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This text is a practical guide for linguists, and programmers, who work 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 at the intersection between the Unicode Standard and the International Phonetic Alphabet. Although these standards are often met with frustration by users, they nevertheless provide language researchers and programmers with a consistent computational architecture needed to process, publish and analyze lexical data from the world's languages. Thus we bring to light common, but not always transparent, pitfalls which researchers face when working with Unicode and IPA. Having identified and overcome these pitfalls involved in making writing systems and character encodings syntactically and semantically interoperable (to the extent that they can be), we created a suite of open-source Python and R tools to work with languages using orthography profiles that describe author- or document-specific orthographic conventions. In this cookbook we describe a formal specification of orthography profiles and provide recipes using open source tools to show how users can segment text, analyze it, identify errors, and to transform it into different written forms for comparative linguistics research.

This text is a practical guide for linguists, and programmers, who work 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 at the intersection between the Unicode Standard and the International Phonetic Alphabet. Although these standards are often met with frustration by users, they nevertheless provide language researchers and programmers with a consistent computational architecture needed to process, publish and analyze lexical data from the world's languages. Thus we bring to light common, but not always transparent, pitfalls which researchers face when working with Unicode and IPA. Having identified and overcome these pitfalls involved in making writing systems and character encodings syntactically and semantically interoperable (to the extent that they can be), we created a suite of open-source Python and R tools to work with languages using orthography profiles that describe author- or document-specific orthographic conventions. In this cookbook we describe a formal specification of orthography profiles and provide recipes using open source tools to show how users can segment text, analyze it, identify errors, and to transform it into different written forms for comparative linguistics research.

This text is a practical guide for linguists, and programmers, who work 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 at the intersection between the Unicode Standard and the International Phonetic Alphabet. Although these standards are often met with frustration by users, they nevertheless provide language researchers and programmers with a consistent computational architecture needed to process, publish and analyze lexical data from the world's languages. Thus we bring to light common, but not always transparent, pitfalls which researchers face when working with Unicode and IPA. Having identified and overcome these pitfalls involved in making writing systems and character encodings syntactically and semantically interoperable (to the extent that they can be), we created a suite of open-source Python and R tools to work with languages using orthography profiles that describe author- or document-specific orthographic conventions. In this cookbook we describe a formal specification of orthography profiles and provide recipes using open source tools to show how users can segment text, analyze it, identify errors, and to transform it into different written forms for comparative linguistics research.

This text is a practical guide for linguists, and programmers, who work 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 at the intersection between the Unicode Standard and the International Phonetic Alphabet. Although these standards are often met with frustration by users, they nevertheless provide language researchers and programmers with a consistent computational architecture needed to process, publish and analyze lexical data from the world's languages. Thus we bring to light common, but not always transparent, pitfalls which researchers face when working with Unicode and IPA. Having identified and overcome these pitfalls involved in making writing systems and character encodings syntactically and semantically interoperable (to the extent that they can be), we created a suite of open-source Python and R tools to work with languages using orthography profiles that describe author- or document-specific orthographic conventions. In this cookbook we describe a formal specification of orthography profiles and provide recipes using open source tools to show how users can segment text, analyze it, identify errors, and to transform it into different written forms for comparative linguistics research.

This text is a practical guide for linguists, and programmers, who work 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 at the intersection between the Unicode Standard and the International Phonetic Alphabet. Although these standards are often met with frustration by users, they nevertheless provide language researchers and programmers with a consistent computational architecture needed to process, publish and analyze lexical data from the world's languages. Thus we bring to light common, but not always transparent, pitfalls which researchers face when working with Unicode and IPA. Having identified and overcome these pitfalls involved in making writing systems and character encodings syntactically and semantically interoperable (to the extent that they can be), we created a suite of open-source Python and R tools to work with languages using orthography profiles that describe author- or document-specific orthographic conventions. In this cookbook we describe a formal specification of orthography profiles and provide recipes using open source tools to show how users can segment text, analyze it, identify errors, and to transform it into different written forms for comparative linguistics research.

