Chris Clemens
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I disagree about brailling that first section as columns. This is another instance of brailling something by what it LOOKS like, rather than by what it IS. I think this section could be easier to read if formatted a little differently. I see this as a list that happens to be printed to LOOK like columns.
Masculine Noun (cell 5 heading)
The sentence in 1-3.Feminine Noun (cell 5 heading)
The sentence in 1-3.
etc.The text on the left actually IS a heading to the material it applies to.
Is there a right and wrong about this? Not really, especially in this case. But that is how I would do it. I am not impressed with print that LOOKS like columns unless the material really columned material. Marginal notes are often printed to look like columns too. Doesn't mean they are.
Please see my previous response about inserting two spaces for that translated material at the bottom of the page. I've already covered that. I also mentioned that I don't think it is a table at all.
--Joanna
In the foreign language book, is the glossary for each language in a separate section? I would like a couple of print pages for that too.
In the Spanish book, English in the English context, such as an introduction, such as exercise directions, such as a reading, perhaps to be translated, such as exercise items are all in contracted English. Again, when in doubt, please send print pages.
TN's are always always always always in contracted English.
--Joanna
Please send a couple of print pages so I can see the specific situation in order to make specific suggestions.
Dot 4 indicator rules generally apply to text in the book, not gloasaries. The rules you are quoting about the two blank cells are no longer valid, but replacement rules are not yet published. That's why you're here. We can give you all the information you need about this. Please send the print pages.
Thank you.
--Joanna
There are a lot of these models in the book but unfortunately none are filled in as an example of how they are to be completed. On the second page attached (Pg 46 in print) the model is beside an equation that I assume is representing the model. I'm embarrassed to admit I really don't understand the point of the modeling exercises and don't know what to do with them. As I am pressed to get this book to the student, please give me your best suggestion, thanks!
Are there examples in the book of completed models so you can see what they look like and exactly what they are supposed to represent? I think I understand -- the bars are comparative in length -- but what of any numbers that appear in the models? Without knowing how the models represent the math operations, I'm unable to offer any advice.
[quote=dworthing]I'm sorry to keep singing the same refrain, but could you attach a picture of what your print looks like?[/quote]
I will attach what I can save. I understand that spatial math I should just put them in order like: 1) problem 2) problem. Instead of actually following the print numbers, but with the linear math I am wondering if I can split the 2 rows; let's say 1. through 18. into two rows instead of like print and how should I number them? I hope this makes sense, I'm having a hard time explaining. 🙂
Although a blank line is required before and after a matrix, in a case like this, where you are creating a spatial fraction, it is better to keep the matrix close to the fraction line. If you insert a blank line, the matrix seems to no longer be part of the fraction. (It is possible to do this matrix fraction with a linear fraction line between the two matrices. However, this does not convey the concept as efficiently as does the spatial fraction.) I would leave no blank lines between the denominator and numerator and the horizontal fraction line.
I'm sorry to keep singing the same refrain, but could you attach a picture of what your print looks like?
[quote=dworthing]Hello. I had a consultation with other Nemeth transcribers and received the suggestion as attached. I'm sorry that the answer is in several attachments, but that's the way I received it.[/quote]
Thank you to you all for your help.
The new Tactile Graphics Guidelines (Unit 3) state that a single graphic should contain no more than five different area textures. Research from the GRASP study revealed that it was very difficult for the braille reader to clearly differentiate more than 5 textures on one graphic. It is also difficult for the graphic artist to present more than 5 different textures on one map.
The map on page 146 falls within the 5 texture limit. You would have to include the colors in the definitions in a key on Drawing C because the color is mentioned in the text.
The graphic on page 147 could be presented over several maps:
- Map 1 an overview showing just the names of the coutntries, borders, ocean names and compass rose
- Map 2 Burman with all the textures of elevation
- Map 3 Vietnam with all the textures of elevation
- Map 4 Cambodia with all the textures of elevation
The colors would also have to be mentioned on the braille key because they are referred to in the text. You would also have to include a transcribers note telling the student the print map was being shown in 4 maps in braille.Good luck! Diane
Would this also apply if the inverted ? or ! came between the dialogue dash and the blank or should the ordinary dash be used??
--?______ puedes ...
Thanks for this great question. It is not covered in the Interim Manual, but it is covered in the new rules that have not yet been adopted by BANA. Because there is no current rule on this, we are authorized to use this new rule with the understanding that it might be different in the final adoption. Your transcription is considered correct at the time it was transcribed, so don't worry about it.
For that beginning dash, which indicates the beginning of a dialog, use the compound hyphen (25, 25) and follow it unspaced with the double dash (36, 36, 36, 36) for the blank to be filled in.
[braille]33---- puedes
List the compound hyphen as a special symbol. You don't have to explain the usage, but just list it. The reader will see how it's used in proximity to the dash.
Sorry, your solution here is not clear to me. The formatting for each of these items is different so when you say you have placed the English word on the same line, I have to ask, on the same line as what? I can't tell from your description how clear it is to the blind reader what the English word refers to. And I can't tell what English words you have used. The first items, Canta has 4 monkeys. I can't tell from your description what your TN says about the monkeys. Do you just say, "Monkey,"? or do you describe anything about them?
The second picture is of a different type. I also can't tell what you have said about that either.
I appreciate that you have sent the print. That is absolutely necessary. But in this case, I think I need to see the braille too so I can see how you are proposing to handle this.
Thanks.
--Joanna
