Unicode Characters and Corresponding Latex Math Mode Commands
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Dyalog APL Binding Strengths
Dyalog APL Nomenclature: Functions and Operators CHEAT SHEET Nomenclature: Functions and Operators Functions Glyph Glyph Name Unicode Glyph Name Code Monadic Function Dyadic Function + Plus Plus Sign 002B Conjugate Plus - Minus Hyphen-Minus 002D Negate Minus × Times Multiplication Sign 00D7 Direction Times ÷ Divide Division Sign 00F7 Reciprocal Divide ⌊ Downstile Left Floor 230A Floor Minimum ⌈ Upstile Left Ceiling 2308 Ceiling Maximum | Stile Vertical Line 007C Magnitude Residue * Star Asterisk 002A Exponential Power ⍟ Log *Circle Star 235F Natural Logarithm Logarithm ○ Circle White Circle 25CB Pi Times Circular Functions ! Exclamation Mark Exclamation Mark 0021 Factorial Binomial ∧ Logical AND Logical AND 2227 Lowest Common Multiple/AND ∨ Logical OR Logical OR 2228 Greatest Common Divisor/OR ⍲ Logical NAND *Up Caret Tilde 2372 NAND ⍱ Logical NOR *Down Caret Tilde 2371 NOR < Less Than Less-Than Sign 003C Less Than ≤ Less Than Or Equal To Less-Than Or Equal To 2264 Less Than Or Equal To = Equal Equals Sign 003D Equal To ≥ Greater Than Or Equal To Great-Than Or Equal To 2265 Greater Than Or Equal To > Greater Than Greater-Than Sign 003E Greater Than ≠ Not Equal Not Equal To 2260 Not Equal To ~ Tilde Tilde 007E NOT Without ? Question Mark Question Mark 003F Roll Deal Enlist ∊ Epsilon Small Element Of 220A Membership (Type if ⎕ML=0) ⍷ Epsilon Underbar *Epsilon Underbar 2377 Find , Comma Comma 002C Ravel Catenate/Laminate ⍪ Comma Bar *Comma Bar 236A Table Catenate First/Laminate ⌷ Squad *Squish Quad 2337 Materialise Index ⍳ Iota *Iota 2373 -
The Unicode Cookbook for Linguists: Managing Writing Systems Using Orthography Profiles
Zurich Open Repository and Archive University of Zurich Main Library Strickhofstrasse 39 CH-8057 Zurich www.zora.uzh.ch Year: 2017 The Unicode Cookbook for Linguists: Managing writing systems using orthography profiles Moran, Steven ; Cysouw, Michael DOI: https://doi.org/10.5281/zenodo.290662 Posted at the Zurich Open Repository and Archive, University of Zurich ZORA URL: https://doi.org/10.5167/uzh-135400 Monograph The following work is licensed under a Creative Commons: Attribution 4.0 International (CC BY 4.0) License. Originally published at: Moran, Steven; Cysouw, Michael (2017). The Unicode Cookbook for Linguists: Managing writing systems using orthography profiles. CERN Data Centre: Zenodo. DOI: https://doi.org/10.5281/zenodo.290662 The Unicode Cookbook for Linguists Managing writing systems using orthography profiles Steven Moran & Michael Cysouw Change dedication in localmetadata.tex Preface This text is meant as a practical guide for linguists, and programmers, whowork with data in multilingual computational environments. We introduce the basic concepts needed to understand how writing systems and character encodings function, and how they work together. The intersection of the Unicode Standard and the International Phonetic Al- phabet is often not met without frustration by users. Nevertheless, thetwo standards have provided language researchers with a consistent computational architecture needed to process, publish and analyze data from many different languages. We bring to light common, but not always transparent, pitfalls that researchers face when working with Unicode and IPA. Our research uses quantitative methods to compare languages and uncover and clarify their phylogenetic relations. However, the majority of lexical data available from the world’s languages is in author- or document-specific orthogra- phies. -
Formal Specification— Z Notation— Syntax, Type and Semantics
