This is the first book dedicated to Textpattern development, a popular web site framework that allows its users to build up standards-compliant professional web sites with only a basic knowledge of the underlying technology. Written by five experts, it is suitable for every level of reader from novice to expert, taking the reader from the basics of the subject such as installation, right up to advanced subjects like writing plugins. It includes case studies and reference sections. It is also open source, so free to use, and has become very popular with tens of thousands of downloads to date.

This book teaches you all you need to know to create effective web sites for businesses of all sizes. It’s packed with useful tips and practical examples. First you are taken through the planning stage, including overall site structure, grouping content, using content and language effectively, and planning for accessibility. Next, you are shown how to effectively design the different parts of your site as well as how to add specialized improvements, including feedback forms and search functionality. The examples focus largely on CSS and HTML, but the principles are applicable to any site and some useful Flash examples are also provided.

This book offers a broad and structured overview of the state-of-the-art methods that could be applied for context-dependent languages like Arabic. It also provides guidelines on how to deal with Arabic scene data that appeared in an uncontrolled environment impacted by different font size, font styles, image resolution, and opacity of text. Being an intrinsic script, Arabic and Arabic-like languages attract attention from research community. There are a number of challenges associated with the detection and recognition of Arabic text from natural images. This book discusses these challenges and open problems and also provides insights into the complexities and issues that researchers encounter in the context of Arabic or Arabic-like text recognition in natural and document images. It sheds light on fundamental questions, such as a) How the complexity of Arabic as a cursive scripts can be demonstrated b) What the structure of Arabic text is and how to consider the features from a given text and c) What guidelines should be followed to address the context learning ability of classifiers existing in machine learning.

* No other blog book gives professional quality information on blog design and development like this one. Others are either "dummies" style books, or are aimed more at understanding the community/theory. * The Book supports 4 of the most popular blog engies, and shows you how to build your own. * It’s written by a team of well respected community figures

This book constitutes the refereed proceedings of the 21st International TRIZ Future Conference on Automated Invention for Smart Industries, TFC 2021, held virtually in September 2021 and sponsored by IFIP WG 5.4. The 28 full papers and 8 short papers presented were carefully reviewed and selected from 48 submissions. They are organized in the following thematic sections: inventiveness and TRIZ for sustainable development; TRIZ, intellectual property and smart technologies; TRIZ: expansion in breadth and depth; TRIZ, data processing and artificial intelligence; and TRIZ use and divulgation for engineering design and beyond. Chapter ‘Domain Analysis with TRIZ to Define an Effective “Design for Excellence’ is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

The Routledge Handbook of Translation and Pragmatics provides an overview of key concepts and theory in pragmatics, charts developments in the disciplinary relationship between translation studies and pragmatics, and showcases applications of pragmatics-inspired research in a wide range of translation, spoken and signed language interpreting activities. Bringing together 22 authoritative chapters by leading scholars, this reference work is divided into three sections: Influences and Intersections, Methodological Issues, and Applications. Contributions focus on features of linguistic pragmatics and their analysis in authentic and experimental data relating to a wide range of translation and interpreting activities, including: news, scientific, literary and audiovisual translation, translation in online social media, healthcare interpreting and audio description for the theatre. It also encompasses contributions on issues beyond the level of the text that include the study of interpersonal relationships in practitioner networks and the development of pragmatic competence in interpreter training. Each chapter includes many practical illustrative examples and a list of recommended reading. Fundamental reading for students and academics in translation and interpreting studies, this is also an essential resource for those working in the related fields of linguistics, communication and intercultural studies.

Maintaining the balance between theory and application of the 1978 edition, this book's second edition keeps up with changes in the reading curriculum by adding chapters on text structure, metacognition, and home background not found in the first edition. Chapter titles are: (1) "The Role of Research in Reading Instruction" (Wayne Otto); (2) "Home and School Together: Helping Beginning Readers Succeed" (Lloyd O. Ollila and Margie I. Mayfield); (3) "Whole Language Research: Foundations and Development" (Kenneth S. Goodman); (4) "Assessing Literacy: From Standardized Tests to Portfolios and Performances" (Elfrieda H. Hiebert and Robert C. Calfee); (5) "The Role of Decoding in Learning to Read" (Isabel L. Beck and Connie Juel); (6) "Reading Fluency: Techniques for Making Decoding Automatic" (S. Jay Samuels, Nancy Schermer, and David Reinking); (7) "Developing Expertise in Reading Comprehension" (P. David Pearson, Laura R. Roehler, Janice A. Dole, and Gerard G. Duffy); (8) "Improving Reading Instruction in the Content Areas" (Stephen Simonsen and Harry Singer); (9) "Text Structure, Comprehension, and Recall" (Barbara M. Taylor); (10) "Metacognition and Self-Monitoring Strategies" (Ruth Garner); (11) "Teaching the Disabled or Below-Average Reader" (Jeanne S. Chall and Mary E. Curtis); (12) "Reading and the ESL Student" (Joanne R. Nurss and Ruth A. Hough); and (13) "Teaching Adults to Read" (Thomas G. Sticht and Barbara A. McDonald). (RS)

Here is a comprehensive introduction to language disorders in children...one whose two-fold developmental/contextual perspective acknowledges that children's language learning systems include not only their skills, knowledge, and biological abilities...but also their language background, family settings, and the context in which they are attempting to learn language. The text's primary focus is on perspectives from normal development, and the bulk of the coverage is devoted to examination of expectations for early (infant through toddler), middle (preschool through early elementary), and later (middle elementary through adolescent) stages of learning language. These developmentally-geared divisions are then used to guide discussions of language assessment and intervention for children who are not learning language normally, yet who have characteristics in common with their peers who are.