![[userpic]](/media/4587bb8388ee4725e346652254c934c26f18585afe1756ca95df939553e68845)
| Языкоиды | |||||
| 23. Составление языкоидных текстов | metanymous | ||||
| Разметка под кодовое отзеркаливание | |||||
| 1. Язык*змеи | meta_eugzol | ||||
| ... | meta_eugzol | ||||
| Языкоиды | |||||
| 34. К вопросу анализа языкоидов | metanymous | ||||
| Онтологии стихотворных языкоидов прописываются | metanymous | ||||
| 25. Языкоиды теперь в Париже. М. Эриксон и В. Гюго | metanymous | ||||
| Темы MetaPractice (20/09/13) | |||||
| Темы MetaPractice (20/09/13) | metanymous | ||||
http://metapractice.livejournal.com/361110.html
Начинаем (возобновляем - прим. metanymous) исследовать семантику размеченных фрагментов языка*змеи по записи семинара Ричарда Бандлера «Class of a Master - Instant Talent».
http://fromfrogs.livejournal.com/1093.html
Today - In Neuro-Linguistic programming - Long time ago - I, when I was –That - what what was
And, and, I - And, NLP - And, it
Because
And you - And this - And unfortunatelly
Than - Now it - That they - Not one
And they - And they - And I - And then - And I
Now since
And
I've - So they -They also – I - So they
And - And she - And they
:-P :-P I
and,
The guy
And the - And I
When I - I was
And she
Suddenly I - So she
And I
:-P :-P Suddenly I - :-P :-P Now,
And he - And I
How do
And he
:-P :-P he said
Then he said - color
And unless you
Cause I - Till I - But the lips
:-P :-P :-P :-P So I must
Because I,
And they
:-P /:-P звук/. But what
Now suddenly - Because, you know – They - Making pictures – you - But if - Now I -That's my
And instead - and I
But not - So since
And they
So I
And because
You guys
And I
:-P. :-P But then
in your mind - The only way – Because - They all - They went
:-P :-P So I was
I'm not - But teacher
And she
I had
:-P' /:-P звук/.
And she
Which pretty - You know - I tried
And he was
originally
And, - and I said - And what
Once I - at the Saway? Hotel - broke out all - that's
And I began - And what
Now let me - Are you - I like it
:-P :-P OK.
And
Yes and mam? - Give up - Ah you're - Ohhhh. Yeah, so - You can't - Not really - Mam, why
Error: Irreparable invalid markup (oh ...звук/кивает) in entry. Owner must fix manually. Raw contents below.
(вот это сюрприз. далее транскрипт представляет повтор)
Today - In Neuro-Linguistic programming - Long time ago - I, when I was – that -what what was
And, and, I - And, NLP - And, it
Because
And you - And this - And unfortunatelly
Than - Now it - That they - Not one
And they - And they - And I - And then - And I
Now since
And
I've - So they - They also – I - So they
And - And she - And they
-P -P I
and
The guy
And the - And I
When I - I was
And she
Suddenly I - So she
And I
:-P :-P Suddenly I - :-P :-P Now,
And he - And I
How do
And he
:-P :-P he said
Then he said – color - And unless you - Cause I - Till I - But the lips
:-P :-P :-P :-P So I must
Because I,
And they
:-P /:-P звук/. But what
Now suddenly - Because, you know – They - Making pictures – you - But if - Now I -That's my
And instead - and I
But not -So since
And they
So I
And because
You guys
And I
:-P. :-P But then
in your mind - The only way – Because - They all - They went
:-P :-P So I was
I'm not - But teacher
And she
I had
:-P :-P звук.
And she
Which pretty - You know - I tried
And he was
originally
And, - and I said - And what
Once I - at the Saway? Hotel - broke out all - that's
And I began - And what
Now let me - Are you - I like it - OK. And - Yes and mam? - Give up - Ah you're - Ohhhh. Yeah, so - You can't - Not really - Mam, why - Oh yeah, - Would you - люди начинают - I'll - I just - Right. And - I had - OK. - I'll tell - Yeah, you can
:-P :-P звукJust... Now,
Yeah, I - guess so, when I was... - Yes, they said> - No you can't do that'. - Did they - Most professionals. - Yes, yeah. - So you
:-P :-P
Boy,
And we
:-P :-P But anyway,
OK. How... - Nil. - So, Nil - Is a - having...
And what's - And you
either.
:-P :-P I'm only
Not very often, no - Sometimes - Yes. - OK.
And when you
No. - Yes. - Emmm there, - A whole - And when
Yes, we - And... - We have -They said - We used - with great
And they
you know - You know - But they - You know. - You know, - you know, - Be... most
You know, - People are - Become? - You know. - Giant steps,
and they
it's funny
And... - And, and they
But I lived - I lived in - Oh, you, you - Caucesku? - There was the resistance...- Yeah, let's got - you know, - That's my - I tried
And, - and Bill
He couldn't - You know, - but fortunately - Anyway, how about you, - The nice thing - Some of them - You know. - You know. - Well, they - you know.
And, -and you know
has gotta - I mean, - You know. - I mean, - They go - You know.
And what's
I mean, - we already - The idea - you know, - That they
And, then
Начинаем (возобновляем - прим. metanymous) исследовать семантику размеченных фрагментов языка*змеи по записи семинара Ричарда Бандлера «Class of a Master - Instant Talent».
http://fromfrogs.livejournal.com/1093.html
Today - In Neuro-Linguistic programming - Long time ago - I, when I was –That - what what was
And, and, I - And, NLP - And, it
Because
And you - And this - And unfortunatelly
Than - Now it - That they - Not one
And they - And they - And I - And then - And I
Now since
And
I've - So they -They also – I - So they
And - And she - And they
:-P :-P I
and,
The guy
And the - And I
When I - I was
And she
Suddenly I - So she
And I
:-P :-P Suddenly I - :-P :-P Now,
And he - And I
How do
And he
:-P :-P he said
Then he said - color
And unless you
Cause I - Till I - But the lips
:-P :-P :-P :-P So I must
Because I,
And they
:-P /:-P звук/. But what
Now suddenly - Because, you know – They - Making pictures – you - But if - Now I -That's my
And instead - and I
But not - So since
And they
So I
And because
You guys
And I
:-P. :-P But then
in your mind - The only way – Because - They all - They went
:-P :-P So I was
I'm not - But teacher
And she
I had
:-P' /:-P звук/.
And she
Which pretty - You know - I tried
And he was
originally
And, - and I said - And what
Once I - at the Saway? Hotel - broke out all - that's
And I began - And what
Now let me - Are you - I like it
:-P :-P OK.
And
Yes and mam? - Give up - Ah you're - Ohhhh. Yeah, so - You can't - Not really - Mam, why
Error: Irreparable invalid markup (oh ...звук/кивает) in entry. Owner must fix manually. Raw contents below.
(вот это сюрприз. далее транскрипт представляет повтор)
Today - In Neuro-Linguistic programming - Long time ago - I, when I was – that -what what was
And, and, I - And, NLP - And, it
Because
And you - And this - And unfortunatelly
Than - Now it - That they - Not one
And they - And they - And I - And then - And I
Now since
And
I've - So they - They also – I - So they
And - And she - And they
-P -P I
and
The guy
And the - And I
When I - I was
And she
Suddenly I - So she
And I
:-P :-P Suddenly I - :-P :-P Now,
And he - And I
How do
And he
:-P :-P he said
Then he said – color - And unless you - Cause I - Till I - But the lips
:-P :-P :-P :-P So I must
Because I,
And they
:-P /:-P звук/. But what
Now suddenly - Because, you know – They - Making pictures – you - But if - Now I -That's my
And instead - and I
But not -So since
And they
So I
And because
You guys
And I
:-P. :-P But then
in your mind - The only way – Because - They all - They went
:-P :-P So I was
I'm not - But teacher
And she
I had
:-P :-P звук.
And she
Which pretty - You know - I tried
And he was
originally
And, - and I said - And what
Once I - at the Saway? Hotel - broke out all - that's
And I began - And what
Now let me - Are you - I like it - OK. And - Yes and mam? - Give up - Ah you're - Ohhhh. Yeah, so - You can't - Not really - Mam, why - Oh yeah, - Would you - люди начинают - I'll - I just - Right. And - I had - OK. - I'll tell - Yeah, you can
:-P :-P звукJust... Now,
Yeah, I - guess so, when I was... - Yes, they said> - No you can't do that'. - Did they - Most professionals. - Yes, yeah. - So you
:-P :-P
Boy,
And we
:-P :-P But anyway,
OK. How... - Nil. - So, Nil - Is a - having...
And what's - And you
either.
:-P :-P I'm only
Not very often, no - Sometimes - Yes. - OK.
And when you
No. - Yes. - Emmm there, - A whole - And when
Yes, we - And... - We have -They said - We used - with great
And they
you know - You know - But they - You know. - You know, - you know, - Be... most
You know, - People are - Become? - You know. - Giant steps,
and they
it's funny
And... - And, and they
But I lived - I lived in - Oh, you, you - Caucesku? - There was the resistance...- Yeah, let's got - you know, - That's my - I tried
And, - and Bill
He couldn't - You know, - but fortunately - Anyway, how about you, - The nice thing - Some of them - You know. - You know. - Well, they - you know.
