SIGNWRITING SYMPOSIUM PRESENTATION 32: Relevance of SignWriting as a Way of Transcribing the Phonology of Sign Languages by Roberto Costa and Madson Barreto
SIGNWRITING SYMPOSIUM PRESENTATION 32: Relevance of SignWriting as a Way of Transcribing the Phonology of Sign Languages by Roberto Costa and Madson Barreto
The document describes an avatar-based system called tuniSigner that interprets SignWriting notations by generating 3D signing animations from the notations. The system has three main parts: it first parses SignWriting XML files, then identifies linguistic features of each sign, and finally converts these to an animation scripting language called SML to drive an avatar. The system aims to make sign language notations more accessible for deaf users by synthesizing natural-looking animated signs from the static notation representations. It has been tested on over 1200 signs from several sign languages.
This document proposes a new learning game called MemoSign Game to help deaf learners learn sign language vocabulary. The game is a version of Memory Match that uses virtual sign language avatars to sign words written in SignWriting. It is meant to motivate deaf learners and improve their reading and writing skills in their native sign language. An experiment will study the game's impact on the players' knowledge acquisition. The goal is to make learning more engaging and fun for deaf learners through use of avatar technology and games.
The Live In Letters Colorized Reading Program uses a three-tier color-coding system to assess and improve reading performance for users. It personalizes reading material to individual needs and levels, applying color patterns to letters, blends, and words. The program aims to increase skills like phonics, fluency, vocabulary and comprehension through an engaging digital format.
The document introduces the Live In Letters Colorized Reading Program, a multi-tiered software that applies color patterns to digital text to improve reading engagement, comprehension, and recall for those with learning disabilities or visual impairments. It works across devices and offers 3 tiers of color-coding by individual letters, letter groups, or full words to accommodate different reading levels. The program aims to make reading a more colorful and empowering experience for students and help advance their literacy skills.
1) O documento fornece instruções para aprender escrita de sinais, incluindo observar figuras da mão, decorar o alfabeto manual e transcrever palavras para escrita de sinais e português.
2) É destacada a diferença entre as letras F e T na escrita de sinais.
3) São listadas palavras para serem transcritas, como UFSC, cigarro, refrigerante e futebol.
O documento discute o sistema de escrita SignWriting para línguas de sinais, como foi desenvolvido para representar a Língua Brasileira de Sinais (Libras) e como tem sido aplicado em pesquisas e no ensino de surdos. O SignWriting permite a representação gráfica de diferentes parâmetros das línguas de sinais, como configurações de mãos, movimentos e expressões faciais.
The document discusses the history and development of artificial intelligence over the past several decades. It describes early work in the field starting in the 1950s and progress in areas such as problem solving, game playing, and machine learning. Recent advances in deep learning now allow AI systems to perform complex tasks like visual perception and language translation.
The document describes an avatar-based system called tuniSigner that interprets SignWriting notations by generating 3D signing animations from the notations. The system has three main parts: it first parses SignWriting XML files, then identifies linguistic features of each sign, and finally converts these to an animation scripting language called SML to drive an avatar. The system aims to make sign language notations more accessible for deaf users by synthesizing natural-looking animated signs from the static notation representations. It has been tested on over 1200 signs from several sign languages.
This document proposes a new learning game called MemoSign Game to help deaf learners learn sign language vocabulary. The game is a version of Memory Match that uses virtual sign language avatars to sign words written in SignWriting. It is meant to motivate deaf learners and improve their reading and writing skills in their native sign language. An experiment will study the game's impact on the players' knowledge acquisition. The goal is to make learning more engaging and fun for deaf learners through use of avatar technology and games.
The Live In Letters Colorized Reading Program uses a three-tier color-coding system to assess and improve reading performance for users. It personalizes reading material to individual needs and levels, applying color patterns to letters, blends, and words. The program aims to increase skills like phonics, fluency, vocabulary and comprehension through an engaging digital format.
The document introduces the Live In Letters Colorized Reading Program, a multi-tiered software that applies color patterns to digital text to improve reading engagement, comprehension, and recall for those with learning disabilities or visual impairments. It works across devices and offers 3 tiers of color-coding by individual letters, letter groups, or full words to accommodate different reading levels. The program aims to make reading a more colorful and empowering experience for students and help advance their literacy skills.
1) O documento fornece instruções para aprender escrita de sinais, incluindo observar figuras da mão, decorar o alfabeto manual e transcrever palavras para escrita de sinais e português.
2) É destacada a diferença entre as letras F e T na escrita de sinais.
3) São listadas palavras para serem transcritas, como UFSC, cigarro, refrigerante e futebol.
O documento discute o sistema de escrita SignWriting para línguas de sinais, como foi desenvolvido para representar a Língua Brasileira de Sinais (Libras) e como tem sido aplicado em pesquisas e no ensino de surdos. O SignWriting permite a representação gráfica de diferentes parâmetros das línguas de sinais, como configurações de mãos, movimentos e expressões faciais.
The document discusses the history and development of artificial intelligence over the past several decades. It describes early work in the field starting in the 1950s and progress in areas such as problem solving, game playing, and machine learning. Recent advances in deep learning now allow AI systems to perform complex tasks like visual perception and language translation.
SIGNWRITING SYMPOSIUM PRESENTATION 18: The Vision (or Perspective) of the Deaf About SignWriting in Ipiaú, Brazil by Barreto, Souza, Nascimento and Coelho
Paulo Freire - cap 2 de Pedagogia da AutonomiaAkarynaA
Ensinar requer pensamento crítico e não é apenas transferir conhecimento, mas sim criar as condições para que os alunos construam seu próprio conhecimento. Um bom professor reconhece que tanto ele quanto os alunos estão em constante processo de aprendizagem e que a mudança é possível através do diálogo e do respeito mútuo.
