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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 . -
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. -
World Braille Usage, Third Edition
World Braille Usage Third Edition Perkins International Council on English Braille National Library Service for the Blind and Physically Handicapped Library of Congress UNESCO Washington, D.C. 2013 Published by Perkins 175 North Beacon Street Watertown, MA, 02472, USA International Council on English Braille c/o CNIB 1929 Bayview Avenue Toronto, Ontario Canada M4G 3E8 and National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, D.C., USA Copyright © 1954, 1990 by UNESCO. Used by permission 2013. Printed in the United States by the National Library Service for the Blind and Physically Handicapped, Library of Congress, 2013 Library of Congress Cataloging-in-Publication Data World braille usage. — Third edition. page cm Includes index. ISBN 978-0-8444-9564-4 1. Braille. 2. Blind—Printing and writing systems. I. Perkins School for the Blind. II. International Council on English Braille. III. Library of Congress. National Library Service for the Blind and Physically Handicapped. HV1669.W67 2013 411--dc23 2013013833 Contents Foreword to the Third Edition .................................................................................................. viii Acknowledgements .................................................................................................................... x The International Phonetic Alphabet .......................................................................................... xi References ............................................................................................................................ -
Braille ,,Basics ,,Plus
BRAILLE BASICS PLUS ,,BRAILLE ,,BASICS ,,PLUS Transition Booklet into Unified English Braille (UEB) By: Dr. Merry-Noel Chamberlain, TVI, NOMC Edited by Faye Miller, MA, TVI, COMS 2 INTRODUCTION With the recent changes in the Braille code, it can be confusing during this transition time for teachers and students alike. Some may come into contact with Braille signs that are from the old code while also being introduced to Unified English Braille (UEB). Braille Basics Plus has both the signs that have been discontinued as well as ‘some’ of the UEB code. This booklet has been designed to be a reference for parents, classroom teachers and beginner students learning the Braille code. It is not intended to have instructions on how to become a Braille transcriber in UEB. However, it can be a useful as a reference tool to Braille notes, holiday cards or to simply to look up a Braille sign. This booklet can also give some insights as to how the Braille contractions are connected within the code which can assist with learning Braille. THE BRAILLE BASICS The Braille code begins with a “cell” that consists of six dots as shown here → = and each dot has been assigned a number, as shown on the far right. → →→ →→ →→ 1 4 When the dots are arranged within the six locations, they represent letters, words, parts 2 5 of words, contractions, punctuations, and even numbers. For example, the letter ‘f’ 3 6 consists of dot numbers 1, 2, 4 and looks like this (f). All together there are 63 possible dot combinations within a single cell. -
The Story of Writing: Alphabets, Hieroglyphs and Pictograms Free
FREE THE STORY OF WRITING: ALPHABETS, HIEROGLYPHS AND PICTOGRAMS PDF Andrew Robinson | 232 pages | 01 May 2007 | Thames & Hudson Ltd | 9780500286609 | English | London, United Kingdom Ancient Egypt's cryptic hieroglyphs | Nature A pictogram or pictograph is a symbol representing a concept, object, activity, place or event by illustration. Pictography is a form of writing whereby ideas are transmitted through drawing. It is the basis of cuneiform and hieroglyphs. Early written symbols were based on pictograms pictures which resemble what they signify and ideograms Hieroglyphs and Pictograms which represent ideas. It is commonly believed that pictograms appeared before ideograms. They were used by various ancient cultures all Hieroglyphs and Pictograms the world since around BC and began to develop into logographic writing systems around BC. Pictograms are still in use as the main medium of written communication in some non-literate cultures in Africa, The Americas, and Oceania, and are often used as simple symbols by most contemporary cultures. An ideogram or ideograph is a graphical symbol that represents an idea, rather than a group of letters arranged according to the phonemes of a spoken language, as is done in alphabetic languages. Examples of ideograms include wayfinding signage, such as in airports and other environments where many people may not be familiar with the language of the place they are in, as well as Arabic numerals and mathematical notation, which are used worldwide regardless of how they are pronounced in different languages. The term "ideogram" is commonly used to describe logographic writing systems such as Egyptian hieroglyphs and Chinese characters. However, symbols in logographic systems generally represent words or morphemes rather than pure ideas. -
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. -
ONIX for Books Codelists Issue 36
ONIX for Books Codelists Issue 36 20 January 2017 DOI: 10.4400/akjh Go to latest Issue 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 following the end of ‘twilight’ support for codelists used only with ONIX version 2.1. From the beginning of 2015, ONIX 2.1 was no longer fully supported by EDItEUR and was termed a ‘legacy format’. All versions of ONIX earlier than 2.1 are termed ‘obsolete’. Three years prior notice of this sunsetting of support for version 2.1 was given by EDItEUR and the ONIX International Steering Committee, and for several years, all users have been strongly advised to migrate to ONIX 3.0, which will remain fully supported for the foreseeable future. This ‘sunset’ of support also applies to the matching Supply Update message. At sunset, documentation and various XML tools for version 2.1 were withdrawn. However, certain codelists that were unique to 2.1 (for example codelists 7, 10 and 78) were updated as normal throughout 2015. This ‘twilight’ support for 2.1 codelists ended in January 2016 (Issue 32), and thereafter, codelists that are not used with ONIX 3.0 – 7, 10, 78 etc – have not been updated. They have been included in their ‘frozen’ form in downloadable codelist files until this Issue 36. The ONIX International Steering Committee has agreed that these frozen codelists will be removed in early 2017. -
Using Information Communications Technologies To
