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It turns out the underlining was used to help recognize like terms. I will attach an example in context. It uses single underlining to show one set of like terms and double underlining to show another set of like terms. I wondered how I should show this in the braille.
Thanks.
edited by psnys on 9/8/2011
edited by psnys on 9/8/2011Welcome to the Forum Maureen! I apologize for not getting to this sooner. Writing from the point-of-view of someone who has done extensive work with tactile diagrams, I would suggest that even at the age of 8 years, it is good to expose young readers to tactile graphics. Something like a Venn diagram is usually fairly simple, however if it contains a large amount of text, you may have to use an alphabetic key, or possibly a simplified tactile graphic along with a transcriber’s note explaining how the information is shown in braille.
Hope this helps. If you require further assistance, I suggest that you could post an attachment of the print page with a question under the Tactile Graphics section of the Forum.Betty
I believe that these are an “O” for origin. If you look specifically at question 33, there is definitely a difference in the shape of the O (at the origin) and the 0 (zero) in the number 320 above it on the y-axis. The zero is always more oval in shape, while the origin is round.
BettyExcept for one intro page at the beginning of the book, everything is in Spanish until you get to the Glossary.
One last question. Is this math book, except for the translated glossary, ENTIRELY in Spanish?
–Joanna
Hi, No the Spanish/English is the only Glossary in this book. The page I sent is pretty typical of the entire Glossary. Thanks for your help on this!
Does this Foreign Language book also have an English-Spanish glossary? You have sent me a page from Spanish-English. If there is also an English-Spanish glossary, please send a page from that one. It’s important because of this unusual print layout.
–Joanna
If this is non math it should be posted in Braille Formats/Textbook.
I believe Venn diagrams are drawn for 3rd grade readers.
I disagree about brailling that first section as columns. This is another instance of brailling something by what it LOOKS like, rather than by what it IS. I think this section could be easier to read if formatted a little differently. I see this as a list that happens to be printed to LOOK like columns.
Masculine Noun (cell 5 heading)
The sentence in 1-3.Feminine Noun (cell 5 heading)
The sentence in 1-3.
etc.The text on the left actually IS a heading to the material it applies to.
Is there a right and wrong about this? Not really, especially in this case. But that is how I would do it. I am not impressed with print that LOOKS like columns unless the material really columned material. Marginal notes are often printed to look like columns too. Doesn’t mean they are.
Please see my previous response about inserting two spaces for that translated material at the bottom of the page. I’ve already covered that. I also mentioned that I don’t think it is a table at all.
–Joanna
In the foreign language book, is the glossary for each language in a separate section? I would like a couple of print pages for that too.
In the Spanish book, English in the English context, such as an introduction, such as exercise directions, such as a reading, perhaps to be translated, such as exercise items are all in contracted English. Again, when in doubt, please send print pages.
TN’s are always always always always in contracted English.
–Joanna
Please send a couple of print pages so I can see the specific situation in order to make specific suggestions.
Dot 4 indicator rules generally apply to text in the book, not gloasaries. The rules you are quoting about the two blank cells are no longer valid, but replacement rules are not yet published. That’s why you’re here. We can give you all the information you need about this. Please send the print pages.
Thank you.
–Joanna
