The Unicode Standard, Version 4.0--Online Edition
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New York Statewide Data Warehouse Guidelines for Extracts for Use In
New York State Student Information Repository System (SIRS) Manual Reporting Data for the 2015–16 School Year October 16, 2015 Version 11.5 The University of the State of New York THE STATE EDUCATION DEPARTMENT Information and Reporting Services Albany, New York 12234 Student Information Repository System Manual Version 11.5 Revision History Version Date Revisions Changes from 2014–15 to 2015–16 are highlighted in yellow. Changes since last version highlighted in blue. Initial Release. New eScholar template – Staff Attendance. CONTACT and STUDENT CONTACT FACTS fields for local use only. See templates at http://www.p12.nysed.gov/irs/vendors/2015- 16/techInfo.html. New Assessment Measure Standard, Career Path, Course, Staff Attendance, Tenure Area, and CIP Codes. New Reason for Ending Program Service code for students with disabilities: 672 – Received CDOS at End of School Year. Reason for Beginning Enrollment Code 5544 guidance revised. Reason for Ending Enrollment Codes 085 and 629 clarified and 816 modified. 11.0 October 1, 2015 Score ranges for Common Core Regents added in Standard Achieved Code section. NYSITELL has five performance levels and new standard achieved codes. Transgender student reporting guidance added. FRPL guidance revised. GED now referred to as High School Equivalency (HSE) diploma, language revised, but codes descriptions that contain “GED” have not changed. Limited English Proficient (LEP) students now referred to as English Language Learners (ELL), but code descriptions that contain “Limited English Proficient” or “LEP” have not changed. 11.1 October 8, 2015 Preschool/PreK/UPK guidance updated. 11.2 October 9, 2015 Tenure Are Code SMS added. -
Assessment of Options for Handling Full Unicode Character Encodings in MARC21 a Study for the Library of Congress
1 Assessment of Options for Handling Full Unicode Character Encodings in MARC21 A Study for the Library of Congress Part 1: New Scripts Jack Cain Senior Consultant Trylus Computing, Toronto 1 Purpose This assessment intends to study the issues and make recommendations on the possible expansion of the character set repertoire for bibliographic records in MARC21 format. 1.1 “Encoding Scheme” vs. “Repertoire” An encoding scheme contains codes by which characters are represented in computer memory. These codes are organized according to a certain methodology called an encoding scheme. The list of all characters so encoded is referred to as the “repertoire” of characters in the given encoding schemes. For example, ASCII is one encoding scheme, perhaps the one best known to the average non-technical person in North America. “A”, “B”, & “C” are three characters in the repertoire of this encoding scheme. These three characters are assigned encodings 41, 42 & 43 in ASCII (expressed here in hexadecimal). 1.2 MARC8 "MARC8" is the term commonly used to refer both to the encoding scheme and its repertoire as used in MARC records up to 1998. The ‘8’ refers to the fact that, unlike Unicode which is a multi-byte per character code set, the MARC8 encoding scheme is principally made up of multiple one byte tables in which each character is encoded using a single 8 bit byte. (It also includes the EACC set which actually uses fixed length 3 bytes per character.) (For details on MARC8 and its specifications see: http://www.loc.gov/marc/.) MARC8 was introduced around 1968 and was initially limited to essentially Latin script only. -
Synesthetes: a Handbook
Synesthetes: a handbook by Sean A. Day i © 2016 Sean A. Day All pictures and diagrams used in this publication are either in public domain or are the property of Sean A. Day ii Dedications To the following: Susanne Michaela Wiesner Midori Ming-Mei Cameo Myrdene Anderson and subscribers to the Synesthesia List, past and present iii Table of Contents Chapter 1: Introduction – What is synesthesia? ................................................... 1 Definition......................................................................................................... 1 The Synesthesia ListSM .................................................................................... 3 What causes synesthesia? ................................................................................ 4 What are the characteristics of synesthesia? .................................................... 6 On synesthesia being “abnormal” and ineffable ............................................ 11 Chapter 2: What is the full range of possibilities of types of synesthesia? ........ 13 How many different types of synesthesia are there? ..................................... 13 Can synesthesia be two-way? ........................................................................ 22 What is the ratio of synesthetes to non-synesthetes? ..................................... 22 What is the age of onset for congenital synesthesia? ..................................... 23 Chapter 3: From graphemes ............................................................................... 25 -
