Braille in Mathematics Education
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Runes Free Download
RUNES FREE DOWNLOAD Martin Findell | 112 pages | 24 Mar 2014 | BRITISH MUSEUM PRESS | 9780714180298 | English | London, United Kingdom Runic alphabet Main article: Younger Futhark. He Runes rune magic to Freya and learned Seidr from her. The runes were in use among the Germanic peoples from the 1st or 2nd century AD. BCE Proto-Sinaitic 19 c. They Runes found in Scandinavia and Viking Age settlements abroad, probably in use from the 9th century onward. From the "golden age of philology " in the 19th century, runology formed a specialized branch of Runes linguistics. There are no horizontal strokes: when carving a message on a flat staff or stick, it would be along the grain, thus both less legible and more likely to split the Runes. BCE Phoenician 12 c. Little is known about the origins of Runes Runic alphabet, which is traditionally known as futhark after the Runes six letters. That is now proved, what you asked of the runes, of the potent famous ones, which the great gods made, and the mighty sage stained, that it is best for him if he stays silent. It was the main alphabet in Norway, Sweden Runes Denmark throughout the Viking Age, but was largely though not completely replaced by the Latin alphabet by about as a result of the Runes of Runes of Scandinavia to Christianity. It was probably used Runes the 5th century Runes. Incessantly plagued by maleficence, doomed to insidious death is he who breaks this monument. These inscriptions are generally Runes Elder Futharkbut the set of Runes shapes and bindrunes employed is far from standardized. -
IADD BANA Braille Standards
Let Your Fingers Do The Talking: Braille on Folding Cartons in cooperation with February 2012 (Revision 1) 1 Preface 4 History of braille in folding carton production and references 2 Traditional Braille Cell and Braille Characters 5 Letters, punctuation marks, numbers, special characters 3 Standardization 7 Dot matrix, dot diameters, dot spacing, character and line spacing, embossing height, positioning the braille message 4 Technical Requirements 8 Functional and optical characteristics, material selection 5 Fabrication 9 Braille embossing, positioning of braille, amount of text 6 Prepress and Quality Assurance 12 Artwork files and print approvals, quality assurance 7 Conclusion 14 3 1 Preface In 1825, Frenchman Louis Braille (1809-1852) invented a reading system for the blind through which the alphabet, numbers and punctuation marks were represented in a tangible form via a series of raised dots. The braille system established itself internationally and is now in use in all languages. While A to Z is standardized, there are, of course, special characters which are unique to local languages. The requirement for braille on pharmaceutical packaging stems from the European Directive 2004/27/EC – amending Directive 2001/83/EC (community code to medicinal products for human use). This Directive includes changes to the label and package leaflet requirements for pharmaceuticals (which will not be discussed in this booklet). It requires pharmaceutical cartons to show the name of the medicinal products and, if need be, the strength in braille format. The influence of the European Directive is having an increasing impact on Canada, USA and other countries worldwide through the pharmaceutical packaging companies that produce for or market at an international level. -
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. -
What Is Braille
Search Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education. It took more than a century, however, before people would accept Braille as an excellent way for the blind to read and write. Even today many people underestimate the effectiveness of Braille. While tapes and records are enjoyable, Braille is essential for note taking and helpful for studying such things as math, spelling, and foreign languages. Experienced Braille readers, however, read Braille at speeds comparable to print readers--200 to 400 words a minute. Such Braille readers say that the only limitation of Braille is that there isn't enough material available. Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. -
Haptiread: Reading Braille As Mid-Air Haptic Information
HaptiRead: Reading Braille as Mid-Air Haptic Information Viktorija Paneva Sofia Seinfeld Michael Kraiczi Jörg Müller University of Bayreuth, Germany {viktorija.paneva, sofia.seinfeld, michael.kraiczi, joerg.mueller}@uni-bayreuth.de Figure 1. With HaptiRead we evaluate for the first time the possibility of presenting Braille information as touchless haptic stimulation using ultrasonic mid-air haptic technology. We present three different methods of generating the haptic stimulation: Constant, Point-by-Point and Row-by-Row. (a) depicts the standard ordering of cells in a Braille character, and (b) shows how the character in (a) is displayed by the three proposed methods. HaptiRead delivers the information directly to the user, through their palm, in an unobtrusive manner. Thus the haptic display is particularly suitable for messages communicated in public, e.g. reading the departure time of the next bus at the bus stop (c). ABSTRACT Author Keywords Mid-air haptic interfaces have several advantages - the haptic Mid-air Haptics, Ultrasound, Haptic Feedback, Public information is delivered directly to the user, in a manner that Displays, Braille, Reading by Blind People. is unobtrusive to the immediate environment. They operate at a distance, thus easier to discover; they are more hygienic and allow interaction in 3D. We validate, for the first time, in INTRODUCTION a preliminary study with sighted and a user study with blind There are several challenges that blind people face when en- participants, the use of mid-air haptics for conveying Braille. gaging with interactive systems in public spaces. Firstly, it is We tested three haptic stimulation methods, where the hap- more difficult for the blind to maintain their personal privacy tic feedback was either: a) aligned temporally, with haptic when engaging with public displays. -