Formal Specification— Z Notation| Syntax, Type and Semantics Consensus Working Draft 2.6 August 24, 2000 Developed by members of the Z Standards Panel BSI Panel IST/5/-/19/2 (Z Notation) ISO Panel JTC1/SC22/WG19 (Rapporteur Group for Z) Project number JTC1.22.45 Project editor: Ian Toyn [email protected] http://www.cs.york.ac.uk/~ian/zstan/ This is a Working Draft by the Z Standards Panel. It has evolved from Consensus Working Draft 2.5 of June 20, 2000 according to remarks received and discussed at Meeting 56 of the Z Panel. ISO/IEC 13568:2000(E) Contents Page Foreword . iv Introduction . v 1 Scope ....................................................... 1 2 Normative references . 1 3 Terms and definitions . 1 4 Symbols and definitions . 3 5 Conformance . 14 6 Z characters . 18 7 Lexis........................................................ 24 8 Concrete syntax . 30 9 Characterisation rules . 38 10 Annotated syntax . 40 11 Prelude . 43 12 Syntactic transformation rules . 44 13 Type inference rules . 54 14 Semantic transformation rules . 66 15 Semantic relations . 71 Annex A (normative) Mark-ups . 79 Annex B (normative) Mathematical toolkit . 90 Annex C (normative) Organisation by concrete syntax production . 107 Annex D (informative) Tutorial . 153 Annex E (informative) Conventions for state-based descriptions . 166 Bibliography . 168 Index . 169 ii c ISO/IEC 2000|All rights reserved ISO/IEC 13568:2000(E) Figures 1 Phases of the definition . 15 B.1 Parent relation between sections of the mathematical toolkit . 90 D.1 Parse tree of birthday book example . 155 D.2 Annotated parse tree of part of axiomatic example . -
THE MEANING of “EQUALS” Charles Darr Take a Look at the Following Mathematics Problem
PROFESSIONAL DEVELOPMENT THE MEANING OF “EQUALS” Charles Darr Take a look at the following mathematics problem. has been explored by mathematics education researchers internationally (Falkner, Levi and Carpenter, 1999; Kieran, 1981, 1992; MacGregor Write the number in the square below that you think and Stacey, 1997; Saenz-Ludlow and Walgamuth, 1998; Stacey and best completes the equation. MacGregor, 1999; Wright, 1999). However, the fact that so many students appear to have this 4 + 5 = + 3 misconception highlights some important considerations that we, as mathematics educators, can learn from and begin to address. How difficult do you consider this equation to be? At what age do you In what follows I look at two of these considerations. I then go on to think a student should be able to complete it correctly? discuss some strategies we can employ in the classroom to help our I recently presented this problem to over 300 Year 7 and 8 students at students gain a richer sense of what the equals sign represents. a large intermediate school. More than half answered it incorrectly.1 Moreover, the vast majority of the students who wrote something other The meaning of “equals” than 6 were inclined to write the missing number as “9”. Firstly, it is worth considering what the equals sign means in a This result is not just an intermediate school phenomenon, however. mathematical sense, and why so many children seem to struggle to Smaller numbers of students in other Years were also tested. In Years 4, develop this understanding. 5 and 6, even larger percentages wrote incorrect responses, while at Years From a mathematical point of view, the equals sign is not a command 9 and 10, more than 20 percent of the students were still not writing a to do something. -
The Comprehensive LATEX Symbol List
The Comprehensive LATEX Symbol List Scott Pakin <[email protected]>∗ 22 September 2005 Abstract This document lists 3300 symbols and the corresponding LATEX commands that produce them. Some of these symbols are guaranteed to be available in every LATEX 2ε system; others require fonts and packages that may not accompany a given distribution and that therefore need to be installed. All of the fonts and packages used to prepare this document—as well as this document itself—are freely available from the Comprehensive TEX Archive Network (http://www.ctan.org/). Contents 1 Introduction 7 1.1 Document Usage . 7 1.2 Frequently Requested Symbols . 7 2 Body-text symbols 8 Table 1: LATEX 2ε Escapable “Special” Characters . 8 Table 2: Predefined LATEX 2ε Text-mode Commands . 8 Table 3: LATEX 2ε Commands Defined to Work in Both Math and Text Mode . 8 Table 4: AMS Commands Defined to Work in Both Math and Text Mode . 9 Table 5: Non-ASCII Letters (Excluding Accented Letters) . 9 Table 6: Letters Used to Typeset African Languages . 9 Table 7: Letters Used to Typeset Vietnamese . 9 Table 8: Punctuation Marks Not Found in OT1 . 9 Table 9: pifont Decorative Punctuation Marks . 10 Table 10: tipa Phonetic Symbols . 10 Table 11: tipx Phonetic Symbols . 11 Table 13: wsuipa Phonetic Symbols . 12 Table 14: wasysym Phonetic Symbols . 12 Table 15: phonetic Phonetic Symbols . 12 Table 16: t4phonet Phonetic Symbols . 13 Table 17: semtrans Transliteration Symbols . 13 Table 18: Text-mode Accents . 13 Table 19: tipa Text-mode Accents . 14 Table 20: extraipa Text-mode Accents . -
