How to Write Tibetan Calligraphy: the Alphabet and Beyond Free
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Runes Free Download
RUNES FREE DOWNLOAD Martin Findell | 112 pages | 24 Mar 2014 | BRITISH MUSEUM PRESS | 9780714180298 | English | London, United Kingdom Runic alphabet Main article: Younger Futhark. He Runes rune magic to Freya and learned Seidr from her. The runes were in use among the Germanic peoples from the 1st or 2nd century AD. BCE Proto-Sinaitic 19 c. They Runes found in Scandinavia and Viking Age settlements abroad, probably in use from the 9th century onward. From the "golden age of philology " in the 19th century, runology formed a specialized branch of Runes linguistics. There are no horizontal strokes: when carving a message on a flat staff or stick, it would be along the grain, thus both less legible and more likely to split the Runes. BCE Phoenician 12 c. Little is known about the origins of Runes Runic alphabet, which is traditionally known as futhark after the Runes six letters. That is now proved, what you asked of the runes, of the potent famous ones, which the great gods made, and the mighty sage stained, that it is best for him if he stays silent. It was the main alphabet in Norway, Sweden Runes Denmark throughout the Viking Age, but was largely though not completely replaced by the Latin alphabet by about as a result of the Runes of Runes of Scandinavia to Christianity. It was probably used Runes the 5th century Runes. Incessantly plagued by maleficence, doomed to insidious death is he who breaks this monument. These inscriptions are generally Runes Elder Futharkbut the set of Runes shapes and bindrunes employed is far from standardized. -
PDF, Accessible Ebook Guidelines for Self-Publishing Authors
Accessible eBook Guidelines for Self-Publishing Authors Written by Dave Gunn Published by the Accessible Books Consortium, in conjunction with the International Authors Forum. January 2016 Foreword No matter if you are thinking of self-publishing your first book or you are a seasoned author with existing publications, this guide is designed for you. It will introduce you to the ways people with print disabilities like sight loss, dyslexia or a physically limiting disability can read using eBook technologies. It will highlight some of the potential challenges and walk you through the steps you can take to make your next publication more accessible to this global audience of people with print disabilities. An estimated one billion people worldwide have some form of disability, many of whom will be unable to read conventional publications. There are so many people in this group that you probably have friends or family members who are unable or struggle to read conventional print. More importantly, as globally people are living longer, the ageing population is predicted to significantly increase the number of people with print disabilities. By considering accessibility in the self-publication of your eBook, you not only help to create a more equal world for people with print disabilities but you also enable a much wider population to enjoy the result of your work. In this guide you will: Be introduced to the key terms and concepts in eBook accessibility Understand how people with print disabilities can read eBooks Discover how to create a manuscript which supports accessibility Learn about accessibility in the major eBook formats Explore how the primary self-publishing retailers support accessibility Investigate some of the challenges in accessible eBook publishing Towards the end of this guide a checklist is provided for you to work through the key accessibility considerations for your publication, reviewing the key points made throughout the document. -
The Secret of NIMAS Opportunities with XML-Based Accessibility Specifications for Pre K-12 and Higher Education Content
The Secret of NIMAS Opportunities With XML-Based Accessibility Specifications for Pre K-12 and Higher Education Content by John Parsons A white paper from ABOUT US Cenveo Publisher Services provides content and technology solutions and services to publishers. Serving the publishing industry for more than 125 years, CONTENTS Cenveo delivers a full-range of technology, content, and delivery 3 One Source; Many Outcomes solutions that escalate revenue 3 Enter NIMAS and streamline workflows while ensuring editorial integrity. Cenveo 4 Creating NIMAS File Sets Publisher Services is an industry 5 Long-Term Benefits for Publishers leader in XML-early workflow solutions, content development, 5 Collaboration project and author management, 6 A Continuing Journey editorial, production, automated 6 Conclusion transformations, delivery services for print and on-line products, and 7 What About EPUB? so much more. 8 Resources To learn more about Cenveo and schedule a personal consultation with a publishing specialist, please visit cenveopublisherservices.com. John Parsons ([email protected]) is a writer and consultant based in Seattle, WA. Formerly the Editorial Director of The Seybold Report, he is the author of numerous articles, white papers, and research reports on publishing and digital media. ince the early nineteenth century invention of text-to-speech variety—is third, followed by “digital braille, the concept of making written content text,” a general category encompassing any text and Savailable to the blind or visually impaired has image descriptions that can be rendered by specialized been a noble aspiration of civilized society. Making or even general-purpose digital devices. that concept a practical reality is another matter. -
