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Managing Order Relations in Mlbibtex∗
Managing order relations in MlBibTEX∗ Jean-Michel Hufflen LIFC (EA CNRS 4157) University of Franche-Comté 16, route de Gray 25030 BESANÇON CEDEX France hufflen (at) lifc dot univ-fcomte dot fr http://lifc.univ-fcomte.fr/~hufflen Abstract Lexicographical order relations used within dictionaries are language-dependent. First, we describe the problems inherent in automatic generation of multilin- gual bibliographies. Second, we explain how these problems are handled within MlBibTEX. To add or update an order relation for a particular natural language, we have to program in Scheme, but we show that MlBibTEX’s environment eases this task as far as possible. Keywords Lexicographical order relations, dictionaries, bibliographies, colla- tion algorithm, Unicode, MlBibTEX, Scheme. Streszczenie Porządek leksykograficzny w słownikach jest zależny od języka. Najpierw omó- wimy problemy powstające przy automatycznym generowaniu bibliografii wielo- języcznych. Następnie wyjaśnimy, jak są one traktowane w MlBibTEX-u. Do- danie lub zaktualizowanie zasad sortowania dla konkretnego języka naturalnego umożliwia program napisany w języku Scheme. Pokażemy, jak bardzo otoczenie MlBibTEX-owe ułatwia to zadanie. Słowa kluczowe Zasady sortowania leksykograficznego, słowniki, bibliografie, algorytmy sortowania leksykograficznego, Unikod, MlBibTEX, Scheme. 0 Introduction these items w.r.t. the alphabetical order of authors’ Looking for a word in a dictionary or for a name names. But the bst language of bibliography styles in a phone book is a common task. We get used [14] only provides a SORT function [13, Table 13.7] to the lexicographic order over a long time. More suitable for the English language, the commands for precisely, we get used to our own lexicographic or- accents and other diacritical signs being ignored by der, because it belongs to our cultural background. -
X|X Is a Letter in the English Alphabet
Example: Let Example: Let U be the set of all senators in Congress. Then U = {x|x is a letter in the English alphabet} = {a, b, c, ..., z} A = {x|x is a vowel} = {a, e, i, o, u} D={x ∈ U| x is a Democrat} R={x ∈ U| x is a Republican} B = {x|x is a letter in the word texas} = { t, e, x, a, s} F={x ∈ U|x is a female} L={x ∈ U|x is a lawyer} Find the following sets and express your answer in a Venn diagram Find the region on the Venn diagram that corresponds to the set of b all senators that are democrats and are female or lawyers. Express this set symbolically. c z d A B y u a e x i t f o w s g v h j r k l m n pq a) What is AB? b) What is Ac B? c) What is A Bc? 1 2 The Number of Elements in a Finite Set Example: A store has 150 clocks in stock. 100 of these clocks have AM or FM radios. 70 clocks had FM circuitry and 90 had AM The number of elements in set A is n(A). circuitry. How many had both AM and FM? How many were AM only? How many were FM only? if A = {x|x is a letter in the English alphabet}, then n(A)=26. Answer: Let If A = ∅ then n(A) = 0. U = {x|x is a clock in stock}, n(U) = A = {x|x is a set that can receive FM}, n(A) = B = {x|x is a set that can receive AM}, n(B) = We are also given that n(A B) = A B y Use the union rule to find the number in AB, x z n(A B) = UNION RULE: Find n(Ac B) = = how many have only AM. -
MEDITATION on the THORN-CROWNED HEAD of OUR SAVIOR Fridays
MEDITATION ON THE THORN-CROWNED HEAD OF OUR SAVIOR Fridays Begin with the Sign of the Cross and place yourself in the scene. And plaiting a crown of thorns, they put it upon His head. They began to spit upon Him, and they gave Him blows. Others smote His face and said: "Prophesy, who is it that struck Thee?" O holy Redeemer! Thou art clothed with a scarlet cloak, a reed is placed in Thy Hands for a sceptre, and the sharp points of a thorny crown are pressed into Thy adorable Head. My soul, thou canst never conceive the sufferings, the insults, and indignities offered to our Blessed Lord during this scene of pain and mockery. I therefore salute Thee and offer Thee supreme homage as King of Heaven and earth, the Redeemer of the world, the Eternal Son of the living God. O my afflicted Savior! O King of the world, Thou art ridiculed as a mock king. I believe in Thee and adore Thee as the King of kings and Lord of lords, as the supreme Ruler of Heaven and earth. O Jesus! I devoutly venerate Thy Sacred Head pierced with thorns, struck with a reed, overwhelmed with pain and derision. I adore the Precious Blood flowing from Thy bleeding wounds. To Thee be all praise, all thanksgiving, and all love for evermore. O meek Lamb, Victim for sin! May Thy thorns penetrate my heart with fervent love, that I may never cease to adore Thee as my God, my King, and my Savior. V. Behold, O God, our Protector; R. -
