Telugu Indic Input 3 - User Guide
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GEO ROO DIST BUC PRO Prep ATE 111 Cha Dec Expi OTECHNICA OSEVELT ST TRICT CKEYE, ARI OJECT # 15 Pared By
GEOTECHNICAL EXPLORARATION REPORT ROOSEVELT STREET IMPROVEMENT DISTRICT BUCKEYE, ARIZONA PROJECT # 150004 Prepared by: ATEK Engineering Consultants, LLC 111 South Weber Drive, Suite 1 Chandler, Arizona 85226 Exp ires 9/30/2018 December 14, 2015 December 14, 2015 ATEK Project #150004 RITOCH-POWELL & Associates 5727 North 7th Street #120 Phoenix, AZ 85014 Attention: Mr. Keith L. Drunasky, P.E. RE: GEOTECHNICAL EXPLORATION REPORT Roosevelt Street Improvement District Buckeye, Arizona Dear Mr. Drunasky: ATEK Engineering Consultants, LLC is pleased to present the attached Geotechnical Exploration Report for the Roosevelt Street Improvement Disstrict located in Buckeye, Arizona. The purpose of our study was to explore and evaluate the subsurface conditions at the proposed site to develop geotechnical engineering recommendations for project design and construction. Based on our findings, the site is considered suittable for the proposed construction, provided geotechnical recommendations presented in thhe attached report are followed. Specific recommendations regarding the geotechnical aspects of the project design and construction are presented in the attached report. The recommendations contained within this report are depeendent on the provisions provided in the Limitations and Recommended Additional Services sections of this report. We appreciate the opportunity of providing our services for this project. If you have questions regarding this report or if we may be of further assistance, please contact the undersigned. Sincerely, ATEK Engineering Consultants, LLC Expires 9/30/2018 James P Floyd, P.E. Armando Ortega, P.E. Project Manager Principal Geotechnical Engineer Expires 9/30/2017 111 SOUTH WEBER DRIVE, SUITE 1 WWW.ATEKEC.COM P (480) 659-8065 CHANDLER, AZ 85226 F (480) 656-9658 TABLE OF CONTENTS 1. -
Positional Notation Or Trigonometry [2, 13]
The Greatest Mathematical Discovery? David H. Bailey∗ Jonathan M. Borweiny April 24, 2011 1 Introduction Question: What mathematical discovery more than 1500 years ago: • Is one of the greatest, if not the greatest, single discovery in the field of mathematics? • Involved three subtle ideas that eluded the greatest minds of antiquity, even geniuses such as Archimedes? • Was fiercely resisted in Europe for hundreds of years after its discovery? • Even today, in historical treatments of mathematics, is often dismissed with scant mention, or else is ascribed to the wrong source? Answer: Our modern system of positional decimal notation with zero, to- gether with the basic arithmetic computational schemes, which were discov- ered in India prior to 500 CE. ∗Bailey: Lawrence Berkeley National Laboratory, Berkeley, CA 94720, USA. Email: [email protected]. This work was supported by the Director, Office of Computational and Technology Research, Division of Mathematical, Information, and Computational Sciences of the U.S. Department of Energy, under contract number DE-AC02-05CH11231. yCentre for Computer Assisted Research Mathematics and its Applications (CARMA), University of Newcastle, Callaghan, NSW 2308, Australia. Email: [email protected]. 1 2 Why? As the 19th century mathematician Pierre-Simon Laplace explained: It is India that gave us the ingenious method of expressing all numbers by means of ten symbols, each symbol receiving a value of position as well as an absolute value; a profound and important idea which appears so simple to us now that we ignore its true merit. But its very sim- plicity and the great ease which it has lent to all computations put our arithmetic in the first rank of useful inventions; and we shall appre- ciate the grandeur of this achievement the more when we remember that it escaped the genius of Archimedes and Apollonius, two of the greatest men produced by antiquity. -
