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Scienza E Cultura Universitalia
SCIENZA E CULTURA UNIVERSITALIA Costantino Sigismondi (ed.) ORBE NOVUS Astronomia e Studi Gerbertiani 1 Universitalia SIGISMONDI, Costantino (a cura di) Orbe Novus / Costantino Sigismondi Roma : Universitalia, 2010 158 p. ; 24 cm. – ( Scienza e Cultura ) ISBN … 1. Storia della Scienza. Storia della Chiesa. I. Sigismondi, Costantino. 509 – SCIENZE PURE, TRATTAMENTO STORICO 270 – STORIA DELLA CHIESA In copertina: Imago Gerberti dal medagliere capitolino e scritta ORBE NOVVS nell'epitaffio tombale di Silvestro II a S. Giovanni in Laterano (entrambe le foto sono di Daniela Velestino). Collana diretta da Rosalma Salina Borello e Luca Nicotra Prima edizione: maggio 2010 Universitalia INTRODUZIONE Introduzione Costantino Sigismondi L’edizione del convegno gerbertiano del 2009, in pieno anno internazionale dell’astronomia, si è tenuta nella Basilica di S. Maria degli Angeli e dei Martiri il 12 maggio, e a Seoul presso l’università Sejong l’11 giugno 2009. La scelta della Basilica è dovuta alla presenza della grande meridiana voluta dal papa Clemente XI Albani nel 1700, che ancora funziona e consente di fare misure di valore astrometrico. Il titolo di questi atti, ORBE NOVUS, è preso, come i precedenti, dall’epitaffio tombale di Silvestro II in Laterano, e vuole suggerire il legame con il “De Revolutionibus Orbium Coelestium” di Copernico, sebbene il contesto in cui queste parole sono tratte vuole inquadrare Gerberto nel suo ministero petrino come il nuovo pastore per tutto il mondo: UT FIERET PASTOR TOTO ORBE NOVVS. Elizabeth Cavicchi del Massachussets Institute of Technology, ha riflettuto sulle esperienze di ottica geometrica fatte da Gerberto con i tubi, nel contesto contemporaneo dello sviluppo dell’ottica nel mondo arabo con cui Gerberto era stato in contatto. -
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. -
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. -
Sirius - Wikipedia Coordinates: 06 H 4 5 M 08.9 1 7 3 S, −1 6 ° 4 2 ′ 5 8.01 7 ″
12/2/2018 Sirius - Wikipedia Coordinates: 06 h 4 5 m 08.9 1 7 3 s, −1 6 ° 4 2 ′ 5 8.01 7 ″ Sirius Sirius (/ˈsɪriəs/, a romanization of Greek Σείριος, Seirios, lit. "glowing" or "scorching") is a star system Sirius A and B and the brightest star in the Earth's night sky. With a visual apparent magnitude of −1.46, it is almost twice as bright as Canopus, the next brightest star. The system has the Bayer designation Alpha Canis Majoris (α CMa). What the naked eye perceives as a single star is a binary star system, consisting of a white main-sequence star of spectral type A0 or A1, termed Sirius A, and a faint white dwarf companion of spectral type DA2, called Sirius B. The distance separating Sirius A from its companion varies between 8.2 and 31.5 AU.[24] Sirius appears bright because of its intrinsic luminosity and its proximity to Earth. At a distance of 2.6 parsecs (8.6 ly), as determined by the Hipparcos astrometry satellite,[2][25][26] the Sirius system is one of Earth's near neighbours. Sirius is gradually moving closer to the Solar System, so it will slightly increase in brightness over the next 60,000 years. After that time its distance will begin to increase and it will become fainter, but it will continue to be the brightest star in the Earth's night sky for the next 210,000 years.[27] The position of Sirius (circled). Sirius A is about twice as massive as the Sun (M☉) and has an absolute visual magnitude of 1.42. -
The Case of Basic Geometric Shapes