The Braille Font
This is le brailletex incl boxdeftex introtex listingtex tablestex and exampletex ai The Br E font LL The Braille six dots typ esetting characters for blind p ersons c comp osed by Udo Heyl Germany in January Error Reports in case of UNCHANGED versions to Udo Heyl Stregdaer Allee Eisenach Federal Republic of Germany or DANTE Deutschsprachige Anwendervereinigung T X eV Postfach E Heidelb erg Federal Republic of Germany email dantedantede Intro duction Reference The software is founded on World Brail le Usage by Sir Clutha Mackenzie New Zealand Revised Edition Published by the United Nations Educational Scientic and Cultural Organization Place de Fontenoy Paris FRANCE and the National Library Service for the Blind and Physically Handicapp ed Library of Congress Washington DC USA ai What is Br E LL It is a fontwhich can b e read with the sense of touch and written via Braille slate or a mechanical Braille writer by blinds and extremly eyesight disabled The rst blind fontanight writing co de was an eight dot system invented by Charles Barbier for the Frencharmy The blind Louis Braille created a six dot system This system is used in the whole world nowadays In the Braille alphab et every character consists of parts of the six dots basic form with tworows of three dots Numb er and combination of the dots are dierent for the several characters and stops numbers have the same comp osition as characters a j Braille is read from left to right with the tips of the forengers The left forenger lightens to nd out the next line -
Autism Ontario VOICE for Hearing Impaired
SPECIAL EDUCATION ADVISORY COMMITTEE REGULAR MEETING AGENDA FEBRUARY 17, 2021 George Wedge, Chair Deborah Nightingale Easter Seals Association for Bright Children Melanie Battaglia, Vice Chair Mary Pugh Autism Ontario VOICE for Hearing Impaired Geoffrey Feldman Glenn Webster Ontario Disability Coalition Ontario Assoc. of Families of Children Lori Mastrogiuseppe with Communication Fetal Alcohol Spectrum Disorder (FASD) Disorders Tyler Munro Wendy Layton Integration Action for Inclusion Community Representative Representative TRUSTEE MEMBERS Lisa McMahon Angela Kennedy Community Representative Daniel Di Giorgio Nancy Crawford MISSION The Toronto Catholic District School Board is an inclusive learning community uniting home, parish and school and rooted in the love of Christ. We educate students to grow in grace and knowledge to lead lives of faith, hope and charity. VISION At Toronto Catholic we transform the world through witness, faith, innovation and action. Recording Secretary: Sophia Harris, 416-222-8282 Ext. 2293 Assistant Recording Secretary: Skeeter Hinds-Barnett, 416-222-8282 Ext. 2298 Assistant Recording Secretary: Sarah Pellegrini, 416-222-8282 Ext. 2207 Dr. Brendan Browne Joseph Martino Director of Education Chair of the Board Terms of Reference for the Special Education Advisory Committee (SEAC) The Special Education Advisory Committee (SEAC) shall have responsibility for advising on matters pertaining to the following: (a) Annual SEAC planning calendar; (b) Annual SEAC goals and committee evaluation; (c) Development and delivery of TCDSB Special Education programs and services; (d) TCDSB Special Education Plan; (e) Board Learning and Improvement Plan (BLIP) as it relates to Special Education programs, Services, and student achievement; (f) TCDSB budget process as it relates to Special Education; and (g) Public access and consultation regarding matters related to Special Education programs and services. -
Supplemental Punctuation Range: 2E00–2E7F
Supplemental Punctuation Range: 2E00–2E7F This file contains an excerpt from the character code tables and list of character names for The Unicode Standard, Version 14.0 This file may be changed at any time without notice to reflect errata or other updates to the Unicode Standard. See https://www.unicode.org/errata/ for an up-to-date list of errata. See https://www.unicode.org/charts/ for access to a complete list of the latest character code charts. See https://www.unicode.org/charts/PDF/Unicode-14.0/ for charts showing only the characters added in Unicode 14.0. See https://www.unicode.org/Public/14.0.0/charts/ for a complete archived file of character code charts for Unicode 14.0. Disclaimer These charts are provided as the online reference to the character contents of the Unicode Standard, Version 14.0 but do not provide all the information needed to fully support individual scripts using the Unicode Standard. For a complete understanding of the use of the characters contained in this file, please consult the appropriate sections of The Unicode Standard, Version 14.0, online at https://www.unicode.org/versions/Unicode14.0.0/, as well as Unicode Standard Annexes #9, #11, #14, #15, #24, #29, #31, #34, #38, #41, #42, #44, #45, and #50, the other Unicode Technical Reports and Standards, and the Unicode Character Database, which are available online. See https://www.unicode.org/ucd/ and https://www.unicode.org/reports/ A thorough understanding of the information contained in these additional sources is required for a successful implementation. -