The Fontspec Package Font Selection for XƎLATEX and Lualatex
The fontspec package Font selection for XƎLATEX and LuaLATEX Will Robertson and Khaled Hosny [email protected] 2013/05/12 v2.3b Contents 7.5 Different features for dif- ferent font sizes . 14 1 History 3 8 Font independent options 15 2 Introduction 3 8.1 Colour . 15 2.1 About this manual . 3 8.2 Scale . 16 2.2 Acknowledgements . 3 8.3 Interword space . 17 8.4 Post-punctuation space . 17 3 Package loading and options 4 8.5 The hyphenation character 18 3.1 Maths fonts adjustments . 4 8.6 Optical font sizes . 18 3.2 Configuration . 5 3.3 Warnings .......... 5 II OpenType 19 I General font selection 5 9 Introduction 19 9.1 How to select font features 19 4 Font selection 5 4.1 By font name . 5 10 Complete listing of OpenType 4.2 By file name . 6 font features 20 10.1 Ligatures . 20 5 Default font families 7 10.2 Letters . 20 6 New commands to select font 10.3 Numbers . 21 families 7 10.4 Contextuals . 22 6.1 More control over font 10.5 Vertical Position . 22 shape selection . 8 10.6 Fractions . 24 6.2 Math(s) fonts . 10 10.7 Stylistic Set variations . 25 6.3 Miscellaneous font select- 10.8 Character Variants . 25 ing details . 11 10.9 Alternates . 25 10.10 Style . 27 7 Selecting font features 11 10.11 Diacritics . 29 7.1 Default settings . 11 10.12 Kerning . 29 7.2 Changing the currently se- 10.13 Font transformations . 30 lected features . -
What Is Braille
Search Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education. It took more than a century, however, before people would accept Braille as an excellent way for the blind to read and write. Even today many people underestimate the effectiveness of Braille. While tapes and records are enjoyable, Braille is essential for note taking and helpful for studying such things as math, spelling, and foreign languages. Experienced Braille readers, however, read Braille at speeds comparable to print readers--200 to 400 words a minute. Such Braille readers say that the only limitation of Braille is that there isn't enough material available. Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. -
The World Under My Fingers (PDF)
THE WORLD UNDER MY FINGERS PERSONAL REFLECTIONS ON BRAILLE Second Edition Edited by Barbara Pierce and Barbara Cheadle ii Copyright © 2005 by the National Federation of the Blind First edition 1995, second edition 2005 ISBN 1-885218-31-1 All Rights Reserved Printed in the United States of America iii TABLE OF CONTENTS Braille Won’t Bite........................................1 Keeping Within the Lines ..........................2 The Chance to Read ................................11 Success Through Reading: Heather’s Story ........................................16 Reflections of a Lifelong Reader ..............20 That the Sighted May See ........................34 Braille: What Is It?....................................41 Your Child’s Right to Read ......................46 Study Confirms That Early Braille Education Is Vital ....................................53 Literacy Begins At Home..........................60 My Shameful Secret..................................65 iv Print or Braille? I Use Both!......................74 Can Braille Change the Future?................82 The Blessing of Braille..............................85 How to Increase Your Braille-Reading Speed ..............................90 Practice Makes Perfect ............................101 A Montana Yankee in Louis Braille’s Court ..............................107 What I Prefer: Courtesy Tips from a Blind Youth..........114 v INTRODUCTION All parents yearn for their children to be happy and healthy and to grow up to live sat- isfying and productive lives. If it were possi- ble to do so, we would arrange for them to be attractive, intelligent, ambitious, sensible, and funny—all the traits, in short, we wish we could boast and never have enough of, no matter how talented we are. Obviously our children do not grow up to exhibit all these traits, but most of them do well enough with the skills and attributes we do manage to impart to them. -
Newsletter IFLA Libraries Serving Persons with Print Disabilities Section