International Journal of Progressive Education, Volume 15 Number 3, 2019 © 2019 INASED Children’s Geometric Understanding through Digital Activities: The Case of Basic Geometric Shapes Bilal Özçakır i Kırşehir Ahi Evran University Ahmet Sami Konca ii Kırşehir Ahi Evran University Nihat Arıkan iii Kırşehir Ahi Evran University Abstract Early mathematics education bases a foundation of academic success in mathematics for higher grades. Studies show that introducing mathematical contents in preschool level is a strong predictor of success in mathematics for children during their progress in other school levels. Digital technologies can support children’s learning mathematical concepts by means of the exploration and the manipulation of concrete representations. Therefore, digital activities provide opportunities for children to engage with experimental mathematics. In this study, the effects of digital learning tools on learning about geometric shapes in early childhood education were investigated. Hence, this study aimed to investigate children progresses on digital learning activities in terms of recognition and discrimination of basic geometric shapes. Participants of the study were six children from a kindergarten in Kırşehir, Turkey. Six digital learning activities were engaged by children with tablets about four weeks in learning settings. Task-based interview sessions were handled in this study. Results of this study show that these series of activities helped children to achieve higher cognitive levels. They improved their understanding through digital activities. Keywords: Digital Learning Activities, Early Childhood Education, Basic Geometric Shape, Geometry Education DOI: 10.29329/ijpe.2019.193.8 ------------------------------- i Bilal Özçakır, Res. Assist Dr., Kırşehir Ahi Evran University, Mathematics Education. Correspondence: [email protected] ii Ahmet Sami Konca, Res. -
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 6 1.1 Document Usage . 6 1.2 Frequently Requested Symbols . 6 2 Body-text symbols 7 Table 1: LATEX 2ε Escapable “Special” Characters . 7 Table 2: Predefined LATEX 2ε Text-mode Commands . 7 Table 3: LATEX 2ε Commands Defined to Work in Both Math and Text Mode . 7 Table 4: AMS Commands Defined to Work in Both Math and Text Mode . 7 Table 5: Non-ASCII Letters (Excluding Accented Letters) . 8 Table 6: Letters Used to Typeset African Languages . 8 Table 7: Letters Used to Typeset Vietnamese . 8 Table 8: Punctuation Marks Not Found in OT1 . 8 Table 9: pifont Decorative Punctuation Marks . 8 Table 10: tipa Phonetic Symbols . 9 Table 11: tipx Phonetic Symbols . 10 Table 13: wsuipa Phonetic Symbols . 10 Table 14: wasysym Phonetic Symbols . 11 Table 15: phonetic Phonetic Symbols . 11 Table 16: t4phonet Phonetic Symbols . 12 Table 17: semtrans Transliteration Symbols . 12 Table 18: Text-mode Accents . 12 Table 19: tipa Text-mode Accents . 12 Table 20: extraipa Text-mode Accents . -
Unicode Characters in Proofpower Through Lualatex
Unicode Characters in ProofPower through Lualatex Roger Bishop Jones Abstract This document serves to establish what characters render like in utf8 ProofPower documents prepared using lualatex. Created 2019 http://www.rbjones.com/rbjpub/pp/doc/t055.pdf © Roger Bishop Jones; Licenced under Gnu LGPL Contents 1 Prelude 2 2 Changes 2 2.1 Recent Changes .......................................... 2 2.2 Changes Under Consideration ................................... 2 2.3 Issues ............................................... 2 3 Introduction 3 4 Mathematical operators and symbols in Unicode 3 5 Dedicated blocks 3 5.1 Mathematical Operators block .................................. 3 5.2 Supplemental Mathematical Operators block ........................... 4 5.3 Mathematical Alphanumeric Symbols block ........................... 4 5.4 Letterlike Symbols block ..................................... 6 5.5 Miscellaneous Mathematical Symbols-A block .......................... 