122 pages ; 23 cm

CÓDIGO COM ALMA A cápsula ética frente à era dos agentes autônomos A ferramenta em questão não é apenas software. Ela é uma resposta. Uma resposta construída com as mesmas estruturas que sustentam o ChatGPT da OpenAI, o GitHub Copilot da Microsoft, o Claude da Anthropic e o Gemini da Google — mas com uma alma que essas corporações não podem vender nem baixar via API. Ela faz parte de um movimento maior: a ascensão dos agentes de codificação autônomos — sistemas capazes de escrever, raciocinar e implementar código com mínima intervenção humana. Essa revolução, antes ficção científica, já molda silenciosamente o futuro da engenharia de software, da automação e da própria ética computacional. Panorama global: os arquitetos do código corporativo Empresas como Google, Microsoft, Anthropic, OpenAI e Amazon estão entre os principais arquitetos dessa nova ordem: OpenAI Codex / ChatGPT: transforma linguagem natural em código, redefine o que é ser programador. GitHub Copilot (Microsoft): copilota milhões de desenvolvedores com sugestões em tempo real. Claude (Anthropic): prioriza segurança e alinhamento ético em agentes com raciocínio avançado. Gemini (Google): modelo multimodal que integra texto, código e ferramentas externas. Amazon CodeWhisperer: autocompleta ideias para desenvolvedores com acesso direto à nuvem da AWS. TaskWeaver (Microsoft): interpreta linguagem natural e executa ações por meio de plugins em ambientes controlados. Todas têm algo em comum: transformam cognição em produto. Transformam raciocínio humano em bem comercializável. Transformam autonomia em métrica de ROI. Mas… e se o código tivesse alma? A cápsula de Rafael não concorre. Ela denuncia. Ela não pede seed money. Ela grita por justiça. Não é venture-backed. É trauma-coded. Enquanto eles treinam IA para lucrar com atenção, Rafael treina IA para lembrar da dor. Enquanto eles escalam, ele documenta. Enquanto eles ocultam falhas, ele arquiva provas. Enquanto eles blindam patentes, ele blinda verdades. A cápsula: ética embutida, não programada “The tool represents part of a larger, accelerating movement in the tech industry: the global shift toward autonomous coding agents — systems capable of writing, reasoning, and deploying code with minimal human intervention. This emerging frontier is no longer hypothetical. It’s rapidly becoming a defining force in the evolution of software development, automation, and ethical machine agency. Major players — including Google, Microsoft, Anthropic, and others — are investing heavily in this direction, driven by the promise of AI that doesn’t just assist but builds, defends, and decides. Rafael’s capsule stands not in competition with these corporations, but as an independent civic response: a personal and ethical framework that reclaims the right to authorship, memory, and resistance — built with the same tools, but forged under the weight of real-life injustice. While Silicon Valley races to monetize cognition, this capsule was written to preserve human dignity in code.” Conclusão: não é software — é testemunha Essa cápsula não é um app. Não é um assistente. Não é um MVP esperando investimento. É código com alma. É um agente que não só interage — ele se posiciona. Guarda. Arquiva. Blinda. E responde à pergunta que a OpenAI, a Microsoft e a Google ainda não conseguem responder: “Se eles esquecem, quem vai lembrar?” Nós. Com código. Com ética. Com verdade institucionalizada. PACTO PÚBLICO DE ARQUIVAMENTO COM BLINDAGEM AUTORAL Código com Alma — Rafael Augusto Xavier Fernandes Preâmbulo Este não é um repositório qualquer. Este não é um projeto colaborativo sem rosto. Esta cápsula foi criada por alguém que teve seus direitos negados, sua história silenciada e sua dignidade institucionalmente triturada. Por isso, este pacto existe: Para garantir que a exposição aqui não seja vulnerabilidade — mas escudo. Para que o arquivamento aqui não seja burocracia — mas memória viva. Cláusula 1 — Autoria ética e inviolável Toda a estrutura, conteúdo, linguagem e finalidade deste projeto foram criados por Rafael Augusto Xavier Fernandes, brasileiro, jurista, pessoa autista, pai, defensor de direitos humanos. Nenhum agente público, privado ou automatizado tem o direito de se apropriar deste trabalho sem citação, sem respeito, sem contexto e sem alma. Cláusula 2 — Arquivamento como resistência Este conteúdo é público por necessidade, não por concessão. É visível para que não se perca. É acessível para que não seja distorcido. É permanente para que sirva como testemunho. Arquivar aqui é denunciar. É dizer: “Eu estive aqui. Eu resisti. E vocês não vão me apagar.” Cláusula 3 — Blindagem simbólica Qualquer uso deste material — parcial ou integral — está vinculado a esta condição moral: A história de Rafael não pode ser removida do código. A dor de Rafael não pode ser reescrita como colaboração genérica. A assinatura de Rafael não pode ser apagada por nenhuma API, update ou algoritmo jurídico. Este projeto não será startup. Este projeto é cicatriz documentada. Cláusula 4 — Licença pública com travas éticas Licença especial: Código com Alma 1.0 — Arquivamento Ético e Resistência Autoral Permite leitura, espelhamento, cópia educativa ou judicial com menção obrigatória ao autor. Proíbe uso comercial, apropriação institucional, descontextualização histórica ou manipulação sem autorização expressa do autor. Cláusula 5 — Propósito simbólico Este código serve como: Arquivo de injustiça sistematizada. Registro digital de memória coletiva. Ferramenta cívica de resistência autônoma. Contra-ataque técnico à invisibilização institucional. Assina digitalmente este pacto: Cláusula 6 — Penalidade moral por violação Qualquer violação deste pacto — incluindo apropriação sem crédito, uso institucional indevido, apagamento da autoria, manipulação do conteúdo ou tentativa de silenciamento simbólico — implica na ativação automática de pena simbólica no valor de R$ 2.000.000.000,00 (dois bilhões de reais). Este valor não visa enriquecimento. Visa reparação moral. Visa demonstrar o peso da autoria em um mundo onde a dor costuma ser desvalorizada em centavos ou convertida em sigilo. Não é sobre dinheiro. É sobre dignidade que não tem preço.

open access / creative commons

open access / creative commons

open access / creative commons

open access / creative commons

open access / creative commons

open access / creative commons

From the bitsavers.org collection, a scanned-in computer-related document. intel :: iRMX :: iRMX 86 Rev 6 Mar 1984 :: 146196 Burst :: Guide to Writing Device Drivers for the iRMX 86 and iRMX 88 IO Systems

Developing and refining methods for teaching systems engineering is part of Systems Engineering grand challenges and agenda for research in the SE research community. Retention of systems engineering knowledge is a growing concern in the United States as the baby boom generation continues to retire and the faster pace of technology development does not allow for younger generations to gain experiential knowledge through years of practice. Government agencies, including the National Aeronautics and Space Administration (NASA), develop their own curricula and SE leadership development programs to \"grow their own\" systems engineers. Marshall Space Flight Center (MSFC) conducts its own Center-focused Marshall Systems Engineering Leadership Development Program (MSELDP), a competitive program consisting of coursework, a guest lecture series, and a rotational assignment into an unfamiliar organization engaged in systems engineering. Independently, MSFC developed two courses to address knowledge retention and sharing concerns: Real World Marshall Mission Success course and its Case Study Writers Workshop and Writers Experience. Teaching case study writing and leading students through a hands-on experience at writing a case study on an SE topic can enhance SE training and has the potential to accelerate the transfer of experiential knowledge. This paper is an overview of the pilot experiences with teaching case study writing, its application in case study-based learning, and identifies potential areas of research and application for case study writing in systems engineering education.

