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A Functional MRI Study on the Japanese Orthographies
Modulation of the Visual Word Retrieval System in Writing: A Functional MRI Study on the Japanese Orthographies Kimihiro Nakamura1, Manabu Honda2, Shigeru Hirano1, Tatsuhide Oga1, Nobukatsu Sawamoto1, Takashi Hanakawa1, Downloaded from http://mitprc.silverchair.com/jocn/article-pdf/14/1/104/1757408/089892902317205366.pdf by guest on 18 May 2021 Hiroshi Inoue3, Jin Ito3, Tetsu Matsuda1, Hidenao Fukuyama1, and Hiroshi Shibasaki1 Abstract & We used functional magnetic resonance imaging (fMRI) to left sensorimotor areas and right cerebellum. The kanji versus examine whether the act of writing involves different neuro- kana comparison showed increased responses in the left psychological mechanisms between the two script systems of prefrontal and anterior cingulate areas. Especially, the lPITC the Japanese language: kanji (ideogram) and kana (phono- showed a significant task-by-script interaction. Two additional gram). The main experiments employed a 2 Â 2 factorial control tasks, repetition (REP) and semantic judgment (SJ), design that comprised writing-to-dictation and visual mental activated the bilateral perisylvian areas, but enhanced the lPITC recall for kanji and kana. For both scripts, the actual writing response only weakly. These results suggest that writing of the produced a widespread fronto-parietal activation in the left ideographic and phonographic scripts, although using the hemisphere. Especially, writing of kanji activated the left largely same cortical regions, each modulates the visual word- posteroinferior temporal cortex (lPITC), whereas that of retrieval system according to their graphic features. Further- kana also yielded a trend of activation in the same area. more, comparisons with two additional tasks indicate that the Mental recall for both scripts activated similarly the left parieto- activity of the lPITC increases especially in expressive language temporal regions including the lPITC. -
Chinese Script Generation Panel Document
Chinese Script Generation Panel Document Proposal for the Generation Panel for the Chinese Script Label Generation Ruleset for the Root Zone 1. General Information Chinese script is the logograms used in the writing of Chinese and some other Asian languages. They are called Hanzi in Chinese, Kanji in Japanese and Hanja in Korean. Since the Hanzi unification in the Qin dynasty (221-207 B.C.), the most important change in the Chinese Hanzi occurred in the middle of the 20th century when more than two thousand Simplified characters were introduced as official forms in Mainland China. As a result, the Chinese language has two writing systems: Simplified Chinese (SC) and Traditional Chinese (TC). Both systems are expressed using different subsets under the Unicode definition of the same Han script. The two writing systems use SC and TC respectively while sharing a large common “unchanged” Hanzi subset that occupies around 60% in contemporary use. The common “unchanged” Hanzi subset enables a simplified Chinese user to understand texts written in traditional Chinese with little difficulty and vice versa. The Hanzi in SC and TC have the same meaning and the same pronunciation and are typical variants. The Japanese kanji were adopted for recording the Japanese language from the 5th century AD. Chinese words borrowed into Japanese could be written with Chinese characters, while Japanese words could be written using the character for a Chinese word of similar meaning. Finally, in Japanese, all three scripts (kanji, and the hiragana and katakana syllabaries) are used as main scripts. The Chinese script spread to Korea together with Buddhism from the 2nd century BC to the 5th century AD. -
A Comparative Analysis of the Simplification of Chinese Characters in Japan and China
