Lindy Walton

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• in reply to: Tables #21204
Lindy Walton
Moderator

If the print copy aligns the digits, then you should align them in the braille copy.

in reply to: Long Dash Within Equation #21202
Lindy Walton
Moderator

Hello. Thank you for your clear example. It is important to follow the spacing rules for Nemeth, not to try to copy print spacing. When dots 36 touch the letter (variable), the symbol becomes mathematical (a negative sign) and so your braille example misrepresents the problem and is confusing. This is an illustrative step-by-step example; I doubt the student will misunderstand the function of the coefficient.

in reply to: Spatially Arrangement #21200
Lindy Walton
Moderator

1. Are you sure a spatial arrangement is indicated? If so, there is no rule stating a minimum number of cells for a separation line, so a 1-cell line is fine.

2. Volume size is defined by the agency for whom you work. I am not aware of any recommended minimum count for a volume. Maximum sizes are stated in Braille Formats (Rule 1, Section 9) or as dictated by your production agency. Grade level, binding method, and paper thickness are among the considerations for establishing a maximum page count. Braille Formats suggests that braille volumes end at a logical break in thought, e.g., at the end of a unit, part, chapter, or section, and that "adherence to this principle is more important than maintaining uniform volume size throughout the braille edition."

3. In Nemeth Code, the "con" contraction is not in the list of restrictions for contractions in contact with a grouping sign. Yes, "con" should be contracted in (cont.) and yes, although it could be misread as (3t[sub]4) context should make it clear that it is to be read in a literary manner. There are few ambiguous constructions in this code, but they do exist.

in reply to: Reference notes to displayed expression #21199
Lindy Walton
Moderator

The Nemeth Code does not address format for remarks (sidenotes or editor comments). The format you are asking about is one borrowed from the Chemistry Code, Section 2.3 (3) which a lot of transcribers like to use. That rule states the following: "When remarks, conditions, or explanations appear with the [displayed/linked expression] start them on a new line and block this material six cells to the right of the anchor margin."

Your rewording "4 cells to the right of the linked expression’s runover" is the same idea but note that this is a *blocked format, so the runover to the remark you have shown in simbraille should also be in that same cell.

Lindy Walton
Moderator

1Q. Do I braille KEYS at the bottom of print pages, with exercise instructions, and with exercises. These KEYS are a reference to the material its printed close to, or to the print page it is at the bottom of.

1A. The keys are for the teacher or parent (obviously). If you are brailling the student copy, it is my opinion that you should ignore the keys. However, California may stipulate that you retain them. You need to ask the person who assigned this work to you to see if their inclusion is required. I surely hope not as they will take up so much room and the student need not read them. (If they are required, you can single space the key information.) Same advice for the "At Home" and "En Casa" information. I hope you are allowed to omit those. If required, I would ask if you could make a separate volume showing only those items, listed by page number. If no mathematical expressions are included in these teacher/parent notes, I don't see why you can't braille the separate volume in literary code.

2Q. Do I use the General Omission symbol for blank spaces for answers.
2A. Yes. Follow Nemeth omission rules (if print shows a line, you braille a long dash; if print shows nothing, braille the General Omission symbol).

3Q. Can I use the shape indicator for blank squares and circles for answers; also some of the KEY numbers are in an ellipse (oval).
3A. Do not use the shape indicator in the early grades. See 6.8.1.1 in the new "Guidelines and Standards for Tactile Graphics." (link is given below)

4Q. Can I use the multi-purpose symbol following a decimal point (e.g. 2.a).

5Q. Can I use the boldface and italic typeface indicators.
5A. Page 4 of Promising Practices (see link below) discusses this. If you feel it is necessary to include emphasis, follow Nemeth Code rules, but DO list the symbols on the Special Symbols page.

6Q. Can I use print page numbers CS1, ...; B1. ...; KSH1....
6A. Sorry, I don't know what you mean. Follow print for page numbering. On the page corners, use Literary code; in the body of text, use Nemeth code.

7Q. Do I move Table of Contents prior to brailling the pages mentioned, CS, KSH, and B.
7A. Sorry, I don't know what you mean.

There are many fine guidelines in the new tactile graphics guidelines document posted on the web at http://www.brailleauthority.org/tg/web-manual/index.html
Unit 11 discusses graphics for early grades. Unit 6 discusses math and includes information on early grades.

I also suggest studying Promising Practices, an APH publication, for more ideas and advice. http://www.aph.org/atic/practices.html

Note that you need to show the graphics and words associated with each page number. See BANA Update pages F7-F8.

Early grade math books take a lot of time to braille. Many graphics are needed, as well as a large dose of creative thinking. Good luck!

in reply to: Special symbols page in Nemeth #21191
Lindy Walton
Moderator

Dots (6, 3) function as a termination indicator following the rules of English Braille. This is required to be listed on the Special Symbols page according to that Code, even in a Nemeth transcription.

Dots (6, 3) function as a transcriber's grouping symbol following the rules of the Nemeth Code. Standard symbols of the Nemeth Code are not listed on the Special Symbols page.