And, -and you know
has gotta - I mean, - You know. - I mean, - They go - You know.
And what's
I mean, - we already - The idea - you know, - That they
And, then
84 комментария
сначала старые сначала новые
![[userpic]](/media/13d872ec9f767ad8008e6f82e03d7d42b2046c53f7eed93d1d56b0786c852e74)
А напомни, пожалуйста, значение разметки. Р - это змеиный сигнал. И сразу после него ты фиксировал несколько слов. Так?
Я больше сосредоточен на "and". А двойное PP зафиксировал просто на всякий случай.
В любом случае, мне надо было сократить/упростить твою первичную нотацию, потому, что она, выполнив свою роль - фиксирование первичной феноменологии, теперь сильно мешала делать другие обобщения. Чисто по ее форме.
Я больше сосредоточен на "and". А двойное PP зафиксировал просто на всякий случай.
В любом случае, мне надо было сократить/упростить твою первичную нотацию, потому, что она, выполнив свою роль - фиксирование первичной феноменологии, теперь сильно мешала делать другие обобщения. Чисто по ее форме.
А напомни, пожалуйста, значение разметки. Р - это змеиный сигнал.
Совместно с bavi сделан полный транскрипт семинара, в котором (прямо в тексте) отмечены все сигналы ЯЗ.
Иногда сигналы ЯЗ идут несколько подряд (т.е. без паузы между ними, без произносимых слов), также заметно что разные сигналы обладают выраженно различной интенсивностью. Эти тонкости в настоящий момент в нашем транскрипте, фактически, не отражены.
Офф - надо найти/выбрать какое-то ОДНО место, в котором договориться поддерживать актуальную версию транскрипта (и договориться чтó мы, собственно, отмечаем, а что игнорируем). У меня на своём компе штук пять разных файлов, и ещё десяток мест в интернете, мелкие ошибки при таком раскладе вывести практически невозможно, потому что они распространяются из не исправленных версий к каждой новой копии :)
И сразу после него ты фиксировал несколько слов. Так?
Это делал кто-то другой. Кажется metatheo. Ну, за основу взят наш транскрипт.
Я больше сосредоточен на "and". А двойное PP зафиксировал просто на всякий случай.
Понял.
В любом случае, мне надо было сократить/упростить твою первичную нотацию, потому, что она, выполнив свою роль - фиксирование первичной феноменологии, теперь сильно мешала делать другие обобщения. Чисто по ее форме.
Угу. Ну, я сохраняю идею всё же - после того как вы/мы такие ээ упрощённые обобщения сделаем - попробовать обратно из ээ разукрупнить. Мне кажется, если говорить аллегорически, вы сейчас анализируете ээ рифму отдельных "строф", но это не освобождает нас от анализа: чередования самих "строф", морфологии и циклов "стиший", морфологии и циклов "глав".
Совместно с bavi сделан полный транскрипт семинара, в котором (прямо в тексте) отмечены все сигналы ЯЗ.
Иногда сигналы ЯЗ идут несколько подряд (т.е. без паузы между ними, без произносимых слов), также заметно что разные сигналы обладают выраженно различной интенсивностью. Эти тонкости в настоящий момент в нашем транскрипте, фактически, не отражены.
Офф - надо найти/выбрать какое-то ОДНО место, в котором договориться поддерживать актуальную версию транскрипта (и договориться чтó мы, собственно, отмечаем, а что игнорируем). У меня на своём компе штук пять разных файлов, и ещё десяток мест в интернете, мелкие ошибки при таком раскладе вывести практически невозможно, потому что они распространяются из не исправленных версий к каждой новой копии :)
И сразу после него ты фиксировал несколько слов. Так?
Это делал кто-то другой. Кажется metatheo. Ну, за основу взят наш транскрипт.
Я больше сосредоточен на "and". А двойное PP зафиксировал просто на всякий случай.
Понял.
В любом случае, мне надо было сократить/упростить твою первичную нотацию, потому, что она, выполнив свою роль - фиксирование первичной феноменологии, теперь сильно мешала делать другие обобщения. Чисто по ее форме.
Угу. Ну, я сохраняю идею всё же - после того как вы/мы такие ээ упрощённые обобщения сделаем - попробовать обратно из ээ разукрупнить. Мне кажется, если говорить аллегорически, вы сейчас анализируете ээ рифму отдельных "строф", но это не освобождает нас от анализа: чередования самих "строф", морфологии и циклов "стиший", морфологии и циклов "глав".
--А напомни, пожалуйста, значение разметки. Р - это змеиный сигнал.
--Совместно с bavi сделан полный транскрипт семинара, в котором (прямо в тексте) отмечены все сигналы ЯЗ.
Это я понял. Ну, так P = яз**
Иногда сигналы ЯЗ идут несколько подряд (т.е. без паузы между ними, без произносимых слов), также заметно что разные сигналы обладают выраженно различной интенсивностью. Эти тонкости в настоящий момент в нашем транскрипте, фактически, не отражены.
И это правильно.
Офф - надо найти/выбрать какое-то ОДНО место, в котором договориться поддерживать актуальную версию транскрипта (и договориться чтó мы, собственно, отмечаем, а что игнорируем). У меня на своём компе штук пять разных файлов, и ещё десяток мест в интернете, мелкие ошибки при таком раскладе вывести практически невозможно, потому что они распространяются из не исправленных версий к каждой новой копии :)
Ну, так выбери. Метатео куда-то исчез.
--И сразу после него ты фиксировал несколько слов. Так?
--Это делал кто-то другой. Кажется metatheo. Ну, за основу взят наш транскрипт.
Ага, заочное ему спасибо!
--В любом случае, мне надо было сократить/упростить твою первичную нотацию, потому, что она, выполнив свою роль - фиксирование первичной феноменологии, теперь сильно мешала делать другие обобщения. Чисто по ее форме.
--Угу. Ну, я сохраняю идею всё же - после того как вы/мы такие ээ упрощённые обобщения сделаем - попробовать обратно из ээ разукрупнить. Мне кажется, если говорить аллегорически, вы сейчас анализируете ээ рифму отдельных "строф", но это не освобождает нас от анализа: чередования самих "строф", морфологии и циклов "стиший", морфологии и циклов "глав".
Да, ты прав. Однако, сейчас время/фаза/шаг сокращения. Потом будут другие.
--Совместно с bavi сделан полный транскрипт семинара, в котором (прямо в тексте) отмечены все сигналы ЯЗ.
Это я понял. Ну, так P = яз**
Иногда сигналы ЯЗ идут несколько подряд (т.е. без паузы между ними, без произносимых слов), также заметно что разные сигналы обладают выраженно различной интенсивностью. Эти тонкости в настоящий момент в нашем транскрипте, фактически, не отражены.
И это правильно.
Офф - надо найти/выбрать какое-то ОДНО место, в котором договориться поддерживать актуальную версию транскрипта (и договориться чтó мы, собственно, отмечаем, а что игнорируем). У меня на своём компе штук пять разных файлов, и ещё десяток мест в интернете, мелкие ошибки при таком раскладе вывести практически невозможно, потому что они распространяются из не исправленных версий к каждой новой копии :)
Ну, так выбери. Метатео куда-то исчез.
--И сразу после него ты фиксировал несколько слов. Так?
--Это делал кто-то другой. Кажется metatheo. Ну, за основу взят наш транскрипт.
Ага, заочное ему спасибо!
--В любом случае, мне надо было сократить/упростить твою первичную нотацию, потому, что она, выполнив свою роль - фиксирование первичной феноменологии, теперь сильно мешала делать другие обобщения. Чисто по ее форме.
--Угу. Ну, я сохраняю идею всё же - после того как вы/мы такие ээ упрощённые обобщения сделаем - попробовать обратно из ээ разукрупнить. Мне кажется, если говорить аллегорически, вы сейчас анализируете ээ рифму отдельных "строф", но это не освобождает нас от анализа: чередования самих "строф", морфологии и циклов "стиший", морфологии и циклов "глав".
Да, ты прав. Однако, сейчас время/фаза/шаг сокращения. Потом будут другие.
Разметка под кодовое отзеркаливание (1) язык*змеи
http://metapractice.livejournal.com/245646.html
(вот это сюрприз. далее транскрипт представляет повтор)
Со слов: Today - In Neuro-Linguistic programming - Long time ago - I, when I was – that -what what was...
Со слов: Today - In Neuro-Linguistic programming - Long time ago - I, when I was – that -what what was...
Блин, дайте же мне страницу текста, чтобы я наконец мог выложить интересный результат. Который я увидел и в этих отрывках!
↩︎
metanymous
Совсем запутали! :)
Короче, будет текст с черновой разметкой метатео - будет мой результат :)
↩︎
metanymous
Так, а зачем мне оригинальный текст? Его ценность в том, что метатео оставил в нем разметку яз*.
![[userpic]](https://metapractice.ru/images/none-4ee1bcd692ded7d0186297bdd7e6cfd1.gif?vsn=d)
Понял. В этом тексте тоже есть яз* причем во всем, только он стоит в конце фразы.