Newsletter IFLA Libraries Serving Persons with Print Disabilities Section 2013/1 The IFLA/LPD Newsletter is Content issued twice a year. Welcome from Chair 2 Editor: Minna von Zansen “Let’s Read! Reading and Print Joint Information Coordinator, Disabilities in Young People“ IFLA IFLA LPD WLIC 2012 Preconference 3 Celia Library, Finland LPD session at the Helsinki Congress [email protected] in 2012 7 Two awards to the Estonian Library The Newsletter is available at for the Blind 9 www.ifla.org/en/lpd Transforming Braille Project 10 IFLA Guidelines for Library Services to Persons with Dyslexia 11 DAISY Multimedia in Japan 13 Make reading fun again; the Yoleo project in the Netherlands 15 1 representatives in our home Welcome from Chair countries to start the ratification process. My hope here is that through the work of our section we In the last Newsletter, now more can make a difference and than a year ago, I wrote on the stimulate this process. Remember: power of dreams and the pleasures the real benefits of sharing our and/or pains of waking up. We collection can only happen between have experienced both in the last countries which have ratified the year. The ups and downs Treaty! surrounding the roadmap to a workable Treaty at UN level to lend Much of the debate leading up to and borrow Daisy and Braille books the Treaty was around the worldwide across borders is a good “commercial availability” of an example. accessible version in the country that likes to import the title. At the WIPO diplomatic conference Commercial availability will come last June we did make a giant step up also at the various ratifications forward into realising our dream of processes at national level. -
Expanding Information Access Through Data-Driven Design
©Copyright 2018 Danielle Bragg Expanding Information Access through Data-Driven Design Danielle Bragg A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2018 Reading Committee: Richard Ladner, Chair Alan Borning Katharina Reinecke Program Authorized to Offer Degree: Computer Science & Engineering University of Washington Abstract Expanding Information Access through Data-Driven Design Danielle Bragg Chair of the Supervisory Committee: Professor Richard Ladner Computer Science & Engineering Computer scientists have made progress on many problems in information access: curating large datasets, developing machine learning and computer vision, building extensive networks, and designing powerful interfaces and graphics. However, we sometimes fail to fully leverage these modern techniques, especially when building systems inclusive of people with disabilities (who total a billion worldwide [168], and nearly one in five in the U.S. [26]). For example, visual graphics and small text may exclude people with visual impairments, and text-based resources like search engines and text editors may not fully support people using unwritten sign languages. In this dissertation, I argue that if we are willing to break with traditional modes of information access, we can leverage modern computing and design techniques from computer graphics, crowdsourcing, topic modeling, and participatory design to greatly improve and enrich access. This dissertation demonstrates this potential -
Proceedings of the Second Workshop on Advances in Text Input Methods (WTIM 2)
COLING 2012 24th International Conference on Computational Linguistics Proceedings of the Second Workshop on Advances in Text Input Methods (WTIM 2) Workshop chairs: Kalika Bali, Monojit Choudhury and Yoh Okuno 15 December 2012 Mumbai, India Diamond sponsors Tata Consultancy Services Linguistic Data Consortium for Indian Languages (LDC-IL) Gold Sponsors Microsoft Research Beijing Baidu Netcon Science Technology Co. Ltd. Silver sponsors IBM, India Private Limited Crimson Interactive Pvt. Ltd. Yahoo Easy Transcription & Software Pvt. Ltd. Proceedings of the Second Workshop on Advances in Text Input Methods (WTIM 2) Kalika Bali, Monojit Choudhury and Yoh Okuno (eds.) Revised preprint edition, 2012 Published by The COLING 2012 Organizing Committee Indian Institute of Technology Bombay, Powai, Mumbai-400076 India Phone: 91-22-25764729 Fax: 91-22-2572 0022 Email: [email protected] This volume c 2012 The COLING 2012 Organizing Committee. Licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Nonported license. http://creativecommons.org/licenses/by-nc-sa/3.0/ Some rights reserved. Contributed content copyright the contributing authors. Used with permission. Also available online in the ACL Anthology at http://aclweb.org ii Preface It is our great pleasure to present the proceedings of the Second Workshop on Advances in Text Input Methods (WTIM-2) held in conjunction with Coling 2012, on 15th December 2012, in Mumbai, India. This workshop is a sequel to the first WTIM which was held in conjunction with IJCNLP 2011 in November 2011, Chiang Mai, Thailand. The aim of the current workshop remains the same as the previous one that is to bring together the researchers and developers of text input technologies around the world, and share their innovations, research findings and issues across different applications, devices, modes and languages. -
ONIX for Books Codelists Issue 40