What Is Phonics? Adapted From: Elish-Piper L
NORTHERN ILLINOIS UNIVERSITY | JERRY L. JOHNS LITERACY CLINIC Raising Readers: Tips for Parents What is Phonics? Adapted from: Elish-Piper L. (2009/2010). Information and Ideas for parents about phonemic awareness and phonics. Illinois Reading Council Journal, 31(1), 52-54 Phonics is the relationship between letters and sounds. Children usually learn beginning sounds first, short vowels Readers use phonics to decode or sound out unknown next and then three letter words such as “cat,” “sit” and words. For example, when a reader comes to a word they “map.” Next, children learn about the silent “e” that comes don’t know, they can decode the word letter by letter such as at the end of words and makes a vowel a long vowel, meaning in the example “big” where they would identify the sounds that the vowel says its own name such as /a/ in the word /b/ /i/ /g/ to read the word “big.” Other words may have “tape.” Children also learn about other long vowel patterns as chunks or patterns that they can use to figure out unknown well as blends such as the letters /tr/ /br/ and /cl/. words. For example, when they come to the word “jump” Even if parents do not understand all of the phonics rules and they may identify the sound /j/ and then the familiar chunk patterns, they can still help their children develop phonics /ump/ that they knows from other words such as “bump,” skills. Here are 10 fun, easy activities that parents and “lump” and “dump.” children can do to practice phonics skills at home. -
The Synthetic Phonics Teaching Principles June 2015
The Synthetic Phonics Teaching Principles June 2015 Teach the relationship between sounds and letters by systematically introducing the letter/s-sound correspondences of the English alphabetic code (e.g. between three and five correspondences per week at first, including vowels and consonants). Start with mainly one spelling for each of the 42+ sounds (phonemes) identifiable in English speech before broadening out to focus on further spelling and pronunciation variations. (Initial teaching takes 2 to 3 years to teach a comprehensive level of alphabetic code; continue to build on this as required for phonics for spelling.) Model how to put the letter/s-sound correspondences introduced (the alphabetic code knowledge) to immediate use teaching the three skills of: Reading/decoding: synthesise (sound out and blend) all-through-the-printed-word to ‘hear’ the target word. Modify the pronunciation of the word where necessary. Spelling/encoding: orally segment (split up) all-through-the-spoken-word to identify the single sounds (phonemes) and know which letters and letter groups (graphemes) are code for the identified sounds. Handwriting: write the lower case, then the upper case, letters of the alphabet correctly. Hold the pencil with a tripod grip. Practise regular dictation exercises from letter level to text level (as appropriate). Provide cumulative, decodable words, sentences and texts which match the level of alphabetic code knowledge and blending skills taught to date, when asking the learner to read independently. Emphasise letter sounds at first and not letter names. (Learn letter names in the first instance by chanting the alphabet or singing an alphabet song.) Do not teach an initial sight vocabulary where learners are expected to memorise words as whole shapes. -
A Concise Dictionary of Middle English
A Concise Dictionary of Middle English A. L. Mayhew and Walter W. Skeat A Concise Dictionary of Middle English Table of Contents A Concise Dictionary of Middle English...........................................................................................................1 A. L. Mayhew and Walter W. Skeat........................................................................................................1 PREFACE................................................................................................................................................3 NOTE ON THE PHONOLOGY OF MIDDLE−ENGLISH...................................................................5 ABBREVIATIONS (LANGUAGES),..................................................................................................11 A CONCISE DICTIONARY OF MIDDLE−ENGLISH....................................................................................12 A.............................................................................................................................................................12 B.............................................................................................................................................................48 C.............................................................................................................................................................82 D...........................................................................................................................................................122 -