Function Keys One of the Biggest Differences Between a Typewriter
Function Keys One of the biggest differences between a typewriter keyboard and the computer keyboard is the row of keys at the top of the keyboard that are labeled F1 through F12. Commonly referred to as Function Keys, these keys were frequently used in the good old days of DOS programs. In today’s Windows world of computers, you can probably use your computer without ever using one of these keys. Yet, these function keys provide some interesting shortcuts for common computer functions that can be useful tools in everyday computing . The function keys are frequently used in combination with other keys such as the CTRL key, the ALT key, and the Shift key. This results in a plethora of possible keyboard shortcuts . Here is a brief rundown of the function key and what they can do for you. F1 As a throwback to DOS days, you will find that the F1 key will often bring up a help menu. If you press F1 while working in a program, help for that program will usually appear. If you press F1 while at the Windows desktop or when the Windows Explorer is open, a Windows help screen will pop up . If you happen to be working in a program and would like to see the Windows help screen, simply press the Windows key (the key with the Windows logo on the bottom row of keys) on your keyboard and press F1 at the same time. F2 You can use the F2 key to rename an item when working in Windows. Highlight any folder or file, and press F2. -
A Practical Sanskrit Introductory
A Practical Sanskrit Intro ductory This print le is available from ftpftpnacaczawiknersktintropsjan Preface This course of fteen lessons is intended to lift the Englishsp eaking studentwho knows nothing of Sanskrit to the level where he can intelligently apply Monier DhatuPat ha Williams dictionary and the to the study of the scriptures The rst ve lessons cover the pronunciation of the basic Sanskrit alphab et Devanagar together with its written form in b oth and transliterated Roman ash cards are included as an aid The notes on pronunciation are largely descriptive based on mouth p osition and eort with similar English Received Pronunciation sounds oered where p ossible The next four lessons describ e vowel emb ellishments to the consonants the principles of conjunct consonants Devanagar and additions to and variations in the alphab et Lessons ten and sandhi eleven present in grid form and explain their principles in sound The next three lessons p enetrate MonierWilliams dictionary through its four levels of alphab etical order and suggest strategies for nding dicult words The artha DhatuPat ha last lesson shows the extraction of the from the and the application of this and the dictionary to the study of the scriptures In addition to the primary course the rst eleven lessons include a B section whichintro duces the student to the principles of sentence structure in this fully inected language Six declension paradigms and class conjugation in the present tense are used with a minimal vo cabulary of nineteen words In the B part of -
The Festvox Indic Frontend for Grapheme-To-Phoneme Conversion
The Festvox Indic Frontend for Grapheme-to-Phoneme Conversion Alok Parlikar, Sunayana Sitaram, Andrew Wilkinson and Alan W Black Carnegie Mellon University Pittsburgh, USA aup, ssitaram, aewilkin, [email protected] Abstract Text-to-Speech (TTS) systems convert text into phonetic pronunciations which are then processed by Acoustic Models. TTS frontends typically include text processing, lexical lookup and Grapheme-to-Phoneme (g2p) conversion stages. This paper describes the design and implementation of the Indic frontend, which provides explicit support for many major Indian languages, along with a unified framework with easy extensibility for other Indian languages. The Indic frontend handles many phenomena common to Indian languages such as schwa deletion, contextual nasalization, and voicing. It also handles multi-script synthesis between various Indian-language