It's the Symbol You Put Before the Answer
It’s the symbol you put before the answer Laura Swithinbank discovers that pupils often ‘see’ things differently “It’s the symbol you put before the answer.” 3. A focus on both representing and solving a problem rather than on merely solving it; ave you ever heard a pupil say this in response to being asked what the equals sign is? Having 4. A focus on both numbers and letters, rather than H heard this on more than one occasion in my on numbers alone (…) school, I carried out a brief investigation with 161 pupils, 5. A refocusing of the meaning of the equals sign. Year 3 to Year 6, in order to find out more about the way (Kieran, 2004:140-141) pupils interpret the equals sign. The response above was common however, what really interested me was the Whilst reflecting on the Kieran summary, some elements variety of other answers I received. Essentially, it was immediately struck a chord with me with regard to my own clear that pupils did not have a consistent understanding school context, particularly the concept of ‘refocusing the of the equals sign across the school. This finding spurred meaning of the equals sign’. The investigation I carried me on to consider how I presented the equals sign to my out clearly echoed points raised by Kieran. For example, pupils, and to deliberate on the following questions: when asked to explain the meaning of the ‘=’ sign, pupils at my school offered a wide range of answers including: • How can we define the equals sign? ‘the symbol you put before the answer’; ‘the total of the • What are the key issues and misconceptions with number’; ‘the amount’; ‘altogether’; ‘makes’; and ‘you regard to the equals sign in primary mathematics? reveal the answer after you’ve done the maths question’. -
Russia Imperial Russia & Soviet Union May 26, 2014
© 2014, David Feldman S.A. All rights reserved All content of this catalogue, such as text, images and their arrangement, is the property of David Feldman S.A., and is protected by international copyright laws. The objects displayed in this catalogue are shown with the expressed permission of their owners. Produced through The Bookmaker Printed in China by CTPS Russia Imperial Russia & Soviet Union May 26, 2014 Genève - Feldman Galleries Imperial Russia 10000-10454 Soviet Union 10455-10584 Contact Us Geneva 175, Route de Chancy, P.O. Box 81, CH-1213 Onex, Geneva, Switzerland Tel. +41 (0)22 727 07 77 – Fax +41 (0)22 727 07 78 – [email protected] www.davidfeldman.com Russia Imperial Russia & Soviet Union May 26, 2014 You are invited to participate VIEWING / VisiTE des LOTS / ANZeige Geneva / Genève / Genf Before May 23 Feldman Galleries 175 route de Chancy, 1213 Onex, Geneva, Switzerland By appointment: contact Tel.: +41 (0)22 727 07 77 (Viewing of lots on weekends or evenings can be arranged) From May 26 General viewing from 09:00 to 19:00 daily AUCTION / VENTE / AUKTION May 26 at 15:00 Lots 10000-10584 Phone line during the auction / Ligne téléphonique pendant la vente / Telefonleitung während der Auktion Tel. +41 22 727 07 77 British Guiana The John E. Du Pont Grand Prix Collection Geneva, June 27, 2014 One of the most important collections ever formed of the famous primitive issues Tasmania The Koichi Sato Grand Prix d’Honneur Collection Geneva, June 27, 2014 A wonderful collection of this rarely offered Australian State Geneva Hong Kong New York 175, Route de Chancy, P.O. -
Perl II Operators, Truth, Control Structures, Functions, and Processing the Command Line