USING INFORMATION COMMUNICATIONS TECHNOLOGIES TO IMPLEMENT UNIVERSAL DESIGN FOR LEARNING A working paper from the Global Reading Network for enhancing skills acquisition for students with disabilities Authors David Banes, Access and Inclusion Services Anne Hayes, Inclusive Development Partners Christopher Kurz, Rochester Institute of Technology Raja Kushalnagar, Gallaudet University With support from Ann Turnbull, Jennifer Bowser Gerst, Josh Josa, Amy Pallangyo, and Rebecca Rhodes This paper was made possible by the support of the American people through the United States Agency for International Development (USAID). The paper was prepared for USAID’s Building Evidence and Supporting Innovation to Improve Primary Grade Reading Assistance for the Office of Education (E3/ED), University Research Co., LLC, Contract No. AID-OAA-M-14-00001, MOBIS#: GS-10F-0182T. August 2020 RIGHTS AND PERMISSIONS Unless otherwise noted, Using Information Communications Technologies to Implement Universal Design for Learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). Under this license, users are free to share and adapt this material in any medium or format under the following conditions. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/4.0/. Attribution: You must give appropriate credit, provide a link to the licensed material, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. A suggested citation appears at the bottom of this page, and please also include this note: This document was developed by “Reading Within Reach,” through the support of the U.S. -
On the Compatibility of the Braille Code and Universal Grammar
On the Compatibility of the Braille Code and Universal Grammar Von der Philosophisch-Historischen Fakultät der Universität Stuttgart zur Erlangung der Würde eines Doktors der Philosophie (Dr. phil.) genehmigte Abhandlung Vorgelegt von Christine Lauenstein Hauptberichterin: Prof. Dr. Artemis Alexiadou Mitberichterin: Prof. Dr. Diane Wormsley Tag der mündlichen Prüfung: 6.12.2006 Institute of English Linguistics Universität Stuttgart 2007 Data Perhaps. Perhaps not. Captain Picard This is hardly a scientific observation, Commander. Data Captain, the most elementary and valuable statement in science, the beginning of wisdom is I do not know. Star Trek: The Next Generation Where Silence has Lease Acknowledgements First I would like to thank the members of my thesis committee Artemis Alexiadou, that she has agreed on supervising this rather exotic topic, and Diane Wormsley for her support and undertaking the long journey to Germany. I would like to express my gratitude to all the people who have substantially contributed to my interest in braille and working with children who have a visual impairment, these are Dietmar Böhringer from Nikolauspflege Stuttgart, Maggie Granger, Diana King and above all Rosemary Parry, my braille teacher from The West of England School and College for young people with little or no sight, Exeter, UK. My special thanks goes to students and staff at The West of England School, the RNIB New College Worcester and the Royal National College for the Blind, Hereford for participating in the study. Further to those who helped to make this study possible: Paul Holland for enabling my numerous visits to The West of England School, Ruth Hardisty for co-ordinating the study, Chris Stonehouse and Mary Foulstone for their support in Worcester and Hereford and to Maggie Granger and Diana and Martin King for their friendship and for making things work even if braille was the most important thing in the world. -
Teaching Braille Letters, Numbers, Punctuation, and Contractions to Sighted Individuals Brittany C
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Wisconsin-Milwaukee University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations December 2013 Teaching Braille Letters, Numbers, Punctuation, and Contractions to Sighted Individuals Brittany C. Putnam University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the Psychology Commons Recommended Citation Putnam, Brittany C., "Teaching Braille Letters, Numbers, Punctuation, and Contractions to Sighted Individuals" (2013). Theses and Dissertations. 302. https://dc.uwm.edu/etd/302 This Thesis is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. TEACHING BRAILLE LETTERS, NUMBERS, PUNCTUATION, AND CONTRACTIONS TO SIGHTED INDIVIDUALS by Brittany C. Putnam A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science in Psychology at The University of Wisconsin-Milwaukee December 2013 ABSTRACT TEACHING BRAILLE LETTERS, NUMBERS, PUNCTUATION, AND CONTRACTIONS TO SIGHTED INDIVIDUALS by Brittany C. Putnam The University of Wisconsin-Milwaukee, 2013 Under the Supervision of Professor Jeffrey H. Tiger Sighted teachers who can read braille visually can provide better instruction and feedback to students with visual impairments who are learning to read braille tactually. Due to the overwhelmingly low ratio of certified braille instructors to children with visual impairments, instruction in visual braille is socially relevant and would greatly improve literacy instruction for children with visual impairments. -
Machine Learning Based Braille Transliteration of Odia Language Vinod Jha, K
International Journal of Innovative Technology and Exploring Engineering (IJITEE) ISSN: 2278-3075, Volume-9 Issue-5, March 2020 Machine Learning Based Braille Transliteration of Odia Language Vinod Jha, K. Parvathi reads the letters from the text file and converts each letter into Abstract: Braille transliteration of natural languages is Braille using Unicode mapping to Braille code. The Braille required for providing a better opportunity of learning and codes are mapped to corresponding Braille cells and then the creating opportunities of ceceity people. It allows a bigger Braille cells are organized into a standard Braille sheet. diaspora of non-blind teachers to have written communication However there is still no method which can be used to make with blind people. The present paper proposes a method of Braille transliteration of Handwritten and printed Odia characters the conversion of printed sheets into Odia Braille or automatically into Braille. The current work proposes a method of handwritten sheets into Odia Braille. This task has become Braille transliteration of Handwritten Odia text with industry physically realizable with considerably good accuracy applicable accuracy. The method first preprocesses the text and because of the design of high accuracy Optical character then segments it into characters and then uses an SVM classifier recognizer (OCR) for Odia language. The present paper trained on HOG features of Odia handwritten characters to proposes a method to automatically convert handwritten predict characters and maps the predicted printable character to characters into Braille, which can then further be used to its corresponding Braille with a very good accuracy. The method can further be used with text to speech engines to help the blind convert handwritten texts and printed texts into Braille.