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A Method to Accommodate Backward Compatibility on the Learning Application-Based Transliteration to the Balinese Script
(IJACSA) International Journal of Advanced Computer Science and Applications, Vol. 12, No. 6, 2021 A Method to Accommodate Backward Compatibility on the Learning Application-based Transliteration to the Balinese Script 1 3 4 Gede Indrawan , I Gede Nurhayata , Sariyasa I Ketut Paramarta2 Department of Computer Science Department of Balinese Language Education Universitas Pendidikan Ganesha (Undiksha) Universitas Pendidikan Ganesha (Undiksha) Singaraja, Indonesia Singaraja, Indonesia Abstract—This research proposed a method to accommodate transliteration rules (for short, the older rules) from The backward compatibility on the learning application-based Balinese Alphabet document 1 . It exposes the backward transliteration to the Balinese Script. The objective is to compatibility method to accommodate the standard accommodate the standard transliteration rules from the transliteration rules (for short, the standard rules) from the Balinese Language, Script, and Literature Advisory Agency. It is Balinese Language, Script, and Literature Advisory Agency considered as the main contribution since there has not been a [7]. This Bali Province government agency [4] carries out workaround in this research area. This multi-discipline guidance and formulates programs for the maintenance, study, collaboration work is one of the efforts to preserve digitally the development, and preservation of the Balinese Language, endangered Balinese local language knowledge in Indonesia. The Script, and Literature. proposed method covered two aspects, i.e. (1) Its backward compatibility allows for interoperability at a certain level with This study was conducted on the developed web-based the older transliteration rules; and (2) Breaking backward transliteration learning application, BaliScript, for further compatibility at a certain level is unavoidable since, for the same ubiquitous Balinese Language learning since the proposed aspect, there is a contradictory treatment between the standard method reusable for the mobile application [8], [9]. -
Punjabi Language Characteristics and Role of Thesaurus in Natural
Dharam Veer Sharma et al, / (IJCSIT) International Journal of Computer Science and Information Technologies, Vol. 2 (4) , 2011, 1434-1437 Punjabi Language Characteristics and Role of Thesaurus in Natural Language processing Dharam Veer Sharma1 Aarti2 Department of Computer Science, Punjabi University, Patiala, INDIA Abstract---This paper describes an attempt to explain various 2.2 Characteristics of the Punjabi Language characteristics of Punjabi language. The origin and symbols of Modern Punjabi is a very tonal language, making use of Punjabi language are presents in this paper. Various relations various tones to differentiate words that would otherwise be exist in thesaurus and role of thesaurus in natural language identical. Three primary tones can be identified: high-rising- processing also has been elaborated in this paper. falling, mid-rising-falling, and low rising. Following are characteristics of Punjabi language [3] [4]. Keywords---Thesaurus, Punjabi, characteristics, relations 2.2.1 Morphological characteristics Morphologically, Punjabi is an agglutinative language. That 1. INTRODUCTION is to say, grammatical information is encoded by way of A thesaurus links semantically related words and helps in the affixation (largely suffixation), rather than via independent selection of most appropriate words for given contexts [1]. A freestanding morphemes. Punjabi nouns inflect for number thesaurus contains synonyms (words which have basically the (singular, plural), gender (masculine, feminine), and same meaning) and as such is an important tool for many declension class (absolute, oblique). The absolute form of a applications in NLP too. The purpose is twofold: For writers, noun is its default or uninflected form. This form is used as it is a tool - one with words grouped and classified to help the object of the verb, typically when inanimate, as well as in select the best word to convey a specific nuance of meaning, measure or temporal (point of time) constructions. -
Beginning Portable Shell Scripting from Novice to Professional