The document discusses grammar rules in American Sign Language (ASL). Some key points:
- In ASL, objects are described before their color, unlike in English which uses the order "my mom has brown hair and blue eyes."
- ASL has its own grammar system separate from English, with different rules for phonology, morphology, syntax, and pragmatics.
- ASL uses different word orders than English, often placing the subject before the verb and object, though order can vary depending on factors like familiarity and purpose. Topic-comment structures are also used where the topic, either subject or object, comes first before the comment.
Pizzaria Maluca - Guia para Profissionaismovimentodown
Este documento fornece informações sobre o jogo Pizzaria Maluca e sugestões de adaptações para crianças com necessidades especiais. Ele inclui dicas para começar o jogo, exemplos de pranchas de comunicação alternativa e sugestões de atividades pedagógicas utilizando o jogo. O objetivo é promover a inclusão de todas as crianças no brincar.
A utilização do Recursos Tecnólgicos na Prática EducativaElisangela
O documento discute o uso de recursos tecnológicos no ensino, descrevendo cursos de formação de professores em tecnologias educacionais e exemplos de como diferentes disciplinas podem usar ferramentas digitais, como mapas, blogs e vídeos. Também lista referências sobre o tema.
Super Memória - Guia para Profissionaismovimentodown
Este documento fornece um guia para profissionais da saúde e educação sobre o jogo Super Memória. Ele inclui sugestões para adaptação do jogo, dicas para seu uso em atividades educativas e adaptações das regras para crianças com necessidades especiais. Além disso, fornece exemplos de pranchas de comunicação para auxiliar crianças com dificuldades comunicativas a interagir durante o jogo.
O documento apresenta um caderno de atividades desenvolvido para estimular o desenvolvimento de crianças por meio do brincar com o jogo Cara a Cara. O caderno contém atividades adaptadas que trabalham habilidades como coordenação motora, leitura, escrita, matemática e percepção visual.
The document advertises SignWriting encyclopedias that will be written by deaf author and linguist Adam Frost, who will train signers to write articles in their sign language using online SignPuddle software. Interested parties can contact project director Valerie Sutton for more information.
SIGNWRITING SYMPOSIUM PRESENTATION 16: Contribution of Assistive Communication and Writing Signs for Communication with Deaf by Patricia Tuxi and Glaucio Castro and Enilde Faulstich
SIGNWRITING SYMPOSIUM PRESENTATION 45: SignWriting Electronic Flashcards for Different Sign Languages by André Lemyre.
See Presentation 45 Web Page: http://www.signwriting.org/symposium/presentation0045.html
A pontuação e sinais auxiliares de escrita são importantes para comunicação clara. Eles ajudam o leitor a entender o significado e o tom pretendido do escritor. A falta de pontuação pode levar a ambiguidade ou mal-entendidos.
Este documento fornece um guia para profissionais da saúde e educação sobre como adaptar o jogo "Cara a Cara" para crianças com deficiência. O guia explica a importância do brincar para o desenvolvimento infantil, apresenta dicas para adaptar o jogo e atividades pedagógicas relacionadas.
Este documento resume os principais pontos da obra "Pedagogia da Autonomia" de Paulo Freire. Freire discute como os educadores devem conduzir a educação de forma consciente, possuindo humildade e ética para estimular a liberdade dos alunos por meio da disciplina. Ele também enfatiza que a autonomia é um processo contínuo de amadurecimento ao longo da vida.
The document describes SWift, a new digital editor for SignWriting that was created to be highly usable and accessible for deaf users. Some key features of SWift include an intuitive glyph search area organized by body part, advanced features like glyph hints and custom glyph drawing, and support for multiple SignWriting alphabet versions. Usability testing showed SWift has a very good ease of use, and identified areas for further improvement to integrate deaf people into the digital world.
This document summarizes resources available for the Tunisian Signwriting Project, including an online dictionary and literature, a teaching manual translated to Arabic, a workbook in French and Arabic, a book of the most used hand shapes, and stories in signwriting like Goldilocks and Little Red Riding Hood. It also mentions resources like video lessons and cards for holidays, religions, humor and quotations to promote signwriting and Tunisian sign language.
Pizzaria Maluca - Caderno de Atividadesmovimentodown
Este caderno apresenta atividades educativas e lúdicas utilizando o jogo "Pizzaria Maluca" para estimular o desenvolvimento de crianças. As atividades abordam conceitos básicos e habilidades motoras por meio de tarefas como ligar alimentos às suas origens, achar caminhos corretos e identificar alimentos doces e salgados.
SIGNWRITING SYMPOSIUM PRESENTATION 56: "SignWriting in Tunisian Deaf Education” by Wafa Laajili and Mohamed Ali Balti.
Teacher Wafa Laajili presented a SignWriting demonstration to educators in Tunisia on the 4th of May 2016. Wafa introduced her experiences using SignWriting in the classroom with Deaf students. SEE: http://www.signwriting.org/symposium/presentation0056.html
This document describes a tool to convert audio/text to Indian sign language using Python libraries. It discusses using natural language processing and machine learning algorithms to take text or audio as input and output the corresponding sign language video. The tool is being developed as a website to help deaf and hard of hearing people in India communicate. It covers related work on sign language recognition and conversion tools. It then describes the methodology which includes audio to text conversion, searching a database of sign language video clips, and combining clips to generate the output video. Screenshots of the frontend website and examples of inputs and outputs are provided. Future work discussed includes improving the UI and adding mobile apps to make the tool cross-platform.
Sign language is a visual language that uses manual gestures, facial expressions, and body movements to communicate. It allows deaf and non-verbal people to communicate with each other. Research in the 1960s showed that sign languages like American Sign Language have their own grammars and syntax, and can express anything spoken languages can. Sign languages have their own vocabularies and rules for combining signs into sentences. While some sign languages directly represent spoken words, most have developed independently with their own structures and rules.