Perl II Operators, truth, control structures, functions, and processing the command line Dave Messina v3 2012 1 Math 1 + 2 = 3 # kindergarten x = 1 + 2 # algebra my $x = 1 + 2; # Perl What are the differences between the algebra version and the Perl version? 2 Math my $x = 5; my $y = 2; my $z = $x + $y; 3 Math my $sum = $x + $y; my $difference = $x - $y; my $product = $x * $y; my $quotient = $x / $y; my $remainder = $x % $y; 4 Math my $x = 5; my $y = 2; my $sum = $x + $y; my $product = $x - $y; Variable names are arbitrary. Pick good ones! 5 What are these called? my $sum = $x + $y; my $difference = $x - $y; my $product = $x * $y; my $quotient = $x / $y; my $remainder = $x % $y; 6 Numeric operators Operator Meaning + add 2 numbers - subtract left number from right number * multiply 2 numbers / divide left number from right number % divide left from right and take remainder take left number to the power ** of the right number 7 Numeric comparison operators Operator Meaning < Is left number smaller than right number? > Is left number bigger than right number? <= Is left number smaller or equal to right? >= Is left number bigger or equal to right? == Is left number equal to right number? != Is left number not equal to right number? Why == ? 8 Comparison operators are yes or no questions or, put another way, true or false questions True or false: > Is left number larger than right number? 2 > 1 # true 1 > 3 # false 9 Comparison operators are true or false questions 5 > 3 -1 <= 4 5 == 5 7 != 4 10 What is truth? 0 the number 0 is false "0" -
Unicode Compression: Does Size Really Matter? TR CS-2002-11
Unicode Compression: Does Size Really Matter? TR CS-2002-11 Steve Atkin IBM Globalization Center of Competency International Business Machines Austin, Texas USA 78758 [email protected] Ryan Stansifer Department of Computer Sciences Florida Institute of Technology Melbourne, Florida USA 32901 [email protected] July 2003 Abstract The Unicode standard provides several algorithms, techniques, and strategies for assigning, transmitting, and compressing Unicode characters. These techniques allow Unicode data to be represented in a concise format in several contexts. In this paper we examine several techniques and strategies for compressing Unicode data using the programs gzip and bzip. Unicode compression algorithms known as SCSU and BOCU are also examined. As far as size is concerned, algorithms designed specifically for Unicode may not be necessary. 1 Introduction Characters these days are more than one 8-bit byte. Hence, many are concerned about the space text files use, even in an age of cheap storage. Will storing and transmitting Unicode [18] take a lot more space? In this paper we ask how compression affects Unicode and how Unicode affects compression. 1 Unicode is used to encode natural-language text as opposed to programs or binary data. Just what is natural-language text? The question seems simple, yet there are complications. In the information age we are accustomed to discretization of all kinds: music with, for instance, MP3; and pictures with, for instance, JPG. Also, a vast amount of text is stored and transmitted digitally. Yet discretizing text is not generally considered much of a problem. This may be because the En- glish language, western society, and computer technology all evolved relatively smoothly together. -
Unicode Alphabets for L ATEX
Unicode Alphabets for LATEX Specimen Mikkel Eide Eriksen March 11, 2020 2 Contents MUFI 5 SIL 21 TITUS 29 UNZ 117 3 4 CONTENTS MUFI Using the font PalemonasMUFI(0) from http://mufi.info/. Code MUFI Point Glyph Entity Name Unicode Name E262 � OEligogon LATIN CAPITAL LIGATURE OE WITH OGONEK E268 � Pdblac LATIN CAPITAL LETTER P WITH DOUBLE ACUTE E34E � Vvertline LATIN CAPITAL LETTER V WITH VERTICAL LINE ABOVE E662 � oeligogon LATIN SMALL LIGATURE OE WITH OGONEK E668 � pdblac LATIN SMALL LETTER P WITH DOUBLE ACUTE E74F � vvertline LATIN SMALL LETTER V WITH VERTICAL LINE ABOVE E8A1 � idblstrok LATIN SMALL LETTER I WITH TWO STROKES E8A2 � jdblstrok LATIN SMALL LETTER J WITH TWO STROKES E8A3 � autem LATIN ABBREVIATION SIGN AUTEM E8BB � vslashura LATIN SMALL LETTER V WITH SHORT SLASH ABOVE RIGHT E8BC � vslashuradbl LATIN SMALL LETTER V WITH TWO SHORT SLASHES ABOVE RIGHT E8C1 � thornrarmlig LATIN SMALL LETTER THORN LIGATED WITH ARM OF LATIN SMALL LETTER R E8C2 � Hrarmlig LATIN CAPITAL LETTER H LIGATED WITH ARM OF LATIN SMALL LETTER R E8C3 � hrarmlig LATIN SMALL LETTER H LIGATED WITH ARM OF LATIN SMALL LETTER R E8C5 � krarmlig LATIN SMALL LETTER K LIGATED WITH ARM OF LATIN SMALL LETTER R E8C6 UU UUlig LATIN CAPITAL LIGATURE UU E8C7 uu uulig LATIN SMALL LIGATURE UU E8C8 UE UElig LATIN CAPITAL LIGATURE UE E8C9 ue uelig LATIN SMALL LIGATURE UE E8CE � xslashlradbl LATIN SMALL LETTER X WITH TWO SHORT SLASHES BELOW RIGHT E8D1 æ̊ aeligring LATIN SMALL LETTER AE WITH RING ABOVE E8D3 ǽ̨ aeligogonacute LATIN SMALL LETTER AE WITH OGONEK AND ACUTE 5 6 CONTENTS -
