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Punjabi Language Characteristics and Role of Thesaurus in Natural
Dharam Veer Sharma et al, / (IJCSIT) International Journal of Computer Science and Information Technologies, Vol. 2 (4) , 2011, 1434-1437 Punjabi Language Characteristics and Role of Thesaurus in Natural Language processing Dharam Veer Sharma1 Aarti2 Department of Computer Science, Punjabi University, Patiala, INDIA Abstract---This paper describes an attempt to explain various 2.2 Characteristics of the Punjabi Language characteristics of Punjabi language. The origin and symbols of Modern Punjabi is a very tonal language, making use of Punjabi language are presents in this paper. Various relations various tones to differentiate words that would otherwise be exist in thesaurus and role of thesaurus in natural language identical. Three primary tones can be identified: high-rising- processing also has been elaborated in this paper. falling, mid-rising-falling, and low rising. Following are characteristics of Punjabi language [3] [4]. Keywords---Thesaurus, Punjabi, characteristics, relations 2.2.1 Morphological characteristics Morphologically, Punjabi is an agglutinative language. That 1. INTRODUCTION is to say, grammatical information is encoded by way of A thesaurus links semantically related words and helps in the affixation (largely suffixation), rather than via independent selection of most appropriate words for given contexts [1]. A freestanding morphemes. Punjabi nouns inflect for number thesaurus contains synonyms (words which have basically the (singular, plural), gender (masculine, feminine), and same meaning) and as such is an important tool for many declension class (absolute, oblique). The absolute form of a applications in NLP too. The purpose is twofold: For writers, noun is its default or uninflected form. This form is used as it is a tool - one with words grouped and classified to help the object of the verb, typically when inanimate, as well as in select the best word to convey a specific nuance of meaning, measure or temporal (point of time) constructions. -
Technical Reference Manual for the Standardization of Geographical Names United Nations Group of Experts on Geographical Names
ST/ESA/STAT/SER.M/87 Department of Economic and Social Affairs Statistics Division Technical reference manual for the standardization of geographical names United Nations Group of Experts on Geographical Names United Nations New York, 2007 The Department of Economic and Social Affairs of the United Nations Secretariat is a vital interface between global policies in the economic, social and environmental spheres and national action. The Department works in three main interlinked areas: (i) it compiles, generates and analyses a wide range of economic, social and environmental data and information on which Member States of the United Nations draw to review common problems and to take stock of policy options; (ii) it facilitates the negotiations of Member States in many intergovernmental bodies on joint courses of action to address ongoing or emerging global challenges; and (iii) it advises interested Governments on the ways and means of translating policy frameworks developed in United Nations conferences and summits into programmes at the country level and, through technical assistance, helps build national capacities. NOTE The designations employed and the presentation of material in the present publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The term “country” as used in the text of this publication also refers, as appropriate, to territories or areas. Symbols of United Nations documents are composed of capital letters combined with figures. ST/ESA/STAT/SER.M/87 UNITED NATIONS PUBLICATION Sales No. -
Studia Theodisca
Essential (typographic) rules for Studia austriaca and Studia theodisca (irrespective of the language used in the essay) • Send plain text emails, please! DOCs and images only as attachments, thank you! • No PDFs, please! Only MS Word compatible DOCs. • All essays should be accompanied by a short abstract in English (about 500-600 char- acters, including spaces). • Avoid using ‘black’ as your font colour; use ‘automatic’ instead. • Do not insert backgrounds (coloured or otherwise) in your text. • Words should NOT be hyphenated. • Except in special cases authorized by the editor, titles and quotations should be given in the original language, normally without translations. • Work titles should be italicized. • Block quotation paragraphs should always be indented both on the left and on the right, so as to make their format clearly different from that of normal paragraphs. The quota- tions in these paragraphs should NOT be opened and closed by quotation marks intro- duced by the author of the essay. • When quoting lines of poetry, insert a manual line break (“Shift+Enter”) after each line instead of using “Enter”, which should be inserted only after the last line of poetry. • Manual page breaks, column breaks and section breaks should never be used. They will be automatically removed in the formatting process. To display text in two or more columns insert it in a table. • The use of different types of quotation marks should follow these rules: single quotation marks (‘…’ or '...') to emphasize specific words or expressions; double quotation marks (“…” or "...") to enclose quotations. In the final formatting process, double quotation marks will become angle quotation marks («...»); single quotation marks will become double quotation marks (“…”). -
