Forum Replies Created
Aha! I found this symbol in 4.2.6 of the Chemistry Code. See Example 4.2.6-1 where they call this arrow “two covalent and one coordinate covalent bond.”
Your example includes two electron dot pairs as well.
Let me know if you need a braille example.
Thanks for your interesting question!
Hi Keith. This is a mystery out of context. Could you please send the surrounding text? I have some chemists on board waiting with interest! Thanks.
Hi. Thank you for your example. Brailling tables is a challenge. It is always worth the time to stand back and think about the best way to convey the information in a straightforward manner. I’m glad you brought this one to our attention.
Let’s take a new look at this table.
First, to answer your question about using math items in a key, Braille Formats instructs us to use two- or three-cell numbers, letters (with certain restrictions), or letter-number combinations in a key. Those letters and numbers are in UEB.
Another option is to condense, shorten, or abbreviate the long items. In that case, you would list the abbreviation followed by its meaning (if it is not obvious). Then, yes, you would need to show the math portion of the shortened or condensed version inside Nemeth Code switches. I would not mixed condensed items in the same list as keyed items.
It is always a better idea to see if you can fit the column heading in the available space rather than condensing or keying. In this case, it works well! Check out the BRF file attached to see how you need to key only three of the column headings.
I found your long TN difficult to transfer into my ability to read the table. I like being able to read the table up and down and sideways, as a table is read, without having to delve into a TN to recall what is missing. In the attached BRF file, I show all the figuring done in the “Austria” row, as printed, in a list before I braille the table.
I was able to fit the final computation within the confines of column six, following the runover rules of the Nemeth Code. (I separated this from the main body of the table with a
Note also the BF 11.14.1 says “the preferred format is to place the table on facing pages” so I have shown this layout, but if this is not an option for you there is still plenty of room to repeat your first column as row headings on the second page of the table. If that is your method, I recommend using the wording given in BF for your TN” “Table is divided vertically into 2 sections.” If you decide to use facing pages, be sure the first page falls on a left-hand braille page.
I changed the footers to comply with BF 11.3.2.b.
There is a current discussion regarding the use of the symbols for countries as established by IOS (see Appendix C of our Tactile Graphics Guidelines) even though some of them do not comply with the restrictions given in Braille Formats for letters in keys. I did use those symbols in the attached file.
.. Lindy Walton
Attachments:You must be logged in to view attached files.
Hi Lindy. Cindi is away for a few days. Would you mind waiting for her to return to get your answer?
OK. So in sets of sentences where a student is learning a certain groupsign, “ch” for example, and the heading for the page is simply “ch” would you use the dot locator for use?
The consensus of the committee is that when underscore appears in non-computer context and is representing the meaning that a hyphen would represent, a tn should explain that a hyphen is being substituted for the underscore symbol.
[quote=Lindy]So whether they are shown as pairs or as individuals is not the issue.[/quote]
Thanks for this answer.
I was concerned that the single v. paired bonds was important. (This was an introductory chapter about different types of bonds.)
Sidenote: No matter how thorough and complete Braille codes appear, there always seems to be weird outliers in these textbooks.
Thank goodness for this forum
Hello. I would like to chime in about this problem. When you divide this spatial problem into vertical sections, you lose the connection between the cancelled terms. For example, it is not clear in the first portion (lines 6-9) why 6O2(g) becomes only one O2(g) because the 5O2(g) is to the right of the yields arrow. I suggest presenting this as three complete equations in a linear style (NIs needed). The reader will better be able to match the cancelled item if you do not break the equations apart. See attached braille file for an idea.
Here is the TN that is on the previous braille page (not in the attached braille files. TN Table is read across facing pages. Table is divided horizontally into 2 sections in braille. TN
The horizontal lines are an issue. Can I deal with them by adding something in the TN above saying that they are in print but omitted braille?
Alignment – As you see in the attached braille, I have aligned all of the equals signs and also aligned by decimal points.
The question marks bother me as I am sure that I have done that wrong. I know the ellipsis is wrong for the double dash, but I cannot find the rule and I’m a getting very tired this evening.
edited by brlbyrussell on 3/17/2014
Hello, Fred. Your questions are important; I am glad you asked them.
1. YES those short little lines in -OCH3 and -OH are single bonds.
2. Although we are allowed to create symbols when they do not appear in the codes, I think your idea to turn this over to a graphic artist is a good one. The artist should draw the lines, the squiggles, and the circles/ovals just as they appear in print.
Your graphic looks fine. Yes, it is a good idea to put the reaction first, like a label to the graphic. You do not need to say you moved it from its print location. The Figure label and caption should be in cell 7-5.
Dave, I absolutely approve of your idea. Teachers are instructed to provide students with the actual interlocking cubes when learning this concept. I do not understand the need for the braille reader to transfer that 3-dimensional tactile experience with a tactile graphic on the page. Sighted students look at those diagrams and think “100” or “10” or “1,” they are not counting each block. We are slowing down our students’ ability to enjoy this same experience by creating unwieldy graphics out of these — some of which can take up several pages.
However, the warning must be understood that, once we have a BANA rule or guideline for specific items, this is how they will be produced on the standardized tests. We do our students a disfavor when we do not follow those guidelines in their daily work. I do think this topic of grouped counting cubes needs to be reassessed.
Could you send a picture of the symbol in context?
I am searching for an answer to this question as well. Why would line 1 of any page ever be blank in a transcription that does not use a running head? I would like to see a summary of page layout for transcriptions with no running heads. This topic has my head spinning.
Thank you for the clarification, Joanna. It makes all kinds of sense.