What Color Is an Orange? Carrots? the Flag of Ireland? Or, “Ye Could
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Zur Vollversion 3 1 Denise Sarrach: Lesespurgeschichten Englisch Landeskunde 5–7 © Auer Verlag Start Start Reading at Number 1
Lesespurlandkarte Ireland VORSCHAU Denise Sarrach: Lesespurgeschichten Englisch Landeskunde 5–7 Lesespurgeschichten Englisch Sarrach: Denise Verlag Auer © zur Vollversion3 1 Lesespurgeschichte Ireland Ireland Ireland is split (geteilt) into Northern Ireland and the Republic of Ireland. Northern Ireland is a part of the United Kingdom. The Republic of Ireland is independent (unabhängig). To learn more about the Republic of Ireland, start reading at number 1. 1 The Republic of Ireland is a country in Wes- tern Europe. It is also an island. It borders on (angrenzen an) Northern Ireland, but it’s not part of the United Kingdom. Can you find its flag? It’s green, white and orange. 2 The River Shannon is the longest river in Ireland. It flows (fließen) all the way from Dowra to a place near Limerick. Limerick is a big city in Ireland. But the biggest city is Dublin. 3 The Irish name of the country is not that easy to pronounce (aussprechen). The name of the biggest mountain in Ireland – Carrauntoohil – is also very difficult. 4 These words are not Irish, but English. 5 This is a guitar. It is sometimes used in Irish music, but it’s not typically Irish. 6 This is an Irish policeman. The Irish call the police ‘Garda’. One last fact about Ireland has something to do with the church. 7 This flag is green, white and red. It’s the flag of Italy, not Ireland. 8 The flag of Ireland is green, white and orange. You can find it all over Ireland. The Irish love their flag, and they also love their second official languageVORSCHAU (Amtssprache), which is Irish. -
Color Names Across Languages: Salient Colors and Term Translation in Multilingual Color Naming Models
EUROVIS 2019/ J. Johansson, F. Sadlo, and G. E. Marai Short Paper Color Names Across Languages: Salient Colors and Term Translation in Multilingual Color Naming Models Younghoon Kim, Kyle Thayer, Gabriella Silva Gorsky and Jeffrey Heer University of Washington orange brown red yellow green pink English gray black purple blue 갈 빨강 노랑 주황 연두 자주 초록 회 분홍 Korean 청록 보라 하늘 검정 남 연보라 파랑 Figure 1: Maximum probability maps of English and Korean color terms. Each point represents a 10 × 10 × 10 bin in CIELAB color space. Larger points have a greater likelihood of agreement on a single term. Each bin is colored using the average color of the most probable name term. Bins with insufficient data (< 4 terms) are left blank. English has 10 clusters corresponding to basic English color terms [BK69], whereas Korean exhibits additional clusters for ¨ ( ), ] ( ), 자주 ( ), X늘 ( ), 연P ( ), and 연보| ( ). Abstract Color names facilitate the identification and communication of colors, but may vary across languages. We contribute a set of human color name judgments across 14 common written languages and build probabilistic models that find different sets of nameable (salient) colors across languages. For example, we observe that unlike English and Chinese, Russian and Korean have more than one nameable blue color among fully-saturated RGB colors. In addition, we extend these probabilistic models to translate color terms from one language to another via a shared perceptual color space. We compare Korean-English trans- lations from our model to those from online translation tools and find that our method better preserves perceptual similarity of the colors corresponding to the source and target terms. -
FLAG of IRELAND - a BRIEF HISTORY Where in the World
Part of the “History of National Flags” Series from Flagmakers FLAG OF IRELAND - A BRIEF HISTORY Where In The World Trivia The Easter Rising Rebels originally adopted the modern green-white-orange tricolour flag. Technical Specification Adopted: Officially 1937 (unofficial 1916 to 1922) Proportion: 1:2 Design: A green, white and orange vertical tricolour. Colours: PMS – Green: 347, Orange: 151 CMYK – Green: 100% Cyan, 0% Magenta, 100% Yellow, 45% Black; Orange: 0% Cyan, 100% Magenta 100% Yellow, 0% Black Brief History The first historical Flag was a banner of the Lordship of Ireland under the rule of the King of England between 1177 and 1542. When the Crown of Ireland Act 1542 made Henry VII the king of Ireland the flag became the Standard of the Kingdom of Ireland, a blue field featuring a gold harp with silver strings. The Banner of the Lordship of Ireland The Royal Standard of the Kingdom of Ireland (1177 – 1541) (1542 – 1801) When Ireland joined with Great Britain to form the United Kingdom of Great Britain and Ireland in 1801, the flag was replaced with the Flag of the Lord Lieutenant of Ireland. This was flag of the United Kingdom defaced with the Coat of Arms of Ireland. During this time the Saint Patrick’s flag was also added to the British flag and was unofficially used to represent Northern Ireland. The Flag of the Lord Lieutenant of Ireland The Cross of Saint Patrick (1801 – 1922) The modern day green-white-orange tricolour flag was originally used by the Easter Rising rebels in 1916. -