Vol. 123 Style Sheet
THE YALE LAW JOURNAL VOLUME 123 STYLE SHEET The Yale Law Journal follows The Bluebook: A Uniform System of Citation (19th ed. 2010) for citation form and the Chicago Manual of Style (16th ed. 2010) for stylistic matters not addressed by The Bluebook. For the rare situations in which neither of these works covers a particular stylistic matter, we refer to the Government Printing Office (GPO) Style Manual (30th ed. 2008). The Journal’s official reference dictionary is Merriam-Webster’s Collegiate Dictionary, Eleventh Edition. The text of the dictionary is available at www.m-w.com. This Style Sheet codifies Journal-specific guidelines that take precedence over these sources. Rules 1-21 clarify and supplement the citation rules set out in The Bluebook. Rule 22 focuses on recurring matters of style. Rule 1 SR 1.1 String Citations in Textual Sentences 1.1.1 (a)—When parts of a string citation are grammatically integrated into a textual sentence in a footnote (as opposed to being citation clauses or citation sentences grammatically separate from the textual sentence): ● Use semicolons to separate the citations from one another; ● Use an “and” to separate the penultimate and last citations, even where there are only two citations; ● Use textual explanations instead of parenthetical explanations; and ● Do not italicize the signals or the “and.” For example: For further discussion of this issue, see, for example, State v. Gounagias, 153 P. 9, 15 (Wash. 1915), which describes provocation; State v. Stonehouse, 555 P. 772, 779 (Wash. 1907), which lists excuses; and WENDY BROWN & JOHN BLACK, STATES OF INJURY: POWER AND FREEDOM 34 (1995), which examines harm. -
Punctuation Guide
Punctuation guide 1. The uses of punctuation Punctuation is an art, not a science, and a sentence can often be punctuated correctly in more than one way. It may also vary according to style: formal academic prose, for instance, might make more use of colons, semicolons, and brackets and less of full stops, commas, and dashes than conversational or journalistic prose. But there are some conventions you will need to follow if you are to write clear and elegant English. In earlier periods of English, punctuation was often used rhetorically—that is, to represent the rhythms of the speaking voice. The main function of modern English punctuation, however, is logical: it is used to make clear the grammatical structure of the sentence, linking or separating groups of ideas and distinguishing what is important in the sentence from what is subordinate. It can also be used to break up a long sentence into more manageable units, but this may only be done where a logical break occurs; Jane Austen's sentence ‗No one who had ever seen Catherine Morland in her infancy, would ever have supposed her born to be a heroine‘ would now lose its comma, since there is no logical break between subject and verb (compare: ‗No one would have supposed …‘). 2. The main stops and their functions The full stop, exclamation mark, and question mark are used to mark off separate sentences. Within the sentence, the colon (:) and semicolon (;) are stronger marks of division than the comma, brackets, and the dash. Properly used, the stops can be a very effective method of marking off the divisions and subdivisions of your argument; misused, they can make it barely intelligible, as in this example: ‗Donne starts the poem by poking fun at the Petrarchan convention; the belief that one's mistress's scorn could make one physically ill, he carries this one step further…‘. -
Kindergarten Readiness Assessment South Carolina Technical Report For
KINDERGARTEN READINESS ASSESSMENT SOUTH CAROLINA Technical Report 2018–2019 Kindergarten Readiness Assessment — South Carolina Technical Report 2018–2019 This report was prepared by: WestEd Standards, Assessment, and Accountability Services 730 Harrison Street San Francisco, CA 94107 Kindergarten Readiness Assessment — South Carolina Technical Report 2018–2019 CONTENTS 1 Overview .............................................................................................................................................. 1 1.1 Purpose of the KRA ...................................................................................................................... 1 1.2 Purpose of This Report ................................................................................................................. 1 2 KRA Design ........................................................................................................................................... 1 2.1 Common Language Standards ..................................................................................................... 1 2.2 KRA Item Types............................................................................................................................. 1 2.3 KRA Blueprint ............................................................................................................................... 2 3 Item Analyses and IRT Scaling ............................................................................................................. 3 3.1 Classical Item -
