Transliteration of Digital Gujarati Mathematical Text Into Braille for Visually Impaired People
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IADD BANA Braille Standards
Let Your Fingers Do The Talking: Braille on Folding Cartons in cooperation with February 2012 (Revision 1) 1 Preface 4 History of braille in folding carton production and references 2 Traditional Braille Cell and Braille Characters 5 Letters, punctuation marks, numbers, special characters 3 Standardization 7 Dot matrix, dot diameters, dot spacing, character and line spacing, embossing height, positioning the braille message 4 Technical Requirements 8 Functional and optical characteristics, material selection 5 Fabrication 9 Braille embossing, positioning of braille, amount of text 6 Prepress and Quality Assurance 12 Artwork files and print approvals, quality assurance 7 Conclusion 14 3 1 Preface In 1825, Frenchman Louis Braille (1809-1852) invented a reading system for the blind through which the alphabet, numbers and punctuation marks were represented in a tangible form via a series of raised dots. The braille system established itself internationally and is now in use in all languages. While A to Z is standardized, there are, of course, special characters which are unique to local languages. The requirement for braille on pharmaceutical packaging stems from the European Directive 2004/27/EC – amending Directive 2001/83/EC (community code to medicinal products for human use). This Directive includes changes to the label and package leaflet requirements for pharmaceuticals (which will not be discussed in this booklet). It requires pharmaceutical cartons to show the name of the medicinal products and, if need be, the strength in braille format. The influence of the European Directive is having an increasing impact on Canada, USA and other countries worldwide through the pharmaceutical packaging companies that produce for or market at an international level. -
And Others TITLE on the Uses of the Computer for Content Analysis in Educational Research
DOCUMENT RESUME ED 084 281 TM 003 289 AUTHOR Hiller, Jack H.; And Others TITLE On the Uses of the Computer for Content Analysis in Educational Research. PUB DATE Feb 73 NOTE 21p.; Revised version of paper presented at national conference of Association for Computing Machinery (San Francisco, August 1969) EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Audiovisual Aids; Classification; *Computer Programs; *Content Analysis; Educational Research; *Measurement Instruments; *Scoring; Social Sciences; *Structural Analysis; Technical Reports ABSTRACT Current efforts to take advantage of the special virtues of the computer as an aid in text analysis are described. Verbal constructs, category construction, and contingency analysis are discussed and illustrated. Mechanical techniques for reducing human labor when studying large quantities of verbal data have been sought at an increasing rate by researchers in the behavioral sciences. Whatever the purpose of research, if it is to have a scientific character, ti must involve an attempt to reduce natural language data, by formal rules, to measures reflecting theoretically relevant properties of the text, its source, or its audience effects. At the present time, there is no one theory or method dominating the field of natural language analysis. Although much work is currently being expended to implement a finite set of rules on the computer, little has been accomplished that is directly useful to researchers in the social sciences. (Author/CK) A. e r-4 csJ U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION CO THIS DOCUMENT HAS BEEN REPRO oucccrExAcrLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN O ti NG IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY LiJ On the Uses of theComputer Research' ForContent Analysis in Educational Jack H. -
A New Research Resource for Optical Recognition of Embossed and Hand-Punched Hindi Devanagari Braille Characters: Bharati Braille Bank
