DOCSLIB.ORG

Appendix I Translation Languages

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Appendix I Translation Languages Appendix I Translation Languages Cree - Kinyarwanda Abkhaz Mushkegowuk Gonja (Rwanda, Ruanda) Nepali Slovenian Gourmanchema Acholi Cree - North East (Gurma, Gourma) Kirghiz Niuean Soga Adangme Cree - Plains Grebo Kiribati Norwegian Somali Adyghe Cree - South East Greek Kirundi Nuer Soninke Afrikaans Cree - Swampy Gujarati Koho Nuristani Sorbian - Lower Akateko Cree - Woodlands Gwichin Komi - Permyak Nyanja (Malawi) Sorbian - Upper Creole - Guyanese Albanian English Hakka Komi - Zyrian Nzema Sotho Creole - Haitian Altay French Harari Kongo Occitan Sotho - Northern Creole - Jamaican Ojibwa (Ojibwe, Amharic English (Patois) Hassaniyya Konkani Ojibway) Spanish Spanish - Latin Anishinaabemowin Croatian Hausa Korean Oji-Cree America Oji-Cree - Arabic Cypriot Greek Hawaiian Koryak Anishinini Spanish - Spain Arabic - Moroccan Czech Hebrew Kosraean Oriya Sunda Susu (Sose, Soso) Arabic - Sudanese Dagaare Hiligaynon Kpelle Oromiffa (Of Guinea) Krio (Creole - Sierra Leone Aramaic Dagbani Hindi English) Oromo Swahili - Kibajuni Armenian Dakota Hindustani Krobo Oshiwambo Swahili (Kiswahili) Armenian - Eastern Dangme - Krobo Hiri Motu Kurdish - Badini Ossetic Swazi Armenian - Kurdish - Western Danish Hmong Kurmandji Otjiherero (Herero) Swedish Asante Twi (Asanti, Ashante) - Hmong - Daw (Of Akan Dari Laos, China) Kurdish - Sorani Palauan Tagalog (Filipino) Hmong - Do (Of Assamese Dene (Chipewyan) Vietnam) Kutchi Pamiri Tahitian Hmong - Njua (Green) (Of Laos, Taishan (Toisan, Assyrian Dewoin China) Ladin Pampango Hoisan) Lamnso' (Banso', Atikamekw Dhivehi Huizhou Lamso, Nso) Pangasinan Tajik Tamazight Aymara Dholuo (Luo) Hungarian Lao (Laotian) Pashai (Berber) Azerbaijani (Azeri, Torki) Dinka Ibibio Latin Pashto (Pushto) Tamil Pidgin English - Balinese Dogri Icelandic Latvian Nigeria Tamil - India Balochi (Baluchi) Dogrib (Tlicho) Igbo Lingala Pitcairnese Tamil - Sri Lanka Bambara Dolgan Ijo - Southeast Lithuanian Polish Tatar Bari (Beri, Kuku) Duala Ika Low German Ponapean Tausug Bashkir Dutch Ilokano Portuguese Telugu Portuguese - Basque Dyouba Ilonggo Luxembourgish Brazilian Temne Dzongkha Indonesian Portuguese - Bassa (Bhutanese) (Bahasa) Luyia European Tetum Beja Edo (Benin) Ingush Maay Maay Pulaar Thai Belarusian Efik Inuinnaqtun Macedonian Punjabi Tibetan Inuktitut - E Punjabi - Bengali Egun (Ogu) Canada Madi Gurmukhi Tigre Punjabi - Bikol English Inuktitut Maguindanao Shahmukhi Tigrigna (Tigrinya) Inuktitut - N Bislama Erzya Alaskan Maithili Quechua Tok Pisin Inuktitut - W Blackfoot Esan (Ishan) Canada Malagasy Quiche Tokelauan Bodo Estonian Irish Malay Rade Tongan Bosnian Evenk Isekiri Malayalam Rohingya Tshiluba Bouyei Ewe Italian Maltese Romani Tsonga Tswana (Botswana, Braille Ewondo Japanese Mandingo Romanian Setswana) Bravanese Fanti Jarai Mandinka Russian Turkish Bulgarian Faroese Javanese Manipuri Ruthenian Turkmen Buriat Farsi (Persian) Jula Mansi Sami Tuvaluan Burmese (Bama, Myanmar) Fijian Kabardian Maori Samoan Tuvin Finnish (Suomi) Kabyle Maranao Sango Udmurt Carolinian Fon Kachchi Marathi Sanskrit Ukrainian Catalan French Kalaallisut Mari Santali Ulithian Cebuano French - Canadian Kalanga Marshallese Saraiki Urdu Chakma French - France Kalenjin - Kipsigis Mauritius Sardinian Uyghur (Uighur) Medumba Chaldean Frisian Kalenjin - Nandi (Bagangte) Saulteaux Uzbek Chamorro Friulian Kalmyk Mende Scots Venda Chaozhou Fukianese (Fujian, (Chiuchow) Fuzhou) Kannada Michif Serbian Vietnamese Vlaams (Flemish, Chechen Fula Kapampangan Mi'kmaq Serbo-Croatian Flamand) Min Nan Chichewa Fur Karachay - Balkar (Taiwanese) Seselwa Waray-Waray Chinese - Karen (Burma, Simplified Ga Tibet, China) Mohawk Sesotho Welsh Chinese - Shanghainese Traditional Gaelic Kasem Moksha (Wu) Wolof Chong Gagauz Kashmiri Moldovan Shelta Xhosa Chukchi Galician Kayah Mon Shilluk Yakut Chuuk Ganda Kazakh Mongolian Shona Yapese Chuvash Gen Khakas More Sicilian Yiddish Comorian Georgian Khanty Munukutuba Sindhi Yoruba Khmer Sinhala Cornish German (Cambodian) Nauruan (Sinhalese) Zaghawa Cree Gikuyu Kigali Ndebele Sioux Zhuang Cree - Moose Gokana Kikongo Nenets Slavey Zulu Kinaray-A Slovak .
Load more

Recommended publications
  • Minutes of the CHMP Meeting 14-17 September 2020
    13 January 2021 EMA/CHMP/625456/2020 Corr.1 Human Medicines Division Committee for medicinal products for human use (CHMP) Minutes for the meeting on 14-17 September 2020 Chair: Harald Enzmann – Vice-Chair: Bruno Sepodes Disclaimers Some of the information contained in these minutes is considered commercially confidential or sensitive and therefore not disclosed. With regard to intended therapeutic indications or procedure scopes listed against products, it must be noted that these may not reflect the full wording proposed by applicants and may also vary during the course of the review. Additional details on some of these procedures will be published in the CHMP meeting highlights once the procedures are finalised and start of referrals will also be available. Of note, these minutes are a working document primarily designed for CHMP members and the work the Committee undertakes. Note on access to documents Some documents mentioned in the minutes cannot be released at present following a request for access to documents within the framework of Regulation (EC) No 1049/2001 as they are subject to on- going procedures for which a final decision has not yet been adopted. They will become public when adopted or considered public according to the principles stated in the Agency policy on access to documents (EMA/127362/2006). 1 Addition of the list of participants Official address Domenico Scarlattilaan 6 ● 1083 HS Amsterdam ● The Netherlands Address for visits and deliveries Refer to www.ema.europa.eu/how-to-find-us Send us a question Go to www.ema.europa.eu/contact Telephone +31 (0)88 781 6000 An agency of the European Union © European Medicines Agency, 2020.
