Lindy Walton
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Hi. I see your png file, but no question. If you are wondering about where to place the commentary, I am guessing that the math will be displayed, starting each displayed line with a "d". Follow Nemeth rules for displayed margins--there is no need to align the equals signs in the braille transcription. Place each author's remark to the right, leaving one blank cell between the math and the comment.
Attached is a brf file showing what the longest line will look like. I'm starting in cell 3 and running over in cell 5, but depending on your layout you may be indenting further.
If I have not answered your question adequately, please let me know.
Lindy
Margaret, you really have me thinking on this one! I have tried a couple of different ideas for layout. The one I am going to suggest takes into account the priorities I perceive to be important at this grade level (4th grade).
The most important concept is reading the dots above the line plot. Reading the mixed number labels is not a top priority.
In my work in the schools in the lower grades, we felt it was important to keep the braille transcription looking as much like the print as possible. This helps the student follow the teacher, aide, or parent's explanations without adding another layer of interpretation. For this reason, I would not advocate rotating this line plot, even though rotating it certainly solves the issue of those long mixed numbers on the scale.
I tried staggering the labels, but this means three lines of labels and no room for lead lines. Not a good idea. I tried setting it up as a foldout, but because the mixed numbers take up so much horizontal space, this wasn't working either. (I would not use 'facing pages' because the gap for the binding will disturb the reading of the data.)
I think the best rendition is to show only the whole numbers on the first line of labels, and only the mixed numbers that will fit on the second line. Draw a tactual lead line from the tick mark to the first cell of the label on the second line. A short transcriber's note explains: "In the line plot below, each tick mark represents one-eighth of a pound. Not all tick marks are labeled." The attached brf file illustrates this plan. You will need to imagine the four lead lines.
I hope this helps! And I welcome any comments.
LindyHi Julie. Word on the street is that we are to say "... using UEB with Nemeth" now, but I have not seen an official announcement from BANA. Has anyone else?
Lindy
Hi. First, I would like to clarify the topic of use/nonuse of the numeric indicator for spatial fractions. When a fraction is transcribed spatially in order to show the numerator above the denominator, for example when cancellation occurs, a numeric indicator is used if the numeral is preceded by a space. Section 60 of the Nemeth Code shows examples. Sections 68-70 also show spatially-arranged fractions where numeric indicators are used.
However, as is the case here in your example, when a fraction is involved in a problem arranged for computation, numeric indicators are not used. I have attached a corrected transcription of your example. Notice how the plus sign is one cell to the left of the overall problem, and how the indicators and fraction lines are vertically aligned through the addends and the sum. These alignment rules may be found in Section 178.e and 178.f of the Nemeth Code.
Spatial problems are preceded and followed by a blank line, even when code switch indicators are present. A minimum of one cell comes between the separation lines of side-by-side spatially-arranged problems, which I have done in my example, but if your student prefers wider spacing you may do so. Section 185 discusses spacing.
Please let me know if you have further questions.
Lindy
The first image shows mathematical signs that all have rules stated in the Nemeth Code. Here are the sections where you can read about them.
simple fractions: Sec. 61
the factorial symbol: Sec. 169
a multiplication dot: Sec. 135
subscripts (Rule XIII), including:
a left subscript: Sec. 75
numeric subscripts to the right of a letter: Sec. 77
an ellipsis: Sec. 43Hopefully, the braille font will show in this window, but I also have attached a transcription of the two expressions. I may have misread the capitalization of some of the letters, so you will need to correct those if necessary.
?N&/,K1&*,K2&* ''' *,K;P"&#
;N",C;,K .K ?N&/(N-,K)&*,K&#
Let me know if you have further questions.
LindyHi Debbie.
It looks like your second file is too large to post. Can you trim it down a bit? I'll take a look at the first image (0645) in a minute...
