DOCSLIB.ORG

Handy Katakana Workbook.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

First Edition HANDY KATAKANA WORKBOOK An Introduction to Japanese Writing: KANA THIS IS A SUPPLEMENT FOR BEGINNING LEVEL JAPANESE LANGUAGE INSTRUCTION. \ FrF!' '---~---- , - Y. M. Shimazu, Ed.D. -----~---- TABLE OF CONTENTS Page Introduction vi ACKNOWLEDGEMENlS vii STUDYSHEET#l 1 A,I,U,E, 0, KA,I<I, KU,KE, KO, GA,GI,GU,GE,GO, N WORKSHEET #1 2 PRACTICE: A, I,U, E, 0, KA,KI, KU,KE, KO, GA,GI,GU, GE,GO, N WORKSHEET #2 3 MORE PRACTICE: A, I, U, E,0, KA,KI,KU, KE, KO, GA,GI,GU,GE,GO, N WORKSHEET #~3 4 ADDmONAL PRACTICE: A,I,U, E,0, KA,KI, KU,KE, KO, GA,GI,GU,GE,GO, N STUDYSHEET #2 5 SA,SHI,SU,SE, SO, ZA,JI,ZU,ZE,ZO, TA, CHI, TSU, TE,TO, DA, DE,DO WORI<SHEEI' #4 6 PRACTICE: SA,SHI,SU,SE, SO, ZA,II, ZU,ZE,ZO, TA, CHI, 'lSU,TE,TO, OA, DE,DO WORI<SHEEI' #5 7 MORE PRACTICE: SA,SHI,SU,SE,SO, ZA,II, ZU,ZE, W, TA, CHI, TSU, TE,TO, DA, DE,DO WORKSHEET #6 8 ADDmONAL PRACI'ICE: SA,SHI,SU,SE, SO, ZA,JI, ZU,ZE,ZO, TA, CHI,TSU,TE,TO, DA, DE,DO STUDYSHEET #3 9 NA,NI, NU,NE,NO, HA, HI,FU,HE, HO, BA, BI,BU,BE,BO, PA, PI,PU,PE,PO WORKSHEET #7 10 PRACTICE: NA,NI, NU, NE,NO, HA, HI,FU,HE,HO, BA,BI, BU,BE, BO, PA, PI,PU,PE,PO WORKSHEET #8 11 MORE PRACTICE: NA,NI, NU,NE,NO, HA,HI, FU,HE, HO, BA,BI,BU,BE, BO, PA,PI,PU,PE,PO WORKSHEET #9 12 ADDmONAL PRACTICE: NA,NI, NU, NE,NO, HA, HI, FU,HE, HO, BA,BI,3U, BE, BO, PA, PI,PU,PE,PO STUDYSHEET #4 13 MA, MI,MU, ME, MO, YA, W, YO WORKSHEET#10 14 PRACTICE: MA,MI, MU,ME, MO, YA, W, YO WORKSHEET #11 15 MORE PRACTICE: MA, MI,MU,ME,MO, YA, W, YO WORKSHEET #12 16 ADDmONAL PRACTICE: MA,MI,MU, ME, MO, YA, W, YO STUDYSHEET #5 17 RA, RI, RU,RE, RO, WA WORKSHEET #13 18 PRACTICE: RA,RI, RU,RE, RO, WA WORKSHEET #14 19 MORE PRACTICE: RA,RI, RU,RE, RO, WA WORKSHEET #15 20 ADDmONAL PRACTICE: RA,RI, RU,RE, RO, WA iv ~ :;;J :-,-:iI ~ :-~ ~ PRACI1CE QUIZEXERCISES #1 21 -,;ij PRACI1CE QUIZEXERCISES #1 (Cont'd) 22 0;;; STUDYSHEET #6 23 :..-,;/J DOUBLE CONSONANTSOUNDS ~-,;;;; WORKSHEET #16 24 PRACTICE: DOUBLE CONSONANT SOUNDS >:;;; WORKSHEET #17; 25 -,;ij MORE PRACI1CE: DOUBLE CONSONANT SOUNDS WORKSHEET #18 26 :-,~ ADDmONAL PRACTICE: DOUBLE CONSONANT SOUNDS :-:~ :-.F~ STUDYSHEET #7 27 CONTRACTED SOUNDS ::~ WORKSHEET #19 28 F:~ PRACTICE: CONTRACTED SOUNDS WORKSHEET #20 29 ~ ,;;I MORE PRACI1CE: CONTRACfEDSOUNDS WORKSHEET #21 30 :,'~ ADDmONAL PRACTICE: CONTRACfED SOUNDS :~ '-) STUDYSHEET #8 31 -,-~ 33 NEWLY ADDED KATAKANA--S;HE/JE, CHE,TSA, TWI,TSE, TSO, TIIDI, TUIDU, etc. =~ WORKSHEET #22 32 PRACTICE: 33 NEWLY ADDED KATAKANA WORKSHEET #23 33 .~ MORE PRACTICE: 33 NEWLY ADDED KATAKANA . ~~ WORKSHEET #24 34 ADDmONAL PRACTICE: 33 NEWLY ADDED KATAKANA : :~ WORKSHEET #25 ; 35 MORE PRACI1CE ';~ ::~ WQRKSHEET #26 36 REVIEW ALL KATAKANA INCLUDING ITSCOMBINATIONS .