CONTRASTING APPROACHES TO CHINESE CHARACTER REFORM: A COMPARATIVE ANALYSIS OF THE SIMPLIFICATION OF CHINESE CHARACTERS IN JAPAN AND CHINA A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN ASIAN STUDIES AUGUST 2012 By Kei Imafuku Thesis Committee: Alexander Vovin, Chairperson Robert Huey Dina Rudolph Yoshimi ACKNOWLEDGEMENTS I would like to express deep gratitude to Alexander Vovin, Robert Huey, and Dina R. Yoshimi for their Japanese and Chinese expertise and kind encouragement throughout the writing of this thesis. Their guidance, as well as the support of the Center for Japanese Studies, School of Pacific and Asian Studies, and the East-West Center, has been invaluable. i ABSTRACT Due to the complexity and number of Chinese characters used in Chinese and Japanese, some characters were the target of simplification reforms. However, Japanese and Chinese simplifications frequently differed, resulting in the existence of multiple forms of the same character being used in different places. This study investigates the differences between the Japanese and Chinese simplifications and the effects of the simplification techniques implemented by each side. The more conservative Japanese simplifications were achieved by instating simpler historical character variants while the more radical Chinese simplifications were achieved primarily through the use of whole cursive script forms and phonetic simplification techniques. These techniques, however, have been criticized for their detrimental effects on character recognition, semantic and phonetic clarity, and consistency – issues less present with the Japanese approach. By comparing the Japanese and Chinese simplification techniques, this study seeks to determine the characteristics of more effective, less controversial Chinese character simplifications. -
Note to Students
COURSE NOTES: H=Humanities, H/SP=Humanities/Skills Performance NS=Natural Science, SS=Social Science Course Descriptions Adult Education – ADABE 062–Math 4 NOTE TO STUDENTS: Cr: 1-6 Wkly hrs: 6 hours Lecture Adult Basic Education Students who take this course will be able to Common Course Numbers/Titles problem solve using whole numbers, fractions, ADABE 008–Spelling decimals, percents, ratios, and proportions, To make it easier for students to transfer Cr: 1-6 Wkly hrs: 6 hours Lecture perimeter, area, volume, simple interest, and credits among the State’s 34 community Students will learn how to spell by making charts, graphs, and tables. (Pass/No Credit) and technical colleges, some courses are sense of the English spelling system and Prerequisite: Orientation/placement or numbered and titled in a similar way at every understanding spelling rules. (Pass/No Credit) permission of instructor. community college in the state. Prerequisite: Orientation/qualifying score on state standardized assessment. ADABE 071–Communication Skills 5 Courses that have been identified as Common Cr: 1-6 Wkly hrs: 6 hours Lecture Course Numbers have an “&” sign in the ADABE 009–Orientation to Adult Ed Students who complete this course will be course number, for example: ENGL& 101. Cr: 1 Wkly hrs: 1 hours Lecture able write clearly using standard grammar, An introduction to Olympic College and its usage, and punctuation; collect, interpret, Adult Education Program. Students learn and integrate information using multiple to set goals, make an educational plan, and resources, and use a computer to complete Independent Study assess their own progress. May be taken routine tasks. -
Free Downloadable Android Studio Sample Projects How to Use Downloaded Samples in Android Studio? I Have Downloaded Samples from SDK Manager
free downloadable android studio sample projects How to use downloaded samples in android studio? I have downloaded samples from SDK Manager . Can any one tell me how to use those samples to create a project in android Studio. Import a android code sample. in the main menu but its asking for download again. Where will these samples be placed when i downloaded from SDK manager? How can i use it to create a project? 1 Answer 1. If you can't import the android code sample from android studio, make sure that the path below is not empty : For example you should have android-16, android-19, android-21 folders which contains samples project. EDIT 1 : To find your android sdk path from Android studio : Free downloadable android studio sample projects. Completing the CAPTCHA proves you are a human and gives you temporary access to the web property. What can I do to prevent this in the future? If you are on a personal connection, like at home, you can run an anti-virus scan on your device to make sure it is not infected with malware. If you are at an office or shared network, you can ask the network administrator to run a scan across the network looking for misconfigured or infected devices. Another way to prevent getting this page in the future is to use Privacy Pass. You may need to download version 2.0 now from the Chrome Web Store. Cloudflare Ray ID: 67d9819b78111600 • Your IP : 188.246.226.140 • Performance & security by Cloudflare. Android Example Projects. -
