The Braille Font

Total Page:16

File Type:pdf, Size:1020Kb

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 Exp erienced blinds maintain an average reading sp eed to read aloud ai The Br E le system LL A ai The Br E package is a le system to typ eset Braille typ os under L T X The METAFONT LL E ai source les of the Br E package are suxed mf alf def lig num and stp There are LL tfmles see The METAFONT mfles which pro duce when handed over to METAFONT book Chapter Running METAFONT Remember that T X only reads the TFM les These TFM les are a part of the package you dont E A have to pro duce them again just copytheminto your TFM directory For running b elowLT X E the style le braillesty in connection with the national language style les can b e used They A dont run under L T X E ai E package How to install the Br LL First and foremost youve got to copy the following les mf alf def lig num and stp into your METAFONT directory tfm into your TFM directory styinto your T Xinput directory E A Note however that the paths maybedierentinyour L T X implementation EmT XforMS E E A ai E which DOS webc for UNIX etc L T X is absolutely required if you wanttouseBr LL E A A do esnt run with the ancient L T X except you wanttowrite a L T X style le The E E ai E fonts example shows you the usage of some Br LL documentclassptarticle usepackagebraillebenglish to include English braille begindocument tbraille This is a test Braille text ABCDEFGHIJK braille This is medium Braille text ABCDEFGHIJK bbraille This is a bold Braille text ABCDEFGHIJK enddocument This is a test Braille text ABCDEFGHIJK This is medium Braille text ABCDEFGHIJK This is a bold Braille text ABCDEFGHIJK How to use these fonts ai You simply call the Br E package using the usepackagebrailleblanguage sequence LL ai The Br E family contains the following font shap es LL USUK Brailleco de braille bbraille tbraille medium b old and test font Czech Brailleco de CZbraille CZbbraille CZtbraille Danish Brailleco de DANbraille DANbbraille DANtbraille Europ ean Brailleco de EUbraille EUbbraille EUtbraille German Brailleco de GERbraille GERbbraille GERtbraille Polish Brailleco de POLbraille POLbbraille POLtbraille eg EmT X directory mfinputbraille E eg EmT X directory tfmbraille E eg EmT X directory texinputbraille E Portuguese Brailleco de PORbraille PORbbraille PORtbraille Spanish Brailleco de SPAbraille SPAbbraille SPAtbraille Note that the numb ers havethe same Braille characters as the letters a b c dj Therefore the numb er symbol has to b e placed b efore anynumber eg The next two examples show a German text to you To test the breaking of the lines you foremost typ eset the text using the GERtbraille command testmo de Afterwards this command can b e substituted by GERbbraille or GERbraille usepackagebraillebgerman LargeGERtbraille Die Blindenshrift kann von Blinden st example LargeGERbbraille Die Blindenshrift kann von Blinden nd example D Blindenrift kann von Blinden dur Abtaen mit den Fingern gelesen werden Im Blindenalphabet beeht jeder Bua be s Tlen der Grundform von Punk ten d s dr Rhen mit je zw Punk ten zusammengesetzt i Zahl und Folge der Punkte werden b den nzelnen Bu aben verndert Bild Gelesen wird d Braillerift von links na rets mit den Kuppen der Zgefinger Der linke Zgefinger erltert jewls das ffin den der nen Zle Gebte Blinde er ren d durnittlie Lesegewindigkt nes Vorlesenden D Blindenrift kann von Blinden dur Abtaen mit den Fingern gelesen werden Im Blindenalphabet beeht jeder Bua be s Tlen der Grundform von Punk ten d s dr Rhen mit je zw Punk ten zusammengesetzt i Zahl und Folge der Punkte werden b den nzelnen Bu aben verndert Bild Gelesen wird d Braillerift von links na rets mit den Kuppen der Zgefinger Der linke Zgefinger erltert jewls das ffin den der nen Zle Gebte Blinde er ren d durnittlie Lesegewindigkt nes Vorlesenden Another example inputbenglishsty to switch back to English Braille tbraille or at the nd time bbraille after testing capitalsign Ray Bradbury Driving Blind blq Did you see thatbrq blq See whatbrq blq Why hell look therebrq But the big sixpassenger No Studebaker was already gone One of the man standing in front of Fremleys Hardware had stepped down off the curb to stare after the vehicle blq That guy was driving with a hood over his head Like a hangmans hood black over his head driving blindbrq blq I saw it I saw itbrq said a boy standing similarly riven nearby The boy was me Thomas Quincy Riley better known as Tom or Quint and mighty curious I ran blq Hey wait up Gosh Driving blindbrq Ray Bradbury Driving Blind Did you see that See what Why hell look there But the big sixpassenger