The World Under My Fingers (PDF)
THE WORLD UNDER MY FINGERS PERSONAL REFLECTIONS ON BRAILLE Second Edition Edited by Barbara Pierce and Barbara Cheadle ii Copyright © 2005 by the National Federation of the Blind First edition 1995, second edition 2005 ISBN 1-885218-31-1 All Rights Reserved Printed in the United States of America iii TABLE OF CONTENTS Braille Won’t Bite........................................1 Keeping Within the Lines ..........................2 The Chance to Read ................................11 Success Through Reading: Heather’s Story ........................................16 Reflections of a Lifelong Reader ..............20 That the Sighted May See ........................34 Braille: What Is It?....................................41 Your Child’s Right to Read ......................46 Study Confirms That Early Braille Education Is Vital ....................................53 Literacy Begins At Home..........................60 My Shameful Secret..................................65 iv Print or Braille? I Use Both!......................74 Can Braille Change the Future?................82 The Blessing of Braille..............................85 How to Increase Your Braille-Reading Speed ..............................90 Practice Makes Perfect ............................101 A Montana Yankee in Louis Braille’s Court ..............................107 What I Prefer: Courtesy Tips from a Blind Youth..........114 v INTRODUCTION All parents yearn for their children to be happy and healthy and to grow up to live sat- isfying and productive lives. If it were possi- ble to do so, we would arrange for them to be attractive, intelligent, ambitious, sensible, and funny—all the traits, in short, we wish we could boast and never have enough of, no matter how talented we are. Obviously our children do not grow up to exhibit all these traits, but most of them do well enough with the skills and attributes we do manage to impart to them. -
ISO/IEC JTC1/SC2/WG2 N 2005 Date: 1999-05-29
ISO INTERNATIONAL ORGANIZATION FOR STANDARDIZATION ORGANISATION INTERNATIONALE DE NORMALISATION --------------------------------------------------------------------------------------- ISO/IEC JTC1/SC2/WG2 Universal Multiple-Octet Coded Character Set (UCS) -------------------------------------------------------------------------------- ISO/IEC JTC1/SC2/WG2 N 2005 Date: 1999-05-29 TITLE: ISO/IEC 10646-1 Second Edition text, Draft 2 SOURCE: Bruce Paterson, project editor STATUS: Working paper of JTC1/SC2/WG2 ACTION: For review and comment by WG2 DISTRIBUTION: Members of JTC1/SC2/WG2 1. Scope This paper provides a second draft of the text sections of the Second Edition of ISO/IEC 10646-1. It replaces the previous paper WG2 N 1796 (1998-06-01). This draft text includes: - Clauses 1 to 27 (replacing the previous clauses 1 to 26), - Annexes A to R (replacing the previous Annexes A to T), and is attached here as “Draft 2 for ISO/IEC 10646-1 : 1999” (pages ii & 1 to 77). Published and Draft Amendments up to Amd.31 (Tibetan extended), Technical Corrigenda nos. 1, 2, and 3, and editorial corrigenda approved by WG2 up to 1999-03-15, have been applied to the text. The draft does not include: - character glyph tables and name tables (these will be provided in a separate WG2 document from AFII), - the alphabetically sorted list of character names in Annex E (now Annex G), - markings to show the differences from the previous draft. A separate WG2 paper will give the editorial corrigenda applied to this text since N 1796. The editorial corrigenda are as agreed at WG2 meetings #34 to #36. Editorial corrigenda applicable to the character glyph tables and name tables, as listed in N1796 pages 2 to 5, have already been applied to the draft character tables prepared by AFII. -
Expanding Information Access Through Data-Driven Design
©Copyright 2018 Danielle Bragg Expanding Information Access through Data-Driven Design Danielle Bragg A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2018 Reading Committee: Richard Ladner, Chair Alan Borning Katharina Reinecke Program Authorized to Offer Degree: Computer Science & Engineering University of Washington Abstract Expanding Information Access through Data-Driven Design Danielle Bragg Chair of the Supervisory Committee: Professor Richard Ladner Computer Science & Engineering Computer scientists have made progress on many problems in information access: curating large datasets, developing machine learning and computer vision, building extensive networks, and designing powerful interfaces and graphics. However, we sometimes fail to fully leverage these modern techniques, especially when building systems inclusive of people with disabilities (who total a billion worldwide [168], and nearly one in five in the U.S. [26]). For example, visual graphics and small text may exclude people with visual impairments, and text-based resources like search engines and text editors may not fully support people using unwritten sign languages. In this dissertation, I argue that if we are willing to break with traditional modes of information access, we can leverage modern computing and design techniques from computer graphics, crowdsourcing, topic modeling, and participatory design to greatly improve and enrich access. This dissertation demonstrates this potential -
