VISIBLE SPEECH: the SCIENCE of OIOISIVQIOO Icoglgiaioq; UNIVERSAL ALPHABETICS; OR
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Grade 2 News Week of April 27, 2020
Grade 2 News Week of April 27, 2020 Imagine Reading Lexia Core5 Reading Imagine Language & Literacy is an Lexia Core5 Reading is an online online resource for grades K-5 that resource for grades K-5 that includes foundational reading skills provides explicit, systematic and and language development skills personalized learning in reading. with a personalized learning path. We recommend that students We recommend that students use use Imagine or Lexia Core5 20-30 Imagine or Lexia Core5 20-30 minutes 3 days a week. Students minutes 3 days a week. Students may access this resource by may access this resource by signing signing in through Clever. in through Clever. A Peek At What Skills We Are Reviewing This Week Reading Sequencing and asking questions about pictures and words Word Work/Vocabulary Word recognition through word chains, reading sight words for fluency and vocabulary review Writing A paragraph to explain steps in a process Grammar Adjectives and articles Read , Read, Read! Reading each day is a part of a learning routine. Read to your child or have your child read to you. Building comprehension doesn’t need to be complicated. Talking about what your child is reading makes thinking about reading a habit. Name Date Reading Comprehension Test Unit 3, Week 2 Directions: Read about the science project. Then answer the questions about it. Grow Plants without Dirt MATERIALS • plant cutting or seedling with roots • liquid plant food • gravel or pebbles • plastic soda bottle • water • piece of cloth You can grow plants without dirt. Here's how: 1. Remove the cap from the big plastic soda bottle. -
UC Santa Barbara Previously Published Works
UC Santa Barbara UC Santa Barbara Previously Published Works Title Scriptworlds Permalink https://escholarship.org/uc/item/41d2f9kq Author Park, Sowon Publication Date 2021-06-28 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Scriptworlds Sowon Park Script and world Thinking about literature in relation to ‘world’ tends to invite the broad sweep. But the widened scope needn’t take in only the majestic, as conjured up in lofty concepts such as planetarity or world-historical totality. Sometimes the scale of world can produce a multifocal optic that helps us pay renewed attention to the literary commonplace. Taking script, the most basic component of literature, as one of the lenses through which to view the world literary landscape, this chapter will examine if, and how, ideas about writing can influence both our close and distant reading. Script is something that usually escapes notice under traditional classifications of literature, which organize subjects along linguistic borders, whether as English, French, or Spanish, or as Anglophone, Francophone, or Hispanophone studies. The construction of literatures by discrete language categories supports a wide-spread view that differences between languages are not just a matter of different phonemes, lexemes and grammars but of distinct ways of conceiving, apprehending and relating to the world. This was a view that was developed into a political stance in Europe in the nineteenth century.1 It posited a language as an embodiment of cultural or national distinctiveness, and a literature written in a national language as the sovereign expression of a particular worldview. One of the facets this stance obscured was the script in which the texts were written. -
2 Hangul Jamo Auxiliary Canonical Decomposition Mappings
DRAFT Unicode technical note NN Auxiliary character decompositions for supporting Hangul Kent Karlsson 2006-09-24 1 Introduction The Hangul script is very elegantly designed. There are just a small number of letters (28, plus a small number of variant letters introduced later, but the latter have fallen out of use) and even a featural design philosophy for the shapes of the letters. However, the incarnation of Hangul as characters in ISO/IEC 10646 and Unicode is not so elegant. In particular, there are many Hangul characters that are not needed, for precomposed letter clusters as well as precomposed syllable characters. The precomposed syllables have arithmetically specified canonical decompositions into Hangul jamos (conjoining Hangul letters). But unfortunately the letter cluster Hangul jamos do not have canonical decompositions to their constituent letters, which they should have had. This leads to multiple representations for exactly the same sequence of letters. There is not even any compatibility-like distinction; i.e. no (intended) font difference, no (intended) width difference, no (intended) ligaturing difference of any kind. They have even lost the compatibility decompositions that they had in Unicode 2.0. There are also some problems with the Hangul compatibility letters, and their proper compatibility decompositions to Hangul jamo characters. Just following their compatibility decompositions in UnicodeData.txt does not give any useful results in any setting. In this paper and its two associated datafiles these problems are addressed. Note that no changes to the standard Unicode normal forms (NFD, NFC, NFKD, and NFKC) are proposed, since these normal forms are stable for already allocated characters. -
A STUDY of WRITING Oi.Uchicago.Edu Oi.Uchicago.Edu /MAAM^MA