<~ <~ <~ PRACI1CE QUIZEXERCISES #2 37 PRACI1CE QUIZEXERCISES #2(Cont'd) 38 KATAKANA CHART WITHSTROKE ORDER 39 KATAKANA CHART WITHSTROKE ORDER #2 {Cont'd} 40 ~ ~ -"~ ~ v ~ ~ (a) SHINAZU / KATAKANA ~ORKBOOK PAGE 1 YOUR NAME, _ DATE _ JAPANESE / KA TAKANA STUDYSHEET #' 1 INSTRUCTIONS: Practice writing the following KATAKANA across the page (10 times) for each character. Then submit the sheet at the beginning of the next class. * STROKE ORDER ON PAGE 39. A J* I 1 U ? E X. 0 ;t ka fJ ki ~ ku 7 ke 7 ko' :l ga fJ' gi ~ gu 7" ge 7 go :1' n )/ (e) SHIMAZU / KATAKANA WORKBOOK PAGE 2 YOUR NAME DATE _ JAPANESE / KATAKANA WORKSHEET.# 1 PRACTICE: A,I,U,E,O, KA,KI,KU,KE,KO, GA,GI,GU,GE,GO, N (RELATING SPELLING TO SOUNDS & WRITING KATAKANA CORRECTLY) A. INSTRUCTIONS: Write each word in ROMAJI (ROMANIZATION) on the 1ine next to the KATAKANA, then practice writing the word in KATAKANA 2 or 3 times. ROMANIZATION MEANING PRACTICE Example KOKOA cocoa r' ' ><__ // :l-? ~'-~'- tl-jj'- (WRITING KATAKANA CORRECTLY) B. INSTRUCTIONS: Write the following in KATAKANA on the line. * ;t tJ- ~- 1. -rr - 2. 3. ----- 4. 0 0 KE EI KA KA A KI I okay squid car a key seafood 5. 6. 7. KE I KO U EA KE A E A KA A GO girl's name wear care air cargo ~" 8. 9. 10. 'J" - - GO 0 GO 0 GE GE GU U GU U sound trains make ribbit ribbit sound made when sleeping frog sound ZZZ ••• * You write a --- for the second vowel when you have a double vowel (Katakana on 1 y ) • ~ r~ ~~ (c) SHIMAZU / KATAKANA HORKBOOK PAGE 3 t~ YOUR NAME _ DATE _ r~ r~ JAPANESE / KATAKANA WORKSHEET #2 r:J MORE PRACTICE: A,I,U,E,O, KA,KI,KU,KE,KO, GA,GI,GU,GE,GO, N r:J r:J (WRITING KATAKANA CORRECTLV) [:J INSTRUCTIONS: Write the following in, 'KATAKANA on the line. r.:~ r:J 01. 02. 03. 04. r~ KE E KI GI A EE KA A GE I [- cake gears acre gay I~ measurement [~ ... ~ [~ 05. 06. 07. 08. [-" GU EN GE N KO IN E GO I~ Gwen Gen coin ego [~ girl's name boy'S name .... ~ [.-~ [~ 09. 10. 11. UII KU KI N GU KO N GU KA N [.~ week King Kong cans [~ [~ [~ [-~ 12. 13. 14. EA KO N KO ° N UIN KA A [~ air conditioner corn turn signal [.~ (auto) [~ l~ 15. 16. 17. [.~ KA A KI KAAKAA GO A' A [~~ khaki sound crows· make Gore color family name I_~ I_.~ I~ 18. 19. 20. AN KA A UIN KU GA UN I~ anchors a wink gowns [~ [,~ ~ NOTE: Instructor may ask the student to fill in the blanks. then submit the sheet in the beginning of the subsequent class. ~ ~ (eJ SHIMAZU / KATAKANA WORKBOOK PAGE 4 YOUR NAME _ DATE, _ JAPANESE / KATAKANA WORKSHEET #3 ADDITIONAL PRACTICE: A,I,U,E,O, KA,KI,KU,KE,KO, GA,GI,GU,GE,GO, N (WRITING KATAKANA CORRECTLY) INSTRUCTIONS: Write the following in KATAKANA on the line. 01. 02. 03. 04. AA KU IN EAA IN KA arc inn air Inca Quechuan people ruled Peru 05. 06. 07. KU U GA A KU N KU N UI N GU cougar sound puppies make wings animal onomatopoeia 08. 09. 10. o 0 GA N KA A GO KE E 0 0 body organs cargo K.O. Knock Out 11. 12. 13. IN KU E KO 0 KU IIN ink echoes queen 14. 