betty.marshall
Forum Replies Created
-
Posts
-
Since this is for Kindergarten, where transcriber’s notes are discouraged, I would keep this as simple as possible. Replace the picture with a simple shape as per the Guidelines and Standards for Tactile Graphics.
[quote=]“Picture objects (puppies, bunnies, flowers, etc.) should be represented by solid simple tactile shapes (circles, squares, etc.) and not braille shape indicators. … shapes must be grouped as they are grouped in print…”[/quote]
The guidelines also say that you should not use braille symbols for pictures in K-3. It is impractical to use words, since they may not be at that reading level. Use a heavy string (or thick solid line) for the "X" shown in print. Leave it to the teacher to offer any additional explanation, just as she would have to explain to the sighted students.Betty
[quote=sshreck]Where did you get a copy of Elementary Mathematics Part 1 and Part 2? I looked in the workshop reprints and they do not list it?[/quote]
Apparently they are Elementary Mathematics--K-3, 2009 and Elementary Mathematics--4-6, 2009 in the store.
I've checked into this and the wording should be as follows:
"... according to the rules of The Nemeth Code for Mathematics and Science Notation, 1972 Revision, 2007-2011 Updates."
You do not include the word BANA in the description.
BettySuggestions have been made as follows:
It is important to note that these have not been approved as standard symbols by BANA, but according to Nemeth code, symbols may be devised by the transcriber to indicate signs of shape (provided that they are not already used by the code to mean something else).
Betty
edited by betty.marshall on 7/27/2011Although the Nemeth Code does not specifically say that the type-form indicators cannot stand alone on a line, note that example (4) on page 40 (Sec.33.a) illustrates this practice since the opening boldface indicator begins on a new line even though there is space for it on the preceding line. In my experience, we have always moved at least one word to the next line so that the closing type-form indicator is not on a line by itself. I've checked with the rest of the committee, and they are in agreement with this practise.
Betty
According to our Chemistry expert, each of these abbreviations are "standard" to the material being discussed in this textbook. LDL and HDL are not chemical names and should be double-capped and punctuated as literary. pH is brailled as it is shown and punctuated mathematically as it is a standard chemical abbreviation.
Betty
It is a linear fraction. To be a complex fraction either the numberator or denominator (or both) must contain one or mixed numbers or fractions. The division symbol, ÷, is a sign of operation here. A fraction would include a diagonal line.
Betty
Could you perhaps post an attachment showing us the actual example? I'm not sure why it is not appearing within your question here. I'll be able to better analyze the question if I can see it.
Thanks,
BettyWould you be able to post an attachment of the actual print page that you are transcribing? It seems that these are two entirely different questions, are they not? At least I don't think that m/s could be considered a fraction with opening and closing fraction indicators. Perhaps I am not understanding your question. Please clarify if necessary.
If this is a separate question, then yes, when a single-letter abbreviation is part of a fraction, the letter sign is used. See Rule VIII §51.a. where it says, "The use or non-use of the English-letter indicator with abbreviations does not depend upon the braille symbols with which the abbreviation may happen to be in contact, such as grouping symbols, braille indicators, fraction lines, the hyphen, or the slash."
See also Rule VIII §54.b with regard to spacing with abbreviations. "… A space must be left on either side of an abbreviation in all other situations." Thus in your first question the times (multiplication sign) must have a blank cell before and after, to separate it from the abbreviations kg and m.
I hope that you can follow the logic here.
Betty
Thanks for posting the attachment. Several of the committee members agreed that they would transcribe as if they were itemized. That is, align the divisor and dividend of the division question with the top line of the multiplication problem.
Having now seen the attachment, I realize that since there is no quotient or partial products and differences, the separation line must be omitted. See Rule XXIV §180.c. Thus they would all start on the same line.Betty