    [Show full text]
  • UAX #44: Unicode Character Database File:///D:/Uniweb-L2/Incoming/08249-Tr44-3D1.Html
    UAX #44: Unicode Character Database file:///D:/Uniweb-L2/Incoming/08249-tr44-3d1.html Technical Reports L2/08-249 Working Draft for Proposed Update Unicode Standard Annex #44 UNICODE CHARACTER DATABASE Version Unicode 5.2 draft 1 Authors Mark Davis ([email protected]) and Ken Whistler ([email protected]) Date 2008-7-03 This Version http://www.unicode.org/reports/tr44/tr44-3.html Previous http://www.unicode.org/reports/tr44/tr44-2.html Version Latest Version http://www.unicode.org/reports/tr44/ Revision 3 Summary This annex consolidates information documenting the Unicode Character Database. Status This is a draft document which may be updated, replaced, or superseded by other documents at any time. Publication does not imply endorsement by the Unicode Consortium. This is not a stable document; it is inappropriate to cite this document as other than a work in progress. A Unicode Standard Annex (UAX) forms an integral part of the Unicode Standard, but is published online as a separate document. The Unicode Standard may require conformance to normative content in a Unicode Standard Annex, if so specified in the Conformance chapter of that version of the Unicode Standard. The version number of a UAX document corresponds to the version of the Unicode Standard of which it forms a part. Please submit corrigenda and other comments with the online reporting form [Feedback]. Related information that is useful in understanding this annex is found in Unicode Standard Annex #41, “Common References for Unicode Standard Annexes.” For the latest version of the Unicode Standard, see [Unicode]. For a list of current Unicode Technical Reports, see [Reports].
    [Show full text]
  • Fact Sheets French, Arabic, Simplified and Traditional Chinese, Somali, Spanish
    Translated COVID-19 Resources – September 24, 2020 Page 1 of 4 COVID-19 Resources Available in Multiple Languages Please note that not all resources will be appropriate for the local context. Government of Canada (all webpages available in French) Awareness resources are available in the following languages: Arabic, Bengali, Simplified or Traditional Chinese, Cree, Dene, Farsi, German, Greek, Gujarati, Hindi, Innu-Aimun, Inuinnaqtun, Inuktitut (Nunavik), Italian, Korean, Michif, Mikmaq, Ojibwe Eastern and Western, Oji-Cree, Polish, Portuguese, Punjabi, Romanian, Russian, Somali, Spanish, Tagalog, Tamil, Ukrainian, Urdu, Vietnamese Relevant Resources (selected) Languages About COVID-19 All Reduce the spread of COVID-19: Wash All your hands infographic How to care for a child with COVID-19 at All home: Advice for caregivers Physical distancing: How to slow the All except Bengali, Romanian or spread of COVID-19 Vietnamese COVID-19: How to safely use a non- All except Bengali, Traditional Chinese, medical mask or face covering (poster) Greek, Gujarati, Polish, Romanian, Urdu or Vietnamese How to quarantine (self-isolate) at home All except Bengali, Traditional Chinese, when you may have been exposed and Greek, Gujarati, Polish, Romanian, Urdu have no symptoms or Vietnamese Government of Ontario (all webpages available in French) Relevant Resources Languages COVID-19: Reopening schools and child French, Simplified and Traditional care Chinese, Farsi, Greek, Gujarati, Hindi, Italian, Korean, Polish Punjabi, Spanish, Tamil, Ukrainian, Urdu 519-822-2715
    [Show full text]
  • KIA Language Framework
    KIA Language Framework Revitalizing Inuit Language in the Qitirmiut Region - Final Report - RT Associates August 2011 KIA Language Framework Table of Contents Executive Summary ................................................................................................................ i 1 Introduction .................................................................................................................. 1 2 Background................................................................................................................... 4 3 Qitirmiut Language Landscape ................................................................................. 11 4 Lessons from Other Jurisdictions .............................................................................. 16 5 What People Told Us.................................................................................................. 22 6 Analysis & Recommendations .................................................................................. 28 7 KIA Language Framework ......................................................................................... 31 Note to the Reader: We have used the term ‘Inuit Language’ to refer to the different Inuit language dialects used throughout the Qitirmiut Region including Innuinaqtun in the West communities and Nattilingmiutut in the East communities. RT Associates August 2011 KIA Language Framework Executive Summary Executive Summary Introduction In January 2011 KIA contracted consultants (RT Associates) to develop a KIA Language
