CTP/CJM Joint Task Force on Japanese Romanization Final Report October 11, 2012
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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. -
Galio Uma, Maƙerin Azurfa Maƙeri (M): Ni Ina Da Shekara Yanzu…
LANGUAGE PROGRAM, 232 BAY STATE ROAD, BOSTON, MA 02215 [email protected] www.bu.edu/Africa/alp 617.353.3673 Interview 2: Galio Uma, Maƙerin Azurfa Maƙeri (M): Ni ina da shekara yanzu…, ina da vers …alal misali vers mille neuf cent quatre vingt et quatre (1984) gare mu parce que wajenmu babu hopital lokacin da anka haihe ni ban san shekaruna ba, gaskiya. Ihehehe! Makaranta, ban yi makaranta ba sabo da an sa ni makaranta sai daga baya wajenmu babana bai da hali, mammana bai da hali sai mun biya. Akwai nisa tsakaninmu da inda muna karatu. Kilometir kama sha biyar kullum ina tahiya da ƙahwa. To, ha na gaji wani lokaci mu hau jaki, wani lokaci mu hau raƙumi, to wani lokaci ma babu hali, babu karatu. Amman na yi shekara shidda ina karatu ko biyat. Amman ban ji daɗi ba da ban yi karatu ba. Sabo da shi ne daɗin duniya. Mm. To mu Buzaye ne muna yin buzanci. Ana ce muna Tuareg. Mais Tuareg ɗin ma ba guda ba ne. Mu artisans ne zan ce miki. Can ainahinmu ma ba mu da wani aiki sai ƙira. Duka mutanena suna can Abala. Nan ga ni dai na nan ga. Ka gani ina da mata, ina da yaro. Akwai babana, akwai mammana. Ina da ƙanne huɗu, macce biyu da namiji biyu. Suna duka cikin gida. Duka kuma kama ni ne chef de famille. Duka ni ne ina aider ɗinsu. Sabo da babana yana da shekara saba’in da biyar. Vers. Mammana yana da shekara shi ma hamsin da biyar. -
JLPT Explanatory Notes on the Use of the Flashcards.Pdf
Explanatory Notes on the Use of the Flashcards General Introduction There are four sets of flashcards—Grammar, Kana, Kanji and Vocabulary flashcards. In the current digital age, it might seem superfluous to have printable, paper flashcards as there are now plenty of resources online to learn and review Japanese with. However, they can be very useful for a variety of reasons. First of all, physical flashcards have one primary purpose: to help you learn something. That might sound strange, but haven’t you ever switched on your phone to study some vocabulary on your favorite app only to get distracted by some social media notification. The next thing you know, you’ve spent 30 minutes checking up on your friend’s social life and haven’t learned anything new. That’s why using a single-purpose tool like paper flashcards can be a huge help. It helps you to stay focused and sometimes that is the most difficult part of studying a new language. The second reason is that paper flashcards don’t require any electricity. You can use them anytime, anywhere in any environment without worrying about a system crash or your battery dying. Use these flashcards to review what you’ve learned from the Study Guide so that you are fully equipped with the necessary language skills, before going into the test. There is a big difference between being familiar with something and knowing it well. The JLPT expects you to know the material and recall it quickly. That means frequent revision and practice. 1. Grammar Flashcards – Quick Start Guide The grammar cards contain the key phrases from all the grammar units of the Study Guide. -
Writing As Aesthetic in Modern and Contemporary Japanese-Language Literature
At the Intersection of Script and Literature: Writing as Aesthetic in Modern and Contemporary Japanese-language Literature Christopher J Lowy A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2021 Reading Committee: Edward Mack, Chair Davinder Bhowmik Zev Handel Jeffrey Todd Knight Program Authorized to Offer Degree: Asian Languages and Literature ©Copyright 2021 Christopher J Lowy University of Washington Abstract At the Intersection of Script and Literature: Writing as Aesthetic in Modern and Contemporary Japanese-language Literature Christopher J Lowy Chair of the Supervisory Committee: Edward Mack Department of Asian Languages and Literature This dissertation examines the dynamic relationship between written language and literary fiction in modern and contemporary Japanese-language literature. I analyze how script and narration come together to function as a site of expression, and how they connect to questions of visuality, textuality, and materiality. Informed by work from the field of textual humanities, my project brings together new philological approaches to visual aspects of text in literature written in the Japanese script. Because research in English on the visual textuality of Japanese-language literature is scant, my work serves as a fundamental first-step in creating a new area of critical interest by establishing key terms and a general theoretical framework from which to approach the topic. Chapter One establishes the scope of my project and the vocabulary necessary for an analysis of script relative to narrative content; Chapter Two looks at one author’s relationship with written language; and Chapters Three and Four apply the concepts explored in Chapter One to a variety of modern and contemporary literary texts where script plays a central role. -