Whole Language Instruction Vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students Krissy Maddox Jay Feng Presentation at Georgia Educational Research Association Annual Conference, October 18, 2013. Savannah, Georgia 1 Abstract The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher’s general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students’ reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. 2 Introduction Literacy is the fundamental cornerstone of a student’s academic success. Without the skill of reading, children will almost certainly have limited academic, economic, social, and even emotional success in school and in later life (Pikulski, 2002). -
Hungarian Place Name Pronunciation for English-Speakers: the Hungarian Language Is Part of the Uralic Language Family, Which Also Includes Finnish and Estonian
Hungarian Place Name Pronunciation for English-speakers: The Hungarian language is part of the Uralic language family, which also includes Finnish and Estonian. The name Uralic derives from the hypothesized homeland of the languages in the vicinity of the Ural Mountains. More specifically, Hungarian is an Ugric language, with its closest relatives believed to be Khanty and Mansi – two obscure languages each spoken by around 10,000 people in western Siberia. The Hungarian language contains several sounds that don’t exist in English, so this pronunciation guide for map locations is approximate. Organized by Chip Saltsman, Hungarian pronunciation kindly provided by Scott Moore. A QUICK GUIDE TO PRONOUNCING HUNGARIAN There are a few things you need to know before even trying to pronounce any Hungarian words: 1) All Hungarian words are stressed on the first syllable – in the list below, the stressed syllable will be shown in bold. This can be tricky to do if you aren’t used to it. Try it with the words ‘American Express’ in English. Normally these words are both stressed on the second syllable i.e. uh-mair-uh-kuhn ek-spres (US pronunciation) or uh-me-ri-kuhn ik- spres (UK pronunciation). Try to say it like this: Uh-mair-uh-kuhn Ik-spres. Difficult isn’t it? 2) Hungarian is highly phonetic. That means that any given written letter is always pronounced the same way. English is not very phonetic, especially with names. For example, Worcestershire is pronounced: wuh-stuh-shu. 3) The Hungarian alphabet has 40 letters (or 44 in the extended version)! As there aren’t enough symbols in the Latin alphabet, they’ve had to be creative in the use of: a. -
Dealing with Spelling Variation in Early Modern English Texts
Dealing with Spelling Variation in Early Modern English Texts Alistair Baron B.Sc. (Hons) School of Computing and Communications Lancaster University A thesis submitted for the degree of Doctor of Philosophy February 2011 Abstract Early English Books Online contains digital facsimiles of virtually every English work printed between 1473 and 1700; some 125,000 publications. In September 2009, the Text Creation Partnership released the second instalment of transcrip- tions of the EEBO collection, bringing the total number of transcribed works to 25,000. It has been estimated that this transcribed portion contains 1 billion words of running text. With such large datasets and the increasing variety of historical corpora available from the Early Modern English period, the opportunities for historical corpus linguistic research have never been greater. However, it has been observed in prior research, and quantified on a large-scale for the first time in this thesis, that texts from this period contain significant amounts of spelling variation until the eventual standardisation of orthography in the 18th century. The problems caused by this historical spelling variation are the focus of this thesis. It will be shown that the high levels of spelling variation found have a significant impact on the accuracy of two widely used automatic corpus linguistic methods { Part-of-Speech annotation and key word analysis. The development of historical spelling normalisation methods which can alleviate these issues will then be presented. Methods will be based on techniques used in modern spellchecking, with various analyses of Early Modern English spelling variation dictating how the techniques are applied. With the methods combined into a single procedure, automatic normalisation can be performed on an entire corpus of any size. -
Complete Poison Blossoms from a Thicket of Thorn : the Zen Records of Hakuin Ekaku / Hakuin Zenji ; Translated by Norman Waddell
