Brahmic Schwa-Deletion with Neural Classifiers: Experiments with Bengali
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Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 12-2017 Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves Beau Duke Carroll University of Tennessee, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Recommended Citation Carroll, Beau Duke, "Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves. " Master's Thesis, University of Tennessee, 2017. https://trace.tennessee.edu/utk_gradthes/4985 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Beau Duke Carroll entitled "Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in Anthropology. Jan Simek, Major Professor We have read this thesis and recommend its acceptance: David G. Anderson, Julie L. Reed Accepted for the Council: Dixie L. Thompson Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Talking Stone: Cherokee Syllabary Inscriptions in Dark Zone Caves A Thesis Presented for the Master of Arts Degree The University of Tennessee, Knoxville Beau Duke Carroll December 2017 Copyright © 2017 by Beau Duke Carroll All rights reserved ii ACKNOWLEDGMENTS This thesis would not be possible without the following people who contributed their time and expertise. -
Cross-Language Framework for Word Recognition and Spotting of Indic Scripts
Cross-language Framework for Word Recognition and Spotting of Indic Scripts aAyan Kumar Bhunia, bPartha Pratim Roy*, aAkash Mohta, cUmapada Pal aDept. of ECE, Institute of Engineering & Management, Kolkata, India bDept. of CSE, Indian Institute of Technology Roorkee India cCVPR Unit, Indian Statistical Institute, Kolkata, India bemail: [email protected], TEL: +91-1332-284816 Abstract Handwritten word recognition and spotting of low-resource scripts are difficult as sufficient training data is not available and it is often expensive for collecting data of such scripts. This paper presents a novel cross language platform for handwritten word recognition and spotting for such low-resource scripts where training is performed with a sufficiently large dataset of an available script (considered as source script) and testing is done on other scripts (considered as target script). Training with one source script and testing with another script to have a reasonable result is not easy in handwriting domain due to the complex nature of handwriting variability among scripts. Also it is difficult in mapping between source and target characters when they appear in cursive word images. The proposed Indic cross language framework exploits a large resource of dataset for training and uses it for recognizing and spotting text of other target scripts where sufficient amount of training data is not available. Since, Indic scripts are mostly written in 3 zones, namely, upper, middle and lower, we employ zone-wise character (or component) mapping for efficient learning purpose. The performance of our cross- language framework depends on the extent of similarity between the source and target scripts. -
SC22/WG20 N896 L2/01-476 Universal Multiple-Octet Coded Character Set International Organization for Standardization Organisation Internationale De Normalisation
SC22/WG20 N896 L2/01-476 Universal multiple-octet coded character set International organization for standardization Organisation internationale de normalisation Title: Ordering rules for Khmer Source: Kent Karlsson Date: 2001-12-19 Status: Expert contribution Document type: Working group document Action: For consideration by the UTC and JTC 1/SC 22/WG 20 1 Introduction The Khmer script in Unicode/10646 uses conjoining characters, just like the Indic scripts and Hangul. An alternative that is suitable (and much more elegant) for Khmer, but not for Indic scripts, would have been to have combining- below (and sometimes a bit to the side) consonants and combining-below independent vowels, similar to the combining-above Latin letters recently encoded, as well as how Tibetan is handled. However that is not the chosen solution, which instead uses a combining character (COENG) that makes characters conjoin (glue) like it is done for Indic (Brahmic) scripts and like Hangul Jamo, though the latter does not have a separate gluer character. In the Khmer script, using the COENG based approach, the words are formed from orthographic syllables, where an orthographic syllable has the following structure [add ligation control?]: Khmer-syllable ::= (K H)* K M* where K is a Khmer consonant (most with an inherent vowel that is pronounced only if there is no consonant, independent vowel, or dependent vowel following it in the orthographic syllable) or a Khmer independent vowel, H is the invisible Khmer conjoint former COENG, M is a combining character (including COENG, though that would be a misspelling), in particular a combining Khmer vowel (noted A below) or modifier sign. -
The Festvox Indic Frontend for Grapheme-To-Phoneme Conversion
The Festvox Indic Frontend for Grapheme-to-Phoneme Conversion Alok Parlikar, Sunayana Sitaram, Andrew Wilkinson and Alan W Black Carnegie Mellon University Pittsburgh, USA aup, ssitaram, aewilkin, [email protected] Abstract Text-to-Speech (TTS) systems convert text into phonetic pronunciations which are then processed by Acoustic Models. TTS frontends typically include text processing, lexical lookup and Grapheme-to-Phoneme (g2p) conversion stages. This paper describes the design and implementation of the Indic frontend, which provides explicit support for many major Indian languages, along with a unified framework with easy extensibility for other Indian languages. The Indic frontend handles many phenomena common to Indian languages such as schwa deletion, contextual nasalization, and voicing. It also handles multi-script synthesis between various Indian-language scripts and English. We describe experiments comparing the quality of TTS systems built using the Indic frontend to grapheme-based systems. While this frontend was designed keeping TTS in mind, it can also be used as a general g2p system for Automatic Speech Recognition. Keywords: speech synthesis, Indian language resources, pronunciation 1. Introduction in models of the spectrum and the prosody. Another prob- lem with this approach is that since each grapheme maps Intelligible and natural-sounding Text-to-Speech to a single “phoneme” in all contexts, this technique does (TTS) systems exist for a number of languages of the world not work well in the case of languages that have pronun- today. However, for low-resource, high-population lan- ciation ambiguities. We refer to this technique as “Raw guages, such as languages of the Indian subcontinent, there Graphemes.” are very few high-quality TTS systems available. -