Japanese Language and Culture
NIHONGO History of Japanese Language Many linguistic experts have found that there is no specific evidence linking Japanese to a single family of language. The most prominent theory says that it stems from the Altaic family(Korean, Mongolian, Tungusic, Turkish) The transition from old Japanese to Modern Japanese took place from about the 12th century to the 16th century. Sentence Structure Japanese: Tanaka-san ga piza o tabemasu. (Subject) (Object) (Verb) 田中さんが ピザを 食べます。 English: Mr. Tanaka eats a pizza. (Subject) (Verb) (Object) Where is the subject? I go to Tokyo. Japanese translation: (私が)東京に行きます。 [Watashi ga] Toukyou ni ikimasu. (Lit. Going to Tokyo.) “I” or “We” are often omitted. Hiragana, Katakana & Kanji Three types of characters are used in Japanese: Hiragana, Katakana & Kanji(Chinese characters). Mr. Tanaka goes to Canada: 田中さんはカナダに行きます [kanji][hiragana][kataka na][hiragana][kanji] [hiragana]b Two Speech Styles Distal-Style: Semi-Polite style, can be used to anyone other than family members/close friends. Direct-Style: Casual & blunt, can be used among family members and friends. In-Group/Out-Group Semi-Polite Style for Out-Group/Strangers I/We Direct-Style for Me/Us Polite Expressions Distal-Style: 1. Regular Speech 2. Ikimasu(he/I go) Honorific Speech 3. Irasshaimasu(he goes) Humble Speech Mairimasu(I/We go) Siblings: Age Matters Older Brother & Older Sister Ani & Ane 兄 と 姉 Younger Brother & Younger Sister Otooto & Imooto 弟 と 妹 My Family/Your Family My father: chichi父 Your father: otoosan My mother: haha母 お父さん My older brother: ani Your mother: okaasan お母さん Your older brother: oniisanお兄 兄 さん My older sister: ane姉 Your older sister: oneesan My younger brother: お姉さ otooto弟 ん Your younger brother: My younger sister: otootosan弟さん imooto妹 Your younger sister: imootosan 妹さん Boy Speech & Girl Speech blunt polite I/Me = watashi, boku, ore, I/Me = watashi, washi watakushi I am going = Boku iku.僕行 I am going = Watashi iku く。 wa. -
UC Berkeley Dissertations, Department of Linguistics
UC Berkeley Dissertations, Department of Linguistics Title Relationship between Perceptual Accuracy and Information Measures: A cross-linguistic Study Permalink https://escholarship.org/uc/item/7tx5t8bt Author Kang, Shinae Publication Date 2015 eScholarship.org Powered by the California Digital Library University of California Relationship between perceptual accuracy and information measures: A cross-linguistic study by Shinae Kang A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Keith A. Johnson, Chair Professor Sharon Inkelas Professor Susan S. Lin Professor Robert T. Knight Fall 2015 Relationship between perceptual accuracy and information measures: A cross-linguistic study Copyright 2015 by Shinae Kang 1 Abstract Relationship between perceptual accuracy and information measures: A cross-linguistic study by Shinae Kang Doctor of Philosophy in Linguistics University of California, Berkeley Professor Keith A. Johnson, Chair The current dissertation studies how the information conveyed by different speech el- ements of English, Japanese and Korean correlates with perceptual accuracy. Two well- established information measures are used: weighted negative contextual predictability (in- formativity) of a speech element; and the contribution of a speech element to syllable differ- entiation, or functional load. This dissertation finds that the correlation between information and perceptual accuracy differs depending on both the type of information measure and the language of the listener. To compute the information measures, Chapter 2 introduces a new corpus consisting of all the possible syllables for each of the three languages. The chapter shows that the two information measures are inversely correlated. -
Print This Article