Studebaker was already gone One of the man standing in front of Fremleys Hardware had stepped down off the curb to stare after the vehic le That guy was driving with a hood over his head Like a hangmans hood black over his head driving blind I saw it I saw it said a boy standing similarly ri ven nearby The boy was me Thomas Quincy Riley better known as Tom or Quint and mighty curious I ran Hey wait up Gosh Driving blind Ray Bradbury Driving Blind Did you see that See what Why hell look there But the big sixpassenger Studebaker was already gone One of the man standing in front of Fremleys Hardware had stepped down off the curb to stare after the vehic le That guy was driving with a hood over his head Like a driving blind hangmans hood black over his head I saw it I saw it said a boy standing similarly ri ven nearby The boy was me Thomas Quincy Riley better known as Tom or Quint and mighty curious I ran Hey wait up Gosh Driving blind The Braille Country Listings Languages listed are those predominant in Europ e and Overseas In two cases Dutch Spanish there is no standard national alphab et listet See the English one in these cases The Czech language usepackage braille b czech fontshap es CZbraille CZbbraille CZtbraille The Czech standard alphab et g j a b c d e f h i k l m g j a b c d e f h i k l m p q y n o r s t u v vv x z p q y n o r s t u v w x z The ligatures and sp ecial characters input output value input output value a A a c C c d D d e E e e E e ch L ch i I n N n o O o r R W r s S s t T t o u U u u U u y Y y z Z z The Czech standard punctuation Anomalous punctuation blq levyuv ozovky left quote brq pravyuvozovky right quote capitalsign Abc capital sign Note The Czechcharacter w is describ ed by double v vv CZbbraille vv The Danish language usepackage braille b danish fontshap es DANbraille DANbbraille DANtbraille The Danish standard alphab et g j a b c d e f h i k l m g j a b c d e f h i k l m p q y n o r s t u v w x z p q y n o r s t u v w x z The Danish sp ecial characters input output value input output value a A o O a A a The additional Faro ese characters input output value input output value a A a i I o O o u U u y Y y ei ei ey ey oy oy th g The Danish standard punctuation Anomalous punctuation blq left quote brq right quote abbreviation abbreviation sign dash dash threedots ellipse italics abc italics capitalsign Abc capital sign The Dutch language usepackage braille b dutch fontshap es EUbraille EUbbraille EUtbraille The ligatures and sp ecial characters input output value input output value e E e o O o u U u a A a e E e i I o O o u U u e E e u U u a A a e E e c C c i I The Dutch standard punctuation Anomalous punctuation blq left quote brq right quote obliquesign P oblique sign paragraphsign paragraph sign stress a accent stress sign changelanguage change of language italics abc italics capitalsign Abc capital seriescapital ABC series capital Note You can b e blind wordblind doubleblind stoneblind gravelblind a Persian blind a Venetian blind greenblind mo onblind snowblind a blindworm blindfolded lost in a blind alley or be made unblind The English language usepackage braille b english to switch back to English Braille fontshap es braille bbraille tbraille The English standard alphab et g j a b c d e f h i k l m g j a b
Recommended publications
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Current Affairs of January 2015
    www.leadthecompetition.in CURRENT AFFAIRS OF JANUARY 2015 Awards The Indian poet who has won the inaugural Khushwant Singh Memorial Prize for Poetry for her work When God is a Traveller , awarded at Zee Literature Festival in Jaipur – Arundhathi Subramaniam The Indian-American author who has won the 2015 DSC Prize for South Asian Literature for her novel Lowland – Jhumpa Lahiri The eminent Hindi litterateur who has been selected for the prestigious Vyas Samman for 2014 instituted by KK Birla Foundation, for his book 'Premchand Kee Kahaniyo Kaa Kaalkramanusar' – Kamal Kishore Goyanka The Sanskrit scholar and author of Kanakalochanaha who has been chosen for the Sahitya Akademi Award for Sanskrit 2014 – Prabhu Nath Dwivedi Appointments The President of Zimbabwe who has become the Chairman of the African Union on rotational basis among the five geographical regions of Africa – Robert Mugabe The Governor of Rajasthan who has been given the additional charge as the Governor of Himachal Pradesh after Urmila Singh, who completed the full five year term as HP Governor retired from her post – Kalyan Singh The eminent singer and theatre director and recipient of Padma Shri in 2015, who has been appointed as the Chairman of Sangeet Natak Akademi – Shekhar Sen The new Prime Minister of Greece who has been sworn following SYRIZA party's victory in the snap elections – Alexi Tsipras The new Chairman of Central Board of Film Censors appointed to fill the vacancy following the resignation of Ms Leela Samson – Pahlaj Nihalani The new Chief Election Commisioner of India who has been appointed to take over from retiring CEC VS Sampath – HS Brahma The Director of Space Application Centre, Ahmedabad who has been chosen to be the Chairman of Indian Space Research Organisation, Space Commission and also the new Secretary of the Department of Space – A.S.