A STUDY of WRITING Oi.Uchicago.Edu Oi.Uchicago.Edu /MAAM^MA
oi.uchicago.edu A STUDY OF WRITING oi.uchicago.edu oi.uchicago.edu /MAAM^MA. A STUDY OF "*?• ,fii WRITING REVISED EDITION I. J. GELB Phoenix Books THE UNIVERSITY OF CHICAGO PRESS oi.uchicago.edu This book is also available in a clothbound edition from THE UNIVERSITY OF CHICAGO PRESS TO THE MOKSTADS THE UNIVERSITY OF CHICAGO PRESS, CHICAGO & LONDON The University of Toronto Press, Toronto 5, Canada Copyright 1952 in the International Copyright Union. All rights reserved. Published 1952. Second Edition 1963. First Phoenix Impression 1963. Printed in the United States of America oi.uchicago.edu PREFACE HE book contains twelve chapters, but it can be broken up structurally into five parts. First, the place of writing among the various systems of human inter communication is discussed. This is followed by four Tchapters devoted to the descriptive and comparative treatment of the various types of writing in the world. The sixth chapter deals with the evolution of writing from the earliest stages of picture writing to a full alphabet. The next four chapters deal with general problems, such as the future of writing and the relationship of writing to speech, art, and religion. Of the two final chapters, one contains the first attempt to establish a full terminology of writing, the other an extensive bibliography. The aim of this study is to lay a foundation for a new science of writing which might be called grammatology. While the general histories of writing treat individual writings mainly from a descriptive-historical point of view, the new science attempts to establish general principles governing the use and evolution of writing on a comparative-typological basis. -
Nemeth Code Uses Some Parts of Textbook Format but Has Some Idiosyncrasies of Its Own
This book is a compilation of research, in “Understanding and Tracing the Problem faced by the Visually Impaired while doing Mathematics” as a Diploma project by Aarti Vashisht at the Srishti School of Art, Design and Technology, Bangalore. 6 DOTS 64 COMBINATIONS A Braille character is formed out of a combination of six dots. Including the blank space, sixty four combinations are possible using one or more of these six dots. CONTENTS Introduction 2 About Braille 32 Mathematics for the Visually Impaired 120 Learning Mathematics 168 C o n c l u s i o n 172 P e o p l e a n d P l a c e s 190 Acknowledgements INTRODUCTION This project tries to understand the nature of the problems that are faced by the visually impaired within the realm of mathematics. It is a summary of my understanding of the problems in this field that may be taken forward to guide those individuals who are concerned about this subject. My education in design has encouraged interest in this field. As a designer I have learnt to be aware of my community and its needs, to detect areas where design can reach out and assist, if not resolve, a problem. Thus began, my search, where I sought to grasp a fuller understanding of the situation by looking at the various mediums that would help better communication. During the project I realized that more often than not work happened in individual pockets which in turn would lead to regionalization of many ideas and opportunities. Data collection got repetitive, which would delay or sometimes even hinder the process. -
An Analysis of Hamptonese Using Hidden Markov Models
An Analysis of Hamptonese Using Hidden Markov Models Ethan Le Dr. Mark Stamp Undergraduate Assistant Professor Department of Computer Science Department of Computer Science San Jose State University San Jose State University San Jose, CA, U.S.A. San Jose, CA, U.S.A. Email: [email protected] Email: [email protected] An Analysis of Hamptonese Using Hidden Markov Models Le and Stamp Table of Contents Section Page 1. Introduction 5 of 54 1.1. James Hampton 5 of 54 2. Purpose 7 of 54 3. What is Hamptonese? 8 of 54 3.1. Description of Hamptonese Text 8 of 54 3.2. Transcription 9 of 54 3.3. Frequency Counts 14 of 54 4. Hidden Markov Models (HMMs) 14 of 54 4.1. Hidden Markov Models Applications 15 of 54 4.1.1. HMM in Speech Recognition Algorithms 15 of 54 4.1.2. Music-Information Retrieval and HMMs 16 of 54 4.1.3. English Alphabet Analysis Using HMMs 17 of 54 5. English Text Analysis Using Hidden Markov Models 17 of 54 6. Modeling the Hamptonese HMM 19 of 54 7. Hamptonese Analysis 19 of 54 7.1. Reading Techniques 19 of 54 7.2. HMM Parameters 20 of 54 8. Hamptonese HMM Results 21 of 54 8.1. Non-Grouped 21 of 54 8.2. Grouped 22 of 54 9. English Phonemes 27 of 54 9.1. English Phonemes and Hamptonese 29 of 54 10. Entropy, Redundancy, and Word Representation 29 of 54 10.1. Entropy 30 of 54 10.2. Redundancy 31 of 54 10.3. -