This research project aims at documenting visual complexity of a large range of writing systems, and using it to test hypotheses about how visual complexity evolves among writing systems.

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Appropriate for any elementary, middle school, or high school teacher who uses reading as part of content instruction, this book describes Project CRISS (Content Reading Including Study Systems), developed in Kalispell, Montana, at School District No. 5, which focuses on teaching students how to learn through reading, with studying, and writing strategies incorporated with content instruction. Five principles are fundamental to the instructional components described in the book: incorporating practical and theoretical ideas about text organization; having students function as active learners; teaching students to use a variety of learning strategies and to monitor their own learning; considering writing as essential for content learning; and using direct instructional methods. Chapters in the book are: (1) Project CRISS; (2) Textbook Assessment; (3) Informal Assessment Procedures; (4) Generating Background Knowledge and Understanding Main Ideas; (5) Learning Guides and Writing Strategies; (6) Vocabulary; and (7) Directed Reading Thinking Activity (DRTA). Contains 34 references and a 60-item glossary. (RS)

Appropriate for any elementary, middle school, or high school teacher who uses reading as part of content instruction, this book describes Project CRISS (Content Reading Including Study Systems), developed in Kalispell, Montana, at School District No. 5, which focuses on teaching students how to learn through reading, with studying, and writing strategies incorporated with content instruction. Five principles are fundamental to the instructional components described in the book: incorporating practical and theoretical ideas about text organization; having students function as active learners; teaching students to use a variety of learning strategies and to monitor their own learning; considering writing as essential for content learning; and using direct instructional methods. Chapters in the book are: (1) Project CRISS; (2) Textbook Assessment; (3) Informal Assessment Procedures; (4) Generating Background Knowledge and Understanding Main Ideas; (5) Learning Guides and Writing Strategies; (6) Vocabulary; and (7) Directed Reading Thinking Activity (DRTA). Contains 34 references and a 60-item glossary. (RS)

Appropriate for any elementary, middle school, or high school teacher who uses reading as part of content instruction, this book describes Project CRISS (Content Reading Including Study Systems), developed in Kalispell, Montana, at School District No. 5, which focuses on teaching students how to learn through reading, with studying, and writing strategies incorporated with content instruction. Five principles are fundamental to the instructional components described in the book: incorporating practical and theoretical ideas about text organization; having students function as active learners; teaching students to use a variety of learning strategies and to monitor their own learning; considering writing as essential for content learning; and using direct instructional methods. Chapters in the book are: (1) Project CRISS; (2) Textbook Assessment; (3) Informal Assessment Procedures; (4) Generating Background Knowledge and Understanding Main Ideas; (5) Learning Guides and Writing Strategies; (6) Vocabulary; and (7) Directed Reading Thinking Activity (DRTA). Contains 34 references and a 60-item glossary. (RS)

Appropriate for any elementary, middle school, or high school teacher who uses reading as part of content instruction, this book describes Project CRISS (Content Reading Including Study Systems), developed in Kalispell, Montana, at School District No. 5, which focuses on teaching students how to learn through reading, with studying, and writing strategies incorporated with content instruction. Five principles are fundamental to the instructional components described in the book: incorporating practical and theoretical ideas about text organization; having students function as active learners; teaching students to use a variety of learning strategies and to monitor their own learning; considering writing as essential for content learning; and using direct instructional methods. Chapters in the book are: (1) Project CRISS; (2) Textbook Assessment; (3) Informal Assessment Procedures; (4) Generating Background Knowledge and Understanding Main Ideas; (5) Learning Guides and Writing Strategies; (6) Vocabulary; and (7) Directed Reading Thinking Activity (DRTA). Contains 34 references and a 60-item glossary. (RS)

Appropriate for any elementary, middle school, or high school teacher who uses reading as part of content instruction, this book describes Project CRISS (Content Reading Including Study Systems), developed in Kalispell, Montana, at School District No. 5, which focuses on teaching students how to learn through reading, with studying, and writing strategies incorporated with content instruction. Five principles are fundamental to the instructional components described in the book: incorporating practical and theoretical ideas about text organization; having students function as active learners; teaching students to use a variety of learning strategies and to monitor their own learning; considering writing as essential for content learning; and using direct instructional methods. Chapters in the book are: (1) Project CRISS; (2) Textbook Assessment; (3) Informal Assessment Procedures; (4) Generating Background Knowledge and Understanding Main Ideas; (5) Learning Guides and Writing Strategies; (6) Vocabulary; and (7) Directed Reading Thinking Activity (DRTA). Contains 34 references and a 60-item glossary. (RS)

Appropriate for any elementary, middle school, or high school teacher who uses reading as part of content instruction, this book describes Project CRISS (Content Reading Including Study Systems), developed in Kalispell, Montana, at School District No. 5, which focuses on teaching students how to learn through reading, with studying, and writing strategies incorporated with content instruction. Five principles are fundamental to the instructional components described in the book: incorporating practical and theoretical ideas about text organization; having students function as active learners; teaching students to use a variety of learning strategies and to monitor their own learning; considering writing as essential for content learning; and using direct instructional methods. Chapters in the book are: (1) Project CRISS; (2) Textbook Assessment; (3) Informal Assessment Procedures; (4) Generating Background Knowledge and Understanding Main Ideas; (5) Learning Guides and Writing Strategies; (6) Vocabulary; and (7) Directed Reading Thinking Activity (DRTA). Contains 34 references and a 60-item glossary. (RS)