Organized All of Mozart's Compositions Into a Long Fist: a Michel Listing
'AdlbCcDdEeffGgHhliJjKkLIMmNnOoPp Qy RrSsTt LJuVvWwXxYy Zz1234567890&fECESS(£%!?0[1 PUBLISHED BY INTERNATIONALTYPEFACE CORPORATION, VOLUME NINE, NUMBER TWO, JUNE 1982 UPPER AND LOWER CASE. THE INTERNATIONAL JOURNAL OF TYPOGRAPHICS Ludwig von Michel (shown, below) organized all of Mozart's compositions into a long fist: a Michel Listing. We've gone a step further and organized Mozart into an 8-page color section starting on page 36. 2 EDITORIAL VOLUME NINE. NUMBER TWO, JUNE. 1982 EDITOR: EDWARD GOTTSCHALL ART DIRECTOR: BOB FARBER TYPOG EDITORIAL/DESIGN CONSULTANTS: LOUIS DORFSMAN, ALAN PECKOLICK EDITORIAL DIRECTORS: AARON BURNS. EDWARD RONDTHALER ASSOCIATE EDITOR: MARION MULLER CONTRIBUTING EDITOR: ALLAN HALEY RESEARCH DIRECTOR: RHODA SPARSER LUBALIN BUSINESS MANAGER: JOHN PRENTKI ADVERTISING/PRODUCTION MANAGER: HELENA WALLSCHLAG RAPITY ASSISTANT TO THE EDITOR: JULIET TRAVISON ART/PRODUCTION: ILENE MEHL, ANDREA COSTA. SID TIMM SUBSCRIPTIONS: ELOISE COLEMAN ©INTERNATIONAL TYPEFACE CORPORATION 1982 PUBLISHED FOUR TIMES A YEAR IN MARCH. JUNE, SEPTEMBER AND DECEMBER BY INTERNATIONAL.TYPEFACE CORPORATION NEEDS TO BE 2 HAMMARSKJOLD PLAZA. NEW YORK, NY 10017 A JOINTLY OWNED SUBSIDIARY OF LUBALIN, BURNS G CO.. INC. AND PHOTO-LETTERING. INC. CONTROLLED CIRCULATION POSTAGE PAID AT NEW YORK, NY AND AT FARMINGDALE. NV USTS PURL 073430 ISSN 0362-6245 PUBLISHED IN USA ITC FOUNDERS: FELT AARON BURNS. PRESIDENT EDWARD RONDTHALER, CHAIRMAN EMERITUS HERB LUBALIN EXECUTIVE VICE PRESIDENT 1970-1981 ITC OFFICERS 1982: GEORGE SOHN, CHAIRMAN AARON BURNS. PRESIDENT EDWARD GOTTSCHALL. EXECUTIVE VICE PRESIDENT BOB FARBER, SENIOR VICE PRESIDENT ith all the current em- JOHN PRENTKI. VICE PRESIDENT. FINANCE AND GENERAL MANAGER EDWARD BENGUIAT. VICE PRESIDENT W phasis (ours included) on technologies, one needs to be U.S. -
The Intercal Programming Language Revised Reference Manual
THE INTERCAL PROGRAMMING LANGUAGE REVISED REFERENCE MANUAL Donald R. Woods and James M. Lyon C-INTERCAL revisions: Louis Howell and Eric S. Raymond Copyright (C) 1973 by Donald R. Woods and James M. Lyon Copyright (C) 1996 by Eric S. Raymond Redistribution encouragedunder GPL (This version distributed with C-INTERCAL 0.15) -1- 1. INTRODUCTION The names you are about to ignore are true. However, the story has been changed significantly.Any resemblance of the programming language portrayed here to other programming languages, living or dead, is purely coincidental. 1.1 Origin and Purpose The INTERCAL programming language was designed the morning of May 26, 1972 by Donald R. Woods and James M. Lyon, at Princeton University.Exactly when in the morning will become apparent in the course of this manual. Eighteen years later (give ortakeafew months) Eric S. Raymond perpetrated a UNIX-hosted INTERCAL compiler as a weekend hack. The C-INTERCAL implementation has since been maintained and extended by an international community of technomasochists, including Louis Howell, Steve Swales, Michael Ernst, and Brian Raiter. (There was evidently an Atari implementation sometime between these two; notes on it got appended to the INTERCAL-72 manual. The culprits have sensibly declined to identify themselves.) INTERCAL was inspired by one ambition: to have a compiler language which has nothing at all in common with anyother major language. By ’major’ was meant anything with which the authors were at all familiar,e.g., FORTRAN, BASIC, COBOL, ALGOL, SNOBOL, SPITBOL, FOCAL, SOLVE, TEACH, APL, LISP,and PL/I. For the most part, INTERCAL has remained true to this goal, sharing only the basic elements such as variables, arrays, and the ability to do I/O, and eschewing all conventional operations other than the assignment statement (FORTRAN "=").