oi.uchicago.edu A STUDY OF WRITING oi.uchicago.edu oi.uchicago.edu /MAAM^MA. A STUDY OF "*?• ,fii WRITING REVISED EDITION I. J. GELB Phoenix Books THE UNIVERSITY OF CHICAGO PRESS oi.uchicago.edu This book is also available in a clothbound edition from THE UNIVERSITY OF CHICAGO PRESS TO THE MOKSTADS THE UNIVERSITY OF CHICAGO PRESS, CHICAGO & LONDON The University of Toronto Press, Toronto 5, Canada Copyright 1952 in the International Copyright Union. All rights reserved. Published 1952. Second Edition 1963. First Phoenix Impression 1963. Printed in the United States of America oi.uchicago.edu PREFACE HE book contains twelve chapters, but it can be broken up structurally into five parts. First, the place of writing among the various systems of human inter communication is discussed. This is followed by four Tchapters devoted to the descriptive and comparative treatment of the various types of writing in the world. The sixth chapter deals with the evolution of writing from the earliest stages of picture writing to a full alphabet. The next four chapters deal with general problems, such as the future of writing and the relationship of writing to speech, art, and religion. Of the two final chapters, one contains the first attempt to establish a full terminology of writing, the other an extensive bibliography. The aim of this study is to lay a foundation for a new science of writing which might be called grammatology. While the general histories of writing treat individual writings mainly from a descriptive-historical point of view, the new science attempts to establish general principles governing the use and evolution of writing on a comparative-typological basis. -
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. -
Chapter One Chapter
M01_HULI7523_05_SE_C01.QXD 12/4/09 11:37 AM Page 1 CHAPTER ONE A Connection of Brains C HAPTER O BJECTIVES This first chapter is designed to pique your facilitate understanding of the following interest in speech and language as pro- topics: cesses within the broader process we call • Definitions of communication, language, communication. We define and describe and speech these processes, and we consider how • Speech and language as separate but speech and language interact to produce a related processes form of communication unique to humans. We also consider how a speaker’s thoughts • Design features of the human communi- are conveyed to a listener’s brain through a cation system series of communication transformations • The speech chain that connects the known collectively as the speech chain. speaker’s thoughts to the listener’s Specifically, this chapter is designed to understanding of those thoughts 1 M01_HULI7523_05_SE_C01.QXD 12/4/09 11:37 AM Page 2 2 Chapter 1 he idea for Born to Talk was cultivated long before the first word of the original Tmanuscript was written, and it was probably a good thing that there was a period of latency between the concept and the product. During that latency, I* observed lan- guage development firsthand in my two daughters, Yvonne and Carmen. I learned more about the power and wonder of language in observing them than I have in all the books and all the journal articles I have read over the course of my career because I witnessed their processes of discovery. I watched and listened as they made con- nections between the world in which they were growing up and the words and lan- guage forms that spilled out of them. -
Cover Page the Handle
Cover Page The handle http://hdl.handle.net/1887/42753 holds various files of this Leiden University dissertation Author: Moezel, K.V.J. van der Title: Of marks and meaning : a palaeographic, semiotic-cognitive, and comparative analysis of the identity marks from Deir el-Medina Issue Date: 2016-09-07 INTRODUCTION vii viii DEFINING VISUAL COMMUNICATION WE TEND TO think of communication in terms of speech and writing: speech as the oral expression of language and writing as its graphic expression.1 This thought can be traced back to ancient Greece, particularly to a statement written by Aristotle around 350 BC: ‘Spoken words are the symbols of mental experience and written words are the symbols of spoken words’2 This statement was understood in the sense that spoken signs are the key to language systems, while written signs are merely their representations, serving only to their needs. Even though Aristotle had not meant to say this,3 writing thus came to be considered written speech: spoken language recorded by marks the basic function of which is phonoptic.4 Western scholars throughout the Middle Ages and the Early Modern Period held the view of writing as a visible surrogate or substitute for speech. This view, called ‘the surrogational model’ by Harris,5 was prevailing especially in the 18th and 19th centuries. The French missionary De Brébeuf, for instance, in translating the poem Pharsalia by Lucan, spoke of ‘cet art ingénieux – de peindre la parole et de parler aux yeux’.6 In similar fashion Voltaire’s famous quote reads ‘l’écriture est la peinture de la voix : plus elle est ressemblante, meilleure elle est.’7 The Irish poet Trench in 1855 spoke of ‘representing sounds by written signs, of reproducing for the eye that which existed at first only for the ear’; and ‘The intention of the written word’ is ‘to represent to the eye with as much accuracy as possible the spoken word.’8 The surrogational view was still popular in much of the 20th century. -
Scope and Sequence Contents