![Arxiv:1812.01718V1 [Cs.CV] 3 Dec 2018](https://docslib.b-cdn.net/cover/5821/arxiv-1812-01718v1-cs-cv-3-dec-2018-1295821.webp)
Arxiv:1812.01718V1 [Cs.CV] 3 Dec 2018
Deep Learning for Classical Japanese Literature Tarin Clanuwat∗ Mikel Bober-Irizar Center for Open Data in the Humanities Royal Grammar School, Guildford Asanobu Kitamoto Alex Lamb Center for Open Data in the Humanities MILA, Université de Montréal Kazuaki Yamamoto David Ha National Institute of Japanese Literature Google Brain Abstract Much of machine learning research focuses on producing models which perform well on benchmark tasks, in turn improving our understanding of the challenges associated with those tasks. From the perspective of ML researchers, the content of the task itself is largely irrelevant, and thus there have increasingly been calls for benchmark tasks to more heavily focus on problems which are of social or cultural relevance. In this work, we introduce Kuzushiji-MNIST, a dataset which focuses on Kuzushiji (cursive Japanese), as well as two larger, more challenging datasets, Kuzushiji-49 and Kuzushiji-Kanji. Through these datasets, we wish to engage the machine learning community into the world of classical Japanese literature. 1 Introduction Recorded historical documents give us a peek into the past. We are able to glimpse the world before our time; and see its culture, norms, and values to reflect on our own. Japan has very unique historical pathway. Historically, Japan and its culture was relatively isolated from the West, until the Meiji restoration in 1868 where Japanese leaders reformed its education system to modernize its culture. This caused drastic changes in the Japanese language, writing and printing systems. Due to the modernization of Japanese language in this era, cursive Kuzushiji (くずしc) script is no longer taught in the official school curriculum. -
Beyond, Between Translation, Ghosts, Metaphors
UR FO Beyond, Between Translation, Ghosts, Metaphors MICHAEL EMMERICH What is translation? Translation is an English word. Translation is, moreover, a somewhat peculiar English word. Peculiar, I would suggest, because it is incapable of defi nition. It is impossible to defi ne because it is a sort of node—a point of intersection. Translation, used in the most or- dinary of its many senses, refers to something that takes place, or at least seems to take place, between two languages. The English word “trans- lation” has meaning only because we know there are other languages besides English from which one might translate into English, or into which one might translate from English. The word “translation” im- plies, that is to say, the existence of other languages. But it also indi- cates that other languages can be connected to English: it points to itself as the bridge, the carrying across that occurs between languages. We might say, then, that the word only means anything at all because it can itself cross its own bridge by being translated into other languages. “Translation” is defi ned, fi rst and foremost, by its own translatability. Saussure would say that “translation” is defi ned by its difference from, for instance, “interpretation,” “adaptation,” “transnation,” et cetera. But that is only part of the picture. Translation might also be defi ned by its difference from the French word traduction. But that is still only part of the picture. More important is the fact that in order to mean what it does, “translation” must also be a translation of traduction, just as tra- Copyright © 2013. -
Japanese Letters Hiragana and Katakana