Reviews | 159 Germany, Rewohlt Verlag established a paperback series called “New Women” and, from 1977 to 1995, introduced many women writers’ texts, not only from German-language communities but also other nations. In the 1980s, the largest publisher in Germany, Suhrkamp, asked Hijiya- Kirschnereit to become the editor of a 32-volume series on Japanese literature. This meant rapidly increasing interest in Japanese literature in Germany in the 1980s. In 1990, at the world-famous Frankfurt Book Fair, Japan was selected as the country of theme. Along with Hijiya-Kirschnereit’s translation projects came changes in the book market, general readership, and studies of Japanese women’s literature in the German-language community. As discussed above, Hijiya-Kirschnereit’s focus is on publications and studies on women’s literature in German- and Japanese-language communities. Her 2018 volume reviewed here complements Joan E. Ericson’s careful analysis in her Be a Woman: Hayashi Fumiko and Modern Japanese Women’s Literature (University of Hawai‘i Press, 1997), which pointed out that the literary category joryū bungaku associated sentimentality, lyricism, and impressionism with works of literature written by women, erasing individual differences in women and in each work of literature by the same author. Read in conjunction with Ericson’s analysis, Hijiya-Kirschnereit’s volume helps us understand the personal and literary history of individual authors, the development of the publishing industry, general and academic readership, and studies of modern Japanese women’s literature in the Japanese-, German-, and English-language communities. Japanese Kanji Power: A Workbook for Mastering Japanese Characters By John Millen. -
Beginning Japanese for Professionals: Book 1
BEGINNING JAPANESE FOR PROFESSIONALS: BOOK 1 Emiko Konomi Beginning Japanese for Professionals: Book 1 Emiko Konomi Portland State University 2015 ii © 2018 Emiko Konomi This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License You are free to: • Share — copy and redistribute the material in any medium or format • Adapt — remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: • Attribution — You must give appropriate credit, provide a link to the license, 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. • NonCommercial — You may not use the material for commercial purposes Published by Portland State University Library Portland, OR 97207-1151 Cover photo: courtesy of Katharine Ross iii Accessibility Statement PDXScholar supports the creation, use, and remixing of open educational resources (OER). Portland State University (PSU) Library acknowledges that many open educational resources are not created with accessibility in mind, which creates barriers to teaching and learning. PDXScholar is actively committed to increasing the accessibility and usability of the works we produce and/or host. We welcome feedback about accessibility issues our users encounter so that we can work to mitigate them. Please email us with your questions and comments at [email protected]. “Accessibility Statement” is a derivative of Accessibility Statement by BCcampus, and is licensed under CC BY 4.0. Accessibility of Beginning Japanese I A prior version of this document contained multiple accessibility issues. -
Title Japanese Kanji Learning Method for Arabic Speakers Sub
Title Japanese Kanji learning method for Arabic speakers Sub Title Author Alsharif, Afnan(Katō, Akira) 加藤, 朗 Publisher 慶應義塾大学大学院メディアデザイン研究科 Publication year 2017 Jtitle Abstract Notes Genre Thesis or Dissertation URL http://koara.lib.keio.ac.jp/xoonips/modules/xoonips/detail.php?koara_id=KO40001001-00002017 -0564 Powered by TCPDF (www.tcpdf.org) Master's thesis Academic Year 2017 Japanese Kanji Learning Method for Arabic Speakers Keio University Graduate School of Media Design Alsharif Afnan A Master’s Thesis submitted to Keio University Graduate School of Media Design in partial fulfillment of the requirements for the degree of MASTER of Media Design Alsharif Afnan Thesis Committee: Professor Akira Kato (Supervisor) Professor Hideki Sunahara (Co-Supervisor) Senior Assistant Professor Marcos Sadao Maekawa (Reviewer) Abstract of Master’s Thesis of Academic Year 2017 Japanese Kanji Learning Method for Arabic Speakers Category: Design Summary Arabic speakers who wish to learn Japanese deal with a very limited number of Kanji resources. This is because for several centuries the cultural exchange between Japan and the Arab world has been inactive which reflected on the amount of published work between the two nations. Learners mostly rely on English resources but this is not an efficient way to learn because first, not every Arabic speaker knows English and second, during translation meaning lost can happen. We address this challenging problem by proposing a learning method specific to native Arabic speakers. It employs two ideas: The first is Arabic Kanji Equivalent which is a copied version of Kanji in Arabic words. The second is Phrase Based Learning where Japanese text along with Arabic translation is given for active reading practice. -
Rubric for Script (Adapted from VAC