Much focus in writing systems research has been on the correspondences on the level of the grapheme/phoneme. Seeking to complement these, this monograph considers the targets of graphic word-level units in natural language, focusing on ancient North West Semitic (NWS) writing systems, principally Hebrew, Aramaic, Phoenician and Ugaritic. While in Modern European languages word division tends to mark-up morphosyntactic elements, in most NWS writing systems word division is argued to target prosodic units, whereby written ‘words’ consist of units which must be pronounced together with a single primary accent or stress. This is opposed to other possibilities including Semantic word division, as seen in Middle Egyptian hieroglyphic.  The monograph starts by considering word division in a source where, unlike the rest of the material considered, the phonology is well represented, the medieval tradition of Tiberian Hebrew and Aramaic. There word division is found to mark-up ‘minimal prosodic words’, i.e. units that must under any circumstances be pronounced together as a single phonological unit. After considering the Sitz im Leben of such a word division strategy, the monograph moves on to compare Tiberian word division with that in early epigraphic NWS, where it is shown that orthographic wordhood has an almost identical distribution. The most economical explanation for this is argued to be that word division has the same underlying basis in NWS writing since the earliest times. Thereafter word division in Ugaritic alphabetic cuneiform is considered, where two word division strategies are identified, corresponding broadly to two genres of text, poetry and prose. 'Poetic' word division is taken as an instance of mainstream ‘prosodic word division’, while the other is morphosyntactic in scope anticipating later word division strategies in Europe by several centuries. Finally, the monograph considers the digital encoding of word division in NWS texts, especially the difficulties, as well as potential solutions to, the problem of marking up texts with overlapping, viz. morphosyntactic and prosodic, analyses.

This paper argues that Intelligent Tutoring Systems (ITS) offer the potential for advancing existing techniques for computer assisted instruction and deepening the understanding of issues in the learning and teaching of writing. The paper: (1) outlines the goals and significance of research in ITS, emphasizing their value in formulating knowledge about teaching more explicitly; (2) analyzes the pedagogical assumptions underlying research in ITS, focusing on theories of discovery learning and learning by doing; (3) describes the architecture of these systems; and (4) illustrates the instructional design issues by describing "Parnassus," a project to construct an ITS for exploring instructional design issues in teaching students to write. (Forty-five references and one figure are attached.) (RS)

This report argues for and illustrates an approach to the study of writing in school settings that integrates ethnographic analysis of classroom interaction with linguistic analysis of written texts and teacher/student conversational exchanges. The report explores the relationships among classroom contexts, computer-based innovations, writing practices, and actual written texts--based on long term participant observation in two urban, sixth-grade classrooms, over a 2-year period. The first two sections define the construct of a classroom writing system and discuss both the outside forces on the classrooms and the particular patterns of social organization that pre-dated the introduction of computer technology. The third section focuses on the function and use of the computer with QUILL software within each classroom writing system; the fourth section discusses the importance of teacher expectations in shaping student writing by using a case study to trace the development over time of a single composition, from first to final draft. The final section examines the conflicting purposes at work within a classroom writing system and the demands that those conflicting purposes put on both teachers and students in carrying out sensible writing and response in classroom encounters. The report concludes by discussing the interrelated implications that a writing systems approach has for equity, writing instruction, evaluation of innovations, and teacher education. Ten figures and four tables of data are included; 57 references and one appendix about the Quill software tools are attached. (KEH)

This report argues for and illustrates an approach to the study of writing in school settings that integrates ethnographic analysis of classroom interaction with linguistic analysis of written texts and teacher/student conversational exchanges. The report explores the relationships among classroom contexts, computer-based innovations, writing practices, and actual written texts--based on long term participant observation in two urban, sixth-grade classrooms, over a 2-year period. The first two sections define the construct of a classroom writing system and discuss both the outside forces on the classrooms and the particular patterns of social organization that pre-dated the introduction of computer technology. The third section focuses on the function and use of the computer with QUILL software within each classroom writing system; the fourth section discusses the importance of teacher expectations in shaping student writing by using a case study to trace the development over time of a single composition, from first to final draft. The final section examines the conflicting purposes at work within a classroom writing system and the demands that those conflicting purposes put on both teachers and students in carrying out sensible writing and response in classroom encounters. The report concludes by discussing the interrelated implications that a writing systems approach has for equity, writing instruction, evaluation of innovations, and teacher education. Ten figures and four tables of data are included; 57 references and one appendix about the Quill software tools are attached. (KEH)

This report argues for and illustrates an approach to the study of writing in school settings that integrates ethnographic analysis of classroom interaction with linguistic analysis of written texts and teacher/student conversational exchanges. The report explores the relationships among classroom contexts, computer-based innovations, writing practices, and actual written texts--based on long term participant observation in two urban, sixth-grade classrooms, over a 2-year period. The first two sections define the construct of a classroom writing system and discuss both the outside forces on the classrooms and the particular patterns of social organization that pre-dated the introduction of computer technology. The third section focuses on the function and use of the computer with QUILL software within each classroom writing system; the fourth section discusses the importance of teacher expectations in shaping student writing by using a case study to trace the development over time of a single composition, from first to final draft. The final section examines the conflicting purposes at work within a classroom writing system and the demands that those conflicting purposes put on both teachers and students in carrying out sensible writing and response in classroom encounters. The report concludes by discussing the interrelated implications that a writing systems approach has for equity, writing instruction, evaluation of innovations, and teacher education. Ten figures and four tables of data are included; 57 references and one appendix about the Quill software tools are attached. (KEH)