    [Show full text]
  • Independent-Living-Mini-Catalogue
    Alternative Thinking INDEPENDENT LIVING DAILY LIVING AIDS MAGNIFIERS ALERT SYSTEMS ASSISTIVE DEVICES Page 24 Page 29 Page 4 Page 16 ...AND MUCH MORE AUDITORY AND HEARING IMPAIRMENT BLIND & VISUALLY IMPAIRED Tel: +27 (0) 86 111 3973 Email: [email protected] Web: www.editmicro.co.za DOCUMENT CAMERAS Solo 8 Ultra Ultra Plus 8 10 Solo 8 Plus Features Ultra 8 Features Ultra 10 Features The HoverCam Solo 8 is a new, The HoverCam Ultra 8 is the the first The HoverCam Ultra 10 takes the state-of-the-art document camera document camera with HDMI, VGA document camera experience to that will revolutionize learning in & SuperSpeed USB 3.0 outputs and a whole new level with a 7.1” HD your classroom. Record videos or includes an LCD monitor for preview MultiTouch screen. Pinch to Zoom, capture images straight to your and touchscreen control. Record Annotate, and Cast 4K video to any PC or Mac with the world’s first videos or capture images straight display. SuperSpeed USB3.0 Document to your PC or Mac with the world’s Camera. Use the HoverCam Solo first SuperSpeed USB3.0 Document Download your favorite apps and 8 to bring your classroom into the Camera. experience Augmented Reality and digital age! The HoverCam Solo Optical Character Recognition right 8 does everything except travel Specifications from the device. through time. • 8 megapixel camera Specifications • 60FPS FullMotion HD Specifications • HDMI VGA • Battery Powered • 8 megapixel camera • USB 3.0 SuperSpeed • 3 Wireless Casting Modes • 3x magnification with 8 million • 12x Optical Zoom Equivalent • 16 MP Camer Sensor uncompressed pixels • LCD Control Panel • 4K @ 30FPS Lesson Recording • 10x magnification mechanically • 4x ASR Zoom, 8x Interpolated • WiFi and Bluetooth Connectivity • 8x magnification digitally with Digital Zoom, 10x Mechanical • Powerful Android Operating System interpolation Zoom.
    [Show full text]
  • 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.
    [Show full text]
  • Indigenous Languages
    INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants.
    [Show full text]
  • 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]
  • Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
    DOCUMENT RESUME ED 456 844 IR 058 192 TITLE Sources of Custom-Produced Books: Braille, Audio Recordings, and Large Print. INSTITUTION Library of Congress, Washington, DC. National Library Service for the Blind and Physically Handicapped. REPORT NO DI015 ISSN ISSN-1535-1505 PUB DATE 2001-00-00 NOTE 107p. AVAILABLE FROM Reference Section, National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, DC 20542. Web site: http://www.loc.gov/nls/reference/directories.html. PUB TYPE Reference Materials Directories/Catalogs (132) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Audiotape Recordings; *Books; Braille; Individual Needs; *Information Sources; Large Type Materials; Reading Materials; Talking Books; Visual Impairments; Volunteers IDENTIFIERS National Library Service for the Blind; *Transcription ABSTRACT This directory lists the names of volunteer groups, individual transcribers, and nonprofit and commercial organizations that transcribe and record books and other reading materials for persons who are blind and physically handicapped. It was compiled from information supplied by organizations and groups who perform these services. The listing is alphabetical by state. Each entry is assigned an index number and specifies such services as Braille transcription, computer-assisted transcription, print enlargements, tape recording, duplication, and binding. Entries also give such Braille code specialties as music, mathematics, and specific languages. The directory contains information in separate sections on state special education contacts and proofreaders certified by the Library of Congress. Wherever Braille groups are listed, it is understood that there is at least one transcriber or proofreader certified by the Library of Congress working with the group/organization. The introduction includes a list of other related documents on the National Library Service for the Blind and Physically Handicapped (NLS) Web site or available upon request, as well as additional resources for materials available in different formats.
