Unicode Symbols
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The Origins of the Underline As Visual Representation of the Hyperlink on the Web: a Case Study in Skeuomorphism
The Origins of the Underline as Visual Representation of the Hyperlink on the Web: A Case Study in Skeuomorphism The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Romano, John J. 2016. The Origins of the Underline as Visual Representation of the Hyperlink on the Web: A Case Study in Skeuomorphism. Master's thesis, Harvard Extension School. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797379 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA The Origins of the Underline as Visual Representation of the Hyperlink on the Web: A Case Study in Skeuomorphism John J Romano A Thesis in the Field of Visual Arts for the Degree of Master of Liberal Arts in Extension Studies Harvard University November 2016 Abstract This thesis investigates the process by which the underline came to be used as the default signifier of hyperlinks on the World Wide Web. Created in 1990 by Tim Berners- Lee, the web quickly became the most used hypertext system in the world, and most browsers default to indicating hyperlinks with an underline. To answer the question of why the underline was chosen over competing demarcation techniques, the thesis applies the methods of history of technology and sociology of technology. Before the invention of the web, the underline–also known as the vinculum–was used in many contexts in writing systems; collecting entities together to form a whole and ascribing additional meaning to the content. -
Transport and Map Symbols Range: 1F680–1F6FF
Transport and Map Symbols Range: 1F680–1F6FF This file contains an excerpt from the character code tables and list of character names for The Unicode Standard, Version 14.0 This file may be changed at any time without notice to reflect errata or other updates to the Unicode Standard. See https://www.unicode.org/errata/ for an up-to-date list of errata. See https://www.unicode.org/charts/ for access to a complete list of the latest character code charts. See https://www.unicode.org/charts/PDF/Unicode-14.0/ for charts showing only the characters added in Unicode 14.0. See https://www.unicode.org/Public/14.0.0/charts/ for a complete archived file of character code charts for Unicode 14.0. Disclaimer These charts are provided as the online reference to the character contents of the Unicode Standard, Version 14.0 but do not provide all the information needed to fully support individual scripts using the Unicode Standard. For a complete understanding of the use of the characters contained in this file, please consult the appropriate sections of The Unicode Standard, Version 14.0, online at https://www.unicode.org/versions/Unicode14.0.0/, as well as Unicode Standard Annexes #9, #11, #14, #15, #24, #29, #31, #34, #38, #41, #42, #44, #45, and #50, the other Unicode Technical Reports and Standards, and the Unicode Character Database, which are available online. See https://www.unicode.org/ucd/ and https://www.unicode.org/reports/ A thorough understanding of the information contained in these additional sources is required for a successful implementation. -
Unicode Nearly Plain-Text Encoding of Mathematics Murray Sargent III Office Authoring Services, Microsoft Corporation 4-Apr-06
Unicode Nearly Plain Text Encoding of Mathematics Unicode Nearly Plain-Text Encoding of Mathematics Murray Sargent III Office Authoring Services, Microsoft Corporation 4-Apr-06 1. Introduction ............................................................................................................ 2 2. Encoding Simple Math Expressions ...................................................................... 3 2.1 Fractions .......................................................................................................... 4 2.2 Subscripts and Superscripts........................................................................... 6 2.3 Use of the Blank (Space) Character ............................................................... 7 3. Encoding Other Math Expressions ........................................................................ 8 3.1 Delimiters ........................................................................................................ 8 3.2 Literal Operators ........................................................................................... 10 3.3 Prescripts and Above/Below Scripts........................................................... 11 3.4 n-ary Operators ............................................................................................. 11 3.5 Mathematical Functions ............................................................................... 12 3.6 Square Roots and Radicals ........................................................................... 13 3.7 Enclosures..................................................................................................... -
Glyphs! Data Communication for Primary Mathematicians. REPORT NO ISBN-1-56417-663-0 PUB DATE 97 NOTE 68P