19. Punctuation
punctuation 19. Punctuation Punctuation is important because it helps achieve clarity and readability . ’ Apostrophes Use • before the “s” in singular possessives: The prime minister’s suggestion was considered. • after the “s” in plural possessives: The ministers’ decision was unanimous. Do not use • in plural dates and abbreviations: 1930s, NGOs • in the possessive pronoun “its”: The government characterised its budget as prudent. See also: Capitalisation, pp. 66-68. : Colons Use • to lead into a list, an explanation or elaboration, an indented quotation • to mark the break between a title and subtitle: Social Sciences for a Digital World: Building Infrastructure for the Future (book) Trends in transport to 2050: A macroscopic view (chapter) Do not use • more than once in a given sentence • a space before colons and semicolons. 90 oecd style guide - third edition @oecd 2015 punctuation , Commas Use • to separate items in most lists (except as indicated under semicolons) • to set off a non-restrictive relative clause or other element that is not part of the main sentence: Mr Smith, the first chairperson of the committee, recommended a fully independent watchdog. • commas in pairs; be sure not to forget the second one • before a conjunction introducing an independent clause: It is one thing to know a gene’s chemical structure, but it is quite another to understand its actual function. • between adjectives if each modifies the noun alone and if you could insert the word “and”: The committee recommended swift, extensive changes. Do not use • after “i.e.” or “e.g.” • before parentheses • preceding and following en-dashes • before “and”, at the end of a sequence of items, unless one of the items includes another “and”: The doctor suggested an aspirin, half a grapefruit and a cup of broth. -
How to Edit IPA 1 How to Use SAMPA for Editing IPA 2 How to Use X
version July 19 How to edit IPA When you want to enter the International Phonetic Association (IPA) character set with a computer keyboard, you need to know how to enter each IPA character with a sequence of keyboard strokes. This document describes a number of techniques. The complete SAMPA and RTR mapping can be found in the attached html documents. The main html document (ipa96.html) comes in a pdf-version (ipa96.pdf) too. 1 How to use SAMPA for editing IPA The Speech Assessment Method (SAM) Phonetic Alphabet has been developed by John Wells (http://www.phon.ucl.ac.uk/home/sampa). The goal was to map 176 IPA characters into the range of 7-bit ASCII, which is a set of 96 characters. The principle is to represent a single IPA character by a single ASCII character. This table is an example for five vowels: Description IPA SAMPA script a ɑ A ae ligature æ { turned a ɐ 6 epsilon ɛ E schwa ə @ A visual represenation of a keyboard shows the mapping on screen. The source for the SAMPA mapping used is "Handbook of multimodal an spoken dialogue systems", D Gibbon, Kluwer Academic Publishers 2000. 2 How to use X-SAMPA for editing IPA The multi-character extension to SAMPA has also been developed by John Wells (http://www.phon.ucl.ac.uk/home/sampa/x-sampa.htm). The basic principle used is to form chains of ASCII characters, that represent a single IPA character, e.g. This table lists some examples Description IPA X-SAMPA beta β B small capital B ʙ B\ lower-case B b b lower-case P p p Phi ɸ p\ The X-SAMPA mapping is in preparation and will be included in the next release. -
U.S. Government Printing Office Style Manual, 2008
U.S. Government Printing Offi ce Style Manual An official guide to the form and style of Federal Government printing 2008 PPreliminary-CD.inddreliminary-CD.indd i 33/4/09/4/09 110:18:040:18:04 AAMM Production and Distribution Notes Th is publication was typeset electronically using Helvetica and Minion Pro typefaces. It was printed using vegetable oil-based ink on recycled paper containing 30% post consumer waste. Th e GPO Style Manual will be distributed to libraries in the Federal Depository Library Program. To fi nd a depository library near you, please go to the Federal depository library directory at http://catalog.gpo.gov/fdlpdir/public.jsp. Th e electronic text of this publication is available for public use free of charge at http://www.gpoaccess.gov/stylemanual/index.html. Use of ISBN Prefi x Th is is the offi cial U.S. Government edition of this publication and is herein identifi ed to certify its authenticity. ISBN 978–0–16–081813–4 is for U.S. Government Printing Offi ce offi cial editions only. Th e Superintendent of Documents of the U.S. Government Printing Offi ce requests that any re- printed edition be labeled clearly as a copy of the authentic work, and that a new ISBN be assigned. For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512-1800; DC area (202) 512-1800 Fax: (202) 512-2104 Mail: Stop IDCC, Washington, DC 20402-0001 ISBN 978-0-16-081813-4 (CD) II PPreliminary-CD.inddreliminary-CD.indd iiii 33/4/09/4/09 110:18:050:18:05 AAMM THE UNITED STATES GOVERNMENT PRINTING OFFICE STYLE MANUAL IS PUBLISHED UNDER THE DIRECTION AND AUTHORITY OF THE PUBLIC PRINTER OF THE UNITED STATES Robert C. -
