Table of Braille Mathematical Signs with Unicode References
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Tt-Satisfiable
CMPSCI 601: Recall From Last Time Lecture 6 Boolean Syntax: ¡ ¢¤£¦¥¨§¨£ © §¨£ § Boolean variables: A boolean variable represents an atomic statement that may be either true or false. There may be infinitely many of these available. Boolean expressions: £ atomic: , (“top”), (“bottom”) § ! " # $ , , , , , for Boolean expressions Note that any particular expression is a finite string, and thus may use only finitely many variables. £ £ A literal is an atomic expression or its negation: , , , . As you may know, the choice of operators is somewhat arbitary as long as we have a complete set, one that suf- fices to simulate all boolean functions. On HW#1 we ¢ § § ! argued that is already a complete set. 1 CMPSCI 601: Boolean Logic: Semantics Lecture 6 A boolean expression has a meaning, a truth value of true or false, once we know the truth values of all the individual variables. ¢ £ # ¡ A truth assignment is a function ¢ true § false , where is the set of all variables. An as- signment is appropriate to an expression ¤ if it assigns a value to all variables used in ¤ . ¡ The double-turnstile symbol ¥ (read as “models”) de- notes the relationship between a truth assignment and an ¡ ¥ ¤ expression. The statement “ ” (read as “ models ¤ ¤ ”) simply says “ is true under ”. 2 ¡ ¤ ¥ ¤ If is appropriate to , we define when is true by induction on the structure of ¤ : is true and is false for any , £ A variable is true iff says that it is, ¡ ¡ ¡ ¡ " ! ¥ ¤ ¥ ¥ If ¤ , iff both and , ¡ ¡ ¡ ¡ " ¥ ¤ ¥ ¥ If ¤ , iff either or or both, ¡ ¡ ¡ ¡ " # ¥ ¤ ¥ ¥ If ¤ , unless and , ¡ ¡ ¡ ¡ $ ¥ ¤ ¥ ¥ If ¤ , iff and are both true or both false. 3 Definition 6.1 A boolean expression ¤ is satisfiable iff ¡ ¥ ¤ there exists . -
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. -
TI-83 Plus Graphing Calculator Keystroke Guide
TI-83 Plus Graphing Calculator Keystroke Guide In your textbook you will notice that on some pages a key-shaped icon appears next to a brief description of a feature on your graphing calculator. In this guide the page number in the textbook on which each of these icons occurs is shown, as well as the key word or phrase that appears in the box, followed by a detailed description of how to use this feature on your TI-83 Plus graphing calculator. Each feature is also given its own number for easy reference. page 2 1 Negative and Subtract You may have noticed that the calculator has two keys with a minus sign on them. The (–) key in the bottom row of keys is actually the negative key. The negative key is used only to write a negative number. The following numbers and expressions would be entered using the negative key: --57* 6-4+154/(-6) . The – key in the right-hand column on the keyboard with the +, ×, and ÷ keys, is the subtraction key. It is grouped with the other keys used to perform the basic four arithmetic operations (addition, subtraction, multiplication, and division). The subtraction key is used between two numbers to indicate that a subtraction is to be done. The following expressions would be entered using the blue subtraction key: 17-813* 7-25-6(3+ 4) . You can tell which of these keys has been used from the screen display, if you look closely. The negative sign produced by the negative key is one pixel (dot) shorter and placed one pixel row higher than the subtraction sign produced by the subtraction key. -
GDOT Signing and Marking Design Guidelines
Signing and Marking Design Guidelines 8/10/2021 Revision 6.1 Atlanta, GA 30308 This document was developed as part of the continuing effort to provide guidance within the Georgia Department of Transportation in fulfilling its mission to provide a safe, efficient, and sustainable transportation system through dedicated teamwork and responsible leadership supporting economic development, environmental sensitivity and improved quality of life. This document is not intended to establish policy within the Department, but to provide guidance in adhering to the policies of the Department. Your comments, suggestions, and ideas for improvements are welcomed. Please send comments to: State Design Policy Engineer Georgia Department of Transportation One Georgia Center 600 West Peachtree Street, N.W., 26th Floor Atlanta, Georgia 30308 DISCLAIMER The Georgia Department of Transportation maintains this printable document and is solely responsible for ensuring that it is equivalent to the approved Department guidelines. Signing and Marking Design Guidelines Revision History Revision Number Revision Date Revision Summary All - Revised and Combined Interstate and Limited Access 2.0 11/2008 Roadway Signing and Marking Design Guidelines and Non- Interstate Signing and Marking Design Guidelines 2.1 1/2011 All - Revised Figures Chapter 2 - Removed section 2.6 Detail Estimate Chapter 3 - Added Bicycle Warning and Share the Road Sign Guidance and Revised Figures Specified 36” for Warning Signs on State Routes Appendix A - Revised Legend and Figures 3.0 12/2013 All – Major Revision 3.1 10/2015 Section 2.4 - Changed General Notes location. Section 2.5 - Changed the Reflective Sheeting Section 3.1- Removed pavement marking plans Section 3.1.2 - Changed “or” to “and/or”. -
2.8.1 the ASCII Table for Computer Braille Input