DOCUMENT RESUME ED 401 134 SE 059 203 AUTHOR O'Connell, Susan R. TITLE Glyphs! Data Communication for Primary Mathematicians. REPORT NO ISBN-1-56417-663-0 PUB DATE 97 NOTE 68p. AVAILABLE FROM Good Apple, 299 Jefferson Road, P.O. Box 480, Parsippany, NJ 07054-0480 (GA 1573). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Communication Skills; *Data Analysis; *Data Interpretation; Elementary Education; Learning Activities; *Mathematics Instruction; Teaching Methods; Thinking Skills ABSTRACT Glyphs, a way of representing data pictorially, are a new way for elementary students to collect, display, and interpret data. This book contains a number of glyph activities that can be used as creative educational tools -for grades 1=-3. Each glyph_has three essential construction elements: the glyph survey (the questions that are asked), the glyph directions (tell what to draw based on the answers given), and the glyph pattern (a reproducible provided in this book or a shape that is hand drawn on a sheet of paper). Glyph activities begin with the collection of data followed by displaying the data by following a series of directions. Once glyphs are created they can be analyzed and interpreted' in many ways. In the process of exploring their glyphs students are provided' with opportunities to communicate their mathematical thinking both orally and in writing. Along with building data analysis and communication skills, glyphs also stimulate students' mathematical reasoning as they compare, contrast, and draw conclusions. (JRH). *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. -
Proposal to Add U+2B95 Rightwards Black Arrow to Unicode Emoji
Proposal to add U+2B95 Rightwards Black Arrow to Unicode Emoji J. S. Choi, 2015‐12‐12 Abstract In the Unicode Standard 7.0 from 2014, ⮕ U+2B95 was added with the intent to complete the family of black arrows encoded by ⬅⬆⬇ U+2B05–U+2B07. However, due to historical timing, ⮕ U+2B95 was not yet encoded when the Unicode Emoji were frst encoded in 2009–2010, and thus the family of four emoji black arrows were mapped not only to ⬅⬆⬇ U+2B05–U+2B07 but also to ➡ U+27A1—a compatibility character for ITC Zapf Dingbats—instead of ⮕ U+2B95. It is thus proposed that ⮕ U+2B95 be added to the set of Unicode emoji characters and be given emoji‐ and text‐style standardized variants, in order to match the properties of its siblings ⬅⬆⬇ U+2B05–U+2B07, with which it is explicitly unifed. 1 Introduction Tis document primarily discusses fve encoded characters, already in Unicode as of 2015: ⮕ U+2B95 Rightwards Black Arrow: Te main encoded character being discussed. Located in the Miscellaneous Symbols and Arrows block. ⬅⬆⬇ U+2B05–U+2B07 Leftwards, Upwards, and Downwards Black Arrow: Te three black arrows that ⮕ U+2B95 completes. Also located in the Miscellaneous Symbols and Arrows block. ➡ U+27A1 Black Rightwards Arrow: A compatibility character for ITC Zapf Dingbats. Located in the Dingbats block. Tis document proposes the addition of ⮕ U+2B95 to the set of emoji characters as defned by Unicode Technical Report (UTR) #51: “Unicode Emoji”. In other words, it proposes: 1. A property change: ⮕ U+2B95 should be given the Emoji property defned in UTR #51. -
Kahk' Uti' Chan Yopat
Glyph Dwellers Report 57 September 2017 A New Teotiwa Lord of the South: K’ahk’ Uti’ Chan Yopat (578-628 C.E.) and the Renaissance of Copan Péter Bíró Independent Scholar Classic Maya inscriptions recorded political discourse commissioned by title-holding elite, typically rulers of a given city. The subject of the inscriptions was manifold, but most of them described various period- ending ceremonies connected to the passage of time. Within this general framework, statements contained information about the most culturally significant life-events of their commissioners. This information was organized according to discursive norms involving the application of literary devices such as parallel structures, difrasismos, ellipsis, etc. Each center had its own variations and preferences in applying such norms, which changed during the six centuries of Classic Maya civilization. Epigraphers have thus far rarely investigated Classic Maya political discourse in general and its regional-, site-, and period-specific features in particular. It is possible to posit very general variations, for example the presence or absence of secondary elite inscriptions, which makes the Western Maya region different from other areas of the Maya Lowlands (Bíró 2011). There are many other discursive differences not yet thoroughly investigated. It is still debated whether these regional (and according to some) temporal discursive differences related to social phenomena or whether they strictly express literary variation (see Zender 2004). The resolution of this question has several implications for historical solutions such as the collapse of Classic Maya civilization or the hypothesis of status rivalry, war, and the role of the secondary elite. There are indications of ruler-specific textual strategies when inscriptions are relatively uniform; that is, they contain the same information, and their organization is similar. -
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. -
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. -
Suitcase Fusion 8 Getting Started
Copyright © 2014–2018 Celartem, Inc., doing business as Extensis. This document and the software described in it are copyrighted with all rights reserved. This document or the software described may not be copied, in whole or part, without the written consent of Extensis, except in the normal use of the software, or to make a backup copy of the software. This exception does not allow copies to be made for others. Licensed under U.S. patents issued and pending. Celartem, Extensis, LizardTech, MrSID, NetPublish, Portfolio, Portfolio Flow, Portfolio NetPublish, Portfolio Server, Suitcase Fusion, Type Server, TurboSync, TeamSync, and Universal Type Server are registered trademarks of Celartem, Inc. The Celartem logo, Extensis logos, LizardTech logos, Extensis Portfolio, Font Sense, Font Vault, FontLink, QuickComp, QuickFind, QuickMatch, QuickType, Suitcase, Suitcase Attaché, Universal Type, Universal Type Client, and Universal Type Core are trademarks of Celartem, Inc. Adobe, Acrobat, After Effects, Creative Cloud, Creative Suite, Illustrator, InCopy, InDesign, Photoshop, PostScript, Typekit and XMP are either registered trademarks or trademarks of Adobe Systems Incorporated in the United States and/or other countries. Apache Tika, Apache Tomcat and Tomcat are trademarks of the Apache Software Foundation. Apple, Bonjour, the Bonjour logo, Finder, iBooks, iPhone, Mac, the Mac logo, Mac OS, OS X, Safari, and TrueType are trademarks of Apple Inc., registered in the U.S. and other countries. macOS is a trademark of Apple Inc. App Store is a service mark of Apple Inc. IOS is a trademark or registered trademark of Cisco in the U.S. and other countries and is used under license. Elasticsearch is a trademark of Elasticsearch BV, registered in the U.S. -