Mastering Quotation Marks
Grammar & Mechanics Mastering Quotation Marks End of the Sentence 1 Start of the Sentence 1 Middle of the Sentence 1 Interrupted Quote 2 Quote Within a Question 2 But Keep in Mind... 2 Knowing which punctuation to use and where to place it around quotes can be a little daunting, especially when navigating question marks and exclamation points. This document will hopefully guide you through the most commonly quoted scenarios and how to punctuate them. End of the Sentence Let's start with the most simple use. When a quote comes at the end of the sentence, we use a comma before the first quotation mark and the appropriate ending punctuation inside the second quotation mark. The first letter of the quote is capitalized. I said, "I do not want to go." She asked, "What time is the game?" He shrieked, "Mouse!" Start of the Sentence If the quote comes at the beginning of the sentence, well, that's a bit trickier. If it is a statement, use a comma inside the ending quotation mark. If it is a question or exclamation, use the appropriate punctuation inside the ending quotation mark. However, to show that the sentence continues, we use a lowercase letter after the ending quotation marks. "Autumn is my favorite time of year," he replied. "How much is that?" she asked. "Ouch!" she yelled. Middle of the Sentence But what if the quote comes in the middle of the sentence? This is a bit unusual, but it would be treated as a combination of the two rules above. -
Lesson 3 8,UNBELIEVABLE60 HE SAYS4
L 3 Qotatio M, A, Pnt, S B, O, L L (U), Ssh Now learn the following additional punctuation signs: apostrophe ’ [or] ' ' (dot 3) opening one-cell (non-specific) quotation mark 8 (dots 236) closing one-cell (non-specific) quotation mark 0 (dots 356) opening single quotation mark ‘ [or] ' ,8 (dots 6, 236) closing single quotation mark ’ [or] ' ,0 (dots 6, 356) opening parenthesis ( "< (dots 5, 126) closing parenthesis ) "> (dots 5, 345) opening square bracket [ .< (dots 46, 126) (dots 46, 345) closing square bracket ] .> 3.1 S D Qotatio M [UEB §7.6] In braille, there are several different symbols to represent the various types of print quotation marks (additional information about quotation marks will be studied in Lesson 16). In most cases, the opening and clo one- (-ecific) tatio marks should be used to represent the primary or outer quotation marks in the text, and the two- cell opening and closing single quotation marks should represent the inner quotation marks. Examples: "Unbelievable!" he says. 8,BEIEABE60 HE A4 "I only wrote 'come home soon'," he claims. 3 - 1 8,I E ,8CE HE ,010 HE CAI4 3.2 Arop Follow print for the use of apostrophes. Example: "Tell 'em Sam's favorite music is new—1990's too old." 8,E 'E ,A' FAIE IC I E,-#AIIJ' D40 3.2 A api lette. A capital indicator is always placed immediately before the letter to which it applies. Therefore, if an apostrophe comes before a capital letter in print, the apostrophe is brailled before the capital indicator. Example: "'Twas a brilliant plan," says Dan O'Reilly. -
A Global Leader in Pre-K–12 Education Technology
A global leader in pre-K–12 education technology ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 1 Assessing for Kindergarten Readiness Isabel Turner July 14, 2021 ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 2 “To accelerate learning for all children Our mission and adults of all ability levels and ethnic and social backgrounds, worldwide.” ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 3 Agenda Defining Kindergarten Readiness 1 Purpose for screening K Readiness Assessment 2 Preparing your students, Supporting ELC’s, Student and Admin Experience 3 Support and Resources ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 4 Defining Kindergarten Readiness Who takes the test? When do they test? Metrics • All public school and • Pre-Test in Fall • Kindergarten charter school K • July 22 – September 24 (test within first 30 school days) • Fall –SS 530 • All public Pre-K • Post –Test in Spring • Spring –SS 681 • All Collaborative Pre-K • March 21,2022 –April 29,2022 • Pre-K -Spring – SS 498 • School 500 K students • Key Dates Document ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 5 Purpose for Universal Screening ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 6 Star items are on the Star scale 300 900 Star items ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 7 Learning progression skills are on the Star scale 675 Scaled Score (SS) 300 900 Star items Student performance Learning progression skills ©Copyright 2020 Renaissance Learning Inc. All rights reserved. 8 Basics of Star Early Literacy • Computer Adaptive • Designed for Pre-K - 3 grade non-readers • Assess within 3 domains (including early numeracy) • 27 items • Scores most closely align with a student’s age • Preferences are available ©Copyright 2020 Renaissance Learning Inc.