Gambier (toim.), The Metalanguage of Translation. Benjamins Current Topics. Amsterdam: John Benjamins, 27–43. Helge Dyvik 1998
TARKVARATEHNIKA KORDAMISKÜSIMUSED 1. Mis on tarkvaratehnika? Software engineering ! “Engineers Australia” definitsioon: Tarkvaratehnika on tiimide poolt rakendatav distsipliin tootmaks kõrgekvaliteedilist, suuremastaabilist ja hinnaefektiivset tarkvara mis rahuldab kasutajate nõudmisi ja mida saab hooldada teatud ajaperioodi vältel. IEEE definitsioon: Tarkvaratehnika on süstemaatilise, distsiplineeritud ja mõõdetava lähehemisviisi rakendamine tarkvara arendamisele, käitamisele ja hooldamisele, see tähendab, inseneriteaduste rakendamine tarkvarale. Tarkvaraarendus on nõrgem termin, kus tingimata ei kasutata protsesse, tööriistu, standardeid, jne. Tarkvaraarendus on progemine + konfigursatsiooni haldus. Tarkvaratehnika ei ole ainult programmi kirjutamine, vaid teemad hõlmavad ka kvaliteeti, ajakavasid, tasuvust ning põhimõtete ja korra tundmist ja rakendamist. Tar...
SQ Squeezed (files) SQE Signal Quality Error (test) SQL/DS Structured Query Language/Data System [IBM] SQOS Secure Quality Of Service SQRT Square Root SR Shift Register SRAM Shadow Random Access Memory + Static Random Access Memory SRAPI Speech Recognition API SRB Source-Route Bridge SRC System Resource Controller .SRC Source (file name extension) SRD Screen Reader System SRDRAM Self-Refreshed DRAM SRGB Sustained RGB (values) SRGS Speech Recognition Grammar Specification [W3C] SRM Security Reference Monitor SRO Sharable and Read Only SRP Suggested Retail Price .SRP Script (file name extension) SRPI Server-Requester Programming Interface SRQ Service Request SRR Serially Reusable Resource SRS Sound Retrieval System SS Stack Segment + Single Sided + Seconds SS7 Signaling System 7 [Bellcore] SSA Serial Storage Architecture SSAD Structured System Analysis and Design SSAP Source Service Access Point
in the world—from the latter, in fact, comes the word "cipher." Practical arts flourished. Administrative techniques developed. The exuberant creative energies of such a culture, excluded by its religion from painting or sculpture, and inspired by it to an explication of the Holy Koran, poured into literary pursuits. Storytelling, exemplified by Sheherazade's Thousand and One Nights, word-riddles, rebuses, puns, anagrams, and similar games abounded; grammar became a major study. And included was secret writing. The Arabic knowledge of cryptography was fully set forth in the section on cryptology in the Subh al-a 'sha, an enormous, 14-volume encyclopedia written to afford the secretary class a systematic survey of all the important branches of knowledge. It was completed in 1412 and succeeded in its task. Its author, who lived in Egypt, was Shihab al-DIn abu '!-'Abbas Ahmad ben 'Ali ben Ahmad 'Abd Allah al-Qalqashandi. The
Lauri uisutamas Mees ja hiir Maiu ja Tommi Rattalugu Kasutatud kirjandus Botting, N (2002) Narrative as a tool for the assesment of linguistic and pragmatic impairments. Child Language Teaching & Therapy, 1-22. Davies, P.; Shanks, B., Davies, K. (2004). Improving Narrative Skills in Young Children with Delayed Language Development. Educational Review, 56, 271-285 Fay, M., E., Cleave, P., L, Long, S., H. (1997). Two models of grammar Facilitation in Children With Language impairments: Phase 2. Journal of speech and hearing research, 40, 141-157. Hallap, M., Padrik, M. (2008). Lapse kõne arendamine: Praktilisi soovitusi kõnelise suhtlemise kujundamisel. Tartu: Tartu Ülikooli Kirjastus. Kaderavek, J., Sulzby, E. (2000). Narrative Production by Children With and Without Specific Language Impairment: Oral Narratives and Emergent Readings. Journal of Speech, Language, and Hearing Research, 43, 34-49. Karlep, K. (1998)
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