Если до понедельника никто не адаптирует разметку, то я сделаю это к вечеру понедельника, т.е переведу в форму как у метатео.
Если до понедельника никто не адаптирует разметку, то я сделаю это к вечеру понедельника, т.е переведу в форму как у метатео.
Посмотрите по ссылке, пока после *яз оставил фразы. Или для удобства оставить по несколько слов?
Горизонтальная линия это место где начался повтор в вашей разметке
Горизонтальная линия это место где начался повтор в вашей разметке
↩︎
metanymous
По ссылке после яз* одна фраза это хорошо.
И еще до яз* одна фраза - это будет ОЧЕНЬ хорошо.
С ответами участников по первому разу мы ничего не делаем.
У нас и так стоит сверх-сложная задача на этом ФРАГМЕНТЕ этого транскрипта попытаться:
--описать языкоиды, которые следуют сразу ПОСЛЕ НЕКОЕГО НЕВЕРБАЛЬНОГО СИГНАЛА. В этом месте стоит напомнить, что до сего момента ВСЕ нами описанные языкоиды являлись языкоидами_до_сигнала.
--попытаться впервые описать яызыкоиды_до_сигнала Р. Бандлера. Их никто формальное еще не описывал
--связать в единую систему до/после_языкоиды
--работать на выявление тех или иных языкоидов на "чужой" разметке. На, такую смелость я решаюсь в первый раз.
...поэтому, нужен не слишком большой/не слишком маленький фрагмента от некоего условного/точного начала и далее. И все. Ответы на вопросы это будет уже перебор новых задач для данного исследования. На его горбу и так уже слишком много новых/первых задач.
Как-то так.
У нас и так стоит сверх-сложная задача на этом ФРАГМЕНТЕ этого транскрипта попытаться:
--описать языкоиды, которые следуют сразу ПОСЛЕ НЕКОЕГО НЕВЕРБАЛЬНОГО СИГНАЛА. В этом месте стоит напомнить, что до сего момента ВСЕ нами описанные языкоиды являлись языкоидами_до_сигнала.
--попытаться впервые описать яызыкоиды_до_сигнала Р. Бандлера. Их никто формальное еще не описывал
--связать в единую систему до/после_языкоиды
--работать на выявление тех или иных языкоидов на "чужой" разметке. На, такую смелость я решаюсь в первый раз.
...поэтому, нужен не слишком большой/не слишком маленький фрагмента от некоего условного/точного начала и далее. И все. Ответы на вопросы это будет уже перебор новых задач для данного исследования. На его горбу и так уже слишком много новых/первых задач.
Как-то так.
Ок.
На гугл диске выложил начало, где-то до 19 минуты. ( https://docs.google.com/document/d/1znAylge2TBtbIsim9TQWWW4q___mL2hUTKDEzH7pvzs/edit )
Желательно посмотреть на форму подготовленной разметки. Так ли понял. При необходимости укорочу длину фраз до/после
Пока оставил ответы участников, но убрать их недолго.
На гугл диске выложил начало, где-то до 19 минуты. ( https://docs.google.com/document/d/1znAylge2TBtbIsim9TQWWW4q___mL2hUTKDEzH7pvzs/edit )
Желательно посмотреть на форму подготовленной разметки. Так ли понял. При необходимости укорочу длину фраз до/после
Пока оставил ответы участников, но убрать их недолго.
Надо, чтобы до сигнала и после него был приведен ряд слов, включающих существительное и глагол.
Надо дать пояснения к разметке.
что означает |-----|? Если это заметное прерывание в записи/разметке/тексте, то далее ничего приводить уже не надо.
Надо дать пояснения к разметке.
что означает |-----|? Если это заметное прерывание в записи/разметке/тексте, то далее ничего приводить уже не надо.
включающих существительное и глагол.
Ок. Возьму больше времени. Проверю, перепроверю. и выложу архивом.
Заинтересованным практикам открыт полный доступ на их гуггл-аккаунты... (т.е они могут не только копировать, но и редактировать)
Ок. Возьму больше времени. Проверю, перепроверю. и выложу архивом.
Заинтересованным практикам открыт полный доступ на их гуггл-аккаунты... (т.е они могут не только копировать, но и редактировать)
Надо, чтобы до сигнала и после него был приведен ряд слов, включающих существительное и глагол.
Здесь: https://docs.google.com/document/d/1K5Kug_gAD7UPOKdsVH67sOV41Qbi-pDJx_1vC_rJDl0/edit
Начал делать, выделяю пока перед и после. Пока это предварительно. Т.е не удаляю текст полностью.
Эти /такие хоть слова выделяю?
Здесь: https://docs.google.com/document/d/1K5Kug_gAD7UPOKdsVH67sOV41Qbi-pDJx_1vC_rJDl0/edit
Начал делать, выделяю пока перед и после. Пока это предварительно. Т.е не удаляю текст полностью.
Эти /такие хоть слова выделяю?
Я понял в чем проблема.
Разметка настолько частая, что при удлинении рассматриваемых фраз возникает парадокс: каждая последующая фраза одновременно есть предшествующая! Блин! :)
Тогда, действуем так:
Перетаскиваешь прямо сюда (кусками сколько войдет по максимому в отдельные реплики) аккуратный зачетный кусок теста с разметкой как он есть. Ничего дополнительно в нем размечать/выделять не надо.
Единственно, пожалуйста, составь список/перечень обозначений что в транскрипте чем отмечено. И все. А я буду кумекать как все это отразить удобоваримо для дальнейшего анализа/моделирования.
Разметка настолько частая, что при удлинении рассматриваемых фраз возникает парадокс: каждая последующая фраза одновременно есть предшествующая! Блин! :)
Тогда, действуем так:
Перетаскиваешь прямо сюда (кусками сколько войдет по максимому в отдельные реплики) аккуратный зачетный кусок теста с разметкой как он есть. Ничего дополнительно в нем размечать/выделять не надо.
Единственно, пожалуйста, составь список/перечень обозначений что в транскрипте чем отмечено. И все. А я буду кумекать как все это отразить удобоваримо для дальнейшего анализа/моделирования.
Мне кажется из у Гугл дока в любом случае нет средств скопировать разметку в ЖЖ. Придётся в ручную её проставлять и там, и здесь.
Ладно, я тут сейчас разгребусь немного и перестану лишь выдавать бесценные критические замечания, присоединюсь к тебе с созданием/редактированием этого документа :)
Ладно, я тут сейчас разгребусь немного и перестану лишь выдавать бесценные критические замечания, присоединюсь к тебе с созданием/редактированием этого документа :)
Хорошо. В каком формате разметку сделать?
