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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. -
An African Basketry of Heterogeneous Variables Kongo-Kikongo-Kisankasa
ISSN 2394-9694 International Journal of Novel Research in Humanity and Social Sciences Vol. 8, Issue 2, pp: (2-31), Month: March - April 2021, Available at: www.noveltyjournals.com An African Basketry of Heterogeneous Variables Kongo-Kikongo-Kisankasa Rojukurthi Sudhakar Rao (M.Phil Degree Student-Researcher, Centre for African Studies, University of Mumbai, Maharashtra Rajya, India) e-mail:[email protected] Abstract: In terms of scientific systems approach to the knowledge of human origins, human organizations, human histories, human kingdoms, human languages, human populations and above all the human genes, unquestionable scientific evidence with human dignity flabbergasted the European strong world of slave-masters and colonialist- policy-rulers. This deduces that the early Europeans knew nothing scientific about the mankind beforehand unleashing their one-up-man-ship over Africa and the Africans except that they were the white skinned flocks and so, not the kith and kin of the Africans in black skin living in what they called the „Dark Continent‟! Of course, in later times, the same masters and rulers committed to not repeating their colonialist racial geo-political injustices. The whites were domineering and weaponized to the hilt on their own mentality, for their own interests and by their own logic opposing the geopolitically distant African blacks inhabiting the natural resources enriched frontiers. Those „twists and twitches‟ in time-line led to the black‟s slavery and white‟s slave-trade with meddling Christian Adventist Missionaries, colonialists, religious conversionists, Anglican Universities‟ Missions , inter- sexual-births, the associative asomi , the dissociative asomi and the non-asomi divisions within African natives in concomitance. -
Geometry and Art LACMA | | April 5, 2011 Evenings for Educators
Geometry and Art LACMA | Evenings for Educators | April 5, 2011 ALEXANDER CALDER (United States, 1898–1976) Hello Girls, 1964 Painted metal, mobile, overall: 275 x 288 in., Art Museum Council Fund (M.65.10) © Alexander Calder Estate/Artists Rights Society (ARS), New York/ADAGP, Paris EOMETRY IS EVERYWHERE. WE CAN TRAIN OURSELVES TO FIND THE GEOMETRY in everyday objects and in works of art. Look carefully at the image above and identify the different, lines, shapes, and forms of both GAlexander Calder’s sculpture and the architecture of LACMA’s built environ- ment. What is the proportion of the artwork to the buildings? What types of balance do you see? Following are images of artworks from LACMA’s collection. As you explore these works, look for the lines, seek the shapes, find the patterns, and exercise your problem-solving skills. Use or adapt the discussion questions to your students’ learning styles and abilities. 1 Language of the Visual Arts and Geometry __________________________________________________________________________________________________ LINE, SHAPE, FORM, PATTERN, SYMMETRY, SCALE, AND PROPORTION ARE THE BUILDING blocks of both art and math. Geometry offers the most obvious connection between the two disciplines. Both art and math involve drawing and the use of shapes and forms, as well as an understanding of spatial concepts, two and three dimensions, measurement, estimation, and pattern. Many of these concepts are evident in an artwork’s composition, how the artist uses the elements of art and applies the principles of design. Problem-solving skills such as visualization and spatial reasoning are also important for artists and professionals in math, science, and technology. -
L2/14-274 Title: Proposed Math-Class Assignments for UTR #25
L2/14-274 Title: Proposed Math-Class Assignments for UTR #25 Revision 14 Source: Laurențiu Iancu and Murray Sargent III – Microsoft Corporation Status: Individual contribution Action: For consideration by the Unicode Technical Committee Date: 2014-10-24 1. Introduction Revision 13 of UTR #25 [UTR25], published in April 2012, corresponds to Unicode Version 6.1 [TUS61]. As of October 2014, Revision 14 is in preparation, to update UTR #25 and its data files to the character repertoire of Unicode Version 7.0 [TUS70]. This document compiles a list of characters proposed to be assigned mathematical classes in Revision 14 of UTR #25. In this document, the term math-class is being used to refer to the character classification in UTR #25. While functionally similar to a UCD character property, math-class is applicable only within the scope of UTR #25. Math-class is different from the UCD binary character property Math [UAX44]. The relation between Math and math-class is that the set of characters with the property Math=Yes is a proper subset of the set of characters assigned any math-class value in UTR #25. As of Revision 13, the set relation between Math and math-class is invalidated by the collection of Arabic mathematical alphabetic symbols in the range U+1EE00 – U+1EEFF. This is a known issue [14-052], al- ready discussed by the UTC [138-C12 in 14-026]. Once those symbols are added to the UTR #25 data files, the set relation will be restored. This document proposes only UTR #25 math-class values, and not any UCD Math property values. -
Optimal Interleaving: Serial Phonology-Morphology Interaction in a Constraint-Based Model