15. 16. KI I U I GO N GU IN GU kiwi gong family name fruit 17. 18. 19. ION GA KI GE E GE E an ion naughty boy vomiting sound NOTE: Instructor may ask the student to fill in the blanks, then submit the sheet in the beginning of the subsequent class. r-:.. ~ r.. ;J r;J (e) SHINAZU / KATAKANA WORKBOOK PAGE 5 r~ JAPANESE I KATAKANASTUDYSHEET #2 YOUR NAME. _ r INSTRUCTIONS: Practice writing the following KATAKANA across the page for each c;j character. Then submit the sheet at the beginning of the next class. r~ c~ r~ sa --tt c~ , ,-;J shi Y r~ su A­ -~ L~. I~ se -c l~ so c~ r·~ [...~ r·;d za --If .~ I ~_. ji Y' -- I~ zu ;A- [.~ [~ ze .-e- ... ~ zo ~ -r .~ ~ ta ~ ~ -~ chi ... ~ 1- _.~ tsu 'y ~ ~ te T- -~ to -~ l' -~ ~ da ~ ~ de ~ ~ do ~ ~ (c) SHIMAZU / KATAKANA WORKBOOK PAGE 6 YOUR NAME DATE _ JAPANESE / KATAKANA WORKSHEET #4 PRACTICE: SA,SHI,SU,SE,SO, ZA,JI,ZU,ZE,ZO, TA,CHIiTSU,TE,TO, DA, DE,DO (RELATING SPELLING TO SOUNDS & WRITING KATAKANA CORRECTLY) A. INSTRUCTIONS: Write each word in ROHAJI (ROMANIZATION) on the line next to the KATAKANA, then practice writing the word in KATAKANA 2 or 3 times. ROMANIZATION MEANING PRACTICE Example SUUTSU suits :;-'- " ;~7 ~1 \1 (WRITING KATAKANA CORRECTlY) B. INSTRUCTIONS: Write the following words in KATAKANA on the line. 1- 2. 3. 4. SHI I TSU TE N TO SA N DO JI N sheets tent sandwiches gin liquor 4. 5. 7. SE E TA A JI I ZA SU SHI I SO 0 sweater Jesus Christ seesaw 8. 9. 10. 11- CHI I ZU SU TA A SE DA N ZO 0 N cheese stars sedan zone 12. 13. 14. ZE U SU SU KI ZO DE KI SHI I Zeus Greek mythology schizo(phrenia) dixie/Dixie NOTE: Instructor may ask the student to fill in the blanks, then submit the sheet in the beginning of the subsequent class. (c) SHINAZU / KATAKANA WORKBOOK PAGE 7 YOUR NAME _ OATE, _ JAPANESE / KATAKANA WORKSHEET #5 MORE PRACTICE: SA,SHI,SU,SE,SO, ZA,JI,ZU,ZE,ZO, TA,CHI,TSU,TE,TO, OA, DE,DO (WRITING KATAKANA CORRECTLY) INSTRUCTIONS: Write the following in KATAKANA on the line. 01. 02. 03. SHI N JI KE E TO SU KU I ZU A JI A a syndicate a squeeze play Asia baseball 04. 05. 06. KO N SA A TO CHI I TA A DE SU KU a concert cheetah a desk 07. 08. 09. JI GU ZA GU TE E ZE SHI I ZU N zig zag a thesis a season 16. 17. 18. o ZO N SO 0 SE EJI OA IA ozone sausages diamond 19. _ 20. 21. SHI I ZA A ZO I SU U ZA N Caesar Zoe Susan ROlllan stateelllan felllinine felllinine 100-44 Be given na..e given nallle NOTE: Instruotor lIIay ask the student to fill in the blanks, then Bublllit the sheet in the beginning of the subsequent clas•• (c) SHIMAZU / KATAKANA WORKBOOK PAGE 8 YOUR NAME.---, _ DATE _ JAPANESE / KATAKANA WORKSHEET #6 ADDITIONAL PRACTICE: SA,SHI,SU,SE,SO, ZA,JI,ZU,ZE,ZO, TA,CHI,TSU,TE,TO, DA,DE,DO (WRITING KATAKANA CORRECTLY) INSTRUCTIONS: Write the following in KATAKANA on the line.
Recommended publications
  • Man'yogana.Pdf (574.0Kb)