    [Show full text]
  • 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.
    [Show full text]
  • 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 ............................................................................................................................
    [Show full text]
  • Adapting the Portuguese Braille System to Formal Semantics
    Adapting the Portuguese Braille System to Formal Semantics Luís Filipe Cunha Faculdade de Letras da Universidade do Porto / Centro de Linguística da Universidade do Porto (Unidade FCT PEst-OE/LIN/UI0022/2011) Via Panorâmica, s/n, 4150-564, Porto, Portugal luisfi[email protected] Abstract account for various aspects of meaning in nat- Since the seminal work of Richard Montague in the ural language. Although the initial task of for- 1970s, mathematical and logic tools have successfully mal semantics was to describe and resolve am- been used to model several aspects of the meaning of biguities regarding quantification in the nomi- natural language. However, visually impaired people continue to face serious difficulties in getting full ac- nal domain, it was rapidly expanded to cover cess to this important instrument. Our paper aims to other areas of interest to semanticists, from present a work in progress whose main goal is to pro- tense and aspect relations (e.g., Dowty, 1979; vide blind students and researchers with an adequate Bach, 1986; Moens, 1987; Parsons, 1990) method to deal with the different resources that are used to complex modal descriptions involving the in formal semantics. In particular, we intend to adapt the Portuguese Braille system in order to accommodate the interaction of time, situations, and possible most common symbols and formulas used in this kind worlds (cf. Portner, 2009 and the papers col- of approach and to develop pedagogical procedures to lected in Kratzer, 2012, for example). facilitate its learnability. By making this formalisation compatible with the Braille coding (either traditional The adoption of formal outlines in the context and electronic), we hope to help blind people to learn of the semantic descriptions for natural lan- and use this notation, essential to acquire a better under- guages has the advantage of giving rise to un- standing of a great number of semantic properties dis- ambiguous representations for the meaning of played by natural language.
    [Show full text]
  • Hanke, Peter, Ed. International Directo
    DOCUMENT RESUME ED 258 389 EC 172 909 AUTHOR Cylke, Frank Kurt, Ed.; Hanke, Peter, Ed. TITLE International Directory of Libraries and Production Facilities for the Blind. INSTITUTION International Federation of Library Associations and Institutions, London (England).; Library of Congress, Washington, D.C. National Library Service for the Blind and Physically Handicapped. SPONs _3ENCY United Nations Educational, Scientific, and Cultural Organization, Paris (France). PUB DATE 84 CONTRACT UNESCO-340029 NOTE 109p. PUB TYPE Reference Materials - Directories/Catalogs (132) EDRS PRICE mF01/PCOS Plus Postage. DESCRIPTORS *Blindness; *Braille; International Programs; Physical Disabilities; Reading Materials; Sensory Aids; *Special Libraries; *Talking Books ABSTRACT World-wide in scope, this directory lists organizations producing braille or Talking Books, maintaining braille libraries, and exchanging resources with organizations serving blind or handicapped people. The directory is arranged in seven geographical sections: Africa, Asia, Australia (including Oceania), Europe (including U.S.S.R.), Middle East (northern Africa and the eastern Mediterranean countries), North' America, and South America (including Central America and the Caribbean). Countries are arranged- alphabetically within these seven sections and individual organizations alphabetically within their countries. Information about each organization includes five parts: braille production, braille distribution, Talking Books production, Talking Books distribution, and general information.