а)
:P [Текст]
:P [Текст]
б)
[Текст]:P [Текст]:P [Текст] и т.д (здесь можно без точек/запятых/различных знаков препинания и без заглавных букв)
в)
[Текст]:P
[Текст]:P
а)
:P [Текст]
:P [Текст]
б)
[Текст]:P [Текст]:P [Текст] и т.д (здесь можно без точек/запятых/различных знаков препинания и без заглавных букв)
в)
[Текст]:P
[Текст]:P
:P aaaa today aaaa I want to do something a little bit different aaaa :P in neuro-linguistic programming the foundation of the entire field ..... is based on a simple notion :P long time ago aaaa :P i when i was doing hypnosis, I, suddenly dorned on me :P that, if you could hypnotise people and get them to do things that they couldn't do normally :P what what was going on :P and and I started thinking about it in a much broder sense because there were many people who very talented at certain things :P and, NLP gives you the ability to ask very precise questions about consciousness :P and, it started out with spelling there were kids that that could spell and kids that couldn't spell I happen to be one of the once that had no idea how to -spell most words :P because they told me that you should spell them (up) phonetically :P and you can't even spell phonetics phonetically that its comes out p-ho-nics :P and this morning on television there was one of the politicians here locally announcing how they had to go back to using phonetics as foundation of learning to read :P and unfortunatelly in english most words aren't really that phonetic words like caught :P are realy cu-nd-ght :P that we have silent letters and long vowels and all kinds of strange things that sound more like a hypnotic induction :P than anything else :P now it went further than that I think alot of my teachers were actually a very vicious hypnotists :P that they did things to me for example :P when I was I was in a fourth grade :P they came and they handed me a little plastic flute about this big .... and a piece of shit music and and on shit music was a wonderful song called yankee doodle dandy :P not one of my favourites :P and they said this is a this is every good boy does fine and the spaces were face and and I didn't even know what they were talking about :P and they said learn to play this song :P: and I went home and I blew in a thing and it sounded horrible so I didn't do it :P then the day before we were supposed to be tested on it I I tryded I tried to remember the song I went let's see it's yankee doodle something or other and I went (звуки игры) :P and I took it and I went into the class and all this kids went (звуки игры) and I went (звуки игры) and they looked at me and they said you are not musical took my flute away said I couldn't be in a band and said you'd never learn to play music :P now since then I've written an equivavelnt of over thirty-five symphonies :P and the musics on the you know the personal enhancement series and all of hose hypnosis tapes and all kinds of other things :P I've written a music for television commercial when I worked for ad agencies I scored a whole symphony with orcherstra :P so they weren't exactly right :P but then [...] stubborn :P they also did something else to me they, they took me in a art class :P I got in trouble in one class so they pulled me out of class and they said the only thing I can do was art :P so they stuck me in a art class because I got in a fight with a teacher I was a bad boy :P and the art teacher stuck a fruit ball on a table :P and she said to she said she said everyone is going to draw a fruit ball :P and they handed us these... :P I don't know they were they were colored cranes or something :P and and I drew something that looked like somebody sneezed color onto the paper :P the guy next to me drew something that looked like a photograph :P and I kept looking at it going [...] how's he doing this you know and he was like doo-doo-doo-doo [напевает и изображает размахи кисточкой] shading everything :P and the teacher came up and took it and she shook her head and looked at me disgustingly she said wooooo [мотает головой]. You're not artistic :P and I went 'not artistic' [качает головой] :P when I was 29 years old roughly walking down the street of new york :P I was staying at the barbason plasa and my wife and I were walking down the street and we walked in front of an art store and my wife said to me she said uh let's get some stuff and paint :P and I looked at her and went I am not artistic
:P and she went that's crazy you do everything why wouldn't you be artistic I'm not, I can't I'm not artistic :P suddenly I went this sounds more like a post-hypnotic suggestion than reality :P so she bought a bunch of art supplies took me up in a room and she took pastels and said just draw :P and I looked at the paper and went .....[гримасничает] look at her and went [гримасничает] she said draw and I went [гримасничает] :P and she took the rip the stuff of the side and just took it went nyeeeeee like that and then she pull out -this can of stuff and went tssssssss:P and I went [изображает нюханье] :P suddenly I felt like drawing :P now as it turns out... then I came to London and I was I was sitting on the Thames and there were this guy sitting on the Themes :P and he was drawing the buildings on the other side and the trees and I mean it was very detailed and even the lighting was the same and the shadows and everything and I was looking at it like this :P and I said to him I said I don't get it :P how do you get the picture that across the river on the canvas :P and he looked at me his pupils dilated like every deep trance subject I ever worked with and he went I don't ... and I went Well isn't that you sitting here and he went Well it's not like that :P he said What I do is see that big hand in the sky and I went 'right I said are you on something and he went nah, not right now :P then he said the hand in the sky is got the same :P color that I have :P and he goes the way I get color is I mix together colors because it pretty simple you start with 3 colors and you mix them together and you pretty much all the others :P and unless you like me and you cheat :P cause I found ways of cheating I use my wife's make-up :P till I found out my first drawing with it cost me 775 dollars :P but the lips were perfect :P so I must state that cost me alot :P because I I had to go buy new stuff and that's when you go to the make up store and you're guy and you go in and go 'I need this but I need it slightly darker :P and they always look at you and they go no this will match your skin just fine :P and you go it's not for me and they go it's San-Francisco you don't have to worry about that :P but what happened was is that the guy described to me in detail how is the hand in the sky moves there is wire that comes out of the sky down to this hand and as this hand moves this hand matches it :P now suddenly in an instance something inside my head went uuuuuh :P it was the same expirience I had when I found out good spellers make pictures of the words :P because you know :P I tried to make pictures of the words but I make them on the back of my hand :P they called that cheating :P making pictures in your head is not cheating :P now if you gonna spell words like the word caught :P you can't sound it out :P but if you make a picture of it and you copy it down :P now I took a bunch of learning disabled children actually, I think they were teaching disabled :P that's my theory my theory is that if you don't tell people how to do something they won't know how to :P and instead of teaching them phonetics I took all the worse spellers on the fifth grade :P and I set them down and I said you know why you're here oh yeah cause we're stupid now, I said yep :P but not as stupid as me :P so since you're stupid you have to learn to cheat and not get caught :P and they looked at me and went what and I said let me show you how it's done :P so I held up the word color and I had the -cred and the o green and the l blue and the next zero oh I had something pink or something and the r was a different color :P and because you guys don't even color the same way we do :P you guys are going where is the u :P and I go it's in england [08:57]
:P but then I held it up and I said 'Now make a picture of this word :P in your mind and I said what color is the l :P the only way you can answer that is with a remembered image :P because as soon as they started doing it that way then I show them all the words on their spelling test they made pictures of them and hid them in their mind :P they all went 'PHEHEHEHE' :P they went in and took their spelling tests and every single one of them got 100 percent :P so I was fired for doing Satanic writes :P i'm not even making that up. It would never dorned on me :P but teacher came in and she said, she said what are you doing to this children and I said well, I'm teaching them what it really means to memorize pictures :P and she looked at me and she said, she said are you a christian and I said no, thanks :P i had one last night it was tasty :P and she said to me, she said If you're not a christian, you have to be a Satanist :P which pretty much alleviates alot of relegions if you think about it :P you know :P i tried to explain to her that my grandfather told me I should be a zen buddhist :P and he was, it was jewish :P originally but zen something happened :P and :P and I said, you know zen sometimes you have problems, and zen sometimes you don't :P and what happened was is for me once I got this then I went back to my room at the saway[?] hotel :P broke out all kind of paints and stuff :P that's why I'm not allowed to stay at the saway hotel anymore :P and I began to do the same thing he told me about :P and what happened is in an instant I putting a new idea inside my mind :P now let me ask you, how many of you absolutely believe that you have no artistic ability no drawing, period :P are you sure :P i like it, three hands dropped down :P no, I've a problem with certainty as well as with art :P ok and this is... mam... second over there :P ha-ha, look on your fa... i like this one as i can, no i can't, no i can't, yes i can, no i can't, yes i can, no i can't, yes, no, yes, yes, no [поднимает и опускает руку передразнивая неуверенных участников] :P yes and mam are you sure you have no talent nein whatsoever <девушка отвечает> give up a friend that was down here yesterday ah you're friends good god, how do i know that ohhhh yeah, so, no talent whatsoever :P you can't draw at all, can't paint :P mam, why don't you got signed up she's got... she's gonna think about it how about music ok so you got a little a little music in your soul :P <кивает> would you guys sit down over there for a second :P ok just for a minute :P I'll be with you in a second :P i just want.. is there somebody here that really believes that have no ability to play music and none whatsoever :P right and i had to believe you too, you know, remember, remember that :P ok sir, are you chewing gum what are you chewing on just your tongue or something it's no wonder you're not musical if you bite your tongue all the time there is nothing to be nervous about YET :P I'll tell you when :P and it'll be too late :P yeah, you can put your hands down would you come down here, sir... :P just... now, one of the... one of the things that I wanna to ask you, when did you first know that you're not artistic did you, whether you like meet and somebody tell you that when you were young :P
?:P? you guess so ok this is not guessing question this is, you know did they like, did you like draw and people look at it went [гримасничает] :P you know :P most professional. Was this a school teacher that told you this, or :P so you had school teachers and they looked down at you and went [гримасничает nooooo] :P boy, psychologies are probably have really 'uuuugh! root experience :P and we gonna going into that not :P but anyway, whatever happend you believed that so you probably don't spend alot of time painting, right :P yeah, ok how... :P and what's your name, sir :P nil. so, nil down before me here :P is a having... so he believes that he has no artistic talent, non whatsoever :P and what's your name, mam :P jina :P and you have no artistic talent, either :P ??? :P is that like yes :P ok and when you paint, do you really enjoy it :P or was it painful experience :P dramatic, as we like to say in psychology department :P a pot flower du-du-du I grew up in a sixties you don't have to apologize to me :P we have lots of pot flowers :P they said it was the summer of love but it was really the summer of drugs, so I can tell you :P we used to go out into people's park, and, you know, and golden gate park, and all these great musicians would play :P with great names like the grateful dead what the... the heavens did they come up with that name for so wierd :P you know and they would play loud music and people would get high as skies and then they told people, you know :P they should object to the war :P you know like that was a novel idea people go 'object to war they must be communists :P you know what that has to do with communism I don't know :P but they kept saying that that was a bad thing you know and some of us went, but we'd like violence :P you know but we just want to keep it at home, that's all :P you know, we might define defending our neighbourhood was something but, you know :P you know, i just found it really hard to believe that people that didn't have cars or ships could get to america and be a threat. But they told me if one company became... country became communist, then the next one would, and the next one would, and the next one was. Actually it's sort of fell the other way if you think about it :P be... most of these c... even china's now like the most caplitalistic country in the world :P you know, and russia's gonna mcdonald's downtown and, you know :P people are actually arrested in russia now for income tax evasions that great :P become[?] much things of move forward :P you know :P giant steps, and... putin was in town, just recently, he was... i saw him up, outside my hotel room window, [cheek-cheek-cheek-cheek] flying by in a helicoper :P and, and they had armed guards all over the place, and I guess they had trade talks and talked about things and... :P it's funny to think about, you know all this countries that hated each other when I was young, we just knew that they were gonna blow us up :P and... so there was no point in painting anything :P and, and they told me I was the same way only i didn't have a f..., a pot flower i had a fruit ball :P but I lived in san-francisco so it gotta make sense if you think about it [17:05]
1. :P aaaa today aaaa I want to do something a little bit different aaaa
2. :P in neuro-linguistic programming the foundation of the entire field ..... is based on a simple notion
3. :P long time ago aaaa
4. :P i when i was doing hypnosis, I, suddenly dorned on me
5. :P that, if you could hypnotise people and get them to do things that they couldn't do normally
6. :P what what was going on
7. :P and and I started thinking about it in a much broder sense because there were many people who very talented at certain things
8. :P and, NLP gives you the ability to ask very precise questions about consciousness
9. :P and, it started out with spelling there were kids that that could spell and kids that couldn't spell I happen to be one of the once that had no idea how to -spell most words
10. :P because they told me that you should spell them (up) phonetically
11. :P and you can't even spell phonetics phonetically that its comes out p-ho-nics
12. :P and this morning on television there was one of the politicians here locally announcing how they had to go back to using phonetics as foundation of learning to read
13. :P and unfortunatelly in english most words aren't really that phonetic words like caught
14. :P are realy cu-nd-ght
15. :P that we have silent letters and long vowels and all kinds of strange things that sound more like a hypnotic induction
16. :P than anything else
17. :P now it went further than that I think alot of my teachers were actually a very vicious hypnotists
18. :P that they did things to me for example
19. :P when I was I was in a fourth grade
20. :P they came and they handed me a little plastic flute about this big .... and a piece of shit music and and on shit music was a wonderful song called yankee doodle dandy
21. :P not one of my favourites
22. :P and they said this is a this is every good boy does fine and the spaces were face and and I didn't even know what they were talking about
23. :P and they said learn to play this song
24. :P: and I went home and I blew in a thing and it sounded horrible so I didn't do it
25. :P then the day before we were supposed to be tested on it I I tryded I tried to remember the song I went let's see it's yankee doodle something or other and I went (звуки игры)
26. :P and I took it and I went into the class and all this kids went (звуки игры) and I went (звуки игры) and they looked at me and they said you are not musical took my flute away said I couldn't be in a band and said you'd never learn to play music
27. :P now since then I've written an equivavelnt of over thirty-five symphonies
28. :P and the musics on the you know the personal enhancement series and all of hose hypnosis tapes and all kinds of other things
29. :P I've written a music for television commercial when I worked for ad agencies I scored a whole symphony with orcherstra
30. :P so they weren't exactly right
31. :P but then [...] stubborn
32. :P they also did something else to me they, they took me in a art class
33. :P I got in trouble in one class so they pulled me out of class and they said the only thing I can do was art
34. :P so they stuck me in a art class because I got in a fight with a teacher I was a bad boy
35. :P and the art teacher stuck a fruit ball on a table
36. :P and she said to she said she said everyone is going to draw a fruit ball
37. :P and they handed us these...
