A New Research Resource for Optical Recognition of Embossed and Hand-Punched Hindi Devanagari Braille Characters: Bharati Braille Bank
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UNIT 2 Braille
Mathematics Enhancement Programme Codes and UNIT 2 Braille Lesson Plan 1 Braille Ciphers Activity Notes T: Teacher P: Pupil Ex.B: Exercise Book 1 Introduction T: What code, designed more than 150 years ago, is still used Whole class interactive extensively today? discussion. T: The system of raised dots which enables blind people to read was Ps might also suggest Morse code designed in 1833 by a Frenchman, Louis Braille. or semaphore. Does anyone know how it works? Ps might have some ideas but are T: Braille uses a system of dots, either raised or not, arranged in unlikely to know that Braille uses 3 rows and 2 columns. a 32× configuration. on whiteboard Here are some possible codes: ape (WB). T puts these three Braille letters on WB. T: What do you notice? (They use different numbers of dots) T: We will find out how many possible patterns there are. 10 mins 2 Number of patterns T: How can we find out how many patterns there are? Response will vary according to (Find as many as possible) age and ability. T: OK – but let us be systematic in our search. What could we first find? (All patterns with one dot) T: Good; who would like to display these on the board? P(s) put possible solutions on the board; T stresses the logical search for these. Agreement. Praising. (or use OS 2.1) T: Working in your exercise books (with squared paper), now find all possible patterns with just 2 dots. T: How many have you found? Allow about 5 minutes for this before reviewing. -
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. -
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 . -
The Current State of Braille on Packaging in Canada and Whether It Should Change
Ryerson University Graphic Communications Management GCM 490 - 011: Thesis The Current State of Braille on Packaging in Canada and Whether it Should Change Prepared by: Betty Lim 500714268 7 December 2020 1 Abstract This paper aims to explore the current state of braille on packaging. It provides a brief history and overview on braille and braille on packaging that highlights key milestones. It offers facts and statistics on braille and visually impaired people. It also demonstrates the guidelines and how to properly execute braille on the packaging. The paper compares both sides of the topic to come to a final conclusion as to whether braille on packaging should be more commonplace in Canada. The advantages of implementing braille on packaging is that it is more inclusive, increases accessibility, convenience and independence for the visually impaired people. The disadvantages of implementing braille on packaging is that it is costly, it statistically benefits few, it is hard to implement and more importantly check. Other alternatives such as devices and emerging technologies are also examined as other means of providing the same solution that increased braille on packaging would. The paper evaluates the topic from three different perspectives: the everyday consumer, the manufacturer and the visually impaired to determine whether braille on packaging should be more commonplace in Canada. 2 Table of Contents Abstract ................................................................................................. 2 Introduction .......................................................................................... -
History of the Education of the Blind
HISTORY OF THE EDUCATION OF THE BLIND HISTORY OF THE EDUCATION OF THE BLIND BY W. H. ILLINGWORTH, F.G.T.B. SUPERINTENDENT OP HENSHAW's BLIND ASYLUM, OLD TRAFFORD, MANCHESTER HONORARY SECRETARY TO THE BOARD OF EXAMINERS OF THE COLLEGE OF TEACHERS OF THE BLIND LONDON SAMPSON LOW, MARSTON & COMPANY, LTD. 1910 PRISTKD BY HAZELL, WATSON AND VINEY, LI)., LONDON AND AYLKSBURY. MY BELOVED FRIEND AND COUNSELLOR HENRY J. WILSON (SECRETARY OP THE GARDNER'S TRUST FOR THE BLIND) THIS LITTLE BOOK IS RESPECTFULLY DEDICATED IN THE EARNEST HOPE THAT IT MAY BE THE HUMBLE INSTRUMENT IN GOD'S HANDS OF ACCOMPLISHING SOME LITTLE ADVANCEMENT IN THE GREAT WORK OF THE EDUCATION OF THE BLIND W. II. ILLINGWORTH AUTHOR 214648 PREFACE No up-to-date treatise on the important and interesting " " subject of The History of the Education of the Blind being in existence in this country, and the lack of such a text-book specially designed for the teachers in our blind schools being grievously felt, I have, in response to repeated requests, taken in hand the compilation of such a book from all sources at my command, adding at the same time sundry notes and comments of my own, which the experience of a quarter of a century in blind work has led me to think may be of service to those who desire to approach and carry on their work as teachers of the blind as well equipped with information specially suited to their requirements as circumstances will permit. It is but due to the juvenile blind in our schools that the men and women to whom their education is entrusted should not only be acquainted with the mechanical means of teaching through the tactile sense, but that they should also be so steeped in blind lore that it becomes second nature to them to think of and see things from the blind person's point of view. -