SIGNWRITING SYMPOSIUM PRESENTATION 18: The Vision (or Perspective) of the Deaf About SignWriting in Ipiaú, Brazil by Barreto, Souza, Nascimento and Coelho
Paulo Freire - cap 2 de Pedagogia da AutonomiaAkarynaA
Ensinar requer pensamento crítico e não é apenas transferir conhecimento, mas sim criar as condições para que os alunos construam seu próprio conhecimento. Um bom professor reconhece que tanto ele quanto os alunos estão em constante processo de aprendizagem e que a mudança é possível através do diálogo e do respeito mútuo.
The document discusses grammar rules in American Sign Language (ASL). Some key points:
- In ASL, objects are described before their color, unlike in English which uses the order "my mom has brown hair and blue eyes."
- ASL has its own grammar system separate from English, with different rules for phonology, morphology, syntax, and pragmatics.
- ASL uses different word orders than English, often placing the subject before the verb and object, though order can vary depending on factors like familiarity and purpose. Topic-comment structures are also used where the topic, either subject or object, comes first before the comment.
Pizzaria Maluca - Guia para Profissionaismovimentodown
Este documento fornece informações sobre o jogo Pizzaria Maluca e sugestões de adaptações para crianças com necessidades especiais. Ele inclui dicas para começar o jogo, exemplos de pranchas de comunicação alternativa e sugestões de atividades pedagógicas utilizando o jogo. O objetivo é promover a inclusão de todas as crianças no brincar.
A utilização do Recursos Tecnólgicos na Prática EducativaElisangela
O documento discute o uso de recursos tecnológicos no ensino, descrevendo cursos de formação de professores em tecnologias educacionais e exemplos de como diferentes disciplinas podem usar ferramentas digitais, como mapas, blogs e vídeos. Também lista referências sobre o tema.
Super Memória - Guia para Profissionaismovimentodown
Este documento fornece um guia para profissionais da saúde e educação sobre o jogo Super Memória. Ele inclui sugestões para adaptação do jogo, dicas para seu uso em atividades educativas e adaptações das regras para crianças com necessidades especiais. Além disso, fornece exemplos de pranchas de comunicação para auxiliar crianças com dificuldades comunicativas a interagir durante o jogo.
O documento apresenta um caderno de atividades desenvolvido para estimular o desenvolvimento de crianças por meio do brincar com o jogo Cara a Cara. O caderno contém atividades adaptadas que trabalham habilidades como coordenação motora, leitura, escrita, matemática e percepção visual.
The document advertises SignWriting encyclopedias that will be written by deaf author and linguist Adam Frost, who will train signers to write articles in their sign language using online SignPuddle software. Interested parties can contact project director Valerie Sutton for more information.
SIGNWRITING SYMPOSIUM PRESENTATION 16: Contribution of Assistive Communication and Writing Signs for Communication with Deaf by Patricia Tuxi and Glaucio Castro and Enilde Faulstich
SIGNWRITING SYMPOSIUM PRESENTATION 45: SignWriting Electronic Flashcards for Different Sign Languages by André Lemyre.
See Presentation 45 Web Page: http://www.signwriting.org/symposium/presentation0045.html
A pontuação e sinais auxiliares de escrita são importantes para comunicação clara. Eles ajudam o leitor a entender o significado e o tom pretendido do escritor. A falta de pontuação pode levar a ambiguidade ou mal-entendidos.
Este documento fornece um guia para profissionais da saúde e educação sobre como adaptar o jogo "Cara a Cara" para crianças com deficiência. O guia explica a importância do brincar para o desenvolvimento infantil, apresenta dicas para adaptar o jogo e atividades pedagógicas relacionadas.
Este documento resume os principais pontos da obra "Pedagogia da Autonomia" de Paulo Freire. Freire discute como os educadores devem conduzir a educação de forma consciente, possuindo humildade e ética para estimular a liberdade dos alunos por meio da disciplina. Ele também enfatiza que a autonomia é um processo contínuo de amadurecimento ao longo da vida.
The document describes SWift, a new digital editor for SignWriting that was created to be highly usable and accessible for deaf users. Some key features of SWift include an intuitive glyph search area organized by body part, advanced features like glyph hints and custom glyph drawing, and support for multiple SignWriting alphabet versions. Usability testing showed SWift has a very good ease of use, and identified areas for further improvement to integrate deaf people into the digital world.
This document summarizes resources available for the Tunisian Signwriting Project, including an online dictionary and literature, a teaching manual translated to Arabic, a workbook in French and Arabic, a book of the most used hand shapes, and stories in signwriting like Goldilocks and Little Red Riding Hood. It also mentions resources like video lessons and cards for holidays, religions, humor and quotations to promote signwriting and Tunisian sign language.
Pizzaria Maluca - Caderno de Atividadesmovimentodown
Este caderno apresenta atividades educativas e lúdicas utilizando o jogo "Pizzaria Maluca" para estimular o desenvolvimento de crianças. As atividades abordam conceitos básicos e habilidades motoras por meio de tarefas como ligar alimentos às suas origens, achar caminhos corretos e identificar alimentos doces e salgados.
SIGNWRITING SYMPOSIUM PRESENTATION 56: "SignWriting in Tunisian Deaf Education” by Wafa Laajili and Mohamed Ali Balti.
Teacher Wafa Laajili presented a SignWriting demonstration to educators in Tunisia on the 4th of May 2016. Wafa introduced her experiences using SignWriting in the classroom with Deaf students. SEE: http://www.signwriting.org/symposium/presentation0056.html
SIGNWRITING SYMPOSIUM PRESENTATION 56: "SignWriting in Tunisian Deaf Educatio...