38. :P I don't know they were they were colored cranes or something
39. :P and and I drew something that looked like somebody sneezed color onto the paper
40. :P the guy next to me drew something that looked like a photograph
41. :P and I kept looking at it going [...] how's he doing this you know and he was like doo-doo-doo-doo [напевает и изображает размахи кисточкой] shading everything
42. :P and the teacher came up and took it and she shook her head and looked at me disgustingly she said wooooo [мотает головой]. You're not artistic
43. :P and I went 'not artistic' [качает головой]
44. :P when I was 29 years old roughly walking down the street of new york
2. :P in neuro-linguistic programming the foundation of the entire field ..... is based on a simple notion
3. :P long time ago aaaa
4. :P i when i was doing hypnosis, I, suddenly dorned on me
5. :P that, if you could hypnotise people and get them to do things that they couldn't do normally
6. :P what what was going on
7. :P and and I started thinking about it in a much broder sense because there were many people who very talented at certain things
8. :P and, NLP gives you the ability to ask very precise questions about consciousness
9. :P and, it started out with spelling there were kids that that could spell and kids that couldn't spell I happen to be one of the once that had no idea how to -spell most words
10. :P because they told me that you should spell them (up) phonetically
11. :P and you can't even spell phonetics phonetically that its comes out p-ho-nics
12. :P and this morning on television there was one of the politicians here locally announcing how they had to go back to using phonetics as foundation of learning to read
13. :P and unfortunatelly in english most words aren't really that phonetic words like caught
14. :P are realy cu-nd-ght
15. :P that we have silent letters and long vowels and all kinds of strange things that sound more like a hypnotic induction
16. :P than anything else
17. :P now it went further than that I think alot of my teachers were actually a very vicious hypnotists
18. :P that they did things to me for example
19. :P when I was I was in a fourth grade
20. :P they came and they handed me a little plastic flute about this big .... and a piece of shit music and and on shit music was a wonderful song called yankee doodle dandy
21. :P not one of my favourites
22. :P and they said this is a this is every good boy does fine and the spaces were face and and I didn't even know what they were talking about
23. :P and they said learn to play this song
24. :P: and I went home and I blew in a thing and it sounded horrible so I didn't do it
25. :P then the day before we were supposed to be tested on it I I tryded I tried to remember the song I went let's see it's yankee doodle something or other and I went (звуки игры)
26. :P and I took it and I went into the class and all this kids went (звуки игры) and I went (звуки игры) and they looked at me and they said you are not musical took my flute away said I couldn't be in a band and said you'd never learn to play music
27. :P now since then I've written an equivavelnt of over thirty-five symphonies
28. :P and the musics on the you know the personal enhancement series and all of hose hypnosis tapes and all kinds of other things
29. :P I've written a music for television commercial when I worked for ad agencies I scored a whole symphony with orcherstra
30. :P so they weren't exactly right
31. :P but then [...] stubborn
32. :P they also did something else to me they, they took me in a art class
33. :P I got in trouble in one class so they pulled me out of class and they said the only thing I can do was art
34. :P so they stuck me in a art class because I got in a fight with a teacher I was a bad boy
35. :P and the art teacher stuck a fruit ball on a table
36. :P and she said to she said she said everyone is going to draw a fruit ball
37. :P and they handed us these...
38. :P I don't know they were they were colored cranes or something
39. :P and and I drew something that looked like somebody sneezed color onto the paper
40. :P the guy next to me drew something that looked like a photograph
41. :P and I kept looking at it going [...] how's he doing this you know and he was like doo-doo-doo-doo [напевает и изображает размахи кисточкой] shading everything
42. :P and the teacher came up and took it and she shook her head and looked at me disgustingly she said wooooo [мотает головой]. You're not artistic
43. :P and I went 'not artistic' [качает головой]
44. :P when I was 29 years old roughly walking down the street of new york
45. :P I was staying at the barbason plasa and my wife and I were walking down the street and we walked in front of an art store and my wife said to me she said uh let's get some stuff and paint
46. :P and I looked at her and went I am not artistic
46. :P and I looked at her and went I am not artistic
Каким html-средством/разметкой делается смещение текста К ПРАВОЙ ПОЛОВИНЕ ОКОШКА БРАУЗЕРА?
В приведенный отрывках я не вижу (или показалось?) многократных :P. Куда они у нас делись? Или не делись?
В приведенный отрывках я не вижу (или показалось?) многократных :P. Куда они у нас делись? Или не делись?
Каким html-средством/разметкой делается смещение текста К ПРАВОЙ ПОЛОВИНЕ ОКОШКА БРАУЗЕРА?
Ну, ЖЖ принудительно удаляет такую разметку. Так что если сильно требуется, то можно, например, таким хаком, вставкой пустой картинки нужной ширины:
<img width="100" height="0"> ...текст
Вот как выглядит:
![]()
...текст
Ну, ЖЖ принудительно удаляет такую разметку. Так что если сильно требуется, то можно, например, таким хаком, вставкой пустой картинки нужной ширины:
<img width="100" height="0"> ...текст
Вот как выглядит:
Отмечен *ЯЗ (не выделена много кратность) - https://docs.google.com/document/d/1Ml0rJjC-g7us4pk6mZvGYvOzlxaRmjfmSpomcTChXq4/edit?usp=sharing
Отмечен *ЯЗ (выделена много кратность) - https://docs.google.com/document/d/1F9IlivWIa4uD4cvuitM-V2mh8fBau9QATMs2-35F4d0/edit?usp=sharing
Их надо утвердить:)? что принимаем как исходники.
в посте вот, что получается. можно еще поиграть - http://bavi.livejournal.com/183887.html
Отмечен *ЯЗ (выделена много кратность) - https://docs.google.com/document/d/1F9IlivWIa4uD4cvuitM-V2mh8fBau9QATMs2-35F4d0/edit?usp=sharing
Их надо утвердить:)? что принимаем как исходники.
в посте вот, что получается. можно еще поиграть - http://bavi.livejournal.com/183887.html
Отмечен *ЯЗ (не выделена много кратность) - https://docs.google.com/document/d/1Ml0rJjC-g7us4pk6mZvGYvOzlxaRmjfmSpomcTChXq4/edit?usp=sharing
Отмечен *ЯЗ (выделена много кратность) - https://docs.google.com/document/d/1F9IlivWIa4uD4cvuitM-V2mh8fBau9QATMs2-35F4d0/edit?usp=sharing
Их надо утвердить:)? что принимаем как исходники.
Ну да, давай утвердим. Я согласен :)
Только предлагаю взять как исходник именно ПЕРВЫЙ вариант (без многократности). Т.е. если по ходу работы над вторым будут сделаны правки самого текста транскрипта, то они должны быть продублированы в первый. Наоборот - не обязательно.