Transliteration of Indian Ancient Script to Braille Script Using Pattern Recognition Technique: a Review
International Journal of Computer Applications (0975 – 8887) Volume 166 – No.6, May 2017 Transliteration of Indian Ancient Script to Braille Script using Pattern Recognition Technique: A Review Kirti Nilesh Mahajan, PhD Niket Pundlikrao Tajne Professor (B.Sc., MCM, MCA, Ph.D., APHRM) Research Scholar, Bharti Vidyapeeth Deemed University Bharti Vidyapeeth Deemed University Institute of Management & Entrepreneurship Institute of Management & Entrepreneurship Development, Pune Development, Pune ABSTRACT Strenuous research has been done on pattern recognition and a 800000 huge number of research works have been published on this 700000 topic during the last few decades. The Indian ancient scripts 600000 are a golden treasure of not only Asian continent, but also the 500000 Total whole world. Many researchers and an organizations still working on the appropriate character recognition of Indian 400000 ancient scripts. This paper presents some research work that 300000 Male has been significant in the area of pattern recognition and also 200000 highlights the review of existing work done on the Indian 100000 Female ancient scripts. The purpose of this research work is to study 0 … the appropriate identification of the Indian ancient script using 4 9 - - 29 19 39 49 59 69 79 89 - - - - - - - - 5 pattern recognition techniques. We have studied the different 0 90+ 20 30 40 50 60 70 80 pattern recognition techniques and its categorized steps. In 10 current research work we have used MODI script. Modi is Not Age Indian ancient script which is normally preferred in western and southern part of India. This paper shows the importance of MODI script and by using technique of pattern recognition Fig. -
Following Sub-Sections: 1) Languageintroduction, Grade 6
DOCUMENT RESUME ED 051 153 SP 007 203 TITLE Curriculum Guide, English for Grades VI-IX. INST:aUTIO/ Boston Public Schools, Mass. PUB DATE 70 NOTE 307p.; School Document No 2-1970 AVAILABLE FROM Boston School Committee, 15 Beacon Street, Boston, Mass. 02108 ($3.75, check payable to The City of Boston) EtRS PRICE EDRS Price MF-$0.65 HC-$13.16 DESCRIPTORS Composition (Literary), *Curriculum Guides, *English Curriculum, English Literature, Grade 6, Grade 7, Grade 8, Grade 9, *Intermediate Grades, *Junior High Schools, Language Instruction, *Middle Schools ABSTRACT GRADES OR AGES: Grades 6-9. SUBJECT MATTER: English. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has three main sections dealing with language, literature, and composition with the following sub-sections: 1) languageintroduction, grade 6, grade 7, grade 8, grade 9, chronology, bibliography, spelling, listening skills; 2) literature -- overview and teaching techuiguez, grade 6, grade 7, grade 8, grade 9, choral speaking; and 3) composition. The guide is mimeographed and spiral-bound with a soft cover. OBJECTIVES AND ACTIVITIES: Objectives are listed for the various topics. Suggested classroom activities andtudent enrichment activities are included in the text. INSTRUCTIONAL MATERIALS: References to texts and materials are given at the end of sone sub-sections. There is also a bibliography, and a list of suggested texts for composition. STUDENT ASSESSMENT: The section on composition includes a oriel description of evaluation techniques for the teacher. (MBM) .=r II PERSYSSieN TO PCPROOVCE THIS IVINP 1111111111 MATERIAL HAS BEEN GRAMM BY kg-21c.y 4-097:. elyzAre__,__ TO ERIC AND ORGANIZATIONS OPYRATING UNDER AGREEMENTS Was THE ,u$ OffiCE OF EDUCATIONFOP r'R REPFOPUCTION OUTSIDE THE ERIC ,a.'ENI REQUIRES PER MISSION CIF THE COPYRIGHT OWNER School Document No. -
Implementation of Gurmukhi to Braille 1Vandana, 2Rupinderdeep Kaur, 3Nidhi Bhalla 1Swami Vivekanand Engineering College, Punjab, India 2 Dept
IJCST VOL . 3, Iss UE 2, APR I L - JUNE 2012 ISSN : 0976-8491 (Online) | ISSN : 2229-4333 (Print) Implementation of Gurmukhi to Braille 1Vandana, 2Rupinderdeep Kaur, 3Nidhi Bhalla 1Swami Vivekanand Engineering College, Punjab, India 2 Dept. of CSE, Thapar University, Patiala, Punjab, India 3Dept. of CSE, Swami Vivekanand Engineering College, Punjab, India Abstract II. Braille Sheet Braille is the language used by the blind people for studying. This Standard Braille is an approach to creating documents which could also helps them to stand with the other people in this technological be read through touch. This is accomplished through the concept of world. Basically, there are different grades of the Braille like a Braille cell consisting of raised dots on thick sheet of paper. On grade 1 grade 2 and grade 3. As per the concern of this paper, it a Braille sheet, the dots are created by embossing using a special only describes grade 1. Grade 1 is called the starting version of printer or even a manual machine that simultaneously embosses Braille in which we do letter by letter translation of words. In the dots as in fig. 3. Today, we also have Braille printers which may this paper, I am going to describe the implementation of a system be connected to computers on standard printed interfaces. These which mainly works on grade 1 for the conversion of Gurmukhi to are generally known as Braille Embossers. A visually Handicapped Braille. This paper also describes the methodology of the system. person is taught Braille by training him or her in discerning the The methodology tells flow of system. -