7 5.6 Miscellaneous Mathematical Symbols-B block .......................... 7 5.7 Miscellaneous Technical block .................................. 7 5.8 Geometric Shapes block ...................................... 8 5.9 Miscellaneous Symbols and Arrows block ............................. 9 5.10 Arrows block ........................................... 9 5.11 Supplemental Arrows-A block .................................. 10 5.12 Supplemental Arrows-B block ................................... 10 5.13 Combining Diacritical Marks for Symbols block ......................... 11 5.14 -
Geometric Vs. Organic Shapes
Grade 3 – Geometric vs. Organic Shapes Shape What do you see? “All the Eternal Love I Have For Pumpkins” Infinity Room, 2017, Kusama Artistic Focus: Shape SHAPE is a closed space made when a line connects to itself. Today’s objectives: 1. Explain the difference between geometric and organic shapes 2. Use a variety of paint techniques to create a Kusama-inspired pumpkin WA State Visual Arts Standard “All the Eternal Love I Have For Pumpkins” Create personally satisfying Infinity Room, 2017, Kusama artwork, using a variety of artistic processes and materials. (VA: Cr2.1.3) Yoiyo Kusama • Born in 1929 in Matsumoto, Japan, Kusama studied painting in Kyoto before moving to New York City in the late 1950s. She currently lives in Japan. • Kusama’s works are examples of Pop Art and Minimalism. • Her creations include paintings, performances, room-size presentations, and outdoor sculptural installations. • She uses art as therapy: “I fight pain, anxiety and fear every day, and the only method I have found that relieves my illness is to keep creating art.” Artwork Pumpkin, 1991, Kusama Artwork "Our earth is only one polka dot among a million stars in the cosmos. Polka dots are a way to infinity.“ - Yayoi Kusama Pumpkins, 2006, Yayoi Kusama Example of Today’s Project Materials Watercolor Paper Scrap Paper Black Tempera Paint Watercolors Paper Plates Paper Towels Corks Pencil Black Sharpie Paint Brush Before You Begin 1. Write your name in pencil on the back of the paper. 2. Flip over your paper. 3. Roll up your sleeves! Organic vs. Geometric Shapes SHAPE is a closed space made when a line connects to itself. -
Islamic Navigational Knowledge in Ming China 牽星術:明代中國的伊斯蘭導航知識
國立清華大學歷史研究所乙組 碩士論文 Fettering the Stars: Islamic Navigational Knowledge in Ming China 牽星術:明代中國的伊斯蘭導航知識 研究生: 林筱倩 (Hsiao-chien Lin) 學號: 101043513 指導教授: 王憲群 (Hsien-chun Wang) 中華民國一○四年六月 摘要 宋元以來,伊斯蘭世界與中國之間,藉由成熟的海洋技術而有著頻繁貿易的往來, 不同文化之間的交流亦隨之興起。在中國航海史上著名的航海家鄭和(1371‐1433),曾 在十五世紀初期帶領著船隊七次下西洋,航程遠至非洲東岸。歷史材料提及鄭和船隊可能 利用一種名為「牽星術」的導航技術,並使用一種名為「牽星板」的導航儀器。藉由這樣 的儀器,導航員可在夜晚中測量星體和地平線的仰角,並以「指」為測量單位,了解船隻 的位置,以成功達到越洋航行的目的。本論文主旨即在探討這種導航技術與儀器背後的多 文化語言與天文知識的基礎。 我發現在遠洋航行中,水手必須熟練於時間的掌握及方位的辨識,他們藉由觀察星 體的運行來解決這兩個問題。而在印度洋及阿拉伯海之中,使用泰米爾及馬拉姆語的水手 們,便相當善於運用這樣的導航技術。這樣的技術藉由星體仰角的高度來判斷時間,並以 zām 為單位。zām 是一種古代印度計算時間的方式,主要使用特定亮星及月亮做為觀測 同樣為手指的意思。配合 zām 的計時方,(إصبع) 的依據,測量出 「指」,阿拉伯語為 isba 式,得以在汪洋大海中了解航行所花費的時間。水手們更利用在黃昏或清晨時分,藉由亮 星於海平面的位置,來判斷方位。除此之外,在儀器的使用上,類似「牽星板」的航海儀 器有著多種形式的存在。例如,水手在測量的時候,可以使用相同的板子但運用不同的結 點,或者使用不同大小的板子,但繩長不變,亦或是板子大小不同且同時隨結點改變。在 中國史料中,明代李詡《戒庵老人漫筆》等材料顯示,牽星板是一組由十二塊大小不同的 木板組成,顯示華人地區所使用之「牽星板」為板子多塊的類型。而在中國的歷史材料 《武備志》中,除了記載此項航海技術的遺跡,也標示著稱為「針路」的中國傳統航海方 式。此種特殊的繪圖方式,即說明多種文化的導航知識存在於這條航線上。另一方面,我 們亦可從使用方式和儀器的名稱上窺見知識的流動,例如「牽星」一詞在阿拉伯語中為 同為牽引的意思,為一種記憶天體相對位置的特定記憶方法。令人驚喜的,(تكبيل) al‐qaid 是,更多語言關連如同「牽星」和「指」的例子,隨著航海技術的達發而存在於此條航線 中。綜合以上而言,不論從史料或是語言翻譯上,都可以看出跨文化知識傳遞的軌跡。 i 最後,我根據《前聞記》的航程記載,逐步說明鄭和越洋航行之時所使用的導航知 識。發現船隊利用季風做為動力,於冬季利用東北季風出發,並順著夏季的西南季風回程。 此外,從《武備志》裡「過洋牽星圖」的記載中,了解船隊主要仰賴現今北極星、昴宿星 團、北河三、南河三、老人星和南十字星,以確認船隻在固定緯度的航線之上。與此同時, 導航員利用「牽星板」等相似儀器,除了確認船隻所處緯度,更測量星體在天空仰角的變 化,搭配 zām 這種計時方式而得知航行時間。 因此,本論文認為,此類航海技術的發展非一蹴可及,鄭和並非第一位於此條航線 上航行之人,鄭和下西洋所使用的導航技術,乃是一個多文化交流之下的成果,包含著伊 斯蘭、印度、與中國等不同文化的導航技術。因此,鄭和的壯舉,其實是多文化交流之下 的結果。 ii Abstract Beginning from the Song and Yuan Dynasties, Muslim and Chinese ships frequently sailed the south China coast, Southeast Asia, Sri Lanka, and the Persian Gulf, trading goods and cultures. The Chinese naval commander Zheng He 鄭和 (Cheng Ho, 1371‐1433) lead seven expeditions along these sea routes, sailing as far as the east coast of Africa in the early 15th century. Historical sources mention that Zheng He used a navigation method called qianxing shu 牽星術, which employed a particular instrument named qianxing ban 牽星板. -