Similar to SIGNWRITING SYMPOSIUM PRESENTATION 32: Relevance of SignWriting as a Way of Transcribing the Phonology of Sign Languages by Roberto Costa and Madson Barreto
This document describes a tool to convert audio/text to Indian sign language using Python libraries. It discusses using natural language processing and machine learning algorithms to take text or audio as input and output the corresponding sign language video. The tool is being developed as a website to help deaf and hard of hearing people in India communicate. It covers related work on sign language recognition and conversion tools. It then describes the methodology which includes audio to text conversion, searching a database of sign language video clips, and combining clips to generate the output video. Screenshots of the frontend website and examples of inputs and outputs are provided. Future work discussed includes improving the UI and adding mobile apps to make the tool cross-platform.
Sign language is a visual language that uses manual gestures, facial expressions, and body movements to communicate. It allows deaf and non-verbal people to communicate with each other. Research in the 1960s showed that sign languages like American Sign Language have their own grammars and syntax, and can express anything spoken languages can. Sign languages have their own vocabularies and rules for combining signs into sentences. While some sign languages directly represent spoken words, most have developed independently with their own structures and rules.
This document summarizes three experiments that examined syntactic processing in bilingual language production, specifically looking at how code-switching between languages influences the use of syntactic features. The experiments tested whether bilingual speakers use syntactic features from one language when producing words from the other language. Results showed that bilinguals may inhibit a word's inherent syntactic feature and instead use the feature from the other language. Cross-language syntactic interference increased when code-switching. Producing words from a weaker second language into a stronger first language also led to more errors. The findings provide evidence that bilinguals' language systems interact during processing and syntactic features can be influenced by the non-target language. The results inform models of bilingual syntactic representation like
The document discusses the key criteria and characteristics of language as a system of communication. It states that language is a medium of thought and social interaction that uses symbols. A language is meaningful and can be understood by other users of that language. It also has rules that govern how symbols can be arranged. Some of the main characteristics covered are that language is arbitrary, social, symbolic, systematic, vocal, non-instinctive, conventional, productive, and creative. The building blocks of language discussed are phonemes, morphemes, and syntax.
This document provides an overview of different types of writing systems, from limited systems like pictography to full systems like alphabets. Limited systems use visual marks to represent general ideas and meanings but have high ambiguity, while full systems have a fixed correspondence between signs and language elements. The document traces the development of writing from early logographic systems to modern alphabets, which separate consonants and vowels to remove ambiguity. It also discusses how writing systems evolved through borrowing elements from one culture to another over thousands of years.
Functions of Gestural Semantics in Contemporary CommunicationSubramanian Mani
Gestural semantics refers to the study of the meaning conveyed through gestures, body movements, and non-verbal communication. It explores how gestures and bodily actions contribute to communication and how they convey meaning alongside spoken language.
Phonotactics gives a description for the permissible syllable structure, consonant clusters and vowel sequences and explains what role phonotactic constraints play in defining the legality of the sounds sequence. (Smolensky & Prince, 1993).
VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN ENGLISH.pptxBabyLyn5
This document discusses varieties and registers of spoken and written English. It begins by defining key terms like language, varieties, and registers. It explains that language varies based on factors like geography, social class, occupation, and context. There are both local and global varieties of spoken and written language, which can be everyday or specialized. The document provides examples of different language varieties, like local everyday spoken between neighbors versus global specialized written for an international academic audience. It emphasizes using the appropriate variety and register depending on the communication context.
This document defines phonology and phonetics and their roles in language learning. [1] Phonology describes how sounds function and are organized in a language to convey meaning, while phonetics studies the physical properties of speech sounds. [2] The document then provides examples of phonetic transcription and discusses phonological processes in connected speech. [3] Phonological processes refer to how the brain instructs the speech apparatus to pronounce words and segments, and how sounds can change in normal speech flow or over time according to phonological principles.
This document discusses the key areas and concepts in the field of linguistics. It outlines the main branches of linguistics including diachronic/synchronic linguistics, general/descriptive linguistics, and contrastive/comparative linguistics. It also discusses the core areas of linguistics study including phonology, morphology, syntax, semantics, and pragmatics. Additionally, it examines related fields such as psycholinguistics, neurolinguistics, and sociolinguistics. Finally, it outlines several key concepts and properties of human language including modularity, recursion, discreteness, productivity, arbitrariness, and variability.
Sign language uses visual gestures rather than sounds to communicate. While different from spoken languages, sign languages have a similar underlying linguistic structure using words, grammar and sentences. Neurologically, both sign and spoken languages activate Broca's area for language production, though sign language relies more on visual processing. Studies also show semantic processing occurs in distinct brain regions for comprehending meaning regardless of input or output modality.
The document discusses the history and emergence of code-switching research, defining it as the alternation between two languages used by bilingual speakers. It examines reasons for and functions of code-switching, including to ease communication, convey social and linguistic meanings, emphasize points, and show group identity. Attitudes toward code-switching are also explored, having traditionally been viewed negatively but now seen as a natural part of bilingual communication.
Morphophonological deviation in yoruba its implication for communicationAlexander Decker
This document summarizes research on morphophonological deviation in the Yoruba language and its implications for communication. Some key points:
(1) Literary artists in Yoruba deliberately violate phonological and morphological rules to achieve aesthetic goals, though this deviation also occurs in everyday speech.
(2) Forms of deviation include segmental deletion of consonants and vowels, which can lead to ambiguity or derivation of new words out of context.
(3) While deviation aims to be meaningful, it sometimes hinders conceptual meaning and generates ambiguity, which can constitute a communicative difficulty especially for language learners.
This document discusses the key components of language: semantics, phonetics, morphology, syntax, discourse, pragmatics, and orthography. It provides overview definitions and explanations of each component. Semantics refers to the study of meaning. Phonetics is the study of how humans produce and perceive vocal sounds. Morphology deals with the internal structure of word forms. Syntax governs the rules and principles of sentence structure. Discourse analysis examines language use across sentences. Pragmatics studies how context contributes to meaning. Orthography refers to the conventions of writing down a language.
