Lindy Walton
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Thank you very much for the clarification. I am sorry to say that I had not intrepreted that to mean also in tables, but I certainly will from now on.
Thanks again,
PattyHi Susan. Graphs are diagrams, not tables, even though the narrative calls it a table.
In the first graph, as you said, M T W Th F are abbreviations. Use the ELI for M T W F; don't contract Th.
In the second graph (trail points), although the points would use no ELI in the actual drawing (not shown), they are single letters here (as axis labels) just as they would be in narrative. Use an ELI for each letter.
Note that if either graph showed labels next to the actual *points within the graph grid, that would qualify as a labeled diagram and you would not use an ELI for those capital single letters.
A transcription is brailled based on the BANA braille codes, not on the lesson manuals. (The lesson manuals are not BANA publications.) The BANA Updates apply to the Codebooks. The most recent Nemeth code update was posted on the BANA website in 2012.
What an interesting question this is! My opinion is that, if you put the termination of the note on the same line as the bottom box line, it will be overlooked by the reader. For clarity, I would put it on the next line, in cell 1, but I would use a regular transcriber's note here for clarity: ..End of graphic..
Thank you for your guidance. That makes sense about not splitting up diagram into two separate ones. Here is one more question related to the same page. In my quest to declutter it as much as I can, I have keyed many of the labels and am going with facing pages with fold-out flap.
On the first (left page), my directions followed by reference notes are on the top of the first braille page, and my transcriber's notes about the placement and layout of the diagram follow, and finally the key on the bottom of the first page, which face the diagram. So, I have no room for questions that should follow directions. Can I add to the TN on this first page that the questions begin on the page after the diagram? This will mean the student will have to flip back and forth between pages.
Thanks, for all you help.
SusanHi Susan. Yes, I see the luminosity definition as an unmarked marginal note that should go with the first occurrence of the word, in the instructions at the top of the page. I see nothing wrong with placing it after the instructions--in 7-5--since it applies to five questions which follow.
The color scale printed below the temperature label is associated with the temperature scale, so I would not remove it from its printed location. I see no benefit to making two diagrams since the data would be the same in both diagrams. This is going to be a busy drawing! Let me know if I'm not seeing something you are seeing.
Hi Barbara
--Use single caps (NC §49.b (or §50, Update, if MCC stands for words)
--All dots are decimals.
If anyone can explain why all these dots are decimals in a Nemeth transcription, I would appreciate the insight.
First, be certain what you are looking at in the print copy. The letter you have copied looks like the alternative print form of the Greek letter theta, not a script regular theta. Does the print copy call it a script letter?
A table of the alternative forms of Greek letters is on page 34 of "An Introduction to Braille Mathematics." I have attached a photo of that table. The braille transcription of the alternative theta is (46, 4, 1456)
If you determine that the letter is truly a script regular theta, it is brailled as follows: (4, 46, 1456) The script indicator (dot 4) is brailled first, followed (unspaced) by the Greek letter indicator (dots 46), followed (unspaced) by the letter (theta, dots 1456).
See Nemeth Code Rules IV and V, and Appendix A (page 208).
I was quite sure that the mathematical symbol for the arrow was not correct, but was dreading spurring so many arrows. Your suggestion sounds wonderful to me. Thanks so much for all your help.
PattyWithout seeing a print example, I can only guess, but your description sounds like what the Nemeth code calls "Modifiers of Higher Order" in Section 87. Use the 5-step rule for transcribing modified expressions. The arrow will be the first order (modified directly over) and the dot will be the second order (two directly-over indicators). Use a contracted arrow and dots 16 for the dot.
Interesting problem!
It makes sense to me to transcribe what the student will be brailling in the plot--that is, no numeric indicators and yes use 456 to represent the bar. In context, the lack of numeric indicators should not be confusing.I was hoping we could transcribe this structure using braille dots entirely, but in order to be perfectly clear these parentheses should be tooled. The solution is shown in the attached file.