I.J. Image, Graphics and Signal Processing, 2015, 6, 19-28 Published Online May 2015 in MECS (http://www.mecs-press.org/) DOI: 10.5815/ijigsp.2015.06.03 A New Research Resource for Optical Recognition of Embossed and Hand-Punched Hindi Devanagari Braille Characters: Bharati Braille Bank Shreekanth.T Research Scholar, JSS Research Foundation, Mysore, India. Email: [email protected] V.Udayashankara Professor, Department of IT, SJCE, Mysore, India. Email: [email protected] Abstract—To develop a Braille recognition system, it is required to have the stored images of Braille sheets. This I. INTRODUCTION paper describes a method and also the challenges of Braille is a language for the blind to read and write building the corpora for Hindi Devanagari Braille. A few through the sense of touch. Braille is formatted to a Braille databases and commercial software's are standard size by Frenchman Louis Braille in 1825.Braille obtainable for English and Arabic Braille languages, but is a system of raised dots arranged in cells. Any none for Indian Braille which is popularly known as Bharathi Braille. However, the size and scope of the combination of one to six dots may be raised within each English and Arabic Braille language databases are cell and the number and position of the raised dots within a cell convey to the reader the letter, word, number, or limited. Researchers frequently develop and self-evaluate symbol the cell exemplifies. There are 64 possible their algorithm based on the same private data set and combinations of raised dots within a single cell. -
Unified English Braille Webinar Presentation
Unified English Braille: A Place to Start Webinar • UEB Ain't Hard to Do by Mark Brady a NYC Teacher of the Visually Impaired • The lyrics and sound file can be found on the Paths to Literacy website • http://www.pathstoliteracy.org/resources/farewell-song-9-ebae- contractions Unified English Braille A Place to Start April 2016 Donna Mayberry, M.Ed., NCUEB LAUREL REGIONAL PROGRAM, Lynchburg, VA [email protected] Webinar Content: • Overview of UEB • Unified English Braille Reference Sheets • Unified English Braille Student Progress Checklists • Converting Bookshare files into UEB • Teacher Relicensure: Option 8 • NCUEB • Questions Overview of UEB The Rules of Unified English Braille Second Edition 2013 Available as a PDF or BRF http://www.iceb.org/ueb.html Your new best Friend!!! What are teacher’s using to learn UEB? •Hadley School for the Blind •VDBVI Saturday Seminars •Update to UEB Self Directed Course- Available in Word, PDF, BRF, DXB http://www.cnib.ca/en/living/braille/Pages/Transcribers-UEB-Course.aspx •The new textbook that is being used in the VI Consortium is: Ashcroft's Programmed Instruction: Unified English Braille by M. Cay Holbrook 2014 Braille Not Used in Unified English Braille Contractions o'c o'clock (shortform) 4 dd (groupsign between letters) 6 to (wordsign unspaced from following word) 96 into (wordsign unspaced from following word) 0 by (wordsign unspaced from following word) # ble (groupsign following other letters) - com (groupsign at beginning of word) ,n ation (groupsign following other letters) ,y ally (groupsign following other letters) Braille Not Used in Unified English Braille- 2 Punctuation 7 opening and closing parentheses (round brackets) 7' closing square bracket 0' closing single quotation mark (inverted commas) ''' ellipsis -- dash (short dash) ---- double dash (long dash) ,7 opening square bracket Braille Not Used in Unified English Braille- 3 Composition signs (indicators) 1 non-Latin (non-Roman) letter indicator @ accent sign (nonspecific) @ print symbol indicator . -
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. -
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Christos Kakalis In the Orality/Aurality of the Book Inclusivity and Liturgical Language Abstract This article examines the role of language in the constitution of a common identity through its liturgical use at the Eastern Orthodox church of St Andrew’s in Edinburgh, Scotland. Open to individuals who have relocated, the parish has a rather multination- al character. It is a place of worship for populations that consider Christian Orthodox culture part of their long-established collective identity and for recent converts. Based on ethnographic research, archival work and theoretical contextualisation, the article examines the atmospheric materiality of the written text as performed by the readers, the choir and the clergy. This soundscape is an amalgam of different kinds of reading: prose, chanted prose, chanting and antiphonic, depending the part of the Liturgy being read. The language of the book is performative: the choreography and its symbolisms perform the words of the texts and vice versa. Additionally, the use of at least four languages in every service and two Eastern Orthodox chanting styles in combination with European influences expresses in the most tangible way the religious inclusivity that has been carefully cultivated in this parish. Through closer examination of literary transformation processes, I demonstrate the role of liturgical language in the creation of communal space-times that negotiate ideas of home and belonging in a new land. Keywords Role of Language, Christian Orthodox Culture, Religious Books, Transnational Religious Community, Religious Soundscapes, Atmospheric Materiality, Performance, Belonging Biography Christos Kakalis holds a PhD in architecture from the Edinburgh School of Architecture and Landscape Architecture and is a Senior Lecturer in Architecture at the School of Ar- chitecture, Planning and Landscape of Newcastle University. -