scripts and English. We describe experiments comparing the quality of TTS systems built using the Indic frontend to grapheme-based systems. While this frontend was designed keeping TTS in mind, it can also be used as a general g2p system for Automatic Speech Recognition. Keywords: speech synthesis, Indian language resources, pronunciation 1. Introduction in models of the spectrum and the prosody. Another prob- lem with this approach is that since each grapheme maps Intelligible and natural-sounding Text-to-Speech to a single “phoneme” in all contexts, this technique does (TTS) systems exist for a number of languages of the world not work well in the case of languages that have pronun- today. However, for low-resource, high-population lan- ciation ambiguities. We refer to this technique as “Raw guages, such as languages of the Indian subcontinent, there Graphemes.” are very few high-quality TTS systems available. -
Kharosthi Manuscripts: a Window on Gandharan Buddhism*
KHAROSTHI MANUSCRIPTS: A WINDOW ON GANDHARAN BUDDHISM* Andrew GLASS INTRODUCTION In the present article I offer a sketch of Gandharan Buddhism in the centuries around the turn of the common era by looking at various kinds of evidence which speak to us across the centuries. In doing so I hope to shed a little light on an important stage in the transmission of Buddhism as it spread from India, through Gandhara and Central Asia to China, Korea, and ultimately Japan. In particular, I will focus on the several collections of Kharo~thi manuscripts most of which are quite new to scholarship, the vast majority of these having been discovered only in the past ten years. I will also take a detailed look at the contents of one of these manuscripts in order to illustrate connections with other text collections in Pali and Chinese. Gandharan Buddhism is itself a large topic, which cannot be adequately described within the scope of the present article. I will therefore confine my observations to the period in which the Kharo~thi script was used as a literary medium, that is, from the time of Asoka in the middle of the third century B.C. until about the third century A.D., which I refer to as the Kharo~thi Period. In addition to looking at the new manuscript materials, other forms of evidence such as inscriptions, art and architecture will be touched upon, as they provide many complementary insights into the Buddhist culture of Gandhara. The travel accounts of the Chinese pilgrims * This article is based on a paper presented at Nagoya University on April 22nd 2004. -
2020 Language Need and Interpreter Use Study, As Required Under Chair, Executive and Planning Committee Government Code Section 68563 HON
JUDICIAL COUNCIL OF CALIFORNIA 455 Golden Gate Avenue May 15, 2020 San Francisco, CA 94102-3688 Tel 415-865-4200 TDD 415-865-4272 Fax 415-865-4205 www.courts.ca.gov Hon. Gavin Newsom Governor of California HON. TANI G. CANTIL- SAKAUYE State Capitol, First Floor Chief Justice of California Chair of the Judicial Council Sacramento, California 95814 HON. MARSHA G. SLOUGH Re: 2020 Language Need and Interpreter Use Study, as required under Chair, Executive and Planning Committee Government Code section 68563 HON. DAVID M. RUBIN Chair, Judicial Branch Budget Committee Chair, Litigation Management Committee Dear Governor Newsom: HON. MARLA O. ANDERSON Attached is the Judicial Council report required under Government Code Chair, Legislation Committee section 68563, which requires the Judicial Council to conduct a study HON. HARRY E. HULL, JR. every five years on language need and interpreter use in the California Chair, Rules Committee trial courts. HON. KYLE S. BRODIE Chair, Technology Committee The study was conducted by the Judicial Council’s Language Access Hon. Richard Bloom Services and covers the period from fiscal years 2014–15 through 2017–18. Hon. C. Todd Bottke Hon. Stacy Boulware Eurie Hon. Ming W. Chin If you have any questions related to this report, please contact Mr. Douglas Hon. Jonathan B. Conklin Hon. Samuel K. Feng Denton, Principal Manager, Language Access Services, at 415-865-7870 or Hon. Brad R. Hill Ms. Rachel W. Hill [email protected]. Hon. Harold W. Hopp Hon. Hannah-Beth Jackson Mr. Patrick M. Kelly Sincerely, Hon. Dalila C. Lyons Ms. Gretchen Nelson Mr. -
