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An evaluation of Tshivenda orthography with special reference to Pan South African Language Board spelling rulesTshikota, Shumani Leonard January 2016 (has links)
This study sought to identify problems concerning Pan South African Language Board spelling rules in respect of Tshivenga orthography. A qualitative descriptive research method was chosen. The study population consisted of Pan South African Language Board spelling rules. The rules dealt with nine indigenous languages that were Tshivenga, isiZulu, Siswati, Sesotho, Setswana, Xitsonga, isiXhosa, isiNdebele and Sesotho sa Leboa. Each of the nine indigenous languages had between 12 and
56 rules. Altogether there were 255 rules which constituted the study population of this project. A small but sufficient sample of about twenty rules in Tshivenga orthography was selected.
Data were collected by means of unstructured interviews with forty-four purposely selected participants which include linguists as well as document analysis. Ethical considerations were ensured in order to protect participants from any harm or discomfort that might arise from being involved in an investigation. The researcher explained the aim and nature of the study to respondents, to get their informed consent before the interviews.
Several strategies to prevent defects, challenges and problems in Tshivenga orthography were recommended based on the results. The strategies focused on aspects which deal with spelling and orthography rules.
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Self-bound or Boundless? Orthographic Strategies on "Borrowing" into ChineseWiener, Seth J. 01 January 2009 (has links)
The present study sought to contribute to the research on Chinese orthography and borrowing by testing native Chinese readers' understanding of different semantically and phonetically oriented borrowing paradigms in order to investigate the constraints the writing system has placed on the semantics and phonology of the language. Building on other pertinent qualitative studies which have established that Chinese orthography works as a "morphosyllabic" syllabary, this study identified both phonetic and semantic elements present in the writing system. A quantitative study was carried out using seven discrete orthographic borrowing strategies which tested both real and invented loanwords on native Chinese readers. In addition, the study asked native Chinese readers to borrow English words into Chinese orthography through any orthographic means. Analysis of this study revealed that a lack of congruity is present in Chinese borrowing, which in turn hampers understanding. Furthermore, many borrowing strategies are dependent on certain constraints. These constraints are examined in detail via a proposed borrowing continuum. Possible solutions and the direction the writing system may take are further discussed.
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L'interprétation sémiographique des phonogrammes : les voyelles du français : ai, ain, au, eau, ei, ein / The phonogrammes’semiographical interpretation : the french vowels : ai, ain, au, eau, ei, einHeniqui, Fanny 26 September 2014 (has links)
Toute orthographe est mixte, elle fait coexister deux principes : le principe phonographique, qui consiste en la transcription des phonèmes, et le principe sémiographique, en vertu duquel une unité graphique renvoie à du sens. Les analyses actuelles des spécialistes de l’écriture tendent à réévaluer la dimension sémiographique de l’orthographe. L’objectif est de faire apparaitre l’importance de ce versant de l’orthographe. Il s’agit d’établir la sémiographie des graphèmes vocaliques eau, au, ein, ain, ai et ei du français, en dégageant leurs valeurs logogrammique, morphogrammique grammaticale et morphogrammique lexicale, cette dernière valeur comportant deux aspects, d’une part, la valeur sémantique des graphèmes, d’autre part, la régularité des séries lexicales dans lesquelles apparaissent les mots comportant le graphème étudié. Pour cela, nous constituons des inventaires aussi vastes que possible de leurs occurrences lexicales et grammaticales. / Every orthography is a dual object, it combines two principles : the phonographic principle, which consists of the transcription of the language’s sounds, and the semiographic principle, in accordance with which a graphic unit refers to sense. Writing specialists’ current analyses tend to reevaluate the orthography’s semiographical dimension. The aim of this essay is to make appear the importance of the semiography of the vocalic graphemes ei, ein, ai, ain, au, eau, seeking their logogrammic, grammatical morphogrammic and lexical morphogrammic part, the morphogrammic part making appear the graphemes’ semantic part and the lexical series of the studied graphemes. We form a corpus as wide as possible of their lexical and grammatical occurrences.
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Arquitectura-uma convergência de compromissosSanta Rita, Isabel Maria de January 1990 (has links)
No description available.
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Prosodic Writing with 2D- and 3D-fonts: An approach to integrate pronunciation in writing systemsRude, Markus 28 October 2013 (has links)
No description available.