    [Show full text]
  • The Braillemathcodes Repository
    Proceedings of the 4th International Workshop on "Digitization and E-Inclusion in Mathematics and Science 2021" DEIMS2021, February 18–19, 2021, Tokyo _________________________________________________________________________________________ The BrailleMathCodes Repository Paraskevi Riga1, Theodora Antonakopoulou1, David Kouvaras1, Serafim Lentas1, and Georgios Kouroupetroglou1 1National and Kapodistrian University of Athens, Greece Speech and Accessibility Laboratory, Department of Informatics and Telecommunications [email protected], [email protected], [email protected], [email protected], [email protected] Abstract Math notation for the sighted is a global language, but this is not the case with braille math, as different codes are in use worldwide. In this work, we present the design and development of a math braille-codes' repository named BrailleMathCodes. It aims to constitute a knowledge base as well as a search engine for both students who need to find a specific symbol code and the editors who produce accessible STEM educational content or, in general, the learner of math braille notation. After compiling a set of mathematical braille codes used worldwide in a database, we assigned the corresponding Unicode representation, when applicable, matched each math braille code with its LaTeX equivalent, and forwarded with Presentation MathML. Every math symbol is accompanied with a characteristic example in MathML and Nemeth. The BrailleMathCodes repository was designed following the Web Content Accessibility Guidelines. Users or learners of any code, both sighted and blind, can search for a term and read how it is rendered in various codes. The repository was implemented as a dynamic e-commerce website using Joomla! and VirtueMart. 1 Introduction Braille constitutes a tactile writing system used by people who are visually impaired.
    [Show full text]
  • MOHAMMED SAMI FADALI Resume
    MOHAMMED SAMI FADALI CURRICULUM VITAE PRESENT POSITION: Professor and Chair Department of Electrical & Biomedical Engineering College of Engineering University of Nevada Reno, NV 89557-0153 PRINCIPAL PAST POSITION: Assistant Professor, King Abdul Aziz University, Jeddah, 1981-83. PLACE AND DATE OF BIRTH: Cairo, Egypt, May 22, 1952. NATIONALITY: U.S. LANGUAGES: English, Arabic, Spanish, French. PERMANENT ADDRESS: 3959 Regal Dr., Reno, NV 89503 Work Phone: (775)784-6951 Home Phone: (775)747-4832 MARITAL STATUS: Married RESEARCH INTERESTS: Intelligent control, fuzzy logic, fault detection, control of renewable energy systems, structural control, random signals, mathematical modeling of biological systems, engineering education. EDUCATION: DEGREE DEPARTMENT UNIVERSITY YEAR B.S. Electrical Engineering Cairo Univ., Cairo, Egypt. 1974 M.S. Control Systems Center UMIST, Manchester, England 1977 Ph.D. Electrical Engineering Univ. of Wyoming, Laramie, Wy, USA 1980 POSITIONS HELD: University of Nevada-Reno, Professor 1995-Present, Associate Professor 1989 to 1995, Assistant Professor, 1985-89, tenured 1991 Duties include teaching, funded research, graduate and undergraduate advising, Assessment Coordinator. Chairman Department Curriculum Committee, Past: Graduate Student MOHAMMED SAMI FADALI PAGE 2 Coordinator and Chair of Graduate Admission Committee 1989-98, Member Univeristy Conflict of Interest Committee, Past Chair College Personnel Committee. Colorado State University, Post Doctoral Fellow, 1984-1985 Investigated problems in robotics, satellite maneuvering,biochemical process control and physiological system identification. King Abdul Aziz University, Jeddah, Assistant Professor, 1981-1983. Duties included teaching, undergraduate advising and research. Participated in starting a new bioengineering program. University of Wyoming, Teaching Assistant, 1979-80. Taught several introductory electrical engineering labs. Cairo Research Center, Engineer, 1975. Participated in research on computer control of electrical machines.
    [Show full text]
  • 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
    [Show full text]