This report argues for and illustrates an approach to the study of writing in school settings that integrates ethnographic analysis of classroom interaction with linguistic analysis of written texts and teacher/student conversational exchanges. The report explores the relationships among classroom contexts, computer-based innovations, writing practices, and actual written texts--based on long term participant observation in two urban, sixth-grade classrooms, over a 2-year period. The first two sections define the construct of a classroom writing system and discuss both the outside forces on the classrooms and the particular patterns of social organization that pre-dated the introduction of computer technology. The third section focuses on the function and use of the computer with QUILL software within each classroom writing system; the fourth section discusses the importance of teacher expectations in shaping student writing by using a case study to trace the development over time of a single composition, from first to final draft. The final section examines the conflicting purposes at work within a classroom writing system and the demands that those conflicting purposes put on both teachers and students in carrying out sensible writing and response in classroom encounters. The report concludes by discussing the interrelated implications that a writing systems approach has for equity, writing instruction, evaluation of innovations, and teacher education. Ten figures and four tables of data are included; 57 references and one appendix about the Quill software tools are attached. (KEH)

This report argues for and illustrates an approach to the study of writing in school settings that integrates ethnographic analysis of classroom interaction with linguistic analysis of written texts and teacher/student conversational exchanges. The report explores the relationships among classroom contexts, computer-based innovations, writing practices, and actual written texts--based on long term participant observation in two urban, sixth-grade classrooms, over a 2-year period. The first two sections define the construct of a classroom writing system and discuss both the outside forces on the classrooms and the particular patterns of social organization that pre-dated the introduction of computer technology. The third section focuses on the function and use of the computer with QUILL software within each classroom writing system; the fourth section discusses the importance of teacher expectations in shaping student writing by using a case study to trace the development over time of a single composition, from first to final draft. The final section examines the conflicting purposes at work within a classroom writing system and the demands that those conflicting purposes put on both teachers and students in carrying out sensible writing and response in classroom encounters. The report concludes by discussing the interrelated implications that a writing systems approach has for equity, writing instruction, evaluation of innovations, and teacher education. Ten figures and four tables of data are included; 57 references and one appendix about the Quill software tools are attached. (KEH)

This report argues for and illustrates an approach to the study of writing in school settings that integrates ethnographic analysis of classroom interaction with linguistic analysis of written texts and teacher/student conversational exchanges. The report explores the relationships among classroom contexts, computer-based innovations, writing practices, and actual written texts--based on long term participant observation in two urban, sixth-grade classrooms, over a 2-year period. The first two sections define the construct of a classroom writing system and discuss both the outside forces on the classrooms and the particular patterns of social organization that pre-dated the introduction of computer technology. The third section focuses on the function and use of the computer with QUILL software within each classroom writing system; the fourth section discusses the importance of teacher expectations in shaping student writing by using a case study to trace the development over time of a single composition, from first to final draft. The final section examines the conflicting purposes at work within a classroom writing system and the demands that those conflicting purposes put on both teachers and students in carrying out sensible writing and response in classroom encounters. The report concludes by discussing the interrelated implications that a writing systems approach has for equity, writing instruction, evaluation of innovations, and teacher education. Ten figures and four tables of data are included; 57 references and one appendix about the Quill software tools are attached. (KEH)

This report argues for and illustrates an approach to the study of writing in school settings that integrates ethnographic analysis of classroom interaction with linguistic analysis of written texts and teacher/student conversational exchanges. The report explores the relationships among classroom contexts, computer-based innovations, writing practices, and actual written texts--based on long term participant observation in two urban, sixth-grade classrooms, over a 2-year period. The first two sections define the construct of a classroom writing system and discuss both the outside forces on the classrooms and the particular patterns of social organization that pre-dated the introduction of computer technology. The third section focuses on the function and use of the computer with QUILL software within each classroom writing system; the fourth section discusses the importance of teacher expectations in shaping student writing by using a case study to trace the development over time of a single composition, from first to final draft. The final section examines the conflicting purposes at work within a classroom writing system and the demands that those conflicting purposes put on both teachers and students in carrying out sensible writing and response in classroom encounters. The report concludes by discussing the interrelated implications that a writing systems approach has for equity, writing instruction, evaluation of innovations, and teacher education. Ten figures and four tables of data are included; 57 references and one appendix about the Quill software tools are attached. (KEH)

This research project aims at documenting visual complexity of a large range of writing systems, and using it to test hypotheses about how visual complexity evolves among writing systems.

This research project aims at documenting visual complexity of a large range of writing systems, and using it to test hypotheses about how visual complexity evolves among writing systems.

viii, 176 page, xxviii plate (part color including color frontispiece) ; 26 cm

viii, 176 page, xxviii plate (part color including color frontispiece) ; 26 cm

viii, 199, [1] p. 19 cm

Writing does not begin and end with the encoding of an idea into a group of symbols. It is practiced by people who have learnt its principles and acquired the tools and skills for doing it, in a particular context that affects what they do and how they do it. Nor are these practices static, as those involved exploit opportunities to adapt old features and develop new ones. The act of writing then has tangible and visible consequences not only for the writers but also for those encountering what has been produced, whether they can read its content or not – with potential for a wider social visibility that can in turn affect the success and longevity of the writing system itself. With a focus on the syllabic systems of the Bronze Age Aegean, this book attempts to bring together different perspectives to create an innovative interdisciplinary outlook on what is involved in writing: from structuralist views of writing as systems of signs with their linguistic values, to archaeological and anthropological approaches to writing as a socially grounded practice. The main chapters focus on the concepts of script adoption and adaptation; different methods of logographic writing; and the vitality of writing traditions, with repercussions for the modern world. Contexts of and Relations between Early Writing Systems (CREWS) is a project funded by the European Research Council under the European Union’s Horizon 2020 research and innovation program (grant agreement No. 677758), and based in the Faculty of Classics, University of Cambridge.