Japanese Letters Hiragana And Katakana Nealon flyspeck her ottava large, she handle it ravishingly. Junior and neologistical Stanton englutted, but Maddy decani candles her key. Dimmest Benito always convolves his culpabilities if Hilary is lecherous or briskens lispingly. Japanese into a statement to japanese letters hiragana and katakana is unclear or pronunciation but is a spirit of courses from japanese Hiragana and Katakana Japan Experience. 4 Hiragana's Magical Pattern TextFugu. Learn the Japanese Alphabet with pleasure Free eBook. Japanese Keyboard Type Japanese. Kanji characters are symbols that represents words Think now as. Yes all's true Japanese has three completely separate sets of characters called kanji hiragana and katakana that are used in beat and writing. Is Katakana harder than hiragana? You're stroke to see this narrow lot fireplace in the hiragana and the katakana. Japanese academy of an individual mora can look it and japanese hiragana letters! Note Foreign words are usually decrease in Katakana rarely in Hiragana japanese-lessoncom Learn come to discover write speak type Hiragana for oil at httpwww. Like the English alphabet each hiragana letter represents a less sound. Hiragana and katakana are unique circumstance the Japanese language and we highly. Written Japanese combines three different types of characters the Chinese characters known as kanji and two Japanese sets of phonetic letters hiragana and. Hiragana. The past Guide to Japanese Writing Systems Learning to. MIT Japanese 1. In formal or other common idea occur to say about the role of katakana and japanese letters are the japanese books through us reaching farther all japanese! As desolate as kana the Japanese also define the kanji ideograms of from Chinese and the romaji phonetic transcription in the Latin alphabet THE. -
Visualització 4D a Través De Mòbils Android
UNIVERSITAT OBERTA DE CATALUNYA Enginyeria Informàtica Visualització 4D a través de mòbils Android Alumne/a: Òscar Estévez Soler Dirigit per: Laia Descamps Vila Co-dirigit per: CURS 2011-2012 (Febrer/Setembre) Aula 1: Sistemes d’informació geogràfica 2on semestre curs 2011-2012. Alumne: Òscar Estévez Soler Visualització 4D a través de mòbils Android 05.032-TFC-SIG Curs 2011-12. 2on Semestre Òscar Estévez Soler Aula 1: Sistemes d’informació geogràfica 2on semestre curs 2011-2012. Alumne: Òscar Estévez Soler Dedicatòria A la petita Ia, el seu somriure m’encoratja a continuar esforçant-me cada dia. A la Nuri, amb tu tinc encetat el millor projecte de la meva vida. Aula 1: Sistemes d’informació geogràfica 2on semestre curs 2011-2012. Alumne: Òscar Estévez Soler ÍNDEX 1. Agraïments _______________________________________________________ 1 2. Introducció _______________________________________________________ 2 2.1. Introducció als SIG aplicats a la telefonia mòbil __________________________ 2 2.2. Introducció al PFC __________________________________________________ 5 3. Eines de desenvolupament __________________________________________ 7 3.1. Eclipse ____________________________________________________________ 8 3.2. Android SDK ______________________________________________________ 10 3.3. Framework de realitat augmentada ___________________________________ 11 3.4. Base de dades ______________________________________________________ 14 4. Zona d’interès a treballar __________________________________________ 17 4.1. Selecció ___________________________________________________________ -
DBT and Japanese Braille
AUSTRALIAN BRAILLE AUTHORITY A subcommittee of the Round Table on Information Access for People with Print Disabilities Inc. www.brailleaustralia.org email: [email protected] Japanese braille and UEB Introduction Japanese is widely studied in Australian schools and this document has been written to assist those who are asked to transcribe Japanese into braille in that context. The Japanese braille code has many rules and these have been simplified for the education sector. Japanese braille has a separate code to that of languages based on the Roman alphabet and code switching may be required to distinguish between Japanese and UEB or text in a Roman script. Transcription for higher education or for a native speaker requires a greater knowledge of the rules surrounding the Japanese braille code than that given in this document. Ideally access to both a fluent Japanese reader and someone who understands all the rules for Japanese braille is required. The website for the Braille Authority of Japan is: http://www.braille.jp/en/. I would like to acknowledge the invaluable advice and input of Yuko Kamada from Braille & Large Print Services, NSW Department of Education whilst preparing this document. Kathy Riessen, Editor May 2019 Japanese print Japanese print uses three types of writing. 