International Journal on Natural Language Computing (IJNLC) Vol. 4, No.2,Apri...ijnlc
Building
dialogues systems
interaction
has recently gained considerable
attention, but most of the
resourc
es and systems built so far are
tailored to
English and other Indo
-
European languages. The need
for designing
systems for
other languages is increasing such as Arabic language.
For this reasons, there
are more int
erest for Arabic dialogue acts classification
task because it
a key player in Arabic language
under
standing
to
bu
ilding this systems
.
This paper surveys
different techniques
for dialogue acts classification
for Arabic.
W
e describe the
main existing techniques for utterances segmentations and
classification, annotation schemas, and
test corpora for Arabic
dialogues understanding
that have introduced
in the literature
The relevance of phonology to communication studiesAlexander Decker
The document discusses the relationship between phonology and communication studies. It argues that phonology, which involves the sounds of a language, is highly relevant to communication studies since communication inherently involves the use of language and its sounds. The document provides definitions of communication and phonology, describes the vowel and consonant sounds of the English language using phonetic transcription, and suggests including phonology in communication curriculum to help achieve accurate expression.
INTEGRATION OF PHONOTACTIC FEATURES FOR LANGUAGE IDENTIFICATION ON CODE-SWITC...kevig
In this paper, phoneme sequences are used as language information to perform code-switched language
identification (LID). With the one-pass recognition system, the spoken sounds are converted into
phonetically arranged sequences of sounds. The acoustic models are robust enough to handle multiple
languages when emulating multiple hidden Markov models (HMMs). To determine the phoneme similarity
among our target languages, we reported two methods of phoneme mapping. Statistical phoneme-based
bigram language models (LM) are integrated into speech decoding to eliminate possible phone
mismatches. The supervised support vector machine (SVM) is used to learn to recognize the phonetic
information of mixed-language speech based on recognized phone sequences. As the back-end decision is
taken by an SVM, the likelihood scores of segments with monolingual phone occurrence are used to
classify language identity. The speech corpus was tested on Sepedi and English languages that are often
mixed. Our system is evaluated by measuring both the ASR performance and the LID performance
separately. The systems have obtained a promising ASR accuracy with data-driven phone merging
approach modelled using 16 Gaussian mixtures per state. In code-switched speech and monolingual
speech segments respectively, the proposed systems achieved an acceptable ASR and LID accuracy.
INTEGRATION OF PHONOTACTIC FEATURES FOR LANGUAGE IDENTIFICATION ON CODE-SWITC...kevig
In this paper, phoneme sequences are used as language information to perform code-switched language identification (LID). With the one-pass recognition system, the spoken sounds are converted into phonetically arranged sequences of sounds. The acoustic models are robust enough to handle multiple languages when emulating multiple hidden Markov models (HMMs). To determine the phoneme similarity among our target languages, we reported two methods of phoneme mapping. Statistical phoneme-based bigram language models (LM) are integrated into speech decoding to eliminate possible phone mismatches. The supervised support vector machine (SVM) is used to learn to recognize the phonetic information of mixed-language speech based on recognized phone sequences. As the back-end decision is taken by an SVM, the likelihood scores of segments with monolingual phone occurrence are used to classify language identity. The speech corpus was tested on Sepedi and English languages that are often mixed. Our system is evaluated by measuring both the ASR performance and the LID performance separately. The systems have obtained a promising ASR accuracy with data-driven phone merging approach modelled using 16 Gaussian mixtures per state. In code-switched speech and monolingual speech segments respectively, the proposed systems achieved an acceptable ASR and LID accuracy.
Development of text to speech system for yoruba languageAlexander Decker
This document describes the development of a text-to-speech (TTS) system for the Yoruba language. It begins with background on TTS systems and an overview of previous work developing TTS for other languages but not extensively for Yoruba. The authors then describe the architecture and design of the Yoruba TTS system they developed using a concatenative synthesis method. This includes analyzing the phonology and syllable structure of Yoruba, and developing components for syllable identification, prosody assignment, and speech signal processing. An evaluation of the system found 70% of respondents found it usable.
Similar to SIGNWRITING SYMPOSIUM PRESENTATION 32: Relevance of SignWriting as a Way of Transcribing the Phonology of Sign Languages by Roberto Costa and Madson Barreto (20)
This document summarizes a presentation on two proposed fingerspelling keyboard layouts for Myanmar Sign Language using SignWriting. It introduces SignWriting and discusses challenges in developing a SignWriting text input interface for Myanmar. Two keyboard layouts are proposed: a phonetic-based layout that maps fingerspelling characters to keys based on pronunciation, and a symbol-based layout that maps characters based on symbol shapes. A user study evaluated the typing speed and usability of each layout with deaf and hearing participants. Results showed that the symbol-based layout had higher typing speeds and was preferred by users.
SignWriting Symposium 2018 Presentation 71: "SignWriting Vision 2030" by Stephen E Slevinski. Across the globe, a common script for all sign languages, a developmental powerhouse, connecting sign language disciplines with text. SignWriting software for generations to come, including SignPuddle, SignMaker and the encoding of the International SignWriting Alphabet (ISWA) in Unicode (SWU) and Formal SignWriting (FSW). http://www.signwriting.org/symposium/presentation0071.html
The document describes the Sutton SignWriting Standard of 2017, which provides a stable standard for writing sign languages using a two-dimensional representation. It summarizes the history and principles of SignWriting, and outlines the current standards for Formal SignWriting in ASCII (FSW) and SignWriting in Unicode (SWU). The standard uses characters for naming signs and fonts for viewing signs rendered with spatial coordinates. It aims to be complete, universal, empowering and possible for all sign languages.