Grades 1–6 Scope and Sequence Contents Scope and Sequence Charts Grade 1 2–7 Grade 2 8–13 Grade 3 14–19 Grade 4 20–25 Grade 5 26–31 Grade 6 32–37 Grade 1: Scope and Sequence Chart The Scope and Sequence charts for the Big Book and the Student Books provide the teacher with urther opportunities to assist reading comprehension using phonics and vocabulary activities. Big Book – Identifying Detail, Main Idea, Sequencing, Compare and Contrast Title Comprehension Skill Text Type Word Count Vocabulary Diary of a Park Ranger Identifying Detail Recount 119 Animals and their young Did You See a Grizzly Bear? Identifying Detail Information Report 117 Seasons of the year Creature Feature Main Idea Factual Description 119 Synonyms – children/kids, correct/true, frightened/scared, left/gone, odd/strange, visitor/guest Healthy Veggies Main Idea Information Report 118 Small words inside big words Happy Birthday, Dad! Sequencing Literary Recount 115 Signal words for sequencing – after that, at last, first, next, then New Crayons from Old Sequencing Procedure 113 Antonyms – cool/warm, new/old, out/in, shallow/deep Two Big Cats Compare and Contrast Information Report 120 Animal categories Animal Sports Day Compare and Contrast Narrative 116 Action words to show how animals move 2 The Scope and Sequence charts for the Big Book and the Student Books provide the teacher with urther opportunities to assist reading comprehension using phonics and vocabulary activities. Big Book – Identifying Detail, Main Idea, Sequencing, Compare and Contrast Title Comprehension -
AKARA the Quest for Perfect Form
AKARA The Quest for Perfect Form 20th Nov. 1988 - 15th Feb. 1989 5, Dr. R. P. Road, IGNCA 'For every form, He has been the ideal, His form, visible everywhere.' Rig Veda VI.47.18 From the mind, emanates AKARA A considerable volume of work has been done in the areas of content of the written word: its semantic structure; its linguistic interconnections; its etymology and grammer. But the spiritual and philosophical aspects and the physical manifestation of the letter (akshara) need to be examined. The letter needs to be viewed as an organic whole. The visual power and the inner strength of otherwise innocuous-looking letters (aksharas) should be felt, experienced, realised. Our core concern is to probe into the inner processes. We explore the emergence of sound (nada); of speech of writing which gives form (akara) to language. This leads to ideal form -- the ultimate objective of calligraphy. We examine the universality of using the written symbol for meditation, ideation, cognition and communication at various levels, from the mundane to the sacred. Such an attempt would help to create an awareness of the metaphysical (adhyatmic), aesthetic (saundarya), structural (rachana), spatial (akasha) and technical (upayojana) considerations of the aksharas. The psyche dimensions of Akara deal with aspects both inherently metaphysical as well as intellectual conceptual, simultaneously encompassing the world view and inquiring into the mind's eye-view of what emerges as an aesthetic experience: the written symbol which begins as the vibration in every breath drawn from the primal energy-source, the nada, that imbues the calligrapher's mind and guides his hand to express beauty in dot and stroke, shape and form. -
Focused Practice for Reading Independence
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LIFEPAC® Scope & Sequence
SCOPE & SEQUENCE LIFEPAC® CURRICULUM SCOPE & SEQUENCE CONTENTS PHILOSOPHY OF EDUCATION ............................................................................................ 3 LIFEPAC CURRICULUM ........................................................................................................ 4 Kindergarten ............................................................................................................................. 5 Bible ......................................................................................................................................... 6 History & Geography ................................................................................................................ 10 Language Arts .......................................................................................................................... 14 Math ........................................................................................................................................ 18 Science ..................................................................................................................................... 22 ELECTIVES .............................................................................................................................. 26 Accounting ............................................................................................................................... 27 Art ........................................................................................................................................... -
Pronunciation Support for Arabic Learners
PRONUNCIATION SUPPORT FOR ARABIC LEARNERS A thesis submitted to the University of Manchester for the degree of Doctor of Philosophy in the Faculty of Engineering and Physical Sciences 2015 By Majed Alsabaan School of Computer Science Contents Abstract 12 Declaration 14 Copyright 15 Acknowledgements 16 1 Introduction 18 1.1 Research Overview . 19 1.2 Organisation of the Thesis . 20 1.3 Research Questions and Research Tasks . 22 1.4 Research Methodology . 24 1.5 Research Contribution . 25 1.6 Summary . 25 2 Background and Literature Review 26 2.1 Automatic Speech Recognition (ASR) . 26 2.1.1 Introduction . 26 2.1.2 Hidden Markov Model (HMM) . 28 2.2 The Arabic Language . 31 2.2.1 Introduction . 31 2.2.2 Arabic ASR . 32 2.3 Pedagogy of Learning . 34 2.3.1 Aptitude and Motivation . 34 2.3.2 Thinking Tools . 35 2.3.3 Conditions for Learning Language . 35 2.3.4 Assessment in Learning . 36 2 2.4 CALL tools in Language Learning . 38 2.4.1 History of CALL . 38 2.4.2 Importance of CALL . 40 2.4.3 Detailed Example of a CALL tool - Baldi . 43 2.4.3.1 How does Baldi work? . 45 2.4.4 Graphical Simulation of the Vocal Tract . 46 2.5 Speech Synthesis . 48 2.6 Conclusion . 50 3 Architecture of the CALL tool 51 3.1 System Architecture . 51 3.2 System Integration . 51 3.2.1 Identifying Mispronunciation by the HTK . 53 3.2.2 Animating the Vocal Tract . 53 3.2.3 Synthesising Utterances .