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. -
2013 Cover Page M1
iSTEP 2013: Development and Assessment of Assistive Technology for a School for the Blind in India Madeleine Clute, Madelyn Gioffre, Poornima Kaniarasu, Aditya Kodkany, Vivek Nair, Shree Lakshmi Rao, Aveed Sheikh, Avia Weinstein, Ermine A. Teves, M. Beatrice Dias, M. Bernardine Dias CMU-RI-TR-16-30 The Robotics Institute Carnegie Mellon University Pittsburgh, Pennsylvania 15213 June 2016 Copyright © 2016 TechBridgeWorld at Carnegie Mellon University Development and Assessment of Assistive Technology for a School for the Blind in India Madeleine Clute, Madelyn Gioffre, Poornima Kaniarasu, Aditya Kodkany, Vivek Nair, Shree Lakshmi Rao, Aveed Sheikh, Avia Weinstein, Ermine A. Teves, M. Beatrice Dias, M. Bernardine Dias 1 Acknowledgements We extend sincere and heartfelt gratitude to our partner, the Mathru Educational Trust for the Blind for mentoring and advising us throughout the duration of the iSTEP research internship. The authors would especially like to thank Ms. Muktha for giving us the opportunity to work with the Mathru School for the Blind. To all the students, teaching and non-teaching staff for their cooperation in working with us and providing us with a wealth of information that has assisted us in completing this research. In addition, we would also like to acknowledge Carnegie Mellon University for providing the academic infrastructure necessary to make our work possible. Abstract Assistive devices for the visually impaired are often prohibitively expensive for potential users in developing communities. This report describes field research aimed at developing and assessing assistive technology that is economically accessible and relevant to this population of visually impaired individuals. The work discussed was completed at the Mathru School for the Blind as part of the iSTEP internship program, which is organized by CMU’s TechBridgeWorld research group. -
History of Binary and Other Nondecimal Numeration
HISTORY OF BINARY AND OTHER NONDECIMAL NUMERATION BY ANTON GLASER Professor of Mathematics, Pennsylvania State University TOMASH PUBLISHERS Copyright © 1971 by Anton Glaser Revised Edition, Copyright 1981 by Anton Glaser All rights reserved Printed in the United States of America Library of Congress Cataloging in Publication Data Glaser, Anton, 1924- History of binary and other nondecimal numeration. Based on the author's thesis (Ph. D. — Temple University), presented under the title: History of modern numeration systems. Bibliography: p. 193 Includes Index. 1. Numeration — History. I. Title QA141.2.G55 1981 513'.5 81-51176 ISBN 0-938228-00-5 AACR2 To My Wife, Ruth ACKNOWLEDGMENTS THIS BOOK is based on the author’s doctoral dissertation, History of Modern Numeration Systems, written under the guidance of Morton Alpren, Sara A. Rhue, and Leon Steinberg of Temple University in Philadelphia, Pa. Extensive help was received from the libraries of the Academy of the New Church (Bryn Athyn, Pa.), the American Philosophical Society, Pennsylvania State University, Temple University, the University of Michigan, and the University of Pennsylvania. The photograph of Figure 7 was made available by the New York Public Library; the library of the University of Pennsylvania is the source of the photographs in Figures 2 and 6. The author is indebted to Harold Hanes, Joseph E. Hofmann, Donald E. Knuth, and Brian J. Winkel, who were kind enough to communicate their comments about the strengths and weaknesses of the original edition. The present revised edition is the better for it. A special thanks is also owed to John Wagner for his careful editorial work and to Adele Clark for her thorough preparation of the Index. -
Nemeth Code Uses Some Parts of Textbook Format but Has Some Idiosyncrasies of Its Own
This book is a compilation of research, in “Understanding and Tracing the Problem faced by the Visually Impaired while doing Mathematics” as a Diploma project by Aarti Vashisht at the Srishti School of Art, Design and Technology, Bangalore. 6 DOTS 64 COMBINATIONS A Braille character is formed out of a combination of six dots. Including the blank space, sixty four combinations are possible using one or more of these six dots. CONTENTS Introduction 2 About Braille 32 Mathematics for the Visually Impaired 120 Learning Mathematics 168 C o n c l u s i o n 172 P e o p l e a n d P l a c e s 190 Acknowledgements INTRODUCTION This project tries to understand the nature of the problems that are faced by the visually impaired within the realm of mathematics. It is a summary of my understanding of the problems in this field that may be taken forward to guide those individuals who are concerned about this subject. My education in design has encouraged interest in this field. As a designer I have learnt to be aware of my community and its needs, to detect areas where design can reach out and assist, if not resolve, a problem. Thus began, my search, where I sought to grasp a fuller understanding of the situation by looking at the various mediums that would help better communication. During the project I realized that more often than not work happened in individual pockets which in turn would lead to regionalization of many ideas and opportunities. Data collection got repetitive, which would delay or sometimes even hinder the process.