Lindy Walton
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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 3/17/2014Hello, 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.