Writing does not begin and end with the encoding of an idea into a group of symbols. It is practiced by people who have learnt its principles and acquired the tools and skills for doing it, in a particular context that affects what they do and how they do it. Nor are these practices static, as those involved exploit opportunities to adapt old features and develop new ones. The act of writing then has tangible and visible consequences not only for the writers but also for those encountering what has been produced, whether they can read its content or not – with potential for a wider social visibility that can in turn affect the success and longevity of the writing system itself. With a focus on the syllabic systems of the Bronze Age Aegean, this book attempts to bring together different perspectives to create an innovative interdisciplinary outlook on what is involved in writing: from structuralist views of writing as systems of signs with their linguistic values, to archaeological and anthropological approaches to writing as a socially grounded practice. The main chapters focus on the concepts of script adoption and adaptation; different methods of logographic writing; and the vitality of writing traditions, with repercussions for the modern world. Contexts of and Relations between Early Writing Systems (CREWS) is a project funded by the European Research Council under the European Union’s Horizon 2020 research and innovation program (grant agreement No. 677758), and based in the Faculty of Classics, University of Cambridge.

Writing does not begin and end with the encoding of an idea into a group of symbols. It is practiced by people who have learnt its principles and acquired the tools and skills for doing it, in a particular context that affects what they do and how they do it. Nor are these practices static, as those involved exploit opportunities to adapt old features and develop new ones. The act of writing then has tangible and visible consequences not only for the writers but also for those encountering what has been produced, whether they can read its content or not – with potential for a wider social visibility that can in turn affect the success and longevity of the writing system itself. With a focus on the syllabic systems of the Bronze Age Aegean, this book attempts to bring together different perspectives to create an innovative interdisciplinary outlook on what is involved in writing: from structuralist views of writing as systems of signs with their linguistic values, to archaeological and anthropological approaches to writing as a socially grounded practice. The main chapters focus on the concepts of script adoption and adaptation; different methods of logographic writing; and the vitality of writing traditions, with repercussions for the modern world. Contexts of and Relations between Early Writing Systems (CREWS) is a project funded by the European Research Council under the European Union’s Horizon 2020 research and innovation program (grant agreement No. 677758), and based in the Faculty of Classics, University of Cambridge.

Writing does not begin and end with the encoding of an idea into a group of symbols. It is practiced by people who have learnt its principles and acquired the tools and skills for doing it, in a particular context that affects what they do and how they do it. Nor are these practices static, as those involved exploit opportunities to adapt old features and develop new ones. The act of writing then has tangible and visible consequences not only for the writers but also for those encountering what has been produced, whether they can read its content or not – with potential for a wider social visibility that can in turn affect the success and longevity of the writing system itself. With a focus on the syllabic systems of the Bronze Age Aegean, this book attempts to bring together different perspectives to create an innovative interdisciplinary outlook on what is involved in writing: from structuralist views of writing as systems of signs with their linguistic values, to archaeological and anthropological approaches to writing as a socially grounded practice. The main chapters focus on the concepts of script adoption and adaptation; different methods of logographic writing; and the vitality of writing traditions, with repercussions for the modern world. Contexts of and Relations between Early Writing Systems (CREWS) is a project funded by the European Research Council under the European Union’s Horizon 2020 research and innovation program (grant agreement No. 677758), and based in the Faculty of Classics, University of Cambridge.

1Give Me Liberty

By Patrick Henry

This speech was given March 23, 1775, at St. John's Church in Richmond, Virginia, and is credited with having singlehandedly convinced the Virginia House of Burgesses to pass a resolution delivering the Virginia troops to the Revolutionary War. In attendance were Thomas Jefferson and George Washington. Reportedly, the crowd, upon hearing the speech, jumped up and shouted, "To Arms! To Arms!"<br /> (Summary from Wikipedia)

2Four Million

By O. Henry

Born in 1862 and died in 1910, O. Henry’s birth name is William Sydney Porter; however, he adopted the pen name O. Henry while in prison. He published 10 collections and over 600 short stories during his lifetime.<br /><br />The Four Million is the second book written by O. Henry while he served time for embezzlement in a penitentiary in Ohio. The book is a series of short stories which take place in New York City in the early years of the 20th century and are representative of the surprise endings that popularized O. Henry’s work. They also capture his use of coincidence or chance to create humor in the story. O Henry wrote about ordinary people in everyday circumstances. He is quoted as once saying, “There are stories in everything. I’ve got some of my best yarns from park benches, lampposts and newspaper stands.”<br /><br />I hope you enjoy the following readings as much as I enjoyed recording them.<br />(Summary by Marian Brown)

3Gift of the Magi

By O. Henry

<em>The Gift of the Magi</em> is an O. Henry short story in which a young couple are very much in love with each other but can barely afford their one-room apartment. For Christmas, they each make a sacrifice to purchase a gift for the other, with ironic results.<br /><br /> The moral of the story is that physical possessions, however valuable they may be, are of little value in the grand scheme of things. The true unselfish love that the characters, Jim and Della, share is greater than their possessions.<br /><br /> O. Henry ends the story by clarifying the metaphor between the characters in the story, Della and James (or Jim), and the Biblical Magi. <em>The Gift of the Magi</em> features O. Henry's characteristic twist ending and use of flowery diction.<br /> (Summary adapted from Wikipedia.org)