Geometry and Art LACMA | | April 5, 2011 Evenings for Educators
Geometry and Art LACMA | Evenings for Educators | April 5, 2011 ALEXANDER CALDER (United States, 1898–1976) Hello Girls, 1964 Painted metal, mobile, overall: 275 x 288 in., Art Museum Council Fund (M.65.10) © Alexander Calder Estate/Artists Rights Society (ARS), New York/ADAGP, Paris EOMETRY IS EVERYWHERE. WE CAN TRAIN OURSELVES TO FIND THE GEOMETRY in everyday objects and in works of art. Look carefully at the image above and identify the different, lines, shapes, and forms of both GAlexander Calder’s sculpture and the architecture of LACMA’s built environ- ment. What is the proportion of the artwork to the buildings? What types of balance do you see? Following are images of artworks from LACMA’s collection. As you explore these works, look for the lines, seek the shapes, find the patterns, and exercise your problem-solving skills. Use or adapt the discussion questions to your students’ learning styles and abilities. 1 Language of the Visual Arts and Geometry __________________________________________________________________________________________________ LINE, SHAPE, FORM, PATTERN, SYMMETRY, SCALE, AND PROPORTION ARE THE BUILDING blocks of both art and math. Geometry offers the most obvious connection between the two disciplines. Both art and math involve drawing and the use of shapes and forms, as well as an understanding of spatial concepts, two and three dimensions, measurement, estimation, and pattern. Many of these concepts are evident in an artwork’s composition, how the artist uses the elements of art and applies the principles of design. Problem-solving skills such as visualization and spatial reasoning are also important for artists and professionals in math, science, and technology. -
L2/14-274 Title: Proposed Math-Class Assignments for UTR #25
L2/14-274 Title: Proposed Math-Class Assignments for UTR #25 Revision 14 Source: Laurențiu Iancu and Murray Sargent III – Microsoft Corporation Status: Individual contribution Action: For consideration by the Unicode Technical Committee Date: 2014-10-24 1. Introduction Revision 13 of UTR #25 [UTR25], published in April 2012, corresponds to Unicode Version 6.1 [TUS61]. As of October 2014, Revision 14 is in preparation, to update UTR #25 and its data files to the character repertoire of Unicode Version 7.0 [TUS70]. This document compiles a list of characters proposed to be assigned mathematical classes in Revision 14 of UTR #25. In this document, the term math-class is being used to refer to the character classification in UTR #25. While functionally similar to a UCD character property, math-class is applicable only within the scope of UTR #25. Math-class is different from the UCD binary character property Math [UAX44]. The relation between Math and math-class is that the set of characters with the property Math=Yes is a proper subset of the set of characters assigned any math-class value in UTR #25. As of Revision 13, the set relation between Math and math-class is invalidated by the collection of Arabic mathematical alphabetic symbols in the range U+1EE00 – U+1EEFF. This is a known issue [14-052], al- ready discussed by the UTC [138-C12 in 14-026]. Once those symbols are added to the UTR #25 data files, the set relation will be restored. This document proposes only UTR #25 math-class values, and not any UCD Math property values. -
The 2020 Los Angeles Printers Fair
The 2020 Los Angeles Printers Fair To say 2020 has been an unusual year is certainly the grand understatement of the year! As much as all of us have been forced to live inside our boxes, the pandemic has really been an opportunity to think outside the comforts of our boxes and explore new ideas. Given that restrictions are still in place for us at the International Printing Museum, we have had to rethink how to connect with our community of creative souls who normally come together each fall for the Printers Fair. Like so many other events in our lives right now, this has meant creating a virtual experience but with a twist. So, welcome to the 12th annual 2020 VIRTUAL LOS ANGELES PRINTERS FAIR at the International Printing Museum (or in your living room or studio or apartment...). The Printing Museum team has worked hard to create an exceptional online event that captures some of the magic of visiting the Printers Fair in person; we are bringing our big tent of creative artisans to your screen this year. The Virtual Los Angeles Printers Fair is a wonderful opportunity to meet book artists, letterpress printers and printmakers and peruse their work. The beauty of this world known as Book Arts is that this is already a group thinking and working outside the modern boxes of our world, using traditional machines and methods but typically with a very modern twist. We have set up the PrintersFair.com website to give you as much of an opportunity to meet these creatives, see their shops and learn about their work.