    Man'yogana.Pdf (574.0Kb)

    Bulletin of the School of Oriental and African Studies http://journals.cambridge.org/BSO Additional services for Bulletin of the School of Oriental and African Studies: Email alerts: Click here Subscriptions: Click here Commercial reprints: Click here Terms of use : Click here The origin of man'yogana John R. BENTLEY Bulletin of the School of Oriental and African Studies / Volume 64 / Issue 01 / February 2001, pp 59 ­ 73 DOI: 10.1017/S0041977X01000040, Published online: 18 April 2001 Link to this article: http://journals.cambridge.org/abstract_S0041977X01000040 How to cite this article: John R. BENTLEY (2001). The origin of man'yogana. Bulletin of the School of Oriental and African Studies, 64, pp 59­73 doi:10.1017/S0041977X01000040 Request Permissions : Click here Downloaded from http://journals.cambridge.org/BSO, IP address: 131.156.159.213 on 05 Mar 2013 The origin of man'yo:gana1 . Northern Illinois University 1. Introduction2 The origin of man'yo:gana, the phonetic writing system used by the Japanese who originally had no script, is shrouded in mystery and myth. There is even a tradition that prior to the importation of Chinese script, the Japanese had a native script of their own, known as jindai moji ( , age of the gods script). Christopher Seeley (1991: 3) suggests that by the late thirteenth century, Shoku nihongi, a compilation of various earlier commentaries on Nihon shoki (Japan's first official historical record, 720 ..), circulated the idea that Yamato3 had written script from the age of the gods, a mythical period when the deity Susanoo was believed by the Japanese court to have composed Japan's first poem, and the Sun goddess declared her son would rule the land below.
  • Nzila Ye Isa Kwa Bupilo Bo Bu Sa Feli

    Nzila Ye Isa Kwa Bupilo Bo Bu Sa Feli

    NzilaYeIsakwa Bupilo Bo Bu Sa Feli Kana Mu I Fumani? ULIMU YA M’ATA OTE ki yena Mubusi wa pupo kamukana. Bupilo bwa luna M bwa cwale ni bwa kwapili bu itingile ku yena. U na ni m’ata a ku fa mupuzonim’ataakufakoto.Unanim’ataakufabupilonim’ataakubu felisa.Haibalutabelwakiyena,likalikalubelahande;haibah’alutabeli,lika ha li na ku lu bela hande. Ki kwa butokwa luli kuli bulapeli bwa luna ibe b’o a amuhela! ˜ Batubalapelakalinzilazenata. Haiba bulapeli bu swana ni nzila, kana Mulimu wa amuhela linzila kaufela za bulapeli? Kutokwa. Jesu, yena mupolofita wa Mulimu, n’a bonisize kuli ku na ni linzila ze peli fela. N’a ize: ˜ “Munyako wa Sinyeho u atami, mi nzila ye ya mwateniiatami,mibabakena ˜ ˜ mwateni ki ba banata. Kakuli munyako wa bupilo wa kumbana, nzila ye ya ˜ mwatenikiyesisani,mikibabanyinyanibabaifumana.”—Mateu7:13,14. ˜ Ku na ni mifuta ye mibeli fela ya bulapeli: bo bunwi bo bu isa kwa ˜ bupilo ni bo bunwibobuisakwasinyeho.Mulelowa broshuwa ye ki ku mi tusa ku fumana nzila ye isa kwa bupilo bo bu sa feli. Mukoloko wa ze Mwahali NzilaYeIsakwa 1 Kana Bulapeli Bupilo Bo Bu Sa Feli KaufelaBuLutaNiti? ......... 4 2 MuKonakuItuta ˜ Kana Mu I Fumani? CwaniNitikazaMulimu? ..... 5 ˜ 3KiBomani Ba Ba Pila mwaLilukolaMoya? ......... 8 4 Bokukululu ba Luna Ba Kai? . 12 5 NitikazaMabiboniBuloi .... 15 6 Kana Mulimu Wa Amuhela BulapeliKaufela?............ 19 ˜ 7KiBomani Ba Ba Na niBulapelibwaNiti? ........ 22 8 Mu Hane Bulapeli bwa Buhata; Mu Swalisane niBulapelibwaNiti ......... 25 9 Bulapeli bwa Niti Bwa Kona kuMiTusaKuYaKuIle!...... 29 2002 Watch Tower Bible and Tract Society of Pennsylvania Nzila Ye Isa kwa Bupilo Bo Bu Sa Feli—Kana Mu I Fumani? Bahasanyi Printed by Watch Tower Bible and Tract Society of South Africa NPC 1 Robert Broom Drive East, Rangeview, Krugersdorp, 1739, R.S.A.
  • SUPPORTING the CHINESE, JAPANESE, and KOREAN LANGUAGES in the OPENVMS OPERATING SYSTEM by Michael M. T. Yau ABSTRACT the Asian L