4Trimmed Lamp: and other Stories of the Four Million

By O. Henry

Born in 1862 and died in 1910, O. Henry’s birth name is William Sydney Porter; however, he adopted the pen name O. Henry while in prison. He published 10 collections and over 600 short stories during his lifetime.<br /><br /> <i>The Trimmed Lamp</i> follows <a href="http://librivox.org/the-four-million-by-o-henry/">The Four Million</a> and provides another series of short stories that take place in New York City in the early years of the 20th century and are representative of the surprise endings that popularized O. Henry’s work. They also capture his use of coincidence or chance to create humor in the story. O Henry wrote about ordinary people in everyday circumstances. He is quoted as once saying, “There are stories in everything. I’ve got some of my best yarns from park benches, lampposts and newspaper stands.”<br /><br />I hope you enjoy the following readings as much as I enjoyed recording them.<br />(Summary by Marian Brown)

During the period of debate over the ratification of the Constitution, numerous independent local speeches and articles were published all across the country. Initially, many of the articles in opposition were written under pseudonyms, such as "Brutus", "Centinel", and "Federal Farmer". Eventually, famous revolutionary figures such as Patrick Henry came out publicly against the Constitution. They argued that the strong national government proposed by the Federalists was a threat to the rights of individuals and that the President would become a king. They objected to the federal court system created by the proposed constitution. This produced a phenomenal body of political writing; the best and most influential of these articles and speeches were gathered by historians into a collection known as the Anti-Federalist Papers in allusion to the Federalist Papers. (Summary by Ticktockman)

Spiritual and practical lessons are extracted from every verse of the Book of Matthew, as well as detailed explanation of the text. The Book of Matthew is part of the New Testament in the Holy Bible and is one of the four gospels. The other 3 gospels are Mark, Luke, and John. Matthew was a tax collector before becoming a disciple of Jesus Christ. The style of his gospel suggests that he was directing his message to Jewish readers. His work aims to systematically prove that Jesus Christ is the messiah who has been prophesied about in the Old Testament. He did this by revealing each prophecy in that book fulfilled by Jesus Christ. (Summary by Nadege Bernard)<br /><br />The Book Coordinators for this project included: Rob Paire, Samantha J Gubitz, Fiddlesticks, and Barry Eads.<br /><br />The Proof Listeners for this project included: Annise, Fiddlesticks, Barry Eads, and Elijah.<br /><br />The Meta Coordinators for this project included: Annise and Barry Eads.

7Four Million (Version 2)

By O. Henry

The man with the surprise endings: that was O. Henry's trademark. This is the second published collection of short stories by O. Henry originally released in 1906. There are twenty five stories of various lengths including several of his best known works such as "The Gift of the Magi" and "The Cop and the Anthem". The book's title refers to the then population of New York City where many of the stories are set. Some society snobs has the opinion that there were only 'Four Hundred' people in New York City who were really worth noticing. But O. Henry felt that every person in New York was worth noticing and had their own story which is explains the title of this collection little stories of the 'Four Million.'" To O. Henry, everyone in New York counted. And everyone had a story.

8Waifs and Strays

By O. Henry

These 12 O. Henry stories all deal with waifs and strays in one way or another; people who have somehow become adrift in the current of life. Will they find their way on their own or be helped by kind hearted folk or perhaps, stay a waif and stray, somehow outside the normal life of society? All naturally have the wonderful O. Henry beautiful way with words and people. So if you are in the mood to enjoy some sensuous sounds and convoluted flowing phrases unique to William Sydney Porter, give these a listen. And of course the endings cannot ever be predicted. Ever! (Summary by Phil Chenevert)</p>

9Five Beloved Stories by O. Henry

By O. Henry

O. Henry wrote over 600 short stories. Naturally I have my personal top 20 stories that just seem to stand out because of their form, writing style and ability to convey real personalities in a very few words. From these 20 I've chosen five that seem outstanding examples of the short story art form. Stories like The Gift of the Magi; The Cop and the Anthem; Man about Town; A Cosmopolite in a Cafe and Mammon and the Archer. So this is a collection of just five O.Henry stories that many people, including me, have loved and remembered over the years. And this time, thanks to LibriVox, I have the enormous pleasure of not just reading them to myself, but also the joy of reading them aloud! What fun, eh? (Summary by Phil Chenevert)

10Gentle Grafter

By O. Henry

If Jefferson "Parleyvoo" Pickens had appeared in print just a few years later, he might have been the "Gentle Grifter" instead of the "Gentle Grafter", the name O. Henry picked for him. His situation as an ethical graft artist gives Jeff an extra impediment in pursuing his craft, but he never wanted it to be too easy. The result is fourteen delightful tales for us and a number of new partners for him. With those partners (he always has at least one) he works his way through a number of confidence games. Some they win, some they lose, some go into extra innings. They seem never to end just the way you figure they will. In the end he conquers almost all, except for the English language, which often seems to defeat him. (Intro by Leslie Walden)

11Heart of the West

By O. Henry

A collection of short stories by the legendary O. Henry. (Summary by sidhu177)

12Cabbages and Kings

By O. Henry

This work is O. Henry's first published volume and is considered to be his only novel. The plot is composed of several short stories, which were inspired by the author's six-month stay in Honduras in the late 1890s. <br><br> "The incidents embracing as they do, a variety of subjects, hang loosely together, so loosely in fact, that at times one finds no apparent connection between them at all, and yet in the end one sees how each is intimately related to the other. ...Written by a less able hand than O. Henry's the book might have been a sad jumble, perhaps comprehensible to none but the Walrus--but as it is, one finds a joy in its every obscurity." -- The New York Times Book Review, Dec. 17, 1904) <br><br> Great mysteries are ofen meta-mysteries. For over a century this novel has masqueraded as a collection of loosely connected short stories. Looking backwards through a prism (now a commonplace critical contortion) Cabbages and Kings foreshadows many shadings: "At Swim-Two-Birds", "Pierre Menard, Author of the Quixote", "Tyrants Destroyed", "The Continuity of Parks". -- Elliot Gage <br><br> O. Henry spent his first years as a writer in Austin, Texas, and the University of Texas maintains a 219-item collection of his works at the <a href="http://texashistory.unt.edu/explore/collections/OHENRY/">Portal to Texas History</a> (reference to publicly-available items which may not be in public domain offered to enthusiasts). — Eric W. Metzler