World Braille Usage, Third Edition
World Braille Usage Third Edition Perkins International Council on English Braille National Library Service for the Blind and Physically Handicapped Library of Congress UNESCO Washington, D.C. 2013 Published by Perkins 175 North Beacon Street Watertown, MA, 02472, USA International Council on English Braille c/o CNIB 1929 Bayview Avenue Toronto, Ontario Canada M4G 3E8 and National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, D.C., USA Copyright © 1954, 1990 by UNESCO. Used by permission 2013. Printed in the United States by the National Library Service for the Blind and Physically Handicapped, Library of Congress, 2013 Library of Congress Cataloging-in-Publication Data World braille usage. — Third edition. page cm Includes index. ISBN 978-0-8444-9564-4 1. Braille. 2. Blind—Printing and writing systems. I. Perkins School for the Blind. II. International Council on English Braille. III. Library of Congress. National Library Service for the Blind and Physically Handicapped. HV1669.W67 2013 411--dc23 2013013833 Contents Foreword to the Third Edition .................................................................................................. viii Acknowledgements .................................................................................................................... x The International Phonetic Alphabet .......................................................................................... xi References ............................................................................................................................ -
JRAI STYLE SHEET 2021 General Punctuation, Spelling Punctuation
JRAI STYLE SHEET 2021 General Punctuation, Spelling Punctuation Dash – spaced en rule Hyphen – hyphen not en rule for linked personal names, kin relations etc. (‘parent-child relation’) Quotes – single outer, double inner; final punctuation outside closing quote Ellipsis – three-point unspaced (no brackets) regardless of punctuation in original material Series comma, i.e. comma before final and: ‘red, white, and blue’. Apostrophe after final s: Thomas’s, etc. (except classical names and where this sounds too awkward) Italics For foreign words or phrases, not institutions or political organizations (e.g. parties) Credit in quotes whether ‘original emphasis’ or ‘emphasis added’ Spelling UK –ize spelling (except if original quotations differ) Hyphenation northeast, southwest, etc. co-operate, co-ordinate, re-emerge NB: No hyphen after adverb, e.g. ‘religiously labelled forms’ Dates 12 February 2017 1950s (not fifties) etc. 1953-6 (not 1953-1956 or 1953-56) The twenty-first century, but twenty-first-century examples Numbers Written out under 100 except for statistical material, ages (even when under ten) Allow words for large general numbers ‘around two thousand’ Commas in numerals of four digits or more: 5,000, 50,000 50 million Abbreviations cf. (used in sense of ‘compare’ only), pers. comm. In parenthesis: ‘(chap. 1)’ ‘(Fig. 1.)’ p. 14 n. 6 USA Displayed material Prose quotes Quotes of 50+ words are displayed as extracts. Closing full point comes after author-date citation at the end of the extract. In a translated quote, any original terms should be included in parentheses Any added commentary in a quote should be in square brackets Epigraphs Source on new line after quotation. -
Character Properties 4
The Unicode® Standard Version 14.0 – Core Specification To learn about the latest version of the Unicode Standard, see https://www.unicode.org/versions/latest/. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trade- mark claim, the designations have been printed with initial capital letters or in all capitals. Unicode and the Unicode Logo are registered trademarks of Unicode, Inc., in the United States and other countries. The authors and publisher have taken care in the preparation of this specification, but make no expressed or implied warranty of any kind and assume no responsibility for errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of the use of the information or programs contained herein. The Unicode Character Database and other files are provided as-is by Unicode, Inc. No claims are made as to fitness for any particular purpose. No warranties of any kind are expressed or implied. The recipient agrees to determine applicability of information provided. © 2021 Unicode, Inc. All rights reserved. This publication is protected by copyright, and permission must be obtained from the publisher prior to any prohibited reproduction. For information regarding permissions, inquire at https://www.unicode.org/reporting.html. For information about the Unicode terms of use, please see https://www.unicode.org/copyright.html. The Unicode Standard / the Unicode Consortium; edited by the Unicode Consortium. — Version 14.0. Includes index. ISBN 978-1-936213-29-0 (https://www.unicode.org/versions/Unicode14.0.0/) 1.