OPTIMAL INTERLEAVING: SERIAL PHONOLOGY-MORPHOLOGY INTERACTION IN A CONSTRAINT-BASED MODEL A Dissertation Presented by MATTHEW ADAM WOLF Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY September 2008 Department of Linguistics © Copyright by Matthew Adam Wolf 2008 All Rights Reserved OPTIMAL INTERLEAVING: SERIAL PHONOLOGY-MORPHOLOGY INTERACTION IN A CONSTRAINT-BASED MODEL A Dissertation Presented by MATTHEW A. WOLF Approved as to style and content by: ____________________________________ John J. McCarthy, Chair ____________________________________ Joseph V. Pater, Member ____________________________________ Elisabeth O. Selkirk, Member ____________________________________ Mark H. Feinstein, Member ___________________________________ Elisabeth O. Selkirk, Head Department of Linguistics ACKNOWLEDGEMENTS I’ve learned from my own habits over the years that the acknowledgements are likely to be the most-read part of any dissertation. It is therefore with a degree of trepidation that I set down these words of thanks, knowing that any omissions or infelicities I might commit will be a source of amusement for who-knows-how-many future generations of first-year graduate students. So while I’ll make an effort to avoid cliché, falling into it will sometimes be inevitable—for example, when I say (as I must, for it is true) that this work could never have been completed without the help of my advisor, John McCarthy. John’s willingness to patiently hear out half-baked ideas, his encyclopedic knowledge of the phonology literature, his almost unbelievably thorough critical eye, and his dogged insistence on making the vague explicit have made this dissertation far better, and far better presented, than I could have hoped to achieve on my own. -
The Case of Basic Geometric Shapes
International Journal of Progressive Education, Volume 15 Number 3, 2019 © 2019 INASED Children’s Geometric Understanding through Digital Activities: The Case of Basic Geometric Shapes Bilal Özçakır i Kırşehir Ahi Evran University Ahmet Sami Konca ii Kırşehir Ahi Evran University Nihat Arıkan iii Kırşehir Ahi Evran University Abstract Early mathematics education bases a foundation of academic success in mathematics for higher grades. Studies show that introducing mathematical contents in preschool level is a strong predictor of success in mathematics for children during their progress in other school levels. Digital technologies can support children’s learning mathematical concepts by means of the exploration and the manipulation of concrete representations. Therefore, digital activities provide opportunities for children to engage with experimental mathematics. In this study, the effects of digital learning tools on learning about geometric shapes in early childhood education were investigated. Hence, this study aimed to investigate children progresses on digital learning activities in terms of recognition and discrimination of basic geometric shapes. Participants of the study were six children from a kindergarten in Kırşehir, Turkey. Six digital learning activities were engaged by children with tablets about four weeks in learning settings. Task-based interview sessions were handled in this study. Results of this study show that these series of activities helped children to achieve higher cognitive levels. They improved their understanding through digital activities. Keywords: Digital Learning Activities, Early Childhood Education, Basic Geometric Shape, Geometry Education DOI: 10.29329/ijpe.2019.193.8 ------------------------------- i Bilal Özçakır, Res. Assist Dr., Kırşehir Ahi Evran University, Mathematics Education. Correspondence: [email protected] ii Ahmet Sami Konca, Res. -
Areal Script Form Patterns with Chinese Characteristics James Myers
Areal script form patterns with Chinese characteristics James Myers National Chung Cheng University http://personal.ccu.edu.tw/~lngmyers/ To appear in Written Language & Literacy This study was made possible through a grant from Taiwan’s Ministry of Science and Technology (103-2410-H-194-119-MY3). Iwano Mariko helped with katakana and Minju Kim with hangul, while Tsung-Ying Chen, Daniel Harbour, Sven Osterkamp, two anonymous reviewers and the special issue editors provided all sorts of useful suggestions as well. Abstract It has often been claimed that writing systems have formal grammars structurally analogous to those of spoken and signed phonology. This paper demonstrates one consequence of this analogy for Chinese script and the writing systems that it has influenced: as with phonology, areal script patterns include the borrowing of formal regularities, not just of formal elements or interpretive functions. Whether particular formal Chinese script regularities were borrowed, modified, or ignored also turns out not to depend on functional typology (in morphemic/syllabic Tangut script, moraic Japanese katakana, and featural/phonemic/syllabic Korean hangul) but on the benefits of making the borrowing system visually distinct from Chinese, the relative productivity of the regularities within Chinese character grammar, and the level at which the borrowing takes place. Keywords: Chinese characters, Tangut script, Japanese katakana, Korean hangul, writing system grammar, script outer form, areal patterns 1. Areal phonological patterns and areal script patterns Sinoform writing systems look Chinese, even when they are functionally quite different. The visual traits of non-logographic Japanese katakana and Korean hangul are nontrivially like those of logographic Chinese script, as are those of the logographic but structurally unique script of Tangut, an extinct Tibeto-Burman language of what is now north-central China. -