Rubric for Script (adapted from VAC http://www.carla.umn.edu/assessment/VAC/evaluation/e_1.html) Mechanics (3 points possible) Score 1st Draft 3 Few errors in punctuation and mastery of writing in genkoo yooshi (special format for Japanese composition). Hiragana and Katakana are written carefully with few errors. 2 Frequent errors in punctuation and lack of mastery of writing in genkoo yooshi. Hiragana and Katakana are written with frequent errors and demonstrate poor writing skills. 1 Dominated by errors in punctuation, in writing of Hiragana and Katakana, and no mastery of writing in genkoo yooshi. Content (4 points possible) Score Final 4 Topic clearly and fully developed. Details, descriptions, examples, and anecdotes explain and clarify information. All task requirements more than adequately fulfilled. 3 Topic adequately developed with relevant information and some details. Task requirements adequately fulfilled. 2 Topic partially developed; some relevant information is missing; few or no details. Task requirements partially fulfilled. 1 Topic poorly developed and/or task requirements not fulfilled. Or not enough material to evaluate. Grammar (5 points possible) Score Final 5 Few grammatical mistakes and the meaning is always clear. 4 Occasional grammatical mistakes, but do not interfere with the meaning of the message. 3 Frequent grammatical mistakes and sometimes interfere with the meaning of the message. 2 Very frequent grammatical mistakes and often interfere with the meaning of the message. 1 Incomprehensible or not enough material provided to evaluate. Vocabulary (4 points possible) Score Final 4 Wide range of vocabulary learned in class, used appropriately in all instances and with few spelling mistakes. -
Haitian Creole – English Dictionary
+ + Haitian Creole – English Dictionary with Basic English – Haitian Creole Appendix Jean Targète and Raphael G. Urciolo + + + + Haitian Creole – English Dictionary with Basic English – Haitian Creole Appendix Jean Targète and Raphael G. Urciolo dp Dunwoody Press Kensington, Maryland, U.S.A. + + + + Haitian Creole – English Dictionary Copyright ©1993 by Jean Targète and Raphael G. Urciolo All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without the prior written permission of the Authors. All inquiries should be directed to: Dunwoody Press, P.O. Box 400, Kensington, MD, 20895 U.S.A. ISBN: 0-931745-75-6 Library of Congress Catalog Number: 93-71725 Compiled, edited, printed and bound in the United States of America Second Printing + + Introduction A variety of glossaries of Haitian Creole have been published either as appendices to descriptions of Haitian Creole or as booklets. As far as full- fledged Haitian Creole-English dictionaries are concerned, only one has been published and it is now more than ten years old. It is the compilers’ hope that this new dictionary will go a long way toward filling the vacuum existing in modern Creole lexicography. Innovations The following new features have been incorporated in this Haitian Creole- English dictionary. 1. The definite article that usually accompanies a noun is indicated. We urge the user to take note of the definite article singular ( a, la, an or lan ) which is shown for each noun. Lan has one variant: nan. -
Introduction to Japanese Computational Linguistics Francis Bond and Timothy Baldwin
1 Introduction to Japanese Computational Linguistics Francis Bond and Timothy Baldwin The purpose of this chapter is to provide a brief introduction to the Japanese language, and natural language processing (NLP) research on Japanese. For a more complete but accessible description of the Japanese language, we refer the reader to Shibatani (1990), Backhouse (1993), Tsujimura (2006), Yamaguchi (2007), and Iwasaki (2013). 1 A Basic Introduction to the Japanese Language Japanese is the official language of Japan, and belongs to the Japanese language family (Gordon, Jr., 2005).1 The first-language speaker pop- ulation of Japanese is around 120 million, based almost exclusively in Japan. The official version of Japanese, e.g. used in official settings andby the media, is called hyōjuNgo “standard language”, but Japanese also has a large number of distinctive regional dialects. Other than lexical distinctions, common features distinguishing Japanese dialects are case markers, discourse connectives and verb endings (Kokuritsu Kokugo Kenkyujyo, 1989–2006). 1There are a number of other languages in the Japanese language family of Ryukyuan type, spoken in the islands of Okinawa. Other languages native to Japan are Ainu (an isolated language spoken in northern Japan, and now almost extinct: Shibatani (1990)) and Japanese Sign Language. Readings in Japanese Natural Language Processing. Francis Bond, Timothy Baldwin, Kentaro Inui, Shun Ishizaki, Hiroshi Nakagawa and Akira Shimazu (eds.). Copyright © 2016, CSLI Publications. 1 Preview 2 / Francis Bond and Timothy Baldwin 2 The Sound System Japanese has a relatively simple sound system, made up of 5 vowel phonemes (/a/,2 /i/, /u/, /e/ and /o/), 9 unvoiced consonant phonemes (/k/, /s/,3 /t/,4 /n/, /h/,5 /m/, /j/, /ó/ and /w/), 4 voiced conso- nants (/g/, /z/,6 /d/ 7 and /b/), and one semi-voiced consonant (/p/).