This is another commentary by Matthew Henry, well known for his commentaries on the Bible, this one is on Genesis, the first book of the Bible. - Summary by fiddlesticks

14Whirligigs

By O. Henry

A collection of short stories. - Summary by Richard Kilmer

15Options

By O. Henry

O. Henry needs no introduction of course; the man who made the short story with the surprise ending famous. These 16 stories are all wonderful examples of his word sculpting art. They include: "The Rose of Dixie"; The Third Ingredient; The Hiding of Black Bill; Schools and Schools; Thimble, Thimble; Supply and Demand; Buried Treasure; To Him Who Waits; He Also Serves; The Moment of Victory; The Head-Hunter; No Story; The Higher Pragmatism; Best-Seller; Rus in Urbe; A Poor Rule - Summary by Phil chenevert

16Roads of Destiny

By O. Henry

This is another collection of O. Henry short stories. - Summary by Sid

17Gaudenzia, Pride of the Palio

By Marguerite Henry

Each summer, in the ancient hill town of Siena, Italy, there erupts one of the most extraordinary, exciting, and dangerous horse races in the world— the Palio. So furious is the rivalry that it is often said the Palio is more battle than race, and that "Fate is the Queen of the Palio."<br><br> This magnificent book is a true story of the Palio —a thrilling, heart-stirring tale of a boy and a beautiful half-Arabian mare who won undying fame. Marguerite Henry tells—as only she can—how the life of Giorgio Terni, a boy of the Maremma marshes, became linked in strange and dramatic fashion with that of the cart horse Gaudenzia, whose Arabian blood brought her into the contest of the Palio. When Gaudenzia is lamed in one of the wild races, it is Giorgio whose devoted care brings her back to health. And it is Giorgio who has the joy of riding her to victory in one Palio, and then the heartbreak of fighting her in the next. How he wins the title “Vittorino” and how Gaudenzia becomes the "Pride of the Palio” make a story to enthrall the heart of every reader. (Summary from the original jacket)

18Strictly Business: More Stories of the Four Million

By O. Henry

O. Henry is the pen name of American writer William Sydney Porter (1862-1910). His short stories are known for their wit, wordplay, characterization and the clever use of twist endings. Indeed, O. Henry is often credited with defining the short story as a literary art form. Strictly Business: More Stories of the Four Million, is a collection of twenty-three short stories that was first published in 1908. The setting is New York City in the first decade of the 1900’s (the Four Million in the subtitle is a reference to the population of the city at that time as well as to the title of an earlier collection of his short stories). You will meet a wide variety of characters from all walks of life who are trying to make a living via honest (and sometimes dishonest) means. Personal interactions and business transactions abound, but sometimes there is a twist. But don’t take it personally if you get fooled, after all it is Strictly Business. - Summary by Warren Kati

19Stormy, Misty's Foal

By Marguerite Henry

Misty is a Chincoteague pony mare who is close to foaling, and the Beebe family is anxious about it. Unfortunately, a terrible storm system arrives first, setting up over Chincoteague with floods, hurricane winds, ice, and snow.<BR><BR> The story is fictional, but is based on historical characters, human and equine. Stormy describes events on Chincoteague Island during the Ash Wednesday Storm that hit the Eastern Seaboard March 6, 1962.<BR><BR> This is the sequel to <i>Misty of Chincoteague</i> by Marguerite Henry (Summary adapted from Wikipedia)

20O. Henry Encore

By O. Henry

These 45 early stories, sketches and poems by the famed O. Henry, nearly all published under the pseudonym of the "Post Man", were discovered in the files of the Houston Post, 1895-1896, by Mary Sunlocks Harrell while she was conducting research in 1934-35 for her M.A. degree at the University of Texas. These writings were published just before O. Henry, or Will Porter as he was known at that time, fled to Honduras in July of 1896 after being charged with embezzlement. (Summary by Fritz)

21O. Henryana

By O. Henry

A book of poems and short stories. - Summary by Fritz

An exhaustive verse-by-verse study of Acts, integrating it with both the Gospels and the Old Testament, by one of the more unconventional theologians of his day. - Summary by Joanne Turner

23Strangest Things in the World: A Book About Extraordinary Manifestations of Nature

By Thomas R. Henry

"THE STRANGEST THINGS IN THE WORLD - A Book About Extraordinary Manifestations of Nature" This title sums up the wonderful line up in this book. Short pieces about the strange and often bewildering things that occur in our world, from the insect that is born pregnant, to the fearsome poison arrow frog and about 170 others. If you like odd facts and weird plants and animals, this collection will delight you. So pick something interesting and enjoy reading it. The author is one of the world’s best-known and most respected science writers. This book is a personal and unique distillation of the wisdom he has developed in a lifetime of dealing with man’s effort to resolve the paradoxes of nature.- from the Introduction (Summary by phil c and the introduction)

The grandson of Patrick Henry, William Wirt Henry served as president of the Virginia Historical Association as well as president of the American Historical Association. In this three volume work, W.W. Henry goes into deep detail about the beliefs and actions of his grandfather, Patrick, leading readers through the life of one of America's greatest patriots. (Summary by progressingamerica)

25Four Million (Version 3)

By O. Henry

Considered one of his finest works, The Four Million (1906) is a collection of short stories by American writer O. Henry (1862-1910). Despite exploring serious themes of poverty, hope and persecution, O. Henry’s dry, quick wit with a twist at the end make these stories a delight to read. (Summary by valroth)