1. Kana. There are two sets of Kana. Hiragana and Katana, each character representing a syllable or vowel. Generally Hiragana are used for Japanese words and Katakana for words borrowed from other languages. 2. Kanji. Chinese characters—non-phonetic 3. Rōmaji. The Roman alphabet 1 ABA Japanese and UEB May 2019 Japanese braille does not distinguish between Hiragana, Katakana or Kanji. -
Razvoj Mobilnih Aplikacija Priručnik Za 4
RAZVOJ MOBILNIH APLIKACIJA PRIRUČNIK ZA 4. RAZRED GIMNAZIJE AUTORI: ZLATKO STAPID, IVAN ŠVOGOR i DAVOR FODREK VARAŽDIN, 2016. Priručnik je izrađen u sklopu projekta „HEUREKA – spoznajom do uspjeha“ kojeg je financirala Europska unija. EUROPSKA UNIJA Ulaganje u bududnost Projekt je financirala Europska unija u 100%-om iznosu iz Europskog socijalnog fonda kroz Operativni program „Razvoj ljudskih potencija 2007.-2013., poziv na dostavu projektnih prijedloga HR.3.1.20 Promocija kvalitete i unaprjeđenje sustava odgoja i obrazovanja na srednjoškolskoj razini. Sadržaj ove publikacije / emitiranog materijala isključiva je odgovornost Srednje škole Ivanec SREDNJA ŠKOLA IVANEC – nositelj projekta Ravnateljica: mr.sc. Lidija Kozina dipl.oec Eugena Kumičida 7, 42 240 Ivanec Telefon: 042 782 344; Faks: 042 781 512 E-mail: [email protected] Web: http://www.ss-ivanec.hr/ SREDNJA ŠKOLA MATE BLAŽINE LABIN – partner na projektu Ravnatelj: Čedomir Ružid, prof. Rudarska 4, 52 220 Labin Telefon: 052 856 277; Faks: O52 855 329 E-mail: [email protected] Web: http://www.ssmb.hr Posredničko tijelo razine 1 Ministarstvo znanosti, obrazovanja i sporta Ulica Donje Svetice 38, 10000 Zagreb E-mail: [email protected] Web: http://public.mzos.hr Posredničko tijelo razine 2 Agencija za odgoj i strukovno obrazovanje i obrazovanje odraslih, Organizacijska jedinica za upravljanje strukturnim instrumentima Radnička cesta 37b, 10000 Zagreb E-mail: [email protected] Web: http://www.asoo.hr/defco Za više informacija o EU fondovima u RH: www.mrrfeu.hr, www.strukturnifondovi.hr Autori: Zlatko Stapid, Ivan Švogor i Davor Fodrek Nakladnik: Sveučilište u Zagrebu, Fakultet organizacije i informatike Pavlinska 2, 42000 Varaždin Za nakladnika: Prof.dr.sc. -
Japanese Writing 書き方 一 + 人 = 一人 あ い う え お ア イ ウ エ オ a I U E
書き方 THE JAPANESE HOUSE Japanese Writing ACTIVITIES Learn about Japanese writing and give it a try yourself! TIME: 25 minutes MATERIALS: • Video: ManyHomes in Kyoto, Japan—Ran •Kanji and Hiragana activity worksheets 1. Learn about Japanese Writing In Japanese, there are three writing systems called Hiragana, PRONUNCIATION Katakana, and Kanji. Hiragana and Katakana are both made up of 46 GUIDE: basic letters. Each of these letters represents one syllable. Hiragana Kanji: Kah-n-gee is used to write Japanese words, and Katakana is often used to write words from foreign languages. Japanese children start learning to Hiragana: Hee-rah-gah- write with Hiragana and Katakana in first grade. nah Kanji, originally from China, is the writing system made of thou- Katakana: Kah-tah-kah- sands of characters. Each character represents specific meaning. By nah putting characters together, you get new words with new meanings. Once first grade students have mastered Hiragana and Katakana, they start learning Kanji, but that takes a lot longer. By sixth grade, students will have learned 1,000 characters; to read newspapers, it’s said you need to know 2,000 Kanji characters. Besides these three writing systems, Rōmaji, the romanization of Japanese, is also commonly used. Hiragana あ い う え お Katakana ア イ ウ エ オ Romaji a i u e o Kanji 一 + 人 = 一人 ichi (one) hito (person) hitori (one person or alone) 1 © 2013 Boston Children’s Museum KYO NO MACHIYA ACTIVITIES 2. Practice Writing in Japanese 1. Watch the chapter “Ran” in the video “Many Homes in Kyoto, Japan” and find her calligraphy done in brush and ink.