Lindy Walton

in reply to: Letter sign with Chemical Symbols #21198
Lindy Walton
Moderator

When following the rules of the Braille Code for Chemical Notation 1997, chemical SYMBOLS do not use an English Letter Indicator, even if they are single letters or letter combinations that are the same as a short-form word. The Chem.Code uses the all-caps word SYMBOL be clear when discussing the elements. See Section 3.5 of the Chemistry Code. Look at Example 4.1.5-1 on page 22 to see that Cd--the SYMBOL for Cadmium--does not use an English Letter Indicator (ELI) in the narrative, even though "Cd" is a short-form word. You need to know what you are reading -- if C is the SYMBOL for carbon, you do not use an ELI. But if C is the abbreviation for Celsius, you do use an ELI following rules for abbreviations.

In your example, do not use ELIs with O (SYMBOL for oxygen) or with Al (SYMBOL for aluminum).

Lindy Walton

in reply to: Confused with the differences #21160
Lindy Walton
Moderator

[quote=tjensen]Ok, so I am trying to understand this better and I appologize ahead of time for my ignorance.
If you have numbered questions with no answer choices I am supposed to set them at starting cell 1 with runovers in cell 3. If I have exercises or questions with sub-divisions or what I would consider (another section of the question)with answer choices the first question would be set start cell 1 with runover in cell 5, the sub-division is set start cell 3 with runover in cell 7.

My confusion besides all of this 😉 is don't we set the answer choices in 3-7 also? Please advise and I am so very thankful for your patience and help.[/quote]

I am not sure if anyone is working or has posted an anwer to my 2nd question above?
from "Still Confused" 😉

in reply to: Confused with the differences #21159
Lindy Walton
Moderator

Ok, so I am trying to understand this better and I appologize ahead of time for my ignorance.
If you have numbered questions with no answer choices I am supposed to set them at starting cell 1 with runovers in cell 3. If I have exercises or questions with sub-divisions or what I would consider (another section of the question)with answer choices the first question would be set start cell 1 with runover in cell 5, the sub-division is set start cell 3 with runover in cell 7.

My confusion besides all of this 😉 is don't we set the answer choices in 3-7 also? Please advise and I am so very thankful for your patience and help.

in reply to: Letter sign #21166
Lindy Walton
Moderator

Very interesting. I am discussing this with a colleague and will get back to you soon.
--Lindy
..later..
Thank you for challenging my original response. After discussing this with other experts, I have revised my answer.
edited by Lindy on 11/19/2011

in reply to: Letter sign #21167
Lindy Walton
Moderator

Thank you for considering this question as well.

Marie Amerson

in reply to: Cancellation in complex fractions #21168
Lindy Walton
Moderator

Interestingly, the raised power of 3 is missing from this step, but .. brailling what I see .. each 4/3pi is canceled, and cancellation requires a spatial arrangement, so here is how to transcribe this step. (See attached file--sorry I answering from an old computer so I must send a .bmp file. Let me know if you can't open it.)

--Lindy Walton

in reply to: Square used as a sign of ommission #21088
Lindy Walton
Moderator

I believe this question was answered in the Mathematics section of Ask an Expert and on the BANA TG working group...but if you still have a question about the decision...let me know. Both forums agreed that for K-3 grades, the shape should be used and NOT the shape indicator regardless of where the shape is used.

Diane

Lindy Walton
Moderator

Thank you for your question. As you know, there is not a rule for every problem, and I am happy to see you are approaching your work with the reader in mind. My answer is based more on my experience brailling in a classroom situation, and so contains a little bit of opinion.

When a tactile diagram is placed on a different page, I think it is a good idea to label such drawings -- not only does it help the reader, but it helps the person who is assembling the braille volume if the tactiles are stored separately. It could be there are guidelines regarding this in the new BANA tactile graphics text -- please check that document for guidance, too. I am not thoroughly familiar with it yet.

Regarding the two examples you posted, I agree with you that question 3 on page 5 needs direction since you are placing the graphic on a separate page. "Use the graph on the next page to complete the statements below." would work. At the top of the graphic page I would put "3. (cont.)" in cell 1. There is no rule stating this (again, please check "Guidelines and Standards for Tactile Graphics") but it is a technique I use in my work which has been quite helpful when compiling a volume, and it gives the student confidence that he/she is looking at the correct drawing.

For your sample page 6, rather than repeating the TN after each problem 5, 6, and 7, I would put a TN after the "Try This" instructions, something like "Use grid on next page for questions 5-7." Also, at the top of the graphic page I would insert a TN "Use with questions 5-7." Another thought would be to put "Try This (cont.)" as a continued heading at the top of the graphics page instead of the TN.

Thoughtful application of TNs and repeated headings is always needed -- you don't want to clutter up the braille with unnecessary text, but in this case I think they help clarify what is obvious in the print copy.

--Lindy Walton

in reply to: Open array #21163
Lindy Walton
Moderator

Since the Nemeth Code has no format for this, I agree with you that your best option is to reproduce what you see as a graphic. Yes, use a spurred line or other type of tactile line rather than braille dots for the box outlines. Use the same measurements and proportions you see in the print copy. The numbers are centered to their boxes in print, but you should check the new tactile graphics guidelines for location of these four numbers in braille. There is no need to put an general omission symbols in this drawing.

Thank you for posting your question.
--Lindy Walton

Viewing 15 posts - 271 through 285 (of 306 total)