The Comprehensive LATEX Symbol List
The Comprehensive LATEX Symbol List Scott Pakin <[email protected]>∗ 22 September 2005 Abstract This document lists 3300 symbols and the corresponding LATEX commands that produce them. Some of these symbols are guaranteed to be available in every LATEX 2ε system; others require fonts and packages that may not accompany a given distribution and that therefore need to be installed. All of the fonts and packages used to prepare this document—as well as this document itself—are freely available from the Comprehensive TEX Archive Network (http://www.ctan.org/). Contents 1 Introduction 6 1.1 Document Usage . 6 1.2 Frequently Requested Symbols . 6 2 Body-text symbols 7 Table 1: LATEX 2ε Escapable “Special” Characters . 7 Table 2: Predefined LATEX 2ε Text-mode Commands . 7 Table 3: LATEX 2ε Commands Defined to Work in Both Math and Text Mode . 7 Table 4: AMS Commands Defined to Work in Both Math and Text Mode . 7 Table 5: Non-ASCII Letters (Excluding Accented Letters) . 8 Table 6: Letters Used to Typeset African Languages . 8 Table 7: Letters Used to Typeset Vietnamese . 8 Table 8: Punctuation Marks Not Found in OT1 . 8 Table 9: pifont Decorative Punctuation Marks . 8 Table 10: tipa Phonetic Symbols . 9 Table 11: tipx Phonetic Symbols . 10 Table 13: wsuipa Phonetic Symbols . 10 Table 14: wasysym Phonetic Symbols . 11 Table 15: phonetic Phonetic Symbols . 11 Table 16: t4phonet Phonetic Symbols . 12 Table 17: semtrans Transliteration Symbols . 12 Table 18: Text-mode Accents . 12 Table 19: tipa Text-mode Accents . 12 Table 20: extraipa Text-mode Accents . -
How Children Learn to Write Words
How Children Learn to Write Words How Children Learn to Write Words Rebecca TReiman and bReTT KessleR 1 3 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trademark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016 © Oxford University Press 2014 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. A copy of this book’s Catalog-in-Publication Data is on file with the Library of Congress ISBN 978–0–19–990797–7 -
Proposal to Encode Obsolete Simplified Chinese Characters Page 1
Proposal to Encode Obsolete Simplified Chinese Characters Page 1 Title: Proposal to Encode Obsolete Simplified Chinese Characters Source: Andrew West Date: 2009-08-01 Contents 1. Introduction ........................................................................................................................................................................ 1 2. First Batch Simplified Characters (1935) ........................................................................................................................ 2 2.1. Background ................................................................................................................................................................... 2 2.2. Table of First Batch Simplified Characters ................................................................................................................... 3 3. Singapore Simplified Characters (1969) ........................................................................................................................ 18 3.1. Background ................................................................................................................................................................. 18 3.2. Table of Singapore Simplifications ............................................................................................................................. 18 4. Second Stage Simplified Characters (1977) ................................................................................................................... 22 4.1. -
Armenian Range: 0530–058F
Armenian Range: 0530–058F 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. -
Unicode Characters in Proofpower Through Lualatex
Unicode Characters in ProofPower through Lualatex Roger Bishop Jones Abstract This document serves to establish what characters render like in utf8 ProofPower documents prepared using lualatex. Created 2019 http://www.rbjones.com/rbjpub/pp/doc/t055.pdf © Roger Bishop Jones; Licenced under Gnu LGPL Contents 1 Prelude 2 2 Changes 2 2.1 Recent Changes .......................................... 2 2.2 Changes Under Consideration ................................... 2 2.3 Issues ............................................... 2 3 Introduction 3 4 Mathematical operators and symbols in Unicode 3 5 Dedicated blocks 3 5.1 Mathematical Operators block .................................. 3 5.2 Supplemental Mathematical Operators block ........................... 4 5.3 Mathematical Alphanumeric Symbols block ........................... 4 5.4 Letterlike Symbols block ..................................... 6 5.5 Miscellaneous Mathematical Symbols-A block .......................... 7 5.6 Miscellaneous Mathematical Symbols-B block .......................... 7 5.7 Miscellaneous Technical block .................................. 7 5.8 Geometric Shapes block ...................................... 8 5.9 Miscellaneous Symbols and Arrows block ............................. 9 5.10 Arrows block ........................................... 9 5.11 Supplemental Arrows-A block .................................. 10 5.12 Supplemental Arrows-B block ................................... 10 5.13 Combining Diacritical Marks for Symbols block ......................... 11 5.14