Lindy Walton
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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 3/17/2014Hello, 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.
Lindy Walton
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.
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.
Hello--Joanna here from Foreign Language. This entire matter is somewhat simplified in the NEW BANA Foreign Language guidelines that have not yet been officially approved by BANA. However, I am able to advise regarding what they cover. In Nemeth, use all the applicable Nemeth rules and formatting. Do not be concerned with any overlapping of symbols between the French and Nemeth. Just as with Nemeth and standard English, the reader will get the context. In the non-Nemeth French portion of course, use the appropriate foreign language symbols and rules. The ellipses, for instance, will be unspaced in French and not in Nemeth. This also happens in a straight foreign language textbook, when the ellipses is unspaced in the foreign language and spaced in English. Same thing. Only here we have Nemeth instead of non-Nemeth English.
--Joanna
Hi, Susan. Guidelines and Standards for Tactile Graphics, 2010 does not answer your question, other than giving the wise advice to be consistent in placement of the labels.
TG 6.11.1 Simple Geometric Shapes. (Two-dimensional) does say this in 6.11.1.5: "Labels should be placed outside the shape if possible and 1/8 inch (3 millimeters) away from the shape or point symbol."Some teachers may request that labels be placed as they appear in print, to make it obvious to non-braille-reading assistants what they are looking at.
However, I would suggest putting the labels in the proper cell for a displayed expression, aligned with the top part of the drawing which then is placed to the right of the label.The five shapes should be arranged vertically on the braille page, not horizontally as in print.
Because this discussion is becoming complex, I feel it is appropriate to do our discussing in private e-mail and if you wish, we can post the eventual resolution on this forum.
--Joanna
Hi Isabelle.
The statement you have quoted has been deleted. The revision to Sec.47.a.i. says this: "A line must be left blank before the beginning and after the end of the entire labeled statement or formal proof." The newest errata/addenda to our lesson book is dated 2-22-2013 and is posted on the NFB's website. It applies to the original printing of the lesson manual. You can download it here: https://nfb.org/math-transcribing at the bottom of that web page.
We follow Braille Formats 2011 for the blank lines required before or after a page change indicator. There is also a helpful blank line summary in Appendix C of that document. Note that a Nemeth braille transcription has one exception to the rules when a spatial arrangement falls at the end of a print page.
Step-numbered items which we have reformatted as a list follow Braille Format rules for a list.
As more updates and errata are posted, it can be difficult to make sense of which rule to follow. If your lesson books have been revised beyond recognition, it might be a good idea to get a new copy and start over with the latest revisions.
Cartesian graph
Guideline 6.6.2 of the Tactile Graphics guidelines gives only a few remarks about Cartesian Graphs. 6.6.2.1 says that numeric indicators should not precede the numbers on the x-axis and y-axis lines. (I don't know if the supplement of braille examples is available yet.)
My recommendation is to include only what is in the print copy, that is, braille the 10s and the -10s, aligning as you would in a number line only without the numeric indicators. Because the graph is isolated in this example (there is only one of them on this page) I would reproduce exactly what you see in print.
As a side comment, having brailled hundreds of these graphs, within a chapter full of Cartesian graphs I do not feel that it is necessary to reproduce all 400 dots for every single graph. The first graph should be shown in full, but following graphs in the chapter can be simplified. You can tell the reader in a transcriber's note that all squares or dots or tic marks on the x- and y-axis scale are "one unit" which eliminates the need to constantly show the 10s and -10s (which often get in the way of the graph line). You also need not show the entirely empty quadrants, as long as you include the origin and a few units above/below/left/right of it for orientation within the plane. I would apply these suggestions only to high school and levels above that.
**IF THE SCALE CHANGES you must be very sure to show a full graph grid and include all labels. A TN telling the reader that the scale has changed in the next graph is very important.
As always, I welcome comments to the contrary.
This complex fraction presents the interesting problem of having a cancelled denominator in the numerator of the larger overall (complex) fraction. Although I have presented the solution, I encourage you to read my explanation for understanding of the application of the rules, so that you can apply the same logic to further problems.
Since we are required to braille a fraction containing cancellations spatially (NC Sec.60), you will have a spatially-arranged fraction in the numerator of this spatially-arranged complex fraction.
In your example, the denominator has no cancelled items and so is brailled linearly within the overall arrangement. The numerator requires a spatial presentation of the simple fraction. The first factor in the numerator, as well as the parentheses which enclose the second factor, are brailled on the main line of the spatially-arranged simple fraction--that is, on the line which contains the fraction line. Items are centered over/under their respective fraction lines.
Take a look at example (3) on page 79 of the Nemeth code for a different application of the same general idea. Although the codebook example illustrates a hypercomplex fraction, it demonstrates spatially-arranged numerators and denominators within a larger structure.
Thank you for pointing out my error. After applying the Chemistry Code approach to chemical SYMBOLS (C is *not an abbreviation for carbon, it is the chemical SYMBOL for carbon), Section 11.d of the Nemeth Code is what to follow for C-14: no ELI, no NI. Section 9.f is followed for carbon-14 since carbon is a word: yes contract "ar," yes NI. Here is the path of Nemeth Code rules to follow when searching for hyphen rules:
NC §9.b. The numeric indicator must be used after a punctuation mark. However, the hyphen requires special attention (see section f below). [4 examples]
NC §9.f. The numeric indicator must be used after a hyphen when the hyphen follows a word, an abbreviation, or a mark of punctuation. However, also see §11d. [6 examples]
NC §11.d. The numeric indicator must not be used after a hyphen if the hyphen follows a numeral, a letter, or other mathematical expression. [3 examples]
I will delete my original answer so future readers are not misled.
Hello Lindy,
I only have information from a question that was answered in the NBA forum.
The information which I pasted below states not to use the NI after the hyphen in chemical isotopes.This question was asked March 25, 2009.
Subject: ELI and NI in chemical isotopes
Question: When brailling isotopes in chemistry such as U-235, Ba-142, Kr-91, etc., are the ELI and NI used?
Does it make a difference if the text is narrative or showing a reaction equation?Answer: (Dorothy asked a Chemical Code Expert and then answered)
Here is the answer I got: the Chem Code says that the symbol for an element is not an abbreviation by rule, so ... no ELI with a single element symbol and no NI with the number following the hyphen. I know it looks really weird, but that's the way it is.
