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According to page 43-44 of the Computer Braille Code, §13., if the key is depicted you would use beginning and ending shape indicators. These symbols should appear on the Special Symbols page. The reader would immediately recognize this as a single keystroke.
[braille]_$k_f3_<
Hope this helps,
BettyApologies for the multiple posts. I wanted to attach the Word document to ensure the transcriber’s question came through exactly as he asked it since copying and pasting may have displaced some of his text and formatting.
Marie Amerson
Jan, thank you for your question. There is an important distinction to be made between “plus or minus” and “plus a negative number,” for example. Yes, a multipurpose indicator (dot 5) must come between the two operation signs when they are printed side-by-side. All of the examples you write about must have a dot 5 between the two signs, otherwise they will be read vertically. See Nemeth Code Section 134 on page 132 to read the rule and see four examples.
Note that sometimes the print copy will show the second sign slightly raised. If this is what your worksheet shows, you should braille each raised symbol as a left superscript. If your student is not used to seeing this arrangement, encourage the vision teacher to teach it because this is how it is (correctly) brailled on standardized tests. It would do the student a disfavor to have her see it for the first time in a testing situation.
Hello Georgia Braille–
For page 289, I would present the information in a horizontal position with textures and a key because there is not enough room across the page to place all the 1/6 labels. If you tried to place the 1/6 labels on the drawing, you would have to stagger the labels between multiple lines which would require multiple lead lines. These multiple lead lines would compete and possibly hinder the reader from finding/interpreting the important blue grouping brackets shown in print. You would have to make sure the textures were very different and that there was a definite “break” between the textures so that the student would be able to see where one area texture ended and the other area texture began.For page 297–TG Graphics Guidelines, Unit 6.5.1.8 states, “Ordinary numeric and alphabetic labels should be placed below the number line regardless of their placement in print.” So the first thing is that the numbers would have to be placed below the number line in braille even though they were above the number line in print. I would also omit some of the numbers so that you were able to get as many of the horizontal labels across one braille line as possible. The circled empty strips could be done two ways–
Option A. If you’re doing collage, you could draw in the strips (either by hand or Tiger) using a low relief dotted line. The circles could be superimposed on top of the strips using a medium weight texture so that you could definitely tell the different between the two textured lines.
Option B. You could omit the strips and use the General Sign of Omission for each empty square with circles around each grouping of 4 omission signs.
Regardless of which method you chose, they would be placed directly under the number line as shown in print.
I’m going to send an email to Betty Marshall (NBA Nemeth chair) to have her review my response and see if she has a different opinion from a Nemeth perspective.
Diane
MUCH better. Thanks for taking the extra effort. I have a solution to suggest but I need one more answer. Is there a place in the book that lists out the symbols and gives the definition? If there is such a page, please scan and send it. I see the symbols now, but I want to see the print–how the book actually defines each symbol, if there is such a page. If there isn’t, just let me know and we’ll use what we have. I want to know, for instance, whether the book identifies the symbol as “ounce” or “oz,” and so forth.
–Joanna
hello dear
first, need to know what’s the software that can help me to carry this task with my everest embosser.
second, if possible need a friend help me by steps and revise if possible.
thanks very much for your careDear Georgia Braille…I’m running this question through the BANA TG Committee. I will get back with you as soon as I have an answer. (Interesting question!!)
Hello Ibraam,
I’m not clear on exactly what your question is. Do you need help in setting up your Everest embosser? Or do you need someone to create some science graphics for your students?
oops, I got carried away with the key idea. I’ll definitely go with omitting the an-3 column as you suggested, but have one more question about the drawn arrows. since i’m skipping the an-3 column, will I completely ignore the arrow drawn from bn-3 to cbn-3? Just want to make sure I don’t need to draw the arrow from bn-3 to the ellipsis. Thanks so much, Lindy!
Well… this is an interesting dilemma. It sure would be hard to read with runovers. Ideally, a foldout would work here but if this is being prepared for publication, foldouts are impractical.
Personally, I don’t like the idea of keying entries. Besides, a key must take up two cells, so I don’t see how you would gain room here since “cb” also takes two cells. You suggest using “c” to represent “cb” but this will certain cause misreading. Sorry, this is not an option.
I would consider leaving out one of the columns. I would choose omitting the “an-3” column. The dividend shown in the introduction doesn’t go out this far, so eliminating it from the illustration shouldn’t cause a problem. You would state the omission in a TN of course. Do I hear objections from any mathematicians?
I like your idea about repeating the arrangement without the second separation line in order to draw the arrows.
Thank you for this interesting problem. Does anyone have a different idea?
[quote=Lindy]Braille the page numbers shown in print. It’s not clear to me what you mean by “continue with the regular print page numbering” — are there *two page numbers shown in print? Please attach a sample. Thanks.[/quote]
I don’t have the print. However, the little story with page numers, A, B, C, D, interrupts tne flow of the regular text. After the little story, the numbered print pages resume. Before the story, let’s say, page 267, and after the story it’s 269 with pages A, B, C, D, E, .. in between
Braille the page numbers shown in print. It’s not clear to me what you mean by “continue with the regular print page numbering” — are there *two page numbers shown in print? Please attach a sample. Thanks.
I would ask to see this print page. I need to see what you see. See a description of the page is not seeing the page. Interim Manual Section 6.1 Foreign abbreviations is quite straightforward. Ignore the superscript, insert a period as directed in this rule. No TN is mentioned, so do not add a TN.
–Joanna