2.8.1 The ASCII table for computer Braille input PLUS: dots 3-4-6 Comma: dot 6 Dash: dots 3-6 Period: dots 4-6 Slash: dots 3-4 Exclamation mark: dots 2-3-4-6 Quotation mark: dot 5 Number sign: dots 3-4-5-6 Dollar sign: dots 1-2-4-6 Percent: dots 1-4-6 Ampersand: dots 1-2-3-4-6 Apostrophe: dot 3 Left parenthesis: dots 1-2-3-5-6 Right parenthesis: dots 2-3-4-5-6 Asterisk: dots 1-6 Colon: dots 1-5-6 Semi colon: dots 5-6 Less than: dots 1-2-6 Equal: dots 1-2-3-4-5-6 Great than: dots 3-4-5 Question mark: dots 1-4-5-6 At sign: Space-u (dots 1-3-6), dot 4 Left bracket: Space-u (dots 1-3-6), dots 2-4-6 Back slash: Space-u (dots 1-3-6), dots 1-2-5-6 Right bracket: Space-u (dots 1-3-6), dots 1-2-4-5-6 Carat: Space-u (dots 1-3-6), dots 4-5 Underscore: Space-u (dots 1-3-6), dots 4-5-6 Grave accent: dots 4 Left brace: dots 2-4-6 Vertical bar: dots 1-2-5-6 Right brace: dots 1-2-4-5-6 Tilde: dots 4-5 A: Space-u (dots 1-3-6), dot 1 B: Space-u (dots 1-3-6), dots 1-2 C: Space-u (dots 1-3-6), dots 1-4 D: Space-u (dots 1-3-6), dots 1-4-5 E: Space-u (dots 1-3-6), dots 1-5 F: Space-u (dots 1-3-6), dots 1-2-4 G: Space-u (dots 1-3-6), dots 1-2-4-5 H: Space-u (dots 1-3-6), dots 1-2-5 I: Space-u (dots 1-3-6), dots 2-4 J: Space-u (dots 1-3-6), dots 2-4-5 K: Space-u (dots 1-3-6), dots 1-3 L: Space-u (dots 1-3-6), dots 1-2-3 M: Space-u (dots 1-3-6), dots 1-3-4 N: Space-u (dots 1-3-6), dots 1-3-4-5 O: Space-u (dots 1-3-6), dots 1-3-5 P: Space-u (dots 1-3-6), dots 1-2-3-4 Q: Space-u (dots 1-3-6), dots 1-2-3-4-5 R: Space-u (dots 1-3-6), dots 1-2-3-5 S: Space-u (dots -
Chapter 9: Initial Theorems About Axiom System
Initial Theorems about Axiom 9 System AS1 1. Theorems in Axiom Systems versus Theorems about Axiom Systems ..................................2 2. Proofs about Axiom Systems ................................................................................................3 3. Initial Examples of Proofs in the Metalanguage about AS1 ..................................................4 4. The Deduction Theorem.......................................................................................................7 5. Using Mathematical Induction to do Proofs about Derivations .............................................8 6. Setting up the Proof of the Deduction Theorem.....................................................................9 7. Informal Proof of the Deduction Theorem..........................................................................10 8. The Lemmas Supporting the Deduction Theorem................................................................11 9. Rules R1 and R2 are Required for any DT-MP-Logic........................................................12 10. The Converse of the Deduction Theorem and Modus Ponens .............................................14 11. Some General Theorems About ......................................................................................15 12. Further Theorems About AS1.............................................................................................16 13. Appendix: Summary of Theorems about AS1.....................................................................18 2 Hardegree, -
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 Unicode Standard 5.2 Code Charts
Miscellaneous Technical Range: 2300–23FF The Unicode Standard, Version 5.2 This file contains an excerpt from the character code tables and list of character names for The Unicode Standard, Version 5.2. Characters in this chart that are new for The Unicode Standard, Version 5.2 are shown in conjunction with any existing characters. For ease of reference, the new characters have been highlighted in the chart grid and in the names list. This file will not be updated with errata, or when additional characters are assigned to the Unicode Standard. See http://www.unicode.org/errata/ for an up-to-date list of errata. See http://www.unicode.org/charts/ for access to a complete list of the latest character code charts. See http://www.unicode.org/charts/PDF/Unicode-5.2/ for charts showing only the characters added in Unicode 5.2. See http://www.unicode.org/Public/5.2.0/charts/ for a complete archived file of character code charts for Unicode 5.2. Disclaimer These charts are provided as the online reference to the character contents of the Unicode Standard, Version 5.2 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 5.2, online at http://www.unicode.org/versions/Unicode5.2.0/, as well as Unicode Standard Annexes #9, #11, #14, #15, #24, #29, #31, #34, #38, #41, #42, and #44, the other Unicode Technical Reports and Standards, and the Unicode Character Database, which are available online. -
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’. -
Building Basic Formulas
05 0789731533 CH03 5/18/04 11:12 AM Page 53 Building Basic Formulas A worksheet is merely a lifeless collection of num- bers and text until you define some kind of relation- 3 ship among the various entries. You do this by creating formulas that perform calculations and pro- duce results. This chapter takes you through some formula basics, including constructing simple arith- IN THIS CHAPTER metic and text formulas, understanding the all- Understanding Formula Basics . .53 important topic of operator precedence, copying Understanding Operator Precedence . .57 and moving worksheet formulas, and making for- mulas easier to build and read by taking advantage Controlling Worksheet Calculation . .59 of range names. Copying and Moving Formulas . .61 Displaying Worksheet Formulas . .64 Understanding Formula Basics Converting a Formula to a Value . .65 Most worksheets are created to provide answers to Working with Range Names in Formulas . .66 specific questions: What is the company’s profit? Are expenses over or under budget, and by how Working with Links in Formulas . .70 much? What is the future value of an investment? Formatting Numbers,Dates,and Times . .72 How big will an employee bonus be this year? You can answer these questions, and an infinite variety of others, by using Excel formulas. All Excel formulas have the same general structure: an equals sign (=) followed by one or more operands—which can be a value, a cell reference, a range, a range name, or a function name—sepa- rated by one or more operators—the symbols that combine the operands in some way, such as the plus sign (+) and the greater-than sign (>). -
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"