    SUPPORTING the CHINESE, JAPANESE, and KOREAN LANGUAGES in the OPENVMS OPERATING SYSTEM by Michael M. T. Yau ABSTRACT the Asian L

    SUPPORTING THE CHINESE, JAPANESE, AND KOREAN LANGUAGES IN THE OPENVMS OPERATING SYSTEM By Michael M. T. Yau ABSTRACT The Asian language versions of the OpenVMS operating system allow Asian-speaking users to interact with the OpenVMS system in their native languages and provide a platform for developing Asian applications. Since the OpenVMS variants must be able to handle multibyte character sets, the requirements for the internal representation, input, and output differ considerably from those for the standard English version. A review of the Japanese, Chinese, and Korean writing systems and character set standards provides the context for a discussion of the features of the Asian OpenVMS variants. The localization approach adopted in developing these Asian variants was shaped by business and engineering constraints; issues related to this approach are presented. INTRODUCTION The OpenVMS operating system was designed in an era when English was the only language supported in computer systems. The Digital Command Language (DCL) commands and utilities, system help and message texts, run-time libraries and system services, and names of system objects such as file names and user names all assume English text encoded in the 7-bit American Standard Code for Information Interchange (ASCII) character set. As Digital's business began to expand into markets where common end users are non-English speaking, the requirement for the OpenVMS system to support languages other than English became inevitable. In contrast to the migration to support single-byte, 8-bit European characters, OpenVMS localization efforts to support the Asian languages, namely Japanese, Chinese, and Korean, must deal with a more complex issue, i.e., the handling of multibyte character sets.
  • Problematika České Transkripce Japonštiny a Pravidla Jejího Užívání Nihongo 日本語 社会 Šakai Fudži 富士 Ivona Barešová, Monika Dytrtová Momidži Tókjó もみ じ 東京 Čotto ち ょっ と

    Problematika České Transkripce Japonštiny a Pravidla Jejího Užívání Nihongo 日本語 社会 Šakai Fudži 富士 Ivona Barešová, Monika Dytrtová Momidži Tókjó もみ じ 東京 Čotto ち ょっ と

    チェ コ語 翼 čekogo cubasa šin’jó 信用 Problematika české transkripce japonštiny a pravidla jejího užívání nihongo 日本語 社会 šakai Fudži 富士 Ivona Barešová, Monika Dytrtová momidži Tókjó もみ じ 東京 čotto ち ょっ と PROBLEMATIKA ČESKÉ TRANSKRIPCE JAPONŠTINY A PRAVIDLA JEJÍHO UŽÍVÁNÍ Ivona Barešová Monika Dytrtová Spolupracovala: Bc. Mária Ševčíková Oponenti: prof. Zdeňka Švarcová, Dr. Mgr. Jiří Matela, M.A. Tento výzkum byl umožněn díky účelové podpoře na specifi cký vysokoškolský výzkum udělené roku 2013 Univerzitě Palackého v Olomouci Ministerstvem školství, mládeže a tělovýchovy ČR (FF_2013_044). Neoprávněné užití tohoto díla je porušením autorských práv a může zakládat občanskoprávní, správněprávní, popř. trestněprávní odpovědnost. 1. vydání © Ivona Barešová, Monika Dytrtová, 2014 © Univerzita Palackého v Olomouci, 2014 ISBN 978-80-244-4017-0 Ediční poznámka V publikaci je pro přepis japonských slov užito české transkripce, s výjimkou jejich výskytu v anglic kém textu, kde se objevuje původní transkripce anglická. Japonská jména jsou uváděna v pořadí jméno – příjmení, s výjimkou jejich uvedení v bibliogra- fi ckých citacích, kde se jejich pořadí řídí citační normou. Pokud není uvedeno jinak, autorkami překladů citací a parafrází jsou autorky této práce. V textu jsou použity následující grafi cké prostředky. Fonologický zápis je uveden standardně v šikmých závorkách // a fonetický v hranatých []. Fonetické symboly dle IPA jsou použity v rámci kapi toly 5. V případě, že není nutné zaznamenávat jemné zvukové nuance dané hlásky nebo že není kladen důraz na zvukové rozdíly mezi jed- notlivými hláskami, je jinde v textu, kde je to možné, z důvodu usnadnění porozumění užito namísto těchto specifi ckých fonetických symbolů písmen české abecedy, např.
  • Hiragana Chart