ONIX for Books Codelists Issue 40 23 January 2018 DOI: 10.4400/akjh All ONIX standards and documentation – including this document – are copyright materials, made available free of charge for general use. A full license agreement (DOI: 10.4400/nwgj) that governs their use is available on the EDItEUR website. All ONIX users should note that this is the fourth issue of the ONIX codelists that does not include support for codelists used only with ONIX version 2.1. Of course, ONIX 2.1 remains fully usable, using Issue 36 of the codelists or earlier. Issue 36 continues to be available via the archive section of the EDItEUR website (http://www.editeur.org/15/Archived-Previous-Releases). These codelists are also available within a multilingual online browser at https://ns.editeur.org/onix. Codelists are revised quarterly. Go to latest Issue Layout of codelists This document contains ONIX for Books codelists Issue 40, intended primarily for use with ONIX 3.0. The codelists are arranged in a single table for reference and printing. They may also be used as controlled vocabularies, independent of ONIX. This document does not differentiate explicitly between codelists for ONIX 3.0 and those that are used with earlier releases, but lists used only with earlier releases have been removed. For details of which code list to use with which data element in each version of ONIX, please consult the main Specification for the appropriate release. Occasionally, a handful of codes within a particular list are defined as either deprecated, or not valid for use in a particular version of ONIX or with a particular data element. -
Braille in Mathematics Education
Masters Thesis Information Sciences Radboud University Nijmegen Braille in Mathematics Education Marc Bitter April 4, 2013 Supervisors IK183 Prof.Dr.Ir. Theo van der Weide Dr. Henny van der Meijden Abstract This research project aimed to make improvements to the way blind learners in the Netherlands use mathematics in an educational context. As part of this research, con- textual research in the field of cognition, braille, education, and mathematics was con- ducted. In order to compare representations of mathematics in braille, various braille codes were compared according to set criteria. Finally, four Dutch mathematics curricula were compared in terms of cognitive complexity of the mathematical formulas required for the respective curriculum. For this research, two main research methods were used. A literature study was conducted for contextual information regarding cognitive aspects, historic information on braille, and the education system in the Netherlands. Interviews with experts in the field of mathematics education and braille were held to relate the contextual findings to practical issues, and to understand why certain decisions were made in the past. The main finding in terms of cognitive aspects, involves the limitation of tactile and auditory senses and the impact these limitations have on textual aspects of mathematics. Besides graphical content, the representation of mathematical formulas was found to be extremely difficult for blind learners. There are two main ways to express mathematics in braille: using a dedicated braille code containing braille-specific symbols, or using a linear translation of a pseudo-code into braille. Pseudo-codes allow for reading and producing by sighted users as well as blind users, and are the main approach for providing braille material to blind learners in the Netherlands. -
Idecide Toolkit
iDecide Toolkit Printout version of iDecide www.idecide-project.eu Table of Contents Generic Tips for All Categories ................................................................................................................ 5 Pupils with Health Issues ...................................................................................................................... 10 Asthma .............................................................................................................................................. 10 Obesity .............................................................................................................................................. 16 Diabetes ............................................................................................................................................ 21 Anaemia ............................................................................................................................................ 26 Epilepsy ............................................................................................................................................. 30 Myopia .............................................................................................................................................. 35 HIV – AIDS ......................................................................................................................................... 39 Cancer ..............................................................................................................................................