109969 TESL Vol 25-1 Text
Inscribing Identity: Insights for Teaching From ESL Students’ Journals Jenny Miller Linguistic minority students in schools must acquire and operate in a second language while negotiating mainstream texts and content areas, along with negotiating an emerging new sense of social identity. This article presents jour- nal data from an Australian ethnographic study that explored the relationship between second-language use, textual practices in school, and the representation of identity. Such texts normally lie outside dominant school discourses, but for students they are a powerful means of negotiating identity and gaining vital language practice. For teachers journals provide critical insights into the experi- ences of their students and into their developing language competence. Les élèves qui forment une minorité linguistique à l’école doivent acquérir une langue seconde et fonctionner dans cette langue en même temps qu’ils assimilent de la matière académique dans la langue dominante et se construisent une nouvelle identité sociale. Cet article présente des données de journaux personnels provenant d’une étude ethnographique en Australie portant sur le rapport entre l’usage d’une langue seconde, les pratiques textuelles à l’école et la représentation de l’identité. Ce genre de textes ne fait habituellement pas partie du discours pédagogique dominant; pourtant, ces textes représentent pour les élèves un puissant moyen de négocier leur identité et de pratiquer leurs habiletés langa- gières. Les journaux personnels fournissent aux enseignants un aperçu impor- tant des expériences de leurs élèves et du développement de leurs compétences langagières. Introduction One of the most critical realities of contemporary education in a globalized world is the growing cultural, racial, and linguistic diversity in schools and the difficulties involved in educating and empowering vast numbers of students who do not speak the majority language. -
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. -
United States Patent (19) 11 Patent Number: 5,930,754 Karaali Et Al
USOO593.0754A United States Patent (19) 11 Patent Number: 5,930,754 Karaali et al. (45) Date of Patent: Jul. 27, 1999 54 METHOD, DEVICE AND ARTICLE OF OTHER PUBLICATIONS MANUFACTURE FOR NEURAL-NETWORK BASED ORTHOGRAPHY-PHONETICS “The Structure and Format of the DARPATIMIT CD-ROM TRANSFORMATION Prototype”, John S. Garofolo, National Institute of Stan dards and Technology. 75 Inventors: Orhan Karaali, Rolling Meadows; “Parallel Networks that Learn to Pronounce English Text' Corey Andrew Miller, Chicago, both Terrence J. Sejnowski and Charles R. Rosenberg, Complex of I11. Systems 1, 1987, pp. 145-168. 73 Assignee: Motorola, Inc., Schaumburg, Ill. Primary Examiner David R. Hudspeth ASSistant Examiner-Daniel Abebe 21 Appl. No.: 08/874,900 Attorney, Agent, or Firm-Darleen J. Stockley 22 Filed: Jun. 13, 1997 57 ABSTRACT A method (2000), device (2200) and article of manufacture (51) Int. Cl. .................................................. G10L 5/06 (2300) provide, in response to orthographic information, 52 U.S. Cl. ............... 704/259; 704/258; 704/232 efficient generation of a phonetic representation. The method 58 Field of Search ..................................... 704/259,258, provides for, in response to orthographic information, effi 704/232 cient generation of a phonetic representation, using the Steps of inputting an Orthography of a word and a predetermined 56) References Cited Set of input letter features, utilizing a neural network that has U.S. PATENT DOCUMENTS been trained using automatic letter phone alignment and predetermined letter features to provide a neural network 4,829,580 5/1989 Church. 5,040.218 8/1991 Vitale et al.. hypothesis of a word pronunciation. 5,668,926 9/1997 Karaali et al. -
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.