RELG 357D1 Sanskrit 2, Fall 2020 Syllabus
RELG 357D1: Sanskrit 2 Fall 2020 McGill University School of Religious Studies Tuesdays & Thursdays, 10:05 – 11:25 am Instructor: Hamsa Stainton Email: [email protected] Office hours: by appointment via phone or Zoom Note: Due to COVID-19, this course will be offered remotely via synchronous Zoom class meetings at the scheduled time. If students have any concerns about accessibility or equity please do not hesitate to contact me directly. Overview This is a Sanskrit reading course in which intermediate Sanskrit students will prepare translations of Sanskrit texts and present them in class. While the course will review Sanskrit grammar when necessary, it presumes students have already completed an introduction to Sanskrit grammar. Readings: All readings will be made available on myCourses. If you ever have any issues accessing the readings, or there are problems with a PDF, please let me know immediately. You may also wish to purchase or borrow a hard copy of Charles Lanman’s A Sanskrit Reader (1884) for ease of reference, but the ebook will be on myCourses. The exact reading on a given day will depend on how far we progressed in the previous class. For the first half of the course, we will be reading selections from the Lanman’s Sanskrit Reader, and in the second half of the course we will read from the Bhagavadgītā. Assessment and grading: Attendance: 20% Class participation based on prepared translations: 20% Test #1: 25% Test #2: 35% For attendance and class participation, students are expected to have prepared translations of the relevant Sanskrit text. -
The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes
Portland State University PDXScholar Mathematics and Statistics Faculty Fariborz Maseeh Department of Mathematics Publications and Presentations and Statistics 3-2018 The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes Xu Hu Sun University of Macau Christine Chambris Université de Cergy-Pontoise Judy Sayers Stockholm University Man Keung Siu University of Hong Kong Jason Cooper Weizmann Institute of Science SeeFollow next this page and for additional additional works authors at: https:/ /pdxscholar.library.pdx.edu/mth_fac Part of the Science and Mathematics Education Commons Let us know how access to this document benefits ou.y Citation Details Sun X.H. et al. (2018) The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes. In: Bartolini Bussi M., Sun X. (eds) Building the Foundation: Whole Numbers in the Primary Grades. New ICMI Study Series. Springer, Cham This Book Chapter is brought to you for free and open access. It has been accepted for inclusion in Mathematics and Statistics Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Authors Xu Hu Sun, Christine Chambris, Judy Sayers, Man Keung Siu, Jason Cooper, Jean-Luc Dorier, Sarah Inés González de Lora Sued, Eva Thanheiser, Nadia Azrou, Lynn McGarvey, Catherine Houdement, and Lisser Rye Ejersbo This book chapter is available at PDXScholar: https://pdxscholar.library.pdx.edu/mth_fac/253 Chapter 5 The What and Why of Whole Number Arithmetic: Foundational Ideas from History, Language and Societal Changes Xu Hua Sun , Christine Chambris Judy Sayers, Man Keung Siu, Jason Cooper , Jean-Luc Dorier , Sarah Inés González de Lora Sued , Eva Thanheiser , Nadia Azrou , Lynn McGarvey , Catherine Houdement , and Lisser Rye Ejersbo 5.1 Introduction Mathematics learning and teaching are deeply embedded in history, language and culture (e.g. -
Tai Lü / ᦺᦑᦟᦹᧉ Tai Lùe Romanization: KNAB 2012