    [Show full text]
  • Linguistic Landscape on Campus in Japan— a Case Study of Signs in Kyushu University
    Intercultural Communication Studies XXIV(1) 2015 WANG Linguistic Landscape on Campus in Japan— A Case Study of Signs in Kyushu University Jing-Jing WANG Northwest A&F University, China; Kyushu University, Japan Abstract: This study examines multilingual university campus signs in Japan, a new attempt to expand the scope of linguistic landscape study. Based on the three dimensions put forward by Trumper-Hecht (2010) who sees linguistic landscape as a sociolinguistic- spatial phenomenon, this study brings linguistic landscape research into the context of multilingual campuses stimulated by internationalization, and intends to explore: how languages used in signs are regulated or planned in Japan, how the campus linguistic landscape is constructed and how the sign readers view the multilingual campus they are living in. The exploration of language policy concerning signs substantiates our understanding of the formation of campus linguistic landscape. The case study on the languages used in signs on Ito campus presents the features of the construction of campus linguistic landscape. On Ito campus of Kyushu University, bilingual Japanese-English signs compose the majority of campus signs, with Japanese language used as the dominant language. The questionnaire surveys students’ attitudes towards a multilingual campus. The results indicate that for their academic life, students value bilingual ability a lot; in their daily life, students maintain multilingual contact to a certain degree. The important languages chosen by the students are in conformity with the language usage in reality despite a difference in order. This study is a synchronic record of the construction of the campus linguistic landscape, thus it can be used as a basis for comparative and diachronic studies in the future.
    [Show full text]
  • Chapter 6, Writing Systems and Punctuation
    The Unicode® Standard Version 13.0 – Core Specification To learn about the latest version of the Unicode Standard, see http://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. © 2020 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 http://www.unicode.org/reporting.html. For information about the Unicode terms of use, please see http://www.unicode.org/copyright.html. The Unicode Standard / the Unicode Consortium; edited by the Unicode Consortium. — Version 13.0. Includes index. ISBN 978-1-936213-26-9 (http://www.unicode.org/versions/Unicode13.0.0/) 1.
    [Show full text]
  • A HISTORICAL STUDY of HANDWRITING and DRAWING By
    THE HANDS OF JOHANNES WHISLER: A HISTORICAL STUDY OF HANDWRITING AND DRAWING by Matthew Capezzuto Dissertation Committee: Professor Judith M. Burton, Sponsor Professor Michael Hanchett Hanson Approved by the Committee on the Degree of Doctor of Education Date February 10, 2021 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2021 ABSTRACT THE HANDS OF JOHANNES WHISLER: A HISTORICAL STUDY OF HANDWRITING AND DRAWING Matthew Capezzuto The Book of Arithmetic Problems of Johannes Whisler (1814-1815), a mathematics exercise book in the collection of the American Folk Art Museum in New York City, is the central object of this study. This handwritten and illuminated book, created by a young Pennsylvania German man in the early 19th century, prompts a reevaluation of handwriting and doodling, with implications for the present era. The author documents the biographical and sociocultural circumstances surrounding the creation of Whisler’s cyphering book through primary and secondary historical research and applies Glăveanu’s theory of distributed creativity to describe the book as a creative process that emerged among people and objects, and across time. As direct indices of immediate actions, handwriting and doodling emerge in moment-to-moment action, even as these actions are embedded in longer periods of developmental and historical change; the author documents Whisler’s handwriting flourishes and doodles and describes the particular qualities of these mark making activities with reference to the sociocultural context in which they appear, Werner’s theories regarding the physiognomic perception of symbols, and Stern’s theory of vitality forms.
    [Show full text]