Development and Difference in Germanic Colour Semantics
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/264981573 Two kinds of pink: development and difference in Germanic colour semantics ARTICLE in LANGUAGE SCIENCES · AUGUST 2014 Impact Factor: 0.44 · DOI: 10.1016/j.langsci.2014.07.007 CITATIONS READS 3 87 8 AUTHORS, INCLUDING: Cornelia van Scherpenberg Þórhalla Guðmundsdóttir Beck Ludwig-Maximilians-University of Mun… University of Iceland 3 PUBLICATIONS 4 CITATIONS 5 PUBLICATIONS 5 CITATIONS SEE PROFILE SEE PROFILE Linnaea Stockall Matthew Whelpton Queen Mary, University of London University of Iceland 18 PUBLICATIONS 137 CITATIONS 13 PUBLICATIONS 29 CITATIONS SEE PROFILE SEE PROFILE Available from: Linnaea Stockall Retrieved on: 03 March 2016 Language Sciences xxx (2014) 1–16 Contents lists available at ScienceDirect Language Sciences journal homepage: www.elsevier.com/locate/langsci Two kinds of pink: development and difference in Germanic colour semantics Susanne Vejdemo a,*, Carsten Levisen b, Cornelia van Scherpenberg c, þórhalla Guðmundsdóttir Beck d, Åshild Næss e, Martina Zimmermann f, Linnaea Stockall g, Matthew Whelpton h a Stockholm University, Department of Linguistics, 10691 Stockholm, Sweden b Linguistics and Semiotics, Department of Aesthetics and Communication, Aarhus University, Jens Chr. Skous Vej 2, Bygning 1485-335, 8000 Aarhus C, Denmark c Ludwig-Maximilians-Universität München, Geschwister-Scholl-Platz 1, 80539 München, Germany d University of Iceland, Háskóli Íslands, Sæmundargötu 2, 101 Reykjavík, Iceland -
Orange Alba: the Civil Religion of Loyalism in the Southwestern Lowlands of Scotland Since 1798
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2010 Orange Alba: The Civil Religion of Loyalism in the Southwestern Lowlands of Scotland since 1798 Ronnie Michael Booker Jr. University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the European History Commons Recommended Citation Booker, Ronnie Michael Jr., "Orange Alba: The Civil Religion of Loyalism in the Southwestern Lowlands of Scotland since 1798. " PhD diss., University of Tennessee, 2010. https://trace.tennessee.edu/utk_graddiss/777 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Ronnie Michael Booker Jr. entitled "Orange Alba: The Civil Religion of Loyalism in the Southwestern Lowlands of Scotland since 1798." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in History. John Bohstedt, Major Professor We have read this dissertation and recommend its acceptance: Vejas Liulevicius, Lynn Sacco, Daniel Magilow Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a thesis written by R. -
Berlin and Kay Theory
Encyclopedia of Color Science and Technology DOI 10.1007/978-3-642-27851-8_62-2 # Springer Science+Business Media New York 2013 Berlin and Kay Theory C.L. Hardin* Department of Philosophy, Syracuse University, Syracuse, NY, USA Definition The Berlin-Kay theory of basic color terms maintains that the world’s languages share all or part of a common stock of color concepts and that terms for these concepts evolve in a constrained order. Basic Color Terms In 1969 Brent Berlin and Paul Kay advanced a theory of cross-cultural color concepts centered on the notion of a basic color term [1]. A basic color term (BCT) is a color word that is applicable to a wide class of objects (unlike blonde), is monolexemic (unlike light blue), and is reliably used by most native speakers (unlike chartreuse). The languages of modern industrial societies have thousands of color words, but only a very slender stock of basic color terms. English has 11: red, yellow, green, blue, black, white, gray, orange, brown, pink, and purple. Slavic languages have 12, with separate basic terms for light blue and dark blue. In unwritten and tribal languages the number of BCTs can be substantially smaller, perhaps as few as two or three, with denotations that span much larger regions of color space than the BCT denotations of major modern languages. Furthermore, reconstructions of the earlier vocabularies of modern languages show that they gain BCTs over time. These typically begin as terms referring to a narrow range of objects and properties, many of them noncolor properties, such as succulence, and gradually take on a more general and abstract meaning, with a pure color sense. -
Color Term Comprehension and the Perception of Focal Color in Young Children