Lindy
Since this system is embedded, not displayed, choice #2 follows the rules as I understand them. The system is a spatial arrangement, which is why the spacing must be adjusted so there is no braille symbol in the vertical "column" before and after the arrangement -- that is, cells 11 and 25 must be blank on the two lines. This eliminates choice #3. Choice #1 is tempting since it seems like it might be easier or clearer to read, but there is no rule that says we should start a new line for that reason.
Hope that helps.
LindyCharles, it seems your pdf file is too large to upload into this forum. I'll see if I can find out what the maximum file size is.
Lindy
Hi Vickie. I have attached a sample BRF file. Here is the explanation.
In IMG_0442.jpg, all four answer choices require a switch to Nemeth Code. Place the opening switch at the end of the UEB narrative. The four identifiers (F G H J) are in Nemeth (disregard the bold typeform), as well as the four answer choices. Terminate Nemeth Code after the last answer choice, assuming UEB follows.
In IMG_0441.jpg, there are two ways you could employ code switching. I have shown both in the sample transcription. The first way strictly follows "single word switch" rules, staying in Nemeth from "3.14" through "15.7". The second way terminates Nemeth after the pi symbol and restarts Nemeth at "15.7" in answer choice A. Multiple choice problems aren't necessarily read consecutively, as you would read narrative, so I prefer the second method where the question is its own entity and each answer choice has its own set of switch indicators. Whichever method you decide to use, be sure to treat similar Q/A problems similarly.
Lindy Walton
Hi Susan. There are many guidelines for tables because just about every table has unique challenges. So I can't give you a straight answer to your question. If you can send me an image of this table, I'd be happy to give you some ideas. There may be some webinars or workshop materials that can help, too. I'll let you know what I find.
Lindy
Hi Connie. The rule you may be thinking of is about blank lines and the page change indicator. That rule is stated in Section 185.a of the Nemeth Code (Rule XXV--Format). The Nemeth Code does not mention box lines. Looking in Section 7 of Braille Formats 2011 (the edition for EBAE transcriptions), 7.2.1.d. says that a blank line cannot precede a bottom box line. I believe that a Nemeth format rule would override this, though. It is important to follow a spatially-arranged problem with a blank line. To avoid the odd look of a box line being surrounded by blank lines, is it possible not to box the material? If you choose to retain the box lines, then I vote for following the Nemeth rule and putting a blank line between the problem and the bottom box line.
Lindy
Thank you for this interesting question. In physics in particular, there are many constants that use normal (unitalicized) lowercase Roman letters. In the print copy they are distinguishable from variables because the variables are in italics. In braille, the italics are disregarded. Within the context of the subject matter, it should be clear to the reader whether the letter represents a variable or a constant. There is no need for the transcriber to explain.
However, if the two identical letters are used in the same equation or mathematical statement, we may have a clarity issue. I quickly found an example involving the electrostatic constant which shows a normal lowercase letter e and an italicized lowercase letter e in the same expression. In that case, the normal "e" is part of a larger unit "eV" (electronvolt) so I expect the second e, which is a variable, will not be confusing.
The topic of identical letters in two different typefaces in the same expression is under discussion in the BANA technical committees. As the rules currently stand, the distinction between normal and italics is not shown in the braille transcription.
If you would like to attach some examples of what you are finding in your work, we can discuss this further.
Lindy
Hi. If you could attach an image of the page, I may be able to make a suggestion. Context may provide a solution. What is the age level of the reader?
Lindy
Charles, you have found a very interesting challenge to our guidelines. The would be no question if the author had used the word "per" instead of a slash, or if the actual numerator and denominator of the problem were used in the narrative ("3 mol CO2" instead of "3 moles of CO2", etc.). However, this is not the case. The slash launches us into Nemeth Code. The fraction, then, is "3 moles of CO2 [per or over] 1 mole of C3H8" which means the second transcription is the correct one. I have repeated it here for clarity.
(See the next post for the simbraille)
Lindy