Beginning Portable Shell Scripting From Novice to Professional Peter Seebach 10436fmfinal 1 10/23/08 10:40:24 PM Beginning Portable Shell Scripting: From Novice to Professional Copyright © 2008 by Peter Seebach All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner and the publisher. ISBN-13 (pbk): 978-1-4302-1043-6 ISBN-10 (pbk): 1-4302-1043-5 ISBN-13 (electronic): 978-1-4302-1044-3 ISBN-10 (electronic): 1-4302-1044-3 Printed and bound in the United States of America 9 8 7 6 5 4 3 2 1 Trademarked names may appear in this book. Rather than use a trademark symbol with every occurrence of a trademarked name, we use the names only in an editorial fashion and to the benefit of the trademark owner, with no intention of infringement of the trademark. Lead Editor: Frank Pohlmann Technical Reviewer: Gary V. Vaughan Editorial Board: Clay Andres, Steve Anglin, Ewan Buckingham, Tony Campbell, Gary Cornell, Jonathan Gennick, Michelle Lowman, Matthew Moodie, Jeffrey Pepper, Frank Pohlmann, Ben Renow-Clarke, Dominic Shakeshaft, Matt Wade, Tom Welsh Project Manager: Richard Dal Porto Copy Editor: Kim Benbow Associate Production Director: Kari Brooks-Copony Production Editor: Katie Stence Compositor: Linda Weidemann, Wolf Creek Press Proofreader: Dan Shaw Indexer: Broccoli Information Management Cover Designer: Kurt Krames Manufacturing Director: Tom Debolski Distributed to the book trade worldwide by Springer-Verlag New York, Inc., 233 Spring Street, 6th Floor, New York, NY 10013. -
Supplementary Guide to UEB Reference Materials V.8.31.16
Supplementary Guide to UEB Reference Materials v.8.31.16 Unless otherwise indicated, page numbers refer to The Rules of Unified English Braille, 2013 For referenced BANA Guidances visit: www.brailleauthority.org * indicates definition of entry word A @ sign, 25 Caret, 24, 42 Abbreviations, 106, 152 Cent Sign ¢, 26 Accented letters, 42, 190 Chemistry, 89, 178, see BANA Guidance capitals, 80 Code switching, 199-210 in fully capped words, 89 how to use, 202-203 Acronyms, 106, 152 indicators Addition foreign language, 191-192, 195 non-technical materials, 31 IPA, 199, 207-208 technical materials, 169 music, 199, 208-209 Alphabetic wordsign, *7, 9, 15, 103-106, Nemeth code, 199, 209-210 164 non-UEB, 199, 203-208 Ampersand &, 21 Coinage, 26, 64 Anglicized words, 45, 158, 186, 189 Colored type, 11, 97 Apostrophe, 18, 69, 105, 107 Comma, 69 Arrows, 21, 174 numeric mode, 59 line mode, 219 Comparison, signs of, 169,31 Asterisk, 21 Compound words, bridging, 146 At sign @, 25 Computer material contractions in, 155 B email addresses, 155 Blank to be filled in, 73, 160 grade 1 indicators, 52 Boldface indicators, 91 Computer notation, 178 Brackets, opening and closing, 69, 78 Contracted (grade 2) braille, *7, 14 Braille grouping indicators, 23, 45, 172 usage cross-referenced, 14 Braille order, list of symbols, 275 Contractions summary, 9 Bullet, 24, 34, 37 Contractions, *7, 9, 103-168 abbreviations, 152 C acronyms, 152 Capitalization, 79-90 alphabetic wordsigns, *7, 9, 15, 103-106, grade 1, 55 164 indicators bridging, 146-152 choice of, 87 aspirated -
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. -
Effects and Mitigation of Out-Of-Vocabulary in Universal Language Models
Journal of Information Processing Vol.29 490–503 (July 2021) [DOI: 10.2197/ipsjjip.29.490] Regular Paper Effects and Mitigation of Out-of-vocabulary in Universal Language Models Sangwhan Moon1,†1,a) Naoaki Okazaki1,b) Received: December 8, 2020, Accepted: April 2, 2021 Abstract: One of the most important recent natural language processing (NLP) trends is transfer learning – using representations from language models implemented through a neural network to perform other tasks. While transfer learning is a promising and robust method, downstream task performance in transfer learning depends on the robust- ness of the backbone model’s vocabulary, which in turn represents both the positive and negative characteristics of the corpus used to train it. With subword tokenization, out-of-vocabulary (OOV) is generally assumed to be a solved problem. Still, in languages with a large alphabet such as Chinese, Japanese, and Korean (CJK), this assumption does not hold. In our work, we demonstrate the adverse effects of OOV in the context of transfer learning in CJK languages, then propose a novel approach to maximize the utility of a pre-trained model suffering from OOV. Additionally, we further investigate the correlation of OOV to task performance and explore if and how mitigation can salvage a model with high OOV. Keywords: Natural language processing, Machine learning, Transfer learning, Language models to reduce the size of the vocabulary while increasing the robust- 1. Introduction ness against out-of-vocabulary (OOV) in downstream tasks. This Using a large-scale neural language model as a pre-trained is especially powerful when combined with transfer learning. -
Punctuation Guide