Post It Notes Brainstorming Geometric Shapes
Post It Notes Brainstorming Geometric Shapes Idea # of Hits Draw a solid Geometric Shape 1 Draw a geometric Shape – Plane Shape 1 Find a geometric shape example in the room 2 Fill Hollow Geometric Shapes to teach volume 2 Geometric shapes – pattern mosaics 1 Make shapes with their bodies 1 Find shapes outside i.e rocks and construct pictograph on floor inside 1 Find geometric shapes around us and list items found 1 Take pictures – Identify Geometric Shapes 3 (barn, house, trampoline, fence) Clay, playdough, construction paper, blocks, look at nature for these shapes & take pictures Shape – playing & discusses 1 Gumdrops/toothpicks or coffee stirrers 1 Have them build shapes using their bodies in a fun activity ie: make 2 a triangle using all the kids Find geo shapes in the school – draw or take a picture 1 Use pipe cleaners to create 3D geometric shapes 2 Nails, rubberbands, boards – create geometric shape Guess the shape game – 1 I have four straight edges all equal in length. I also have four points. What shape am I? Mold them out of clay 4 Students bring in examples of products of different shapes 1 Build geometric shapes using clay & toothpicks Build shapes with toothpicks and marshmellows 1 Form shapes out of paper Draw shapes, build shapes, write a poem in a geometric shape 1 Use geometric shapes to create a picture. Each shape will have its 1 appropriate vocabulary term labeled Paper Mache scale objects one shape at a time. Intro to K kids – Have kids separate choc. chips, mini marshmellows, 1 whoppers, and other candy shapes with foam geo shapes Kids talk about attributes of geo shapes and differences Kids “eat” candy shapes at lesson conclusion. -
N5020 2019-01-11
ISO/IEC JTC 1/SC 2 N____ ISO/IEC JTC 1/SC 2/WG 2 N5020 2019-01-11 ISO/IEC JTC 1/SC 2/WG 2 Universal Coded Character Set (UCS) - ISO/IEC 10646 Secretariat: ANSI DOC TYPE: Meeting minutes TITLE: Unconfirmed minutes of WG 2 meeting 67 SOAS University of London, London, UK; 2018-06-16/20 SOURCE: V.S. Umamaheswaran ([email protected]), Recording Secretary Michel Suignard ([email protected]), Convener PROJECT: JTC 1.02.18 - ISO/IEC 10646 STATUS: SC 2/WG 2 participants are requested to review the attached unconfirmed minutes, act on appropriate noted action items, and to send any comments or corrections to the convener as soon as possible but no later than the due date below. ACTION ID: ACT DUE DATE: 2019-05-01 DISTRIBUTION: SC 2/WG 2 members and Liaison organizations MEDIUM: Acrobat PDF file NO. OF PAGES: 46 (including cover sheet) ISO International Organization for Standardization Organisation Internationale de Normalisation ISO/IEC JTC 1/SC 2/WG 2 Universal Coded Character Set (UCS) ISO/IEC JTC 1/SC 2 N____ ISO/IEC JTC 1/SC 2/WG 2 N5020 2019-01-11 Title: Unconfirmed minutes of WG 2 meeting 67 SOAS University of London, London, UK; 2018-06-16/20 Source: V.S. Umamaheswaran ([email protected]), Recording Secretary Michel Suignard ([email protected]), Convener Action: WG 2 members and Liaison organizations Distribution: ISO/IEC JTC 1/SC 2/WG 2 members and liaison organizations 1 Opening Input document: 4950 Agenda for the 67th Meeting of ISO/IEC JTC 1/SC2/WG2, SOAS, London, U.K.