Отмечен *ЯЗ (выделена много кратность) - https://docs.google.com/document/d/1F9IlivWIa4uD4cvuitM-V2mh8fBau9QATMs2-35F4d0/edit?usp=sharing
Их надо утвердить:)? что принимаем как исходники.
Ну да, давай утвердим. Я согласен :)
Только предлагаю взять как исходник именно ПЕРВЫЙ вариант (без многократности). Т.е. если по ходу работы над вторым будут сделаны правки самого текста транскрипта, то они должны быть продублированы в первый. Наоборот - не обязательно.
Нет, не надо делать уже никаких набело разметок в этом проходе. Анализируем то что есть. А в том что есть есть многократные ЯЗ*. Значит их надо поставить по оригиналу метатео в текст.
А новые разметки набело дадут уже совсем другой результат. Это будет уже другой анализ, с другой идеологией и прочее.
Другое дело, что неплохо бы привести ХОТЯ БЫ ОДИН ПРИМЕР ХОТЯ БЫ ДВУКРАТНОГО ЯЗ. Ежели хотя бы один такой пример есть, значит:
--есть и другие
--есть и трехкратные
...вот как-то так.
А новые разметки набело дадут уже совсем другой результат. Это будет уже другой анализ, с другой идеологией и прочее.
Другое дело, что неплохо бы привести ХОТЯ БЫ ОДИН ПРИМЕР ХОТЯ БЫ ДВУКРАТНОГО ЯЗ. Ежели хотя бы один такой пример есть, значит:
--есть и другие
--есть и трехкратные
...вот как-то так.
ЕСЛИ ПЕРВЫЙ РАЗМЕТЧИК ПОСТАВИЛ МНОГОКРАТНЫЕ ЯЗ, ЗНАЧИТ НУЖНЫ МНОГОКРАТНЫЕ!!!
Метатео только обрезал строки разметки, оставив только их начала, что наглядно показало что в этих началах есть повторы. Многократные или нет ЯЗ там по нашему с bavi оригиналу.
Первый разметчик это я, второй выполнивший не меньшую часть работы bavi. Так вот, я помню что многократные повторы :P означали в разное время и у разных участников то интенсивность/заметность сигнала, а то его повторы, и в итоге всё перемешалось. Поэтому, использовать следует в настоящий момент только ту версию транскрипта, в которой нет многократных повторов. Там всё чётко :)
Понятно, вот поэтому надо делать все из одних рук. Один разметчик и он же анализатор.
В данном/нашем случае пусть хоть разметка будет в основном из одних рук.
В данном/нашем случае пусть хоть разметка будет в основном из одних рук.
Возможность таскать влево -вправо отдельные фразы.
Ну, в нашем случае, если бы разметка была в основном из одних рук, то её бы было примерно в два раза меньше. Если опен-сорс сообщества могут координировать десятки делающих активный вклад участников, то и мы можем :)
1. :P aaaa today aaaa I want to do something a little bit different aaaa
2. :P in neuro-linguistic programming the foundation of the entire field ..... is based on a simple notion
3. :P long time ago aaaa
4. :P i when i was doing hypnosis, I, suddenly dorned on me
5. :P that, if you could hypnotise people and get them to do things that they couldn't do normally
6. :P what what was going on
7. :P and and I started thinking about it in a much broder sense because there were many people who very talented at certain things
8. :P and, NLP gives you the ability to ask very precise questions about consciousness
9. :P and, it started out with spelling there were kids that that could spell and kids that couldn't spell I happen to be one of the once that had no idea how to -spell most words
10. :P because they told me that you should spell them (up) phonetically
11. :P and you can't even spell phonetics phonetically that its comes out p-ho-nics
12. :P and this morning on television there was one of the politicians here locally announcing how they had to go back to using phonetics as foundation of learning to read
13. :P and unfortunatelly in english most words aren't really that phonetic words like caught
14. :P are realy cu-nd-ght
15. :P that we have silent letters and long vowels and all kinds of strange things that sound more like a hypnotic induction
16. :P than anything else
17. :P now it went further than that I think alot of my teachers were actually a very vicious hypnotists
18. :P that they did things to me for example
19. :P when I was I was in a fourth grade
20. :P they came and they handed me a little plastic flute about this big .... and a piece of shit music and and on shit music was a wonderful song called yankee doodle dandy
21. :P not one of my favourites
22. :P and they said this is a this is every good boy does fine and the spaces were face and and I didn't even know what they were talking about
23. :P and they said learn to play this song
24. :P: and I went home and I blew in a thing and it sounded horrible so I didn't do it
25. :P then the day before we were supposed to be tested on it I I tryded I tried to remember the song I went let's see it's yankee doodle something or other and I went (звуки игры)
26. :P and I took it and I went into the class and all this kids went (звуки игры) and I went (звуки игры) and they looked at me and they said you are not musical took my flute away said I couldn't be in a band and said you'd never learn to play music
27. :P now since then I've written an equivavelnt of over thirty-five symphonies
28. :P and the musics on the you know the personal enhancement series and all of hose hypnosis tapes and all kinds of other things
29. :P I've written a music for television commercial when I worked for ad agencies I scored a whole symphony with orcherstra
30. :P so they weren't exactly right
31. :P but then [...] stubborn
32. :P they also did something else to me they, they took me in a art class
33. :P I got in trouble in one class so they pulled me out of class and they said the only thing I can do was art
34. :P so they stuck me in a art class because I got in a fight with a teacher I was a bad boy
35. :P and the art teacher stuck a fruit ball on a table
36. :P and she said to she said she said everyone is going to draw a fruit ball
37. :P and they handed us these...
38. :P I don't know they were they were colored cranes or something
39. :P and and I drew something that looked like somebody sneezed color onto the paper
40. :P the guy next to me drew something that looked like a photograph
41. :P and I kept looking at it going [...] how's he doing this you know and he was like doo-doo-doo-doo [напевает и изображает размахи кисточкой] shading everything
42. :P and the teacher came up and took it and she shook her head and looked at me disgustingly she said wooooo [мотает головой]. You're not artistic
43. :P and I went 'not artistic' [качает головой]
44. :P when I was 29 years old roughly walking down the street of new york
1. aaaa today aaaa I want to do something a little bit different aaaa
2. in neuro-linguistic programming the foundation of the entire field ..... is based on a simple notion
3. long time ago aaaa
4. i when i was doing hypnosis, I, suddenly dorned on me
5. that, if you could hypnotise people and get them to do things that they couldn't do normally
6. what what was going on
7. and and I started thinking about it in a much broder sense because there were many people who very talented at certain things
8. and, NLP gives you the ability to ask very precise questions about consciousness
9. and, it started out with spelling there were kids that that could spell and kids that couldn't spell I happen to be one of the once that had no idea how to -spell most words
10. because they told me that you should spell them (up) phonetically
11. and you can't even spell phonetics phonetically that its comes out p-ho-nics
12. and this morning on television there was one of the politicians here locally announcing how they had to go back to using phonetics as foundation of learning to read
13. and unfortunatelly in english most words aren't really that phonetic words like caught
14. are realy cu-nd-ght
15. that we have silent letters and long vowels and all kinds of strange things that sound more like a hypnotic induction
16. than anything else
17. now it went further than that I think alot of my teachers were actually a very vicious hypnotists
18. that they did things to me for example
19. when I was I was in a fourth grade
20. they came and they handed me a little plastic flute about this big .... and a piece of shit music and and on shit music was a wonderful song called yankee doodle dandy
21. not one of my favourites
22. and they said this is a this is every good boy does fine and the spaces were face and and I didn't even know what they were talking about
23. and they said learn to play this song
24. and I went home and I blew in a thing and it sounded horrible so I didn't do it
25. then the day before we were supposed to be tested on it I I tryded I tried to remember the song I went let's see it's yankee doodle something or other and I went (звуки игры)
26. and I took it and I went into the class and all this kids went (звуки игры) and I went (звуки игры) and they looked at me and they said you are not musical took my flute away said I couldn't be in a band and said you'd never learn to play music
27. now since then I've written an equivavelnt of over thirty-five symphonies
28. and the musics on the you know the personal enhancement series and all of hose hypnosis tapes and all kinds of other things
29. I've written a music for television commercial when I worked for ad agencies I scored a whole symphony with orcherstra
30. so they weren't exactly right
31. but then [...] stubborn
32. they also did something else to me they, they took me in a art class
33. I got in trouble in one class so they pulled me out of class and they said the only thing I can do was art
34. so they stuck me in a art class because I got in a fight with a teacher I was a bad boy
35. and the art teacher stuck a fruit ball on a table
36. and she said to she said she said everyone is going to draw a fruit ball
37. and they handed us these...
