Lindy Walton
Forum Replies Created
-
Posts
-
I followed the Google Docs link you provided -- thank you, that was very helpful.
My reply will repeat your questions:
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).
4A. Yes. Follow Nemeth rules.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!
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
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
[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?
Thank you for your advice
from "Still Confused" 😉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.
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 11/19/2011In their effort to understand your advice, the transcribers in our group had a follow-up question. Please see the attached document.
Thank you for considering this question as well.
Marie Amerson
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
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
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
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 WaltonA system of equations is a spatial arrangement and so must be confined to one braille page according to Section 185a of the Nemeth Code.
--Lindy Walton
edited by Lindy on 11/7/2011Hello. Thank you for providing the print page. I will start with your last question. Format for author/editor comments is not a Nemeth Code rule. Several suggested layouts have been offered by Nemeth transcribers over the years. The one you are following (where the comment begins on the next line and is blocked two cells in from the current runover cell) works well here. However this is not the only method I have seen used. Choose a method and be consistent within your transcription. Explain your treatment of the side comments on the Transcriber's Notes Page.
EXAMPLE 2
Yes, since the linked expression in Example 2 follows 3/1 narrative, and that linked expression is one which follows the special margins introduced in Sec.189b of the Nemeth Code, the anchor will be in cell 3, links in cell 5, runovers in cell 7, and so the comments can be blocked in cell 9.EXAMPLE 3
I disagree with your analysis of Example 3. The linked expression in Example 3 follows the continuation of 1/3 itemized narrative ("So, a rule for the nth term is:"). The anchor will be in cell 5, links in cell 7, runovers in cell 9, and the comments should be blocked in cell 11.Lindy Walton (Committee Member)
I usually do algebra tiles as a tactile graphic. When they are coloured, I use a key to describe the colours and textures. These are usually differentiated in print as positive and negative tiles by their colour. The students get used to the format and understand the meaning. When necessary, I may insert a key as a reminder if there haven’t been any tiles used for several chapters. I would not use a key every time they occur. If there is only 1 colour in a set of examples, that could be explained in a TN rather than a key.
Since your worksheet doesn't seem to explain the significance of the black & white tiles, I think I would use just an outline for the "white" tiles, and use a textured fill for the black tiles. Make them proportionate in size as they are in print.
I will also attach a document that we have used to explain to transcriber's how to show algebra tiles. Since they should be shown as a tactile graphic, you could also ask for assistance under that area of the forum.
Hope this helps!Betty