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1973 Color term comprehension and the perception of focal color in young children. Charles G. Verge University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Verge, Charles G., "Color term comprehension and the perception of focal color in young children." (1973). Masters Theses 1911 - February 2014. 2050. Retrieved from https://scholarworks.umass.edu/theses/2050 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. COLOR TERM COMPREHENSION AND THE PERCEPTION OF FOCAL COLOR IN YOUNG CHILDREN A thesis presented By CHARLES G. VERGE Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE March 1973 Psychology COLOR TERI^ COMPREHENSION AND THE PERCEPTION OF FOCAL COLOR IN YOUNG CHILDREN A Thesis By CHARLES G. VERGE Approved as to style and content by: March 1973 ABSTRACT Thirty 2-year-old subjects participated in a color per- ception task designed to assess the :i.nfluence of color term comprehension on the perception of "focal" color areas. The subject's task was to choose a color from an array of Munsell color chips consisting of one focal color chip with a series of non focal color chips. Eacn subject was given a color com- prehension and color naming task. -
1 FENIANISM RECONSIDERED 1. F.L. Crilly, the Fenian Movement
Notes 1 FENIANISM RECONSIDERED 1. F.L. Crilly, The Fenian Movement: the Story of the Manchester Martyrs (London, 1908) 59. 2. The Whiggish Illustrated London News reported on 25 May 1854 that the American consul in London, G.N. Sanders, had given a dinner on the eve of Washington's birthday to what amounted to a who's who of European revolutionists, including: Kossuth, Mazzini, Ledru-Rollin, Garibaldi, Orsini, Pulksy and Hertzen. All were at that time living in exile in the English capital. 3. John Newsinger, Fenianism in Mid-Victorian Britain (London, 1994) 1-3. 4. The Irishman, 16 Mar. 1867, 592. 5. T.W. Moody,Davitt and the Irish Revolution, 1846-82 (Oxford, 1981) 41. 6. Paul Bew, Land and the National Question in Ireland, 1858-82 (Dublin, 1978) 40. 7. R. Pigott, Personal Recollections of an Irish Nationalist Journalist (Dublin, 1882) 133-4. 8. David Thornley, Isaac Butt and Home Rule (London, 1964) 13. 9. Quoted in Thomas Frost, The Secret Societies of the European Revolution, 1776-1876 ii (London, 1876) 282. 10. John Neville Figgs and Reginald Vere Laurence (eds) Selections from the Correspondence of the First Lord Acton (London, 1917), Gladstone to Acton 1 Mar. 1870, 106. 11. R.V. Comerford, The Fenians in Context: Irish Politics and Society 1848-82 (Dublin, 1985) 79 and 153. 12. Bodleian Library, Oxford Clarendon Papers Irish deposit 99, Wodehouse to Clarendon 14 May 1865. 13. Irish People, 16 April 1864, 328. A point which was also given promi nence in The Fenian Catechism: from the Vulgate of Sf Laurence O'Toole (New York, 1867) 11. -
The Story of the Tricolour
The Story of the Tricolour Subject: History Strand: Historical Skills Strand Unit: Looking at evidence Class Level: Middle/Senior Primary Objectives: that the children will identify and develop respect for the tricolour as the National Flag of Ireland that the children will draw a diagram of the flag to scale that the children will generate and discuss historical enquiry questions based on the flag Integration: Maths - scale, lines and angles, ordering; Oral Language Development; Activity - The Flag Introduce the flag to the children. Ask them to describe the flag - colours, order, scale. Locate and read Article 7 of the Constitution (online) - "The National Flag is the Tricolour of Green, White and Orange." Draw the flag to scale and colour. IN groups ask children to brainstorm questions that they have about the Irish Flag? Provide them with the questions prompt chart or remind them of: Who? What? When? Where? Why? You could also suggest questions beginning with Can…?..Should…? Could…? Each questions can be written on a post-it and placed on a chart. Once the brainstorm is complete each group can arrange their questions according to their own criteria: Questions we know the answer to/ Questions we can’t answer On a scale from the most important to the least important Big Questions/ little questions Each group can then present their work. Discussion points the teacher can address are: Why did you group the questions in that way? What question do you think is the most interesting? How might we find the answer to that question? Do you think that question can be answered easily? Is there more than one way of answering that question? The teacher can facilitate the subsequent whole class discussion to identify the most important (key)questions which the class can pursue in subsequent lessons. -
The Great Irish Famine in History-Writing and Prose Fiction ”The Mutual Interplay of Two Narrative Genres”