SIGNWRITING SYMPOSIUM PRESENTATION 68: "Sign Language Writing: SignWriting as a Tool in Deaf Literacy"
"Escrita da Língua de Sinais: SignWriting como ferramenta no letramento de surdos" by Prof. Fernando Henrique Fogaça Carneiro and Profa. Priscila de Abreu Bortoletti
This document discusses using SignWriting (SW) to represent lexical entries in a dictionary of Peruvian Sign Language (LSP). It notes that there is almost no prior research or published dictionaries on LSP. The planned LSP dictionary (DALSP) will include a video, gloss, translation, description, and SW transcription for each sign. Using SW will allow for deeper analysis of LSP's phonological features and help visualize that sign languages can be written phonologically like spoken languages. However, challenges include students needing training in SW conventions and the system potentially engaging the Peruvian Deaf community's interest in a writing system for LSP.
SignWriting Symposium 2016 Live Broadcast July 18 Session 1: “A Home & Education For Deaf Children in Sicuani, Cusco, Peru” by Kristina Tworek. In Peru there are lots of deaf children, especially in the south. Some time ago there was a home for deaf children here in Sicuani, however now the situation changed. Right now only disabled children, for example with Down Syndrome, are staying there. That is why we want to open a new place for all the deaf children in the South of Peru. In the house they are supposed to get food, because good and healthy nutrition is so important for their physical development and for their health in general.
Moreover we want to create a place, where they get a bed and a significant other they can come to, because unfortunately most of the indigent and disabled children are left out of society. We want to give these children a home, where they feel comfortable and happy. That is why we want a primary school for all the deaf children in the south of Peru. The education of these children is so important for their future. In primary school they will learn the basics, how to communicate and express themselves. There they will have the opportunity to learn:
1) sign language
2) speech
3) lipreading
If they don’t have the opportunity to learn these three basics, they don’t have the same rights for their future as other children have. They have the right for equal opportunities. We want to try to make it possible at any cost. For the necessary educaction there is a big possibility: “SignWriting”. It is a system of writing to demonstrate movements and hand, arm and the used face gestures in the language of sings. This system that we will use in primary school, will make it easier to learn the signs and will improve the comprehension of Spanish, its grammatic and the language in general.
In the following attachment you will find an example for our idea how to learn by just playing a game. SEE: http://www.signwriting.org/symposium/presentation0053.html
SIGNWRITING SYMPOSIUM PRESENTATION 61: "SignWriting in Unicode and Rich Text Considerations" by Stephen E. Slevinski Jr.
Unicode is a widely accepted standard for encoding the various writing systems of the world. Sutton SignWriting is encoded with Formal SignWriting (FSW) which is plain text ASCII and equivalent to UTF-8.
Last year the Unicode Technical Committee discussed SignWriting and the various data representations. Early August 2016, SignWriting will be discussed at UTC # 148, including a new proposal for Unicode 10.
Formal SignWriting is Plain Text. After the Formal SignWriting strings, rich text details can be add to customize the size and color of individual signs and symbols. SEE: http://www.signwriting.org/symposium/presentation0061.html
SIGNWRITING SYMPOSIUM PRESENTATION 57: "A Web Tool for Building Parallel Corpora of Spoken and Sign Languages" by Alex Malmann Becker & Fabio N. Kepler & Sara Candeias. See: http://www.signwriting.org/symposium/presentation0057.html
The main objective of this work is to build an online tool for manually annotating texts in any spoken language with SignWriting in any sign language. The existence of such tool will allow the creation of parallel corpora between spoken and sign languages that can be used to bootstrap the creation of efficient tools for the Deaf community. As an example, a parallel corpus between English and American Sign Language could be used for training Machine Learning models for automatic translation between the two languages. Clearly, this kind of tool must be designed in a way that it eases the task of human annotators, not only by being easy to use, but also by giving smart suggestions as the annotation progresses, in order to save time and effort. The tool was implemented in the Java Web platform using the JSF framework (Java Server Faces) and an MVC architecture (Model-View-Controller).
This document proposes introducing SignWriting to a bilingual school in Imperatriz, Maranhão, Brazil. It notes that SignWriting is not widely used in Maranhão yet, as only a few deaf individuals know it. The goals are to promote SignWriting at the bilingual school through activities, create initiatives to expand its use statewide, and pass a municipal law requiring its use. The methodology involves applying the project at the school and partnering with institutions for workshops. It describes Imperatriz and the bilingual school, and proposes actions like a law, conference, training, and app to spread SignWriting in Maranhão.
SIGNWRITING SYMPOSIUM PRESENTATION 60: "The Learning of SignWriting at ANPACIN Bilingual School for the Deaf in Maringá - PR, Brazil" by Daniele Miki Fujikawa Bózoli.
Sign languages are a linguistic way of expression for deaf people. In 1974, Valerie Sutton has created her own registration signs system that consists in sign languages. This system is internationally known as SignWriting, which, in Brazil corresponds to Escrita de Sinais, that allows to register the parameters of sign languages as handshapes, locations, movements, orientations and facial expressions. Such system presents itself as possible ally in the deaf students’s education process. However, the SignWriting is not well known by the deaf communities, in addition there are few studies about the impact of SignWriting on the learning of deaf students. The interest of gathering information to enable more conclusive reflections about the SignWriting that has motivated this study. Therefore, this research consists on the learning of school content by the SignWriting system for high school students from ANPACIN - Bilingual School for Deafs of Maringá - Paraná, Brazil. In the course of the empirical study was possible offering to a group of students the basic knowledge of SignWriting, looking up to verify the impact of the knowledge in the academic performance of the participants. As result, it was observed a better performance of the students activities in SignWriting which may represent an additional tool to facilitate the intellectual development of deaf students. Objectively, SignWriting can act in the psychological field as a tool to expand knowledge of the students that can produce significant cognitive gains, in as much as, the systemized system, especially, for the registration of sign languages.