38. I don't know they were they were colored cranes or something
39. and and I drew something that looked like somebody sneezed color onto the paper
40. the guy next to me drew something that looked like a photograph
2. in neuro-linguistic programming the foundation of the entire field ..... is based on a simple notion
3. long time ago aaaa
4. i when i was doing hypnosis, I, suddenly dorned on me
5. that, if you could hypnotise people and get them to do things that they couldn't do normally
6. what what was going on
7. and and I started thinking about it in a much broder sense because there were many people who very talented at certain things
8. and, NLP gives you the ability to ask very precise questions about consciousness
9. and, it started out with spelling there were kids that that could spell and kids that couldn't spell I happen to be one of the once that had no idea how to -spell most words
10. because they told me that you should spell them (up) phonetically
11. and you can't even spell phonetics phonetically that its comes out p-ho-nics
12. and this morning on television there was one of the politicians here locally announcing how they had to go back to using phonetics as foundation of learning to read
13. and unfortunatelly in english most words aren't really that phonetic words like caught
14. are realy cu-nd-ght
15. that we have silent letters and long vowels and all kinds of strange things that sound more like a hypnotic induction
16. than anything else
17. now it went further than that I think alot of my teachers were actually a very vicious hypnotists
18. that they did things to me for example
19. when I was I was in a fourth grade
20. they came and they handed me a little plastic flute about this big .... and a piece of shit music and and on shit music was a wonderful song called yankee doodle dandy
21. not one of my favourites
22. and they said this is a this is every good boy does fine and the spaces were face and and I didn't even know what they were talking about
23. and they said learn to play this song
24. and I went home and I blew in a thing and it sounded horrible so I didn't do it
25. then the day before we were supposed to be tested on it I I tryded I tried to remember the song I went let's see it's yankee doodle something or other and I went (звуки игры)
26. and I took it and I went into the class and all this kids went (звуки игры) and I went (звуки игры) and they looked at me and they said you are not musical took my flute away said I couldn't be in a band and said you'd never learn to play music
27. now since then I've written an equivavelnt of over thirty-five symphonies
28. and the musics on the you know the personal enhancement series and all of hose hypnosis tapes and all kinds of other things
29. I've written a music for television commercial when I worked for ad agencies I scored a whole symphony with orcherstra
30. so they weren't exactly right
31. but then [...] stubborn
32. they also did something else to me they, they took me in a art class
33. I got in trouble in one class so they pulled me out of class and they said the only thing I can do was art
34. so they stuck me in a art class because I got in a fight with a teacher I was a bad boy
35. and the art teacher stuck a fruit ball on a table
36. and she said to she said she said everyone is going to draw a fruit ball
37. and they handed us these...
38. I don't know they were they were colored cranes or something
39. and and I drew something that looked like somebody sneezed color onto the paper
40. the guy next to me drew something that looked like a photograph
41. and I kept looking at it going [...] how's he doing this you know and he was like doo-doo-doo-doo [напевает и изображает размахи кисточкой] shading everything
42. and the teacher came up and took it and she shook her head and looked at me disgustingly she said wooooo [мотает головой]. You're not artistic
43. and I went 'not artistic' [качает головой]
44. when I was 29 years old roughly walking down the street of new york
45. I was staying at the barbason plasa and my wife and I were walking down the street and we walked in front of an art store and my wife said to me she said uh let's get some stuff and paint
46. and I looked at her and went I am not artistic
42. and the teacher came up and took it and she shook her head and looked at me disgustingly she said wooooo [мотает головой]. You're not artistic
43. and I went 'not artistic' [качает головой]
44. when I was 29 years old roughly walking down the street of new york
45. I was staying at the barbason plasa and my wife and I were walking down the street and we walked in front of an art store and my wife said to me she said uh let's get some stuff and paint
46. and I looked at her and went I am not artistic
1. :P aaaa today aaaa I want to do something a little bit different aaaa
2. :P in neuro-linguistic programming the foundation of the entire field ..... is based on a simple notion
3. :P long time ago aaaa
4. :P i when i was doing hypnosis, I, suddenly dorned on me
5. :P that, if you could hypnotise people and get them to do things that they couldn't do normally
6. :P what what was going on
7. :P and and I started thinking about it in a much broder sense because there were many people who very talented at certain things
8. :P and, NLP gives you the ability to ask very precise questions about consciousness
9. :P and, it started out with spelling there were kids that that could spell and kids that couldn't spell I happen to be one of the once that had no idea how to -spell most words
10. :P because they told me that you should spell them (up) phonetically
11. :P and you can't even spell phonetics phonetically that its comes out p-ho-nics
12. :P and this morning on television there was one of the politicians here locally announcing how they had to go back to using phonetics as foundation of learning to read
13. :P and unfortunatelly in english most words aren't really that phonetic words like caught
14. :P are realy cu-nd-ght
15. :P that we have silent letters and long vowels and all kinds of strange things that sound more like a hypnotic induction
16. :P than anything else
17. :P now it went further than that I think alot of my teachers were actually a very vicious hypnotists
18. :P that they did things to me for example
19. :P when I was I was in a fourth grade
20. :P they came and they handed me a little plastic flute about this big .... and a piece of shit music and and on shit music was a wonderful song called yankee doodle dandy
21. :P not one of my favourites
22. :P and they said this is a this is every good boy does fine and the spaces were face and and I didn't even know what they were talking about
23. :P and they said learn to play this song
24. :P: and I went home and I blew in a thing and it sounded horrible so I didn't do it
25. :P then the day before we were supposed to be tested on it I I tryded I tried to remember the song I went let's see it's yankee doodle something or other and I went (звуки игры)
26. :P and I took it and I went into the class and all this kids went (звуки игры) and I went (звуки игры) and they looked at me and they said you are not musical took my flute away said I couldn't be in a band and said you'd never learn to play music
27. :P now since then I've written an equivavelnt of over thirty-five symphonies
28. :P and the musics on the you know the personal enhancement series and all of hose hypnosis tapes and all kinds of other things
29. :P I've written a music for television commercial when I worked for ad agencies I scored a whole symphony with orcherstra
30. :P so they weren't exactly right
31. :P but then [...] stubborn
32. :P they also did something else to me they, they took me in a art class
33. :P I got in trouble in one class so they pulled me out of class and they said the only thing I can do was art
34. :P so they stuck me in a art class because I got in a fight with a teacher I was a bad boy
35. :P and the art teacher stuck a fruit ball on a table
36. :P and she said to she said she said everyone is going to draw a fruit ball
37. :P and they handed us these...
38. :P I don't know they were they were colored cranes or something
39. :P and and I drew something that looked like somebody sneezed color onto the paper
40. :P the guy next to me drew something that looked like a photograph
41. :P and I kept looking at it going [...] how's he doing this you know and he was like doo-doo-doo-doo [напевает и изображает размахи кисточкой] shading everything
42. :P and the teacher came up and took it and she shook her head and looked at me disgustingly she said wooooo [мотает головой]. You're not artistic
43. :P and I went 'not artistic' [качает головой]
44. :P when I was 29 years old roughly walking down the street of new york
45. I was staying at the barbason plasa and my wife and I were walking down the street and we walked in front of an art store and my wife said to me she said uh let's get some stuff and paint
46. and I looked at her and went I am not artistic
Опись лексики сразу после ЯЗ. В порядке ее появления/чередования в тексте.
(а) Удвоение
aaaa today aaaa - i when i - what what - and and - and and
(б) НЛП
in neuro-linguistic programming - and NLP
(в) Время
long time - are realy - now - now
(г) That, than, when, then,
that - than - that - when - then - when
(д) And
and and - and, NLP - and - and you - and - and - and they - and they - and I - and I - and - and - and she - and they - and I - and - and I - and I
(e) Because, so,
because they - so they - so they
(ж) They, you, we, I, she, guy,
because they - and you - that we - when I - they - and they - and they - and I - and I - I - so they - they - so they - and she - and they - I - the guy - and I - and I - I - and I
(з) Not, but,
not, but
(а) Удвоение
aaaa today aaaa - i when i - what what - and and - and and
(б) НЛП
in neuro-linguistic programming - and NLP
(в) Время
long time - are realy - now - now
(г) That, than, when, then,
that - than - that - when - then - when
(д) And
and and - and, NLP - and - and you - and - and - and they - and they - and I - and I - and - and - and she - and they - and I - and - and I - and I
(e) Because, so,
because they - so they - so they
(ж) They, you, we, I, she, guy,
because they - and you - that we - when I - they - and they - and they - and I - and I - I - so they - they - so they - and she - and they - I - the guy - and I - and I - I - and I
(з) Not, but,
not, but
Опись лексики "перед ЯЗ"
(а) Звуки, звукопроизнесение - музыка, разговор, искусство, талант и т.п.
aaaa - aaaa - talented at certain things - to spell most words - you should spell them (up) phonetically - spell phonetics phonetically that its comes out p-ho-nics - using phonetics as foundation of learning to read - that phonetic words like caught - cu-nd-ght - sound more like a hypnotic induction - music was a wonderful song called yankee doodle dandy - they were talking about - said learn to play this song - it sounded horrible so I didn't do it - and I went (звуки игры) - and they said you are not musical took my flute away said I couldn't be in a band and said you'd never learn to play music - thirty-five symphonies - I scored a whole symphony with orcherstra - in a art class - and they said the only thing I can do was art - doo-doo-doo-doo [напевает и изображает размахи кисточкой] shading everything - she said wooooo [мотает головой]. You're not artistic - 'not artistic' [качает головой] - and my wife said to me she said uh let's get some stuff and paint - and went I am not artistic
(б) Оценки, сравнения и т.п.