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. -
Writing Systems Reading and Spelling
Writing systems Reading and spelling Writing systems LING 200: Introduction to the Study of Language Hadas Kotek February 2016 Hadas Kotek Writing systems Writing systems Reading and spelling Outline 1 Writing systems 2 Reading and spelling Spelling How we read Slides credit: David Pesetsky, Richard Sproat, Janice Fon Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems What is writing? Writing is not language, but merely a way of recording language by visible marks. –Leonard Bloomfield, Language (1933) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and speech Until the 1800s, writing, not spoken language, was what linguists studied. Speech was often ignored. However, writing is secondary to spoken language in at least 3 ways: Children naturally acquire language without being taught, independently of intelligence or education levels. µ Many people struggle to learn to read. All human groups ever encountered possess spoken language. All are equal; no language is more “sophisticated” or “expressive” than others. µ Many languages have no written form. Humans have probably been speaking for as long as there have been anatomically modern Homo Sapiens in the world. µ Writing is a much younger phenomenon. Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems (Possibly) Independent Inventions of Writing Sumeria: ca. 3,200 BC Egypt: ca. 3,200 BC Indus Valley: ca. 2,500 BC China: ca. 1,500 BC Central America: ca. 250 BC (Olmecs, Mayans, Zapotecs) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and pictures Let’s define the distinction between pictures and true writing. -
Myanmar Script Learning Guide Burmese 1,2,3 Tone System Is Developed by Naing Tin-Nyunt-Pu Copyright © 2013-2017, Naing Tinnyuntpu & Asia Pearl Travels
Myanmar Script Learning guide (Revision F) by Naing Tinnyuntpu WITH FREE ONLINE AUDIO SUPPORT https://www.asiapearltravels.com/language/myanmar-script-learning-guide.php 1 of 104 Menu ≡ Introduction ........................................................................................4 Vowel: A .............................................................................................6 Vowel: E or I ....................................................................................13 Vowel: U ..........................................................................................20 Vowel: O ..........................................................................................24 Vowel: Ay .........................................................................................28 Vowel: Au ........................................................................................33 Vowel: Un or An ..............................................................................37 Vowel: In ..........................................................................................42 Vowel: Eare ......................................................................................46 Vowel: Ain .......................................................................................51 Vowel: Ome .....................................................................................53 Vowel: Ine ........................................................................................56 Vowel: Oon ......................................................................................59 -
Proposal to Encode 0D5F MALAYALAM LETTER ARCHAIC II
Proposal to encode 0D5F MALAYALAM LETTER ARCHAIC II Shriramana Sharma, jamadagni-at-gmail-dot-com, India 2012-May-22 §1. Introduction In the Malayalam Unicode encoding, the independent letter form for the long vowel Ī is: ഈ where the length mark ◌ൗ is appended to the short vowel ഇ to parallel the symbols for U/UU i.e. ഉ/ഊ. However, Ī was originally written as: As these are entirely different representations of Ī, although their sound value may be the same, it is proposed to encode the archaic form as a separate character. §2. Background As the core Unicode encoding for the major Indic scripts is based on ISCII, and the ISCII code chart for Malayalam only contained the modern form for the independent Ī [1, p 24]: … thus it is this written form that came to be encoded as 0D08 MALAYALAM LETTER II. While this “new” written form is seen in print as early as 1936 CE [2]: … there is no doubt that the much earlier form was parallel to the modern Grantha , both of which are derived from the old Grantha Ī as seen below: 1 ma - īdṛgvidhā | tatarāya īṇ Old Grantha from the Iḷaiyānputtūr copper plates [3, p 13]. Also seen is the Vatteḻuttu Ī of the same time (line 2, 2nd char from right) which also exhibits the two dots. Of course, both are derived from old South Indian Brahmi Ī which again has the two dots. It is said [entire paragraph: Radhakrishna Warrier, personal communication] that it was the poet Vaḷḷattōḷ Nārāyaṇa Mēnōn (1878–1958) who introduced the new form of Ī ഈ. -
An Introduction to Old Persian Prods Oktor Skjærvø