See: http://www.signwriting.org/symposium/presentation0060.html
SIGNWRITING SYMPOSIUM PRESENTATION 61: "SignWriting in Unicode and Rich Text Considerations" by Stephen E. Slevinski Jr.
Unicode is a widely accepted standard for encoding the various writing systems of the world. Sutton SignWriting is encoded with Formal SignWriting (FSW) which is plain text ASCII and equivalent to UTF-8.
Last year the Unicode Technical Committee discussed SignWriting and the various data representations. Early August 2016, SignWriting will be discussed at UTC # 148, including a new proposal for Unicode 10.
Formal SignWriting is Plain Text. After the Formal SignWriting strings, rich text details can be add to customize the size and color of individual signs and symbols.
See: http://www.signwriting.org/symposium/presentation0061.html
SIGNWRITING SYMPOSIUM PRESENTATION 61: SignWriting in Unicode Next by Stephen E. Slevinski Jr
Unicode is a widely accepted standard for encoding the various writing systems of the world. Sutton SignWriting is encoded with Formal SignWriting (FSW) which is plain text ASCII and equivalent to UTF-8.
Last year the Unicode Technical Committee discussed SignWriting and the various data representations. Early August 2016, SignWriting will be discussed at UTC # 148, including a new proposal for Unicode 10.
Formal SignWriting is Plain Text. After the Formal SignWriting strings, rich text details can be add to customize the size and color of individual signs and symbols.
See: http://www.signwriting.org/symposium/presentation0061.html
O documento discute o SignWriting (SW) como um sistema de escrita para línguas gestuais e seu potencial para promover o desenvolvimento de habilidades de escrita em estudantes surdos. O autor realizou entrevistas e questionários com professores surdos e ouvintes no Brasil que usam o SW. Os resultados sugerem que o SW se adapta bem às línguas gestuais e pode auxiliar na aquisição da língua portuguesa escrita, além de valorizar a cultura surda. O SW parece ser uma ferramenta educacional promissora
SIGNWRITING SYMPOSIUM PRESENTATION 54: http://www.signwriting.org/symposium/presentation0054.html
SignTyp: a cross linguistic database and dictionaries for sign languages by Harry von der Hulst & Rachel Channon
SignTyp is a research tool – a database of phonological and phonetic information. It is also a set of online sign language dictionaries, and the prompts used to create the dictionaries.
Goals for Online Dictionaries:
To collect 1000 signs each from 15+ sign languages (citation forms). Signers respond to the same prompts cross- linguistically.
To transcribe each sign in SignWriting – a notation system for signs created by Valerie Sutton
To create 15+ sign online dictionaries
Goals for Research Database
To convert SignWriting transcriptions into a more granular analytic coding to enable phonetic/phonological analysis of the structure of signs
To provide a comparative study of the phonological structure of 15+ globally diverse sign languages
To test and develop sign phonology models
To investigate the role of iconicity in phonological form
To develop a cognitive model that generalizes over ‘phonological’ form in signed and spoken languages
SIGNWRITING SYMPOSIUM PRESENTATION 62: SignPuddle 3: Front and Back by Stephen E Slevinski Jr.
SignPuddle 3 is currently under active development. Rather than a monolithic project, SignPuddle 3 is split into two separate, but cooperative, projects: the front end of user interactions and the back end for data manipulation.
The front end is intended for the normal user. It is written in HTML, CSS, and JavaScript. With the front end, the user will be able to view and edit information with a modern interface across a variety of platforms such as desktop and mobile. Behind the scenes, the front end will communicate with the back end without the user needing to know the additional details.
The back end manages the data in a series of SQLite databases. It is written in PHP and is based on the Slim Framework v2. The back end uses HTTP methods and JSON data to communicate.
The benefits of splitting SignPuddle 3 into two separate projects are mainly directed at outside developers. They will be able to directly interact with the SignPuddle Online data in an easy and direct manner. They will be able to search and query the data, and they will be able to post new data from the users of their products. Developers can start accessing the data today, using the API Blueprint generated documentation.
SIGNWRITING SYMPOSIUM PRESENTATION 55: "Moving Forward with Sign Language Projects in Formal SignWriting (FSW)” by Stephen E. Slevinski Jr.
Visit Presentation Web Page: http://www.signwriting.org/symposium/presentation0055.html
Imagine a world in which every sign language user can freely share in the sum of all knowledge. Sign languages are human languages. Any topic that can be discussed in a spoken language can be discussed in a signed language. It's important to realize the benefits of a person being able to access information in their primary language. It's exciting to realize that sign language wikipedia projects are now possible with Sutton SignWriting.For the past several years, we have been working on the technical infrastructure to make it possible to have a wikipedia in any sign language. We've been using Translate Wiki to localize the user interface. Most commonly, SignWriting is displayed vertically and for MediaWiki this requires a custom skin with the CSS vertical writing mode enabled. The technical details are complex, and we continue to make progress. As we've seen with Wikipedia itself, there is a snowball effect with these types of projects. More people getting involved, leads to more people getting involved. One of the major factors holding back the widespread acceptance of SignWriting is having enough reading material available to make it worthwhile to learn SignWriting. The sign language wikipedia projects are important for the growth of SignWriting and the positive effects of the sign language wikipedias will benefit all sign language users far beyond just the particular wikipedia projects themselves. Sign language wikipedia projects are now possible with Sutton SignWriting. We encourage sign language users to get involved by learning SignWriting and the MediaWiki software. We encourage technical MediaWiki users of all levels to get involved and help us improve and streamline the technical details. We encourage everyone to imagine a world in which every sign language user can freely share in the sum of all knowledge.