    Hiragana Chart

    ひらがな Hiragana Chart W R Y M H N T S K VOWEL ん わ ら や ま は な た さ か あ A り み ひ に ち し き い I る ゆ む ふ ぬ つ す く う U れ め へ ね て せ け え E を ろ よ も ほ の と そ こ お O © 2010 Michael L. Kluemper et al. Beginning Japanese, Tuttle Publishing, an imprint of Periplus Editions (HK) Ltd. All rights reserved. www.TimeForJapanese.com. 1 Beginning Japanese 名前: ________________________ 1－1 Hiragana Activity Book 日付: ＿＿＿月 ＿＿＿日 一、 Practice: あいうえお かきくけこ がぎぐげご O E U I A お え う い あ あ お え う い あ お う あ え い あ お え う い お う い あ お え あ KO KE KU KI KA こ け く き か か こ け く き か こ け く く き か か こ き き か こ こ け か け く く き き こ け か © 2010 Michael L. Kluemper et al. Beginning Japanese, Tuttle Publishing, an imprint of Periplus Editions (HK) Ltd. All rights reserved. www.TimeForJapanese.com. 2 GO GE GU GI GA ご げ ぐ ぎ が が ご げ ぐ ぎ が ご ご げ ぐ ぐ ぎ ぎ が が ご げ ぎ が ご ご げ が げ ぐ ぐ ぎ ぎ ご げ が 二、 Fill in each blank with the correct HIRAGANA. SE N SE I KI A RA NA MA E 1.
  • Na Kana Magiti Kei Na Lotu

    Na Kana Magiti Kei Na Lotu

    1 NA KANA MAGITI KEI NA LOTU (Vola Tabu : Maciu 22:1-10; Luke 14:12-24) Vola ko Rev. Dr. Ilaitia S. Tuwere. Sa inaki ni vunau oqo me taroga ka sauma talega na taro : A cava na Lotu? Ni da tekivu edaidai ena noda solevu vakalotu, sa na yaga meda taroga ka tovolea talega me sauma na taro oqori. Ia, ena levu na kena isau eda na solia, me vaka na: gumatuataki ni masu kei na vulici ni Vola Tabu, bula vakayalo, muria na ivakarau se lawa ni lotu ka vuqa tale. Na veika oqori era ka dina ka tu kina eso na isau ni taro : A Cava na Lotu. Na i Vola Tabu e sega ni tuvalaka vakavosa vei keda na ibalebale ni lotu. E vakavuqa me boroya vei keda na iyaloyalo me vakadewataka kina na veika eso e vinakata me tukuna. E sega talega ni solia e duabulu ga na iyaloyalo me baleta na lotu. E vuqa sara e solia vei keda. Oqori me vaka na Qele ni Sipi kei na i Vakatawa Vinaka; na Vuni Vaini kei na Tabana; na i Vakavuvuli kei iratou na nona Gonevuli se Tisaipeli, na Masima se Rarama kei Vuravura, na Ulu kei na Vo ni Yago taucoko, ka vuqa tale. Ena mataka edaidai, meda raica vata yani na iyaloyalo ni kana magiti. E rua na kena ivakamacala eda rogoca, mai na Kosipeli i Maciu kei na nei Luke. Na kana magiti se na solevu edua na ivakarau vakaitaukei. Eda soqoni vata kina vakaveiwekani ena noda veikidavaki kei na marau, kena veitalanoa, kena sere kei na meke, kena salusalu kei na kumuni iyau.
  • Writing As Aesthetic in Modern and Contemporary Japanese-Language Literature

    Writing As Aesthetic in Modern and Contemporary Japanese-Language Literature

    At the Intersection of Script and Literature: Writing as Aesthetic in Modern and Contemporary Japanese-language Literature Christopher J Lowy A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2021 Reading Committee: Edward Mack, Chair Davinder Bhowmik Zev Handel Jeffrey Todd Knight Program Authorized to Offer Degree: Asian Languages and Literature ©Copyright 2021 Christopher J Lowy University of Washington Abstract At the Intersection of Script and Literature: Writing as Aesthetic in Modern and Contemporary Japanese-language Literature Christopher J Lowy Chair of the Supervisory Committee: Edward Mack Department of Asian Languages and Literature This dissertation examines the dynamic relationship between written language and literary fiction in modern and contemporary Japanese-language literature. I analyze how script and narration come together to function as a site of expression, and how they connect to questions of visuality, textuality, and materiality. Informed by work from the field of textual humanities, my project brings together new philological approaches to visual aspects of text in literature written in the Japanese script. Because research in English on the visual textuality of Japanese-language literature is scant, my work serves as a fundamental first-step in creating a new area of critical interest by establishing key terms and a general theoretical framework from which to approach the topic. Chapter One establishes the scope of my project and the vocabulary necessary for an analysis of script relative to narrative content; Chapter Two looks at one author’s relationship with written language; and Chapters Three and Four apply the concepts explored in Chapter One to a variety of modern and contemporary literary texts where script plays a central role.
  • 850 Richards Street, Suite 201 • Honolulu, HI 96813 • 808-531-5502 Speaks.Hawaii-Can.Org • Speaks@Hawaii-Can.Org