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An evaluation of Tshivenda orthography with special reference to PAN South African Language Board spelling rulesTshikota, Shumani Leonard January 2016 (has links)
Thesis (Ph. D. (Tshivenda)) -- University of Limpopo, 2016. / This study sought to identify problems concerning Pan South African Language Board spelling rules in respect of Tshivenḓa orthography. A qualitative descriptive research method was chosen. The study population consisted of Pan South African Language Board spelling rules. The rules dealt with nine indigenous languages that were Tshivenḓa, isiZulu, Siswati, Sesotho, Setswana, Xitsonga, isiXhosa, isiNdebele and Sesotho sa Leboa. Each of the nine indigenous languages had between 12 and 56 rules. Altogether there were 255 rules which constituted the study population of this project. A small but sufficient sample of about twenty rules in Tshivenḓa orthography was selected.
Data were collected by means of unstructured interviews with forty-four purposely selected participants which include linguists as well as document analysis. Ethical considerations were ensured in order to protect participants from any harm or discomfort that might arise from being involved in an investigation. The researcher explained the aim and nature of the study to respondents, to get their informed consent before the interviews.
Several strategies to prevent defects, challenges and problems in Tshivenḓa orthography were recommended based on the results. The strategies focused on aspects which deal with spelling and orthography rules.
Key concepts: orthography, indigenous languages, rules, writing systems.
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Produkční, percepční a fonologické aspekty řeči v povědomí starověkých Egypťanů / Articulatory, perceptual and phonological aspects of speech in the knowledge of the ancient EgyptiansHoneš, Daniel January 2020 (has links)
The topic of this master's thesis is the analyzis of a general conception of linguistics in ancient Egypt, with a narrow focus on the ancient Egyptians' knowledge of phonetics and phonology as well as language production and perception. These findings are compared with the information with which non-egyptological disciplines work. We analyse the ancient Egyptian material culture. This analysis also focuses on primary written records provided with the author's own translation and linguistic annotation using the Leipzig Glossing Rules. This study has a potential to help the fields outside of Egyptology better to understand the notions of ancient people's phonetic/phonological knowledge. It is clear from the sources discussed that the Egyptians considered the heart to be the seat of the speech center in today's conception, although there is evidence that they saw the connection between speech and the brain. Written sources also provide information on the categorization of hieroglyphic characters according to phonetic value, which points to the existence of segmental perception of the ancient Egyptians. However, there are no explicit mentions of vocal folds and voice formation, the essence of speech and language was seen by the Egyptians in the magical-religious sphere. Part of the thesis is a summary...
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Quantifying scribal behavior : a novel approach to digital paleographySampath, Vinodh Rajan January 2016 (has links)
We propose a novel approach for analyzing scribal behavior quantitatively using information about the handwriting of characters. To implement this approach, we develop a computational framework that recovers this information and decomposes the characters into primitives (called strokes) to create a hierarchically structured representation. We then propose a number of intuitive metrics quantifying various facets of scribal behavior, which are derived from the recovered information and character structure. We further propose the use of techniques modeling the generation of handwriting to directly study the changes in writing behavior. We then present a case study in which we use our framework and metrics to analyze the development of four major Indic scripts. We show that our framework and metrics coupled with appropriate statistical methods can provide great insight into scribal behavior by discovering specific trends and phenomena with quantitative methods. We also illustrate the use of handwriting modeling techniques in this context to study the divergence of the Brahmi script into two daughter scripts. We conduct a user study with domain experts to evaluate our framework and salient results from the case study, and we elaborate on the results of this evaluation. Finally, we present our conclusions and discuss the limitations of our research along with future work that needs to be done.
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Teaching braille music notation to blind learners using the recorder as an instrumentWootton, Joan Elizabeth 04 1900 (has links)
Thesis (PhD) -- University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The researcher encountered the following problems while teaching braille IWSic notation
to blind learners at the Pioneer School in Worcester:
• Young learners learning to read braille IWSic notation with the piano as mediwn appeared
to struggle technically. For example, blind children experienced difficulty finding the
correct keys over seven octaves; they had generally weak posture; they had to learn to
play one part with one hand while the other hand would read; they had to memorise the
music for each clef individually and then combine them cognitively; they had to memorise
the soprano, alto, tenor and bass parts of a piece; they often experienced discouragement
because of the very slow progress they made compared with their sighted peers.
• Although learners seemed to find the recorder technically more manageable, currently
available braille recorder tutors proved to be inadequate. This inadequacy was a result of
the tutors having been designed for the sighted child.
The researcher thus set out to design a more appropriate approach than is currently
available for teaching braille music notation to the blind, with the recorder as medium.
The research method was qualitative and included a literature survey which covered the
following unique needs of the blind learner:
• psychological
• emotional and social
• concept development
• motor skills (orientation, laterality, posture, coordination)
• tactile perception
• creativity and self expression
The qualitative research also included video observation of a series ofiodividual
and group lessons. The lesson material emerged from a programme designed by the researcher and was based on the literatme study. An observation panel.
together with the researcher, evaluated the lessons on predetenDned coded
assessment criteria 'The lessons and progrannne were adapted according to
feedback from the lessons.