An Introduction to Old Persian Prods Oktor Skjærvø Copyright © 2016 by Prods Oktor Skjærvø Please do not cite in print without the author’s permission. This Introduction may be distributed freely as a service to teachers and students of Old Iranian. In my experience, it can be taught as a one-term full course at 4 hrs/w. My thanks to all of my students and colleagues, who have actively noted typos, inconsistencies of presentation, etc. TABLE OF CONTENTS Select bibliography ................................................................................................................................... 9 Sigla and Abbreviations ........................................................................................................................... 12 Lesson 1 ..................................................................................................................................................... 13 Old Persian and old Iranian. .................................................................................................................... 13 Script. Origin. .......................................................................................................................................... 14 Script. Writing system. ........................................................................................................................... 14 The syllabary. .......................................................................................................................................... 15 Logograms. ............................................................................................................................................ -
Writing Systems: Their Properties and Implications for Reading
Writing Systems: Their Properties and Implications for Reading Brett Kessler and Rebecca Treiman doi:10.1093/oxfordhb/9780199324576.013.1 Draft of a chapter to appear in: The Oxford Handbook of Reading, ed. by Alexander Pollatsek and Rebecca Treiman. ISBN 9780199324576. Abstract An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world. Keywords: writing systems, script, alphabet, syllabary, logography, semasiography, glottography, underrepresentation, conservatism, graphotactics The goal of this chapter is to examine the characteristics of writing systems that are in use today and to consider the implications of these characteristics for how people read. As we will see, a broad understanding of writing systems and how they work can place some important constraints on our conceptualization of the nature of the reading process. It can also constrain our theories about how children learn to read and about how they should be taught to do so. -
Comment on L2/13-065: Grantha Characters from Other Indic Blocks Such As Devanagari, Tamil, Bengali Are NOT the Solution
Comment on L2/13-065: Grantha characters from other Indic blocks such as Devanagari, Tamil, Bengali are NOT the solution Dr. Naga Ganesan ([email protected]) Here is a brief comment on L2/13-065 which suggests Devanagari block for Grantha characters to write both Aryan and Dravidian languages. From L2/13-065, which suggests Devanagari block for writing Sanskrit and Dravidian languages, we read: “Similar dedicated characters were provided to cater different fonts as URUDU MARATHI SINDHI MARWARI KASHMERE etc for special conditions and needs within the shared DEVANAGARI range. There are provisions made to suit Dravidian specials also as short E short O LLLA RRA NNNA with new created glyptic forms in rhythm with DEVANAGARI glyphs (with suitable combining ortho-graphic features inside DEVANAGARI) for same special functions. These will help some aspirant proposers as a fall out who want to write every Indian language contents in Grantham when it is unified with DEVANAGARI because those features were already taken care of by the presence in that DEVANAGARI. Even few objections seen in some docs claim them as Tamil characters to induce a bug inside Grantham like letters from GoTN and others become tangential because it is going to use the existing Sanskrit properties inside shared DEVANAGARI and also with entirely new different glyph forms nothing connected with Tamil. In my doc I have shown rhythmic non-confusable glyphs for Grantham LLLA RRA NNNA for which I believe there cannot be any varied opinions even by GoTN etc which is very much as Grantham and not like Tamil form at all to confuse (as provided in proposals).” Grantha in Devanagari block to write Sanskrit and Dravidian languages will not work. -
Proposal for Ethiopic Script Root Zone LGR
Proposal for Ethiopic Script Root Zone LGR LGR Version 2 Date: 2017-05-17 Document version:5.2 Authors: Ethiopic Script Generation Panel Contents 1 General Information/ Overview/ Abstract ........................................................................................ 3 2 Script for which the LGR is proposed ................................................................................................ 3 3 Background on Script and Principal Languages Using It .................................................................... 4 3.1 Local Languages Using the Script .............................................................................................. 4 3.2 Geographic Territories of the Language or the Language Map of Ethiopia ................................ 7 4 Overall Development Process and Methodology .............................................................................. 8 4.1 Sources Consulted to Determine the Repertoire....................................................................... 8 4.2 Team Composition and Diversity .............................................................................................. 9 4.3 Analysis of Code Point Repertoire .......................................................................................... 10 4.4 Analysis of Code Point Variants .............................................................................................. 11 5 Repertoire ....................................................................................................................................