    850 Richards Street, Suite 201 • Honolulu, HI 96813 • 808-531-5502 Speaks.Hawaii-Can.Org • [email protected]

    Hawai‘i Children's Action Network Speaks! is a nonpartisan 501c4 nonprofit committed to advocating for children and their families. Our core issues are safety, health, and education. To: Senate Committee on Government Relations Re: SCR 26 / SR 15 – Urging the empowerment of young women by annually recognizing October 11 as the International Day of the Girl Hawai‘i State Capitol, Room 016 and videoconference March 18, 2021, 3:10 PM Dear Chair Moriwaki, Vice Chair Dela Cruz, and committee members, On behalf of Hawai‘i Children’s Action Network Speaks!, I am writing in support of SCR 26 / SR 15. These resolutions urge the empowerment of young women by annually recognizing October 11 as the International Day of the Girl. Hawaii Children’s Action Network Speaks! is committed to advocating for children and fighting to ensure all keiki in our state are healthy, safe, and ready to learn. We believe that annually recognizing October 11 as the International Day of the Girl in Hawai‘i would be an effective way further the goals of the United Nations’ designation of October 11 as International Day of the Girl Child. These goals, as proclaimed by Governor Ige on October 11, 2020, include building awareness of the challenges faced by girls, helping to end gender discrimination, supporting more opportunities for girls, safeguarding their rights, and encouraging their full social, political, and economic participation. Mahalo for the opportunity to provide this testimony. Please pass SCR 26/ SR 15. Thank you, Nicole Woo Director, Research and Economic Policy 850 Richards Street, Suite 201 • Honolulu, HI 96813 • 808-531-5502 speaks.hawaii-can.org • [email protected] Written Testimony of Kana Walsh House Committee on Culture, Arts, & International Affairs House Committee on Education Kana Walsh Youth Outreach Officer American Red Cross Testimony of Kana Walsh My name is Kana Walsh and I’m in the 8th grade.
  • Legacy Character Sets & Encodings

    Legacy Character Sets & Encodings

    Legacy & Not-So-Legacy Character Sets & Encodings Ken Lunde CJKV Type Development Adobe Systems Incorporated bc ftp://ftp.oreilly.com/pub/examples/nutshell/cjkv/unicode/iuc15-tb1-slides.pdf Tutorial Overview dc • What is a character set? What is an encoding? • How are character sets and encodings different? • Legacy character sets. • Non-legacy character sets. • Legacy encodings. • How does Unicode fit it? • Code conversion issues. • Disclaimer: The focus of this tutorial is primarily on Asian (CJKV) issues, which tend to be complex from a character set and encoding standpoint. 15th International Unicode Conference Copyright © 1999 Adobe Systems Incorporated Terminology & Abbreviations dc • GB (China) — Stands for “Guo Biao” (国标 guóbiâo ). — Short for “Guojia Biaozhun” (国家标准 guójiâ biâozhün). — Means “National Standard.” • GB/T (China) — “T” stands for “Tui” (推 tuî ). — Short for “Tuijian” (推荐 tuîjiàn ). — “T” means “Recommended.” • CNS (Taiwan) — 中國國家標準 ( zhôngguó guójiâ biâozhün) in Chinese. — Abbreviation for “Chinese National Standard.” 15th International Unicode Conference Copyright © 1999 Adobe Systems Incorporated Terminology & Abbreviations (Cont’d) dc • GCCS (Hong Kong) — Abbreviation for “Government Chinese Character Set.” • JIS (Japan) — 日本工業規格 ( nihon kôgyô kikaku) in Japanese. — Abbreviation for “Japanese Industrial Standard.” — 〄 • KS (Korea) — 한국 공업 규격 (韓國工業規格 hangug gongeob gyugyeog) in Korean. — Abbreviation for “Korean Standard.” — ㉿ — Designation change from “C” to “X” on August 20, 1997. 15th International Unicode Conference Copyright © 1999 Adobe Systems Incorporated Terminology & Abbreviations (Cont’d) dc • TCVN (Vietnam) — Tiu Chun Vit Nam in Vietnamese. — Means “Vietnamese Standard.” • CJKV — Chinese, Japanese, Korean, and Vietnamese. 15th International Unicode Conference Copyright © 1999 Adobe Systems Incorporated What Is A Character Set? dc • A collection of characters that are intended to be used together to create meaningful text.
  • Implementing Cross-Locale CJKV Code Conversion