The qualitative research includes interviews with five blind learners and six
teachers of braille music notation. The interviews were designed to gather
information on how blind learners can more appropriately be taught the braille
music code.
The unique needs of blind learners, in particular those concerning orientation
and perceptual awareness, are considered in this alternative approach for
teaching braille music notation to blind learners. 'The alternative programme is
skills based and can be used convElliently in conlunetion with the Outcomes-
Based Education (OBE) modeL / AFRIKAANSE OPSOMMING: Die navorser het die volgende probleme ondervind tydens baar onderrig van braille
musieknotasie aan blinde leerders by Pionierskool in Worcester:
• Dit wil voorkom asofjong leerders wat braille musieknotasie moet aanleer met die klavier
as medium, tegniese probleme ondervind. Blinde kinders het dit byvoorbeeld moeilik
gevind om die korrekte toetse oor sewe oktawe te vind; oor die algemeen was hulle
houding swak; hulle moes leer om een stemparty met een hand te lees terwyl die ander
hand gespeel het; hulle moes die musiek vir elke sleutelteken apart memoriseer en die
stemme kognitiefbymekaar sit; hulle moes die sopraan, alt. tenoor en bas stempartye van
'n stuk memoriseer, hulle is baie keer moedeloos, weens hulle stadige vordering, in
vergelyking met hulle siende portuurgroep.
• A1hoewel dit gelyk het asof leerders die bioldIuit tegnies meer hanteerbaar gevind het,
blyk huidige beskikbare braille bloldluit handleidings nie geskik te wees nie. Hierdie
ontoereikendheid is as gevolg van die feit dat die handleidings vir die siende kind ontwerp
IS.
Derhalwe het die navorser gepoog om 'n meer toeganklike benadering te ontwikkel as wat
tans beskikbaar is vir die onderrig van braille misieknotasie aan die blinde, met die
bioldIuit as medium.
Die ondersoekmetode was kwalitatief van aard en het onder andere 'n literatuuroorsig
ingesluit wat die volgende unieke behoeftes van die blinde leerder ingesluit het:
• siellnmdig
• emosioneel en sosiaal
• konsep ontwikkeling
• motoriese vaardighede (oriëntasie, lateraliteit, houding, koOrdinasie)
• gevoelswaarneming
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El problema de comprensión y producción de texto en el PerúRamos, Moisés 28 August 2014 (has links)
This article seeks to explain the problem of literacy in Peru (1); it focuses on the lack of information regarding how children learn or acquire writing skills, which allows initial literacy.
It proposes to universities and educational institutes to incorporate into their curricula a closest approach to child development, specifically the period of the first seven years, crucial in the reader and writer training.
Also, it invokes to decline traditional practices, which determine the failure of active and reflective readers from initial education and explain in part why the university and Peruvian professionals read little or write short texts. Along this line, it outlines the difficulties of the student to use writing as a personal way of processing information and as a tool to interact with their environment. In the last section there is a list of the concepts and processes that should use an education that respect the evolutionary processes, affective and communicative ones, related to initial literacy. The psychogenesis of literacy it of great importance in order to understand the problem: this issue has political and economic implications, because if a child does not understand what he/she reads he/she will be limited in their employment opportunities; at the same time, a developing society with poor levels of reading comprehension, such as Peru, will have complications when inserting in a globalized economy. / Este artículo busca explicar el problema de la lectoescritura en el Perú1; se enfoca en la carencia de información respecto a cómo los niños aprenden o adquieren el sistema de escritura, que posibilita la alfabetización inicial. Propone a las universidades e institutos pedagógicos incorporar a sus currículos un enfoque más próximo al desarrollo del niño; concretamente, al periodo de los primeros siete años, cruciales para su formación como lector y redactor.Asimismo, invoca a declinar las prácticas tradicionales, que condicionan el fracaso de lectores activos y reflexivos desde la educación inicial y que explican, en parte, por qué los universitarios y profesionales peruanos leen poco o se limitan a escribir textos breves. En esa línea, expone las dificultades que tiene el alumno para emplear la redacción como una forma personal de procesar información y como una herramienta para interactuar con su entorno. En la última parte, se enumeran los conceptos y procesos mínimos a los que debería recurrir una educación que respete los procesos evolutivos, afectivos y comunicativos, vinculados con la alfabetización inicial. Resulta de enorme importancia, para entender el problema, la psicogénesis de la lectoescritura: este problema tiene implicancias políticas y económicas, pues un niño que no comprende lo que lee es un niño que estará limitado en sus oportunidades laborales; del mismo modo, una sociedad en vías de desarrollo con niveles deficientes de comprensión lectora, como la del Perú, tendrá complicaciones para insertarse en una economía globalizada.
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