Lindy Walton

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  • in reply to: Resonance Structures #21869
    Lindy Walton
    Moderator

    OK. So those arrows are not considered bonds?
    Thank you so much.
    Laura

    in reply to: Errata Intro to Mathematics #21871
    Lindy Walton
    Moderator

    The errata/addenda to the lesson book is posted on the NFB website--here is the URL:
    https://nfb.org/math-transcribing
    **BUT** you may want to wait as a new release is about to be approved. The target date for the update is 2-1-2013.

    in reply to: mixed number #21863
    Lindy Walton
    Moderator

    Yes, this expression is a mixed number as the Nemeth code defines one. You can see examples of a radical in the numerator of a *simple fraction in the lesson book, page 116, example (10) in Section 83.b. Yours will use mixed number fraction indicators instead of simple fraction indicators.

    in reply to: Vectors and Component Form #21854
    Lindy Walton
    Moderator

    These are grouping symbols (angle brackets), referring to points on a coordinate axis.

    in reply to: Intro to Braille Mathematics question #21852
    Lindy Walton
    Moderator

    Your questions are important; thank you for posting them.

    In the Nemeth instruction manual, you can assume that "blocked" examples are taken from the middle of a paragraph. You will notice that other examples in this section illustrate new paragraphs both in the print example and the simbraille transcription.

    In example (3), if the expressions were embedded you are correct that it would not make sense to begin a new line with each expression. In this case, however, the expressions are displayed. Each displayed expression begins in the primary display cell, cell 3.

    in reply to: arrow or lead line #21851
    Lindy Walton
    Moderator

    Hi Susan. In the example you posted, the text in the remark in the yellow box explains exactly what the "BIG -->" indicates. You can omit "BIG -->" without comment. Of course, the remark is talking about the print sign and may have no real meaning regarding the braille symbol, but you should not omit the remark.

    in reply to: Braille translation for Nemeth symbol #21845
    Lindy Walton
    Moderator

    Thank you, Lindy. This is very helpful. I will use the tilde, as you suggest.

    in reply to: Errata to An Introduction to Braille Mathematics #21843
    Lindy Walton
    Moderator

    The change was made in order to place each mathematical expression in the primary display cell. None of these expressions has a runover. The example on page 121 shows five expressions separated by commas; the example on page 123 shows four expressions separated by commas. The original publication treats the displayed material as one expression, which is incorrect.

    in reply to: Omissions in Chemistry #21821
    Lindy Walton
    Moderator

    Thank you so much.
    Laura

    in reply to: Aligned Expression #21792
    Lindy Walton
    Moderator

    Patty, I see what you mean and am glad you pointed this out. I got distracted trying to optimize the number of cells available on the line. The displayed format I used here is not the Nemeth Code format, but is borrowed from BF2011, which is why there is a blank line before and after the displayed material. However, BF 9.2.2.f does say that "the adjusted left margin for displayed material in exercises is cell 5." So, YES, please indent the nested list section two more cells to the right: 5-11; 7-11; 9-11. I still would retain the blank lines to set it apart. We may hear some disagreement to this point ...

    In a minute I will correct my original reply and the attachment, so those who read this in the future will get the right information. Thanks, Patty!

    in reply to: Aligned Expression #21793
    Lindy Walton
    Moderator

    Hi Patty. It's good to come up with a format for this right away, and check to see if you can continue to apply it as the guided practices vary throughout the book.
    I have a long answer to your question.

    Since we cannot easily apply the usual Nemeth formats to this one, I am going to go out on a limb and suggest a format that reflects some of the new layouts given to us in Braille Formats 2011. I think you will find the result to be easy to read, with the illustration clearly belonging to the itemized problem, and can be confidently applied to similar problems that may be more involved later in the book.

    The bigger picture is that, in 1-3 (NC itemized), braille the numbered problem and its conclusion.
    In this example, that will be "1. Evaluate {28+[(2x4^2)/8]}. So, {28+[(2x4^2)/8]} = ____."

    Interrupt before "So, ..." with the guided practice portion, using the ideas behind displayed material (with indented right margin) and nested lists from BF2011. I think this is what your colleague was suggesting. Like this:
    With a blank line before and after the five-step guided practice (BF), put "Write the expression. Find 4^2. Multiply. Divide. Add." each in cell 5;
    put each of the five math problems in cell 7;
    put the comments in cell 9.
    This particular example has no runovers in the guided portion, but I expect you will come across some that do, in which case *all runovers to the displayed portion will go in cell 11 (BF). Ignore the purple lines drawn below the steps.

    After a blank line (BF), "So, ..." will go in cell 3--the runover cell for the itemized problem (NC).

    I have attached a print rendition of this format, to --hopefully-- clarify what I am suggesting.

    Your ideas: Alignment as in print is reserved for problems that need to be solved vertically (spatially). This example does not meet that criterion. Reserve the use of guide dots for tables.
    edited by Lindy on 11/28/2012
    edited by Lindy on 11/28/2012
    edited by NBAStaff on 11/28/2012
    edited by Lindy on 11/28/2012

    in reply to: Decimal in Column Heading #21775
    Lindy Walton
    Moderator

    Thank you, Lindy. As always a great help!!

    in reply to: emphasis indicators #21752
    Lindy Walton
    Moderator

    First, you need to determine if it is necessary to retain the boldface. Read the accompanying text -- is the non-regular type really necessary for the understanding of the problem or sample? If you decide that it is needed, then I would explain in a transcriber's note. Something like "Numerals 4 and 5/8 are printed in boldface type."

    in reply to: emphasis indicators #21753
    Lindy Walton
    Moderator

    Hello!
    I have a question related to this previous post. I have an equation below:

    (4 x 5/8)+2 = ____

    The 4 and the 5/8 is in bold print above. 5/8 is a fraction with the numerator on top of the denominator. How would you present the bold indicator with the fraction?
    Thanks,
    Susan

    in reply to: Vertical Number Line #21764
    Lindy Walton
    Moderator

    Patty, I would follow print and braille this number line as a tactile graphic, using numeric indicators. This appears to be a book for the elementary grades, so it should follow print layout if possible, especially if this is the first time the concept is shown.

    If the book has *many more of these, it would be OK to rotate them (at your discretion, and only as a space-saving device) but this change must be explained in a transcriber's note; and if the "move down" text continues, embed a TN changing the directive to "move left" (and "move up" to "move right"). Ordinarily we do not change the wording, but in this case it is needed for clarity.

Viewing 15 posts - 241 through 255 (of 364 total)