    Implementing Cross-Locale CJKV Code Conversion

    Implementing Cross-Locale CJKV Code Conversion Ken Lunde CJKV Type Development Adobe Systems Incorporated bc ftp://ftp.oreilly.com/pub/examples/nutshell/ujip/unicode/iuc13-c2-paper.pdf ftp://ftp.oreilly.com/pub/examples/nutshell/ujip/unicode/iuc13-c2-slides.pdf Code Conversion Basics dc • Algorithmic code conversion — Within a single locale: Shift-JIS, EUC-JP, and ISO-2022-JP — A purely mathematical process • Table-driven code conversion — Required across locales: Chinese ↔ Japanese — Required when dealing with Unicode — Mapping tables are required — Can sometimes be faster than algorithmic code conversion— depends on the implementation September 10, 1998 Copyright © 1998 Adobe Systems Incorporated Code Conversion Basics (Cont’d) dc • CJKV character set differences — Different number of characters — Different ordering of characters — Different characters September 10, 1998 Copyright © 1998 Adobe Systems Incorporated Character Sets Versus Encodings dc • Common CJKV character set standards — China: GB 1988-89, GB 2312-80; GB 1988-89, GBK — Taiwan: ASCII, Big Five; CNS 5205-1989, CNS 11643-1992 — Hong Kong: ASCII, Big Five with Hong Kong extension — Japan: JIS X 0201-1997, JIS X 0208:1997, JIS X 0212-1990 — South Korea: KS X 1003:1993, KS X 1001:1992, KS X 1002:1991 — North Korea: ASCII (?), KPS 9566-97 — Vietnam: TCVN 5712:1993, TCVN 5773:1993, TCVN 6056:1995 • Common CJKV encodings — Locale-independent: EUC-*, ISO-2022-* — Locale-specific: GBK, Big Five, Big Five Plus, Shift-JIS, Johab, Unified Hangul Code — Other: UCS-2, UCS-4, UTF-7, UTF-8,
  • Characteristics of Developmental Dyslexia in Japanese Kana: From

    Characteristics of Developmental Dyslexia in Japanese Kana: From

    al Ab gic no lo rm o a h l i c t y i e s s Ogawa et al., J Psychol Abnorm Child 2014, 3:3 P i Journal of Psychological Abnormalities n f o C l DOI: 10.4172/2329-9525.1000126 h a i n l d ISSN:r 2329-9525 r u e o n J in Children Research Article Open Access Characteristics of Developmental Dyslexia in Japanese Kana: from the Viewpoint of the Japanese Feature Shino Ogawa1*, Miwa Fukushima-Murata2, Namiko Kubo-Kawai3, Tomoko Asai4, Hiroko Taniai5 and Nobuo Masataka6 1Graduate School of Medicine, Kyoto University, Kyoto, Japan 2Research Center for Advanced Science and Technology, the University of Tokyo, Tokyo, Japan 3Faculty of Psychology, Aichi Shukutoku University, Aichi, Japan 4Nagoya City Child Welfare Center, Aichi, Japan 5Department of Pediatrics, Nagoya Central Care Center for Disabled Children, Aichi, Japan 6Section of Cognition and Learning, Primate Research Institute, Kyoto University, Aichi, Japan Abstract This study identified the individual differences in the effects of Japanese Dyslexia. The participants consisted of 12 Japanese children who had difficulties in reading and writing Japanese and were suspected of having developmental disorders. A test battery was created on the basis of the characteristics of the Japanese language to examine Kana’s orthography-to-phonology mapping and target four cognitive skills: analysis of phonological structure, letter-to-sound conversion, visual information processing, and eye–hand coordination. An examination of the individual ability levels for these four elements revealed that reading and writing difficulties are not caused by a single disability, but by a combination of factors.
  • AIX Globalization

    AIX Globalization

    AIX Version 7.1 AIX globalization IBM Note Before using this information and the product it supports, read the information in “Notices” on page 233 . This edition applies to AIX Version 7.1 and to all subsequent releases and modifications until otherwise indicated in new editions. © Copyright International Business Machines Corporation 2010, 2018. US Government Users Restricted Rights – Use, duplication or disclosure restricted by GSA ADP Schedule Contract with IBM Corp. Contents About this document............................................................................................vii Highlighting.................................................................................................................................................vii Case-sensitivity in AIX................................................................................................................................vii ISO 9000.....................................................................................................................................................vii AIX globalization...................................................................................................1 What's new...................................................................................................................................................1 Separation of messages from programs..................................................................................................... 1 Conversion between code sets.............................................................................................................