The Publisher is grateful for the support provided by Rolex Japan Ltd to underwrite this edition. And our thanks to Bruce R. Bailey, a great friend to this project. Copyright © 2017 by Norman Waddell All rights reserved under International and Pan-American Copyright Conventions. No part of this book may be used or reproduced in any manner whatsoever without written permission from the publisher, except in the case of brief quotations embodied in critical articles and reviews. ISBN: 978-1-61902-931-6 THE LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA Names: Hakuin, 1686–1769, author. Title: Complete poison blossoms from a thicket of thorn : the zen records of Hakuin Ekaku / Hakuin Zenji ; translated by Norman Waddell. Other titles: Keisåo dokuzui. English Description: Berkeley, CA : Counterpoint Press, [2017] Identifiers: LCCN 2017007544 | ISBN 9781619029316 (hardcover) Subjects: LCSH: Zen Buddhism—Early works to 1800. Classification: LCC BQ9399.E594 K4513 2017 | DDC 294.3/927—dc23 LC record available at https://lccn.loc.gov/2017007544 Jacket designed by Kelly Winton Book composition by VJB/Scribe COUNTERPOINT 2560 Ninth Street, Suite 318 Berkeley, CA 94710 www.counterpointpress.com Printed in the United States of America Distributed by Publishers Group West 10 9 8 7 6 5 4 3 2 1 To the Memory of R. H. Blyth CONTENTS Chronology of Hakuin’s Life Introduction BOOK ONE Instructions to the Assembly (Jishū) BOOK TWO Instructions to the Assembly (Jishū) (continued) General Discourses (Fusetsu) Verse Comments on Old Koans (Juko) Examining Old -
24 Sounds, Spelling and Learning to Read an Aboriginal Language
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sydney eScholarship 24 Sounds, spelling and learning to read an Aboriginal language Caroline Jones,1 Paul Chandler2 and Kevin Lowe3 Abstract Children who are in Australian Aboriginal language programs in revitalisation settings in New South Wales are learning an Aboriginal language at the same time as learning to read in English. Aboriginal languages and English have alphabetic writing systems and Aboriginal language spelling systems are usually more consistent than English. This means it is possible that learning an Aboriginal language spelling system might influence a child learning to read in English. We report on a pilot study where we explored whether learning an Aboriginal language in a revitalisation program at school is related to skill in decoding in English. We worked with 114 English-speaking children from Aboriginal and non-Aboriginal backgrounds in four public primary schools in two areas of regional New South Wales. Two of these schools were running a whole-of- school program in a local Aboriginal language in accordance with the Aboriginal Languages K–10 Syllabus (Board of Studies New South Wales 2003). We found some evidence to support a positive relationship between learning an Aboriginal language in a revitalisation setting and learning to decode in English. We also discuss limitations to our study and the need for further research. Writing systems and learning to read The writing systems used in Aboriginal language revitalisation programs in Australia use an alphabet to write words. Spelling systems (also called orthographies) in revitalisation programs have usually been established fairly recently. -
Alphabets, Letters and Diacritics in European Languages (As They Appear in Geography)
1 Vigleik Leira (Norway): [email protected] Alphabets, Letters and Diacritics in European Languages (as they appear in Geography) To the best of my knowledge English seems to be the only language which makes use of a "clean" Latin alphabet, i.d. there is no use of diacritics or special letters of any kind. All the other languages based on Latin letters employ, to a larger or lesser degree, some diacritics and/or some special letters. The survey below is purely literal. It has nothing to say on the pronunciation of the different letters. Information on the phonetic/phonemic values of the graphic entities must be sought elsewhere, in language specific descriptions. The 26 letters a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z may be considered the standard European alphabet. In this article the word diacritic is used with this meaning: any sign placed above, through or below a standard letter (among the 26 given above); disregarding the cases where the resulting letter (e.g. å in Norwegian) is considered an ordinary letter in the alphabet of the language where it is used. Albanian The alphabet (36 letters): a, b, c, ç, d, dh, e, ë, f, g, gj, h, i, j, k, l, ll, m, n, nj, o, p, q, r, rr, s, sh, t, th, u, v, x, xh, y, z, zh. Missing standard letter: w. Letters with diacritics: ç, ë. Sequences treated as one letter: dh, gj, ll, rr, sh, th, xh, zh.