The Lessons in SignWriting Textbook by SignWriting inventor Valerie Sutton is a 220-page 15-chapter tutorial published first in 1990, expanded to a full reference book in 2002, and updated in 2014. Colorful photos and illustrations are accompanied with short English explanations of symbols with sign language examples in American Sign Language (ASL). The 15 chapters teach how to write the body movements of any sign language in the world, step by step. Chapters are: 1. Introduction to SignWriting, 2. Viewpoints (choosing to write from the Expressive perspective), 3. Handshapes, 4. Contact Symbols, 5. Finger Movement, 6. Straight Arm Movement, 7. Curved Movement, 8. Axial Movement (Arm Rotation and Wrist Movement), 9. Circular Movement, 10. Facial Expressions, 11. Head Movement, 12. Movement of the Body and Torso, 13. Movement Dynamics and Timing, 14. Punctuation for Sign Sentences, 15. Writing Signs & Sign Literature. Available on Amazon.com as a printed book: ISBN: 978-0-914336-55-6
1. The document discusses SignWriting, a writing system for sign languages that is supported by the Center for Sutton Movement Writing.
2. SignWriting uses a grid-based system of glyphs and can be encoded in Unicode, with some sign languages encoded in Plane 15 and others in Plane 16.
3. The Center for Sutton Movement Writing aims to provide standardized, stable, and free specifications for encoding various sign languages in fonts and Unicode for wide accessibility across operating systems and devices.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
SIGNWRITING SYMPOSIUM PRESENTATION 32: Relevance of SignWriting as a Way of Transcribing the Phonology of Sign Languages by Roberto Costa and Madson Barreto
1. The relevance of SignWriting as a way of
transcribing the phonology of
Sign Languages
Msc. Roberto César Reis da Costa
Madson Barreto
Brazil, July, 23rd 2014.
2. Our Aim
This lecture aims at presenting the
relevance of SignWriting (SW) as a way of
transcribing the phonology of Sign Languages.
We will focus on the prosodic model of
sign language phonology (BRENTARI, 1998), as
well as the SignWriting system (SUTTON).
3. Notations’ Systems for Sign Language
Mimographie
Stokoe’s Notation
Hamburg Notation System – HamNoSys
Writing System for Sign Languages – ELiS
SignWriting
4. What is SignWriting?
“SignWriting is a direct visual writing system in
which sign languages can be written with no prior
need to translate into an oral language. As the
letters of Latin alphabet are used to write in
Portuguese, English, French, among other oral
languages, SignWriting has a set of symbols that
can be used to write any sign language”.
(BARRETO; BARRETO, 2012:42, our translation)
5. Transcription of Sign Languages:
Why SignWriting (SW)?
Stokoe’s Notation
HamNoSys
ELiS
It is quite likely that most of the notations’ systems of
sign languages seems to be arbitrary.
6. Transcription of Sign Languages:
Why SignWriting (SW)?
SW depicts most of the iconicity inherent to each sign.
7. Transcription of Sign Languages:
Why SignWriting (SW)?
If phonologists of spoken languages can use the IPA to transcribe
any oral language, phonologists of signed languages can use SW
to transcribe any sign language.
8. Phonological Patterns
a. Generality
b. Generalization
c. Design
d. Uniqueness
e. Scaffolding
(BERENT, 2013:8)
10. Phonological Processes
The parts of signs may occur in different
orders, and the parts of signs may influence
each other. These variations are due to
phonological processes (that is, the ways in
which the parts of signs interact with each
other).
(VALI; LUCAS & MULROONEY, 2005: 40)
11. Phonological Processes
Costa (2012) has observed phonological
processes (assimilation, elision, epenthesis
and metathesis) by analyzing signs through
the use of SW.
12. Phonological Processes
Assimilation
This process involves the incorporation on a
segment of the features from another which is
adjacent to it.
(COSTA, 2012:168)
13. Phonological Processes
Elision
The process presupposes the erasing of a given trait,
and hence the suppression of its all respective
subnodes that are linked to the tier in the deleted
node.
(COSTA, 2012:169)
14. Final Considerations
If SW is used to transcribe signs phonologically,
phonologists from different countries will ‘speak’
the same language;
By speaking the same language, they will be able
to find out linguistic universals in terms of
phonology;
The set of handshapes designed for SW should
be used to make up an “IPA” for sign languages.
15. Thanks for your attention.
Our Contacts:
Roberto Costa
roberto.fono@gmail.com
Madson Barreto
contato@librasescrita.com.br
www.librasescrita.com.br
16. References
BARRETO, M.; BARRETO, R. (2012) Escrita de Sinais sem mistérios. Belo
Horizonte: edição do autor.
BERENT, I. (2013) The phonological mind. New York: Cambridge University
Press, 2013.
BRENTARI, D. (1998) A prosodic model of Sign Language phonology.
Cambridge, MA: MIT Press.
COSTA, R. C. R. (2012) Proposta de instrumento de avaliação fonológica da
Língua Brasileira de Sinais: FONOLIBRAS. Dissertação (Mestrado).
Salvador: Universidade Federal da Bahia, Instituto de Letras.
VALLI, C.; LUCAS, C.; MULROONEY, K. J. (2005) Linguistics of American Sign
Language: an introduction. Washington, DC: Gallaudet University Press.
Editor's Notes
Iris Berent is a Professor of Psychology at Northeastern University, Boston. Her research concerns phonology, morphology, and reading. She has published extensively in psychological and linguistic journals.
a. Generality: All established languages exhibit phonological patterns.
b. Generalization: Phonological patterns are not confined to the memorization of familiar patterns.
(i) People generalize the patterns of their language to novel words.
Phonological systems reemerge spontaneously.
c. Design: Phonological patterns manifest a shared design.
(i) The phonological patterns of different languages share a common design.
(ii) The design of phonological systems is partly shared across modalities – for signed and spoken language.
d. Uniqueness: The design of phonological systems is potentially unique.
It differs from the design of nonlinguistic auditory forms of communication.
It differs from the structure of auditory communication systems used by nonhuman species.
e. Scaffolding: The design of the linguistic phonological system lays the foundation for the invention of reading and writing.