Punctuation guide 1. The uses of punctuation Punctuation is an art, not a science, and a sentence can often be punctuated correctly in more than one way. It may also vary according to style: formal academic prose, for instance, might make more use of colons, semicolons, and brackets and less of full stops, commas, and dashes than conversational or journalistic prose. But there are some conventions you will need to follow if you are to write clear and elegant English. In earlier periods of English, punctuation was often used rhetorically—that is, to represent the rhythms of the speaking voice. The main function of modern English punctuation, however, is logical: it is used to make clear the grammatical structure of the sentence, linking or separating groups of ideas and distinguishing what is important in the sentence from what is subordinate. It can also be used to break up a long sentence into more manageable units, but this may only be done where a logical break occurs; Jane Austen's sentence ‗No one who had ever seen Catherine Morland in her infancy, would ever have supposed her born to be a heroine‘ would now lose its comma, since there is no logical break between subject and verb (compare: ‗No one would have supposed …‘). 2. The main stops and their functions The full stop, exclamation mark, and question mark are used to mark off separate sentences. Within the sentence, the colon (:) and semicolon (;) are stronger marks of division than the comma, brackets, and the dash. Properly used, the stops can be a very effective method of marking off the divisions and subdivisions of your argument; misused, they can make it barely intelligible, as in this example: ‗Donne starts the poem by poking fun at the Petrarchan convention; the belief that one's mistress's scorn could make one physically ill, he carries this one step further…‘. -
Child Readersв€™ Eye Movements in Reading Thai
Vision Research 123 (2016) 8–19 Contents lists available at ScienceDirect Vision Research journal homepage: www.elsevier.com/locate/visres Child readers’ eye movements in reading Thai ⇑ Benjawan Kasisopa a, , Ronan G. Reilly a,b, Sudaporn Luksaneeyanawin c, Denis Burnham a a MARCS Institute for Brain, Behaviour, and Development, Western Sydney University, Australia b Department of Computer Science, Maynooth University, Ireland c Centre for Research in Speech and Language Processing, Chulalongkorn University, Thailand article info abstract Article history: It has recently been found that adult native readers of Thai, an alphabetic scriptio continua language, Received 30 July 2014 engage similar oculomotor patterns as readers of languages written with spaces between words; despite Received in revised form 1 July 2015 the lack of inter-word spaces, first and last characters of a word appear to guide optimal placement of Accepted 23 July 2015 Thai readers’ eye movements, just to the left of word-centre. The issue addressed by the research Available online 12 May 2016 described here is whether eye movements of Thai children also show these oculomotor patterns. Here the effect of first and last character frequency and word frequency on the eye movements of 18 Thai chil- Keywords: dren when silently reading normal unspaced and spaced text was investigated. Linear mixed-effects Eye movements model analyses of viewing time measures (first fixation duration, single fixation duration, and gaze dura- Children’s reading Landing site distribution tion) and of landing site location revealed that Thai children’s eye movement patterns were similar to Thai text their adult counterparts. Both first character frequency and word frequency played important roles in Thai children’s landing sites; children tended to land their eyes further into words, close to the word cen- tre, if the word began with higher frequency first characters, and this effect was facilitated in higher fre- quency words. -
19. Punctuation
punctuation 19. Punctuation Punctuation is important because it helps achieve clarity and readability . ’ Apostrophes Use • before the “s” in singular possessives: The prime minister’s suggestion was considered. • after the “s” in plural possessives: The ministers’ decision was unanimous. Do not use • in plural dates and abbreviations: 1930s, NGOs • in the possessive pronoun “its”: The government characterised its budget as prudent. See also: Capitalisation, pp. 66-68. : Colons Use • to lead into a list, an explanation or elaboration, an indented quotation • to mark the break between a title and subtitle: Social Sciences for a Digital World: Building Infrastructure for the Future (book) Trends in transport to 2050: A macroscopic view (chapter) Do not use • more than once in a given sentence • a space before colons and semicolons. 