Institute of the Estonian Language KNAB: Place Names Database 2012-10-11 Tai Lü / ᦺᦑᦟᦹᧉ Tai Lùe romanization: KNAB 2012 I. Consonant characters 1 ᦀ ’a 13 ᦌ sa 25 ᦘ pha 37 ᦤ da A 2 ᦁ a 14 ᦍ ya 26 ᦙ ma 38 ᦥ ba A 3 ᦂ k’a 15 ᦎ t’a 27 ᦚ f’a 39 ᦦ kw’a 4 ᦃ kh’a 16 ᦏ th’a 28 ᦛ v’a 40 ᦧ khw’a 5 ᦄ ng’a 17 ᦐ n’a 29 ᦜ l’a 41 ᦨ kwa 6 ᦅ ka 18 ᦑ ta 30 ᦝ fa 42 ᦩ khwa A 7 ᦆ kha 19 ᦒ tha 31 ᦞ va 43 ᦪ sw’a A A 8 ᦇ nga 20 ᦓ na 32 ᦟ la 44 ᦫ swa 9 ᦈ ts’a 21 ᦔ p’a 33 ᦠ h’a 45 ᧞ lae A 10 ᦉ s’a 22 ᦕ ph’a 34 ᦡ d’a 46 ᧟ laew A 11 ᦊ y’a 23 ᦖ m’a 35 ᦢ b’a 12 ᦋ tsa 24 ᦗ pa 36 ᦣ ha A Syllable-final forms of these characters: ᧅ -k, ᧂ -ng, ᧃ -n, ᧄ -m, ᧁ -u, ᧆ -d, ᧇ -b. See also Note D to Table II. II. Vowel characters (ᦀ stands for any consonant character) C 1 ᦀ a 6 ᦀᦴ u 11 ᦀᦹ ue 16 ᦀᦽ oi A 2 ᦰ ( ) 7 ᦵᦀ e 12 ᦵᦀᦲ oe 17 ᦀᦾ awy 3 ᦀᦱ aa 8 ᦶᦀ ae 13 ᦺᦀ ai 18 ᦀᦿ uei 4 ᦀᦲ i 9 ᦷᦀ o 14 ᦀᦻ aai 19 ᦀᧀ oei B D 5 ᦀᦳ ŭ,u 10 ᦀᦸ aw 15 ᦀᦼ ui A Indicates vowel shortness in the following cases: ᦀᦲᦰ ĭ [i], ᦵᦀᦰ ĕ [e], ᦶᦀᦰ ăe [ ∎ ], ᦷᦀᦰ ŏ [o], ᦀᦸᦰ ăw [ ], ᦀᦹᦰ ŭe [ ɯ ], ᦵᦀᦲᦰ ŏe [ ]. -
Sanskrit Alphabet
Sounds Sanskrit Alphabet with sounds with other letters: eg's: Vowels: a* aa kaa short and long ◌ к I ii ◌ ◌ к kii u uu ◌ ◌ к kuu r also shows as a small backwards hook ri* rri* on top when it preceeds a letter (rpa) and a ◌ ◌ down/left bar when comes after (kra) lri lree ◌ ◌ к klri e ai ◌ ◌ к ke o au* ◌ ◌ к kau am: ah ◌ं ◌ः कः kah Consonants: к ka х kha ga gha na Ê ca cha ja jha* na ta tha Ú da dha na* ta tha Ú da dha na pa pha º ba bha ma Semivowels: ya ra la* va Sibilants: sa ш sa sa ha ksa** (**Compound Consonant. See next page) *Modern/ Hindi Versions a Other ऋ r ॠ rr La, Laa (retro) औ au aum (stylized) ◌ silences the vowel, eg: к kam झ jha Numero: ण na (retro) १ ५ ॰ la 1 2 3 4 5 6 7 8 9 0 @ Davidya.ca Page 1 Sounds Numero: 0 1 2 3 4 5 6 7 8 910 १॰ ॰ १ २ ३ ४ ६ ७ varient: ५ ८ (shoonya eka- dva- tri- catúr- pancha- sás- saptán- astá- návan- dásan- = empty) works like our Arabic numbers @ Davidya.ca Compound Consanants: When 2 or more consonants are together, they blend into a compound letter. The 12 most common: jna/ tra ttagya dya ddhya ksa kta kra hma hna hva examples: for a whole chart, see: http://www.omniglot.com/writing/devanagari_conjuncts.php that page includes a download link but note the site uses the modern form Page 2 Alphabet Devanagari Alphabet : к х Ê Ú Ú º ш @ Davidya.ca Page 3 Pronounce Vowels T pronounce Consonants pronounce Semivowels pronounce 1 a g Another 17 к ka v Kit 42 ya p Yoga 2 aa g fAther 18 х kha v blocKHead -
Indic Loanwords In Tocharian B, Local Markedness, And The Animacy
Indic Loanwords in Tocharian B, Local Markedness, and the Animacy Hierarchy Francesco Burroni and Michael Weiss (Department of Linguistics, Cornell University) A question that is rarely addressed in the literature devoted to Language Contact is: how are nominal forms borrowed when the donor and the recipient language both possess rich inflectional morphology? Can nominal forms be borrowed from and in different cases? What are the decisive factors shaping the borrowing scenario? In this paper, we frame this question from the angle of a case study involving two ancient Indo-European languages: Tocharian and Indic (Sanskrit, Prakrit(s)). Most studies dedicated to the topic of loanwords in Tocharian B (henceforth TB) have focused on borrowings from Iranian (e.g. Tremblay 2005), but little attention has been so far devoted to forms borrowed from Indic, perhaps because they are considered uninteresting. We argue that such forms, however, are of interest for the study of Language Contact. A remarkable feature of Indic borrowings into TB is that a-stems are borrowed in TB as e-stems when denoting animate referents, but as consonant (C-)stems when denoting inanimate referents, a distribution that was noticed long ago by Mironov (1928, following Staёl-Holstein 1910:117 on Uyghur). In the literature, however, one finds no reaction to Mironov’s idea. By means of a systematic study of all the a-stems borrowed from Indic into TB, we argue that the trait [+/- animate] of the referent is, in fact, a very good predictor of the TB shape of the borrowing, e.g. male personal names from Skt.