This interdisciplinary study analyses three 20th century fictional representa- tions of the Great Irish Famine in relation to nationalist, revisionist, and post-revisionist historical interpretations of the event. It examines how writers of history and fiction respectively portray the causes and consequences of the famine, and particularly how they view the question of responsibility, which is still a matter of contention. Gunilla Bexar asks to what extent the fictional representations reflect or resist | 2016 in History-Writing Fiction Irish and Prose Great The Famine Gunilla Bexar | the interpretations of the historians, and how the two genres attempt to make the experiences of the victims visible to readers. The study provides further Gunilla Bexar historical context by incorporating contemporary eye-witness accounts, offi- cial correspondence, and newspaper reports in the analyses. Drawing on Paul Ricoeur’s theory of the interweaving of history and fiction, Bex- The Great Irish Famine in ar argues that literature plays an important part in the shaping of historical con- sciousness. History and fiction should not be seen as mutually antithetical dis- History-Writing and Prose Fiction courses in the representation of the past since fiction, through its focus on the vic- tims, who are often reduced to statistics in history-writing, can mediate a deeper “The Mutual Interplay of Two Narrative Genres” understanding of the human tragedy that epitomizes the Great Irish Famine. 9 789517 658249 ISBN 978-951-765-824-9 Gunilla Bexar has an MA degree in English literature from San Francisco State University. Recently retired, she has worked as a language teacher in adult education. -
Greek Color Theory and the Four Elements [Full Text, Not Including Figures] J.L
University of Massachusetts Amherst ScholarWorks@UMass Amherst Greek Color Theory and the Four Elements Art July 2000 Greek Color Theory and the Four Elements [full text, not including figures] J.L. Benson University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/art_jbgc Benson, J.L., "Greek Color Theory and the Four Elements [full text, not including figures]" (2000). Greek Color Theory and the Four Elements. 1. Retrieved from https://scholarworks.umass.edu/art_jbgc/1 This Article is brought to you for free and open access by the Art at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Greek Color Theory and the Four Elements by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Cover design by Jeff Belizaire ABOUT THIS BOOK Why does earlier Greek painting (Archaic/Classical) seem so clear and—deceptively— simple while the latest painting (Hellenistic/Graeco-Roman) is so much more complex but also familiar to us? Is there a single, coherent explanation that will cover this remarkable range? What can we recover from ancient documents and practices that can objectively be called “Greek color theory”? Present day historians of ancient art consistently conceive of color in terms of triads: red, yellow, blue or, less often, red, green, blue. This habitude derives ultimately from the color wheel invented by J.W. Goethe some two centuries ago. So familiar and useful is his system that it is only natural to judge the color orientation of the Greeks on its basis. To do so, however, assumes, consciously or not, that the color understanding of our age is the definitive paradigm for that subject. -
Diachronic Trends in Latin's Basic Color Vocabulary
Diachronic Trends in Latin’s Basic Color Vocabulary Emily Gering University of North Carolina at Greensboro Faculty Mentor: David Wharton University of North Carolina at Greensboro ABSTRACT The Latin language contains a number of synonymous terms in its basic color categories. The goal of this essay is to trace the diachronic trends of such terms; to discover which term, if any, is the favored term for a color category; and to determine whether it became established as such in sequence with the Universal Evolution (UE) model. I examine the frequencies of all potentially-basic color terms in the extant texts of five authors chosen to represent a span of about six hundred years: Plautus, Cato the Elder, Cicero, Seneca, and Saint Jerome. My initial hypothesis was that niger was displacing ater as the basic Black term; a similar shift was occurring as candidus displaced albus as the default White term; and other shifts between Red and Yellow terms are uncertain. The hypothesis that niger was displacing ater proved to be accurate; niger increased from occurring only incidentally in Plautus (third century BCE) to being the dominant Black term in Seneca (first century CE), although it did not completely displace ater until late antiquity. In Plautus, candidus and albus formed an equal percentage of total color vocabulary, and displayed only slightly divergent trends, which may reflect the use of albus for “matte white” and candidus for “shiny white.” Ruber was the favored Red term, but it was not displacing other Red terms, nor were the other Red terms displacing each other.