90 oecd style guide - third edition @oecd 2015 punctuation , Commas Use • to separate items in most lists (except as indicated under semicolons) • to set off a non-restrictive relative clause or other element that is not part of the main sentence: Mr Smith, the first chairperson of the committee, recommended a fully independent watchdog. • commas in pairs; be sure not to forget the second one • before a conjunction introducing an independent clause: It is one thing to know a gene’s chemical structure, but it is quite another to understand its actual function. • between adjectives if each modifies the noun alone and if you could insert the word “and”: The committee recommended swift, extensive changes. Do not use • after “i.e.” or “e.g.” • before parentheses • preceding and following en-dashes • before “and”, at the end of a sequence of items, unless one of the items includes another “and”: The doctor suggested an aspirin, half a grapefruit and a cup of broth. -
Unified English Braille Webinar Presentation
Unified English Braille: A Place to Start Webinar • UEB Ain't Hard to Do by Mark Brady a NYC Teacher of the Visually Impaired • The lyrics and sound file can be found on the Paths to Literacy website • http://www.pathstoliteracy.org/resources/farewell-song-9-ebae- contractions Unified English Braille A Place to Start April 2016 Donna Mayberry, M.Ed., NCUEB LAUREL REGIONAL PROGRAM, Lynchburg, VA [email protected] Webinar Content: • Overview of UEB • Unified English Braille Reference Sheets • Unified English Braille Student Progress Checklists • Converting Bookshare files into UEB • Teacher Relicensure: Option 8 • NCUEB • Questions Overview of UEB The Rules of Unified English Braille Second Edition 2013 Available as a PDF or BRF http://www.iceb.org/ueb.html Your new best Friend!!! What are teacher’s using to learn UEB? •Hadley School for the Blind •VDBVI Saturday Seminars •Update to UEB Self Directed Course- Available in Word, PDF, BRF, DXB http://www.cnib.ca/en/living/braille/Pages/Transcribers-UEB-Course.aspx •The new textbook that is being used in the VI Consortium is: Ashcroft's Programmed Instruction: Unified English Braille by M. Cay Holbrook 2014 Braille Not Used in Unified English Braille Contractions o'c o'clock (shortform) 4 dd (groupsign between letters) 6 to (wordsign unspaced from following word) 96 into (wordsign unspaced from following word) 0 by (wordsign unspaced from following word) # ble (groupsign following other letters) - com (groupsign at beginning of word) ,n ation (groupsign following other letters) ,y ally (groupsign following other letters) Braille Not Used in Unified English Braille- 2 Punctuation 7 opening and closing parentheses (round brackets) 7' closing square bracket 0' closing single quotation mark (inverted commas) ''' ellipsis -- dash (short dash) ---- double dash (long dash) ,7 opening square bracket Braille Not Used in Unified English Braille- 3 Composition signs (indicators) 1 non-Latin (non-Roman) letter indicator @ accent sign (nonspecific) @ print symbol indicator . -
Appendix a Punctuation Made Easy
374 Appendix A Punctuation Made Easy Full Stop The strongest punctuation mark of all. Should be used: 1. At the end of a complete sentence (not a question or an exclamation). 2. At the end of an imperative sentence. (,Shut the door.') 3. After all initials and some abbreviations (N. R. Baines, etc., Feb., n.a., c.i.f.). 4. Between pounds and pence expressed in figures (£3.65). Comma The weakest pause mark, but the most important, since its omission can sometimes change the meaning of the sentence. Don't pepper your sentences with commas - use the meaning of the sentence as a guide. Never separate subject from verb by a comma. Never separate verb from object or predicate by a comma. Should be used: 1. To separate words or word groups in a series when there are at least three units: 'Sales are increasing, productivity is increasing, and profits are increasing.' 2. To separate a subordinate clause which precedes a main clause: 'Although we are not yet sure of the position, work will continue.' 3. To separate a relative clause whose removal would not change the basic sense of the sentence: 'This product, which is one of our traditional lines, is not expensive.' Compare: 'The product that you have selected is not expensive.' 4. To separate a phrase or word of explanation from the rest of the sentence: 'London, the swinging city, stands beside the Thames.' Note: the rule here is the same as for relative clauses, so: 'He read the article, "Management Training into the 1990s", before tackling the report.' 5. -
Supplemental Punctuation Range: 2E00–2E7F
Supplemental Punctuation Range: 2E00–2E7F 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.