Experiences with Lower-Cost Access to Tactile Graphics in India M
1 Experiences with Lower-Cost Access to Tactile Graphics in India M. Kaleem Rahman1, Saurabh Sanghvi2, Kentaro Toyama3, M. Bernardine Dias2 graphics in developed regions. Abstract—Tactile graphics allow the visually impaired to perceive Despite the importance of tactile graphics for the visually two-dimensional imagery, which is an essential part of learning impaired community, especially in accessing scientific and science, geography, and other subjects. In the developed world, mathematical information, due to the time consuming labor- such graphics are available to blind students from an early age, intensive process of producing these graphics, a large number and students grow up familiar with image representations. Tactile graphics, however, require special printers whose costs of images are omitted from science and engineering textbooks. are often beyond resource-constrained institutions; thus, blind Therefore several research endeavors are dedicated to students in developing regions often grow up without any automating the production of tactile graphics. Way and exposure to these learning aids. Barner [16] published a widely cited article that provides In this paper, we investigate the potential of a software useful information about the human sensory system, tactual solution for converting regular images into a form that can be perception, access technology for tactile graphics production, printed as tactile imagery on relatively low-cost embossing device and relevant image processing techniques. Examples of such meant only for braille text. Using techniques of ethnographic design, we explore how students at a school for the blind in India automated tools include the TACTile Image Creation System interpret tactile graphics on their first contact with such (TACTICS) [17], the TeDUB (Technical Drawings material, and for a variety of subject matter. -
Mountbatten Pro User Guide
User Guide Mountbatten Pro Revision 2 © Harpo Sp. z o. o. ul. 27 Grudnia 7, 61-737 Poznań, Poland www.mountbattenbrailler.com Thank you for purchasing a Mountbatten Pro. Since 1990, the Mountbatten range of Braille Writers has been offering expanded Braille writing opportunities to people all around the world. Mountbatten Braille Writers are in use in countries all over the world, bringing and supporting Braille literacy in many languages. To get the most from your new MB Pro, please read the first section, Welcome, and follow it with the second section, Exploring the MB Pro. After that, you can skip to the sections you want to read first, because you will have the most important basic information. News, resources, regular updates to this User Guide and a range of support material can be obtained from the Mountbatten website: www.mountbattenbrailler.com This device complies with Part 15 of the FCC Rules. Operation is subject to the following two conditions: (1) this device may not cause harmful interference, and (2) this device must accept any interference received, including interference that may cause undesired operation. Contents Welcome................................................................................................................................................................ 1 Reading your User Guide.................................................................................................................................. 1 Very Important!................................................................................................................................................. -
Multilingual the Hague: Municipal Language Policy, Politics, and Practice
Multilingual The Hague: Municipal language policy, politics, and practice Anne-Mieke M. M. Thieme Leiden University January 2020 Supervisor: Prof. I. M. Tieken-Boon van Ostade Second reader: Dr. D. Smakman Acknowledgements This thesis would not have been what it is today without the help of many people. First of all, I would like to express my greatest gratitude to my supervisor, Professor Ingrid Tieken-Boon van Ostade. Her helpful feedback, enthusiasm, and insights encouraged me to get the most out of my Research Master’s thesis project. I am extremely thankful that she was my thesis supervisor. I would also really like to thank Dr Eduardo Alves Vieira for discussing my thesis ideas with me and giving useful advice about which directions I could consider. I am also grateful to the audience at Anéla’s 2019 Study Day about Multilingualism in Education and Society for their interesting comments. I am incredibly indebted to Peter Sips, Lodewijk van Noort, and Frank Welling of the municipality of The Hague, who kindly talked to me and gave me insight into municipal language policy. Without their help, this thesis would have an empty shadow in comparison to what it is now. They showed me how relevant the topic was, inspiring me to dig deeper and push further. Thank you so much, Peter, Lodewijk, and Frank. Lastly, I would like to thank my family and friends for the unconditional support they gave me, for listening to my ideas, and asking helpful questions. I am forever grateful that they were there for me along the way. -
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 ............................................................................................................................