foundation of the entire field ..... is based on a simple notion - and get them to do things that they couldn't do normally - that phonetic words like caught - like a hypnotic induction - things to me for example - of my favourites - exactly right - I was a bad boy
(в) Время
long time ago aaaa - I, suddenly dorned on me
(г) Сознание - Подсознание
precise questions about consciousness - like a hypnotic induction - very vicious hypnotists - hypnosis tapes and all kinds of other things
(д) Удвоение лексики
and and on shit music was a wonderful song called yankee doodle dandy - and and I didn't even know what they were talking about - they, they took me in a art class
(е) Визуальная модальность и субмодальности
I went let's see it's yankee doodle - and they looked at me - colored cranes or something - color onto the paper - looked like a photograph - and she shook her head and looked at me disgustingly
(ж) С местоимениями
I, suddenly dorned on me - and get them to do things that they couldn't do normally - people who very talented at certain things - my teachers were actually a very vicious hypnotists - I was in a fourth grade - of my favourites - I didn't even know what they were talking about - I didn't do it - I went let's see it's yankee doodle something or other and I went (звуки игры) - and I went (звуки игры) and they looked at me and they said you are not musical took my flute away said I couldn't be in a band and said you'd never learn to play music - I worked for ad agencies I scored a whole symphony with orcherstra - me they, they took me in a art class - I got in a fight with a teacher I was a bad boy - they were colored cranes or something - he doing this you know and he was like doo-doo-doo-doo [напевает и изображает размахи кисточкой] shading everything - and she shook her head and looked at me disgustingly she said wooooo [мотает головой]. You're not artistic - and my wife said to me she said uh let's get some stuff and paint - and went I am not artistic
(а) Звуки, звукопроизнесение - музыка, разговор, искусство, талант и т.п.
aaaa - aaaa - talented at certain things - to spell most words - you should spell them (up) phonetically - spell phonetics phonetically that its comes out p-ho-nics - using phonetics as foundation of learning to read - that phonetic words like caught - cu-nd-ght - sound more like a hypnotic induction - music was a wonderful song called yankee doodle dandy - they were talking about - said learn to play this song - it sounded horrible so I didn't do it - and I went (звуки игры) - and they said you are not musical took my flute away said I couldn't be in a band and said you'd never learn to play music - thirty-five symphonies - I scored a whole symphony with orcherstra - in a art class - and they said the only thing I can do was art - doo-doo-doo-doo [напевает и изображает размахи кисточкой] shading everything - she said wooooo [мотает головой]. You're not artistic - 'not artistic' [качает головой] - and my wife said to me she said uh let's get some stuff and paint - and went I am not artistic
(б) Оценки, сравнения и т.п.
foundation of the entire field ..... is based on a simple notion - and get them to do things that they couldn't do normally - that phonetic words like caught - like a hypnotic induction - things to me for example - of my favourites - exactly right - I was a bad boy
(в) Время
long time ago aaaa - I, suddenly dorned on me
(г) Сознание - Подсознание
precise questions about consciousness - like a hypnotic induction - very vicious hypnotists - hypnosis tapes and all kinds of other things
(д) Удвоение лексики
and and on shit music was a wonderful song called yankee doodle dandy - and and I didn't even know what they were talking about - they, they took me in a art class
(е) Визуальная модальность и субмодальности
I went let's see it's yankee doodle - and they looked at me - colored cranes or something - color onto the paper - looked like a photograph - and she shook her head and looked at me disgustingly
(ж) С местоимениями
I, suddenly dorned on me - and get them to do things that they couldn't do normally - people who very talented at certain things - my teachers were actually a very vicious hypnotists - I was in a fourth grade - of my favourites - I didn't even know what they were talking about - I didn't do it - I went let's see it's yankee doodle something or other and I went (звуки игры) - and I went (звуки игры) and they looked at me and they said you are not musical took my flute away said I couldn't be in a band and said you'd never learn to play music - I worked for ad agencies I scored a whole symphony with orcherstra - me they, they took me in a art class - I got in a fight with a teacher I was a bad boy - they were colored cranes or something - he doing this you know and he was like doo-doo-doo-doo [напевает и изображает размахи кисточкой] shading everything - and she shook her head and looked at me disgustingly she said wooooo [мотает головой]. You're not artistic - and my wife said to me she said uh let's get some stuff and paint - and went I am not artistic
--работать на выявление тех или иных языкоидов на "чужой" разметке. На, такую смелость я решаюсь в первый раз.
Ну вы сами когда я зачинал эту работу по разметке глянули и сказали что годная:
Так что риск, уверяю вас, вполне в данном случае оправдан :)
Ну вы сами когда я зачинал эту работу по разметке глянули и сказали что годная:
Все нормально у тебя с этой разметкой. Кажется, только один пропуск и то неочевидный
http://metapractice.livejournal.com/245646.html?thread=5346702#t5346702
Так что риск, уверяю вас, вполне в данном случае оправдан :)
(а) Звуки, звукопроизнесение - музыка, разговор, искусство, талант и т.п.
(е) Визуальная модальность и субмодальности
Эти категории вроде похожи/одинаковые.
(ж) С местоимениями
Вот это клёвое наблюдение. Бандлер реально там ЯЗ использует для соединение-разъединения действующего лица и его действий. Мне кажется (сорри, если это преждевременный/отвлекающий комментарий, то можно его игнорировать/стереть :) ), что там примерно такая ээ онтология языкоидов:
- на уровне отдельной реплики: интеграция действий с местоимениями, смена действующих лиц, интеграция отдельных действий в серию
- на уровне групп реплик (3-10 штук подряд): примерно аналогичная структуре дыхательных фраз Э. - от введения к заключению, от событий к референции, от чужих мыслей/оценок к собственным/личным, от негатива к позитиву, от прошлого к будущему
- на уровне групп групп реплик: вложенные истории, манипуляция временем/местом/контекстом, сценарное программирование
(е) Визуальная модальность и субмодальности
Эти категории вроде похожи/одинаковые.
(ж) С местоимениями
Вот это клёвое наблюдение. Бандлер реально там ЯЗ использует для соединение-разъединения действующего лица и его действий. Мне кажется (сорри, если это преждевременный/отвлекающий комментарий, то можно его игнорировать/стереть :) ), что там примерно такая ээ онтология языкоидов:
- на уровне отдельной реплики: интеграция действий с местоимениями, смена действующих лиц, интеграция отдельных действий в серию
- на уровне групп реплик (3-10 штук подряд): примерно аналогичная структуре дыхательных фраз Э. - от введения к заключению, от событий к референции, от чужих мыслей/оценок к собственным/личным, от негатива к позитиву, от прошлого к будущему
- на уровне групп групп реплик: вложенные истории, манипуляция временем/местом/контекстом, сценарное программирование
-- а) Звуки, звукопроизнесение - музыка, разговор, искусство, талант и т.п.
(е) Визуальная модальность и субмодальности
--Эти категории вроде похожи/одинаковые.
Как звук может быть подобен свету?
--(ж) С местоимениями
--Вот это клёвое наблюдение. Бандлер реально там ЯЗ использует для соединение-разъединения действующего лица и его действий. Мне кажется (сорри, если это преждевременный/отвлекающий комментарий, то можно его игнорировать/стереть :)
Да ничего стирать не надо. В этом месте процесса требуется описать конктерный результат. Не догодки :)
), что там примерно такая ээ онтология языкоидов: - на уровне отдельной реплики: интеграция действий с местоимениями, смена действующих лиц, интеграция отдельных действий в серию
Даже не прошу тебя описать это на конкретном материале. У тебя куча другой работы :)
- на уровне групп реплик (3-10 штук подряд): примерно аналогичная структуре дыхательных фраз Э. - от введения к заключению, от событий к референции, от чужих мыслей/оценок к собственным/личным, от негатива к позитиву, от прошлого к будущему
У тебя куча другой работы :)
- на уровне групп групп реплик: вложенные истории, манипуляция временем/местом/контекстом, сценарное программирование
У тебя...
(е) Визуальная модальность и субмодальности
--Эти категории вроде похожи/одинаковые.
Как звук может быть подобен свету?
--(ж) С местоимениями
--Вот это клёвое наблюдение. Бандлер реально там ЯЗ использует для соединение-разъединения действующего лица и его действий. Мне кажется (сорри, если это преждевременный/отвлекающий комментарий, то можно его игнорировать/стереть :)
Да ничего стирать не надо. В этом месте процесса требуется описать конктерный результат. Не догодки :)
), что там примерно такая ээ онтология языкоидов: - на уровне отдельной реплики: интеграция действий с местоимениями, смена действующих лиц, интеграция отдельных действий в серию
Даже не прошу тебя описать это на конкретном материале. У тебя куча другой работы :)
- на уровне групп реплик (3-10 штук подряд): примерно аналогичная структуре дыхательных фраз Э. - от введения к заключению, от событий к референции, от чужих мыслей/оценок к собственным/личным, от негатива к позитиву, от прошлого к будущему
У тебя куча другой работы :)
- на уровне групп групп реплик: вложенные истории, манипуляция временем/местом/контекстом, сценарное программирование
У тебя...
