Chris Clemens
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To Betty,
Thanks for the information and pictures. They are a big help. Also it's great to know that my attempts at the drawings have been in the right direction. EdithYou have referred to the TEXTBOOK CODE in your question. Please copy and move this over to the correct location. It makes it easier for us to help you. Thanks.
--Joanna
These 3-D shapes occur often in math textbooks, and hopefully when they are transcribed consistently the students get used to reading them. It also helps if they have used classroom manipulatives when first learning the various shapes. You are on the right track by using solid lines for the outline and dashed lines for the "invisible" lines. Sometimes in print the basic shape (usually the base) is shaded, or a heavier outline can assist in drawing attention to the basic shape. I always change the orientation so that the 3-D perspective is to the right, with the basic shape parallel to the page rather than skewed. I have attached a 2-page file of several examples you may wish to refer to.
Hope this helps!
BettyAre there any unigue methods for displaying in brl 3-dimensional drawings, such as five-sided cones, or pyramids. I keep struggling, but wonder if the student can really comprehend what the drawing is about without assistance. I use different sized spurs for the outer and inner lines. Any suggestions will be welcome. Edith
If you are transcribing in the Nemeth Code you would use the Greek letter indicator (46) followed by m (134). The second m shown in print would immediately follow the Greek mu.
Thanks Jana...that helped even more! I'm going to stop over thinking this and move on in my lessons. I appreciate you taking the time to explain this...thanks!
[quote=djkevin]Jana...thank you so much for your reply...I didn't mean to come off impatient and I apologize if I did. I've just been so excited with learning Braille transcribing and it was frustrating being stuck and not knowing what to do.
Your post definitely cleared things up...there is one question still and it has to do with the example that is used in the manual itself.
The first rule is easy to understand....no spaces even if you see it in print. Got it...the other rule regarding incomplete sentences - I've got that now so it's a step in the right direction...lol. The problem for me is that the example that they use in the manual for the first rule (no spacing) actually IS an incomplete sentence (as far as I can tell) so it seems like it SHOULD have a space. Here is the example:
He is tall — six feet anyway
According to the first rule this should be brailled without any spaces even though in print it looks like there is space before and after the dash. However as far as I can tell "six feet anyway" is an incomplete sentence and according to the second rule it should be brailled:
He is tall --six feet anyway.
Maybe they just used a poor example but this has added to my confusion.[/quote]
Kevin,
That sentence is not really considered an incomplete thought ... the dash is coming in the middle of the sentence ... the speaker did not leave off with an incomplete the thought, there is no capital letter beginning a new sentence in the middle. Look at the examples of the incomplete thought ... in "Oh, my-- Jessica wept." That, in my opinion is not a very good example, because Jessica would be capitalized because of being a proper noun. But the second example, "He gave a big yawn. --too sleepy! One sentence ends, and the second sentence begins with the dash. Again, if you refer back to the rule, regardless of spacing, in braille, no space is left. I'm afraid I can't emplain it any better than that. My advice ... when in doubt, leave no space, 🙂 As you progress in your lessons, the understanding will come and it will be easy to tell what is what. 🙂
Jana
Jana...thank you so much for your reply...I didn't mean to come off impatient and I apologize if I did. I've just been so excited with learning Braille transcribing and it was frustrating being stuck and not knowing what to do.
Your post definitely cleared things up...there is one question still and it has to do with the example that is used in the manual itself.
The first rule is easy to understand....no spaces even if you see it in print. Got it...the other rule regarding incomplete sentences - I've got that now so it's a step in the right direction...lol. The problem for me is that the example that they use in the manual for the first rule (no spacing) actually IS an incomplete sentence (as far as I can tell) so it seems like it SHOULD have a space. Here is the example:
He is tall — six feet anyway
According to the first rule this should be brailled without any spaces even though in print it looks like there is space before and after the dash. However as far as I can tell "six feet anyway" is an incomplete sentence and according to the second rule it should be brailled:
He is tall --six feet anyway.
Maybe they just used a poor example but this has added to my confusion.
[quote=djkevin]Ok maybe no one is answering this because I'm being too general with my question?
So at 2.5a it says this about spacing with dashes:
"Print is often inconsistent in the spacing before and after a dash. In braille, no
space is left between a mid-sentence dash and the words that immediately precede and
follow it, regardless of print spacing."It then shows an example:
He is tall -- six feet anyway.
and the brailled sentence indeed has no spacing before or after the dash. So far so good...
But then later on page 2-7 it says this regarding spacing and incomplete sentences:
"One space is always left before beginning a new braille sentence. Thus, if a dash
begins an incomplete sentence, or a fragment of a sentence or thought, it is preceded by a
space. And, when a dash falls at the end of an incomplete sentence or thought, it is
followed by a space. Examples:Oh, my— Jessica wept."
And the brailled sentence above does have a space between the dash and Jessica. Maybe I just don't know what an incomplete sentence is but in the first example "he is tall -- six feet anyway" the second part seems like an incomplete sentence to me so why isn't there space between the dash and "six"?
For that matter...another rule says: (also on 2-7)
"When a dash represents a pause and separates complete sentences, it is recommended
that spaces be left before and after the dash."Hooray! We won. — Oh, boy! — I am truly happy.
And if I go back to the original first sentence "he is tall -- six feet anyway" one could argue that there is a pause there...and if so...there should be some spacing after the dash.[/quote]
Kevin,
I have been away and just got to this question ... my apologies ... also, please remember this is a volunteer organization, and as a moderator, I am a volunteer as well. On occasion, a day or two may pass between my checking this board. 🙂
You pose a very good question so let's look at this and see if we can't come up with a satisfactory answer. First of all, the Instruction Manual is a guideline ... and as such, sometimes the information is open to interpretation. 2.5a states "... no space is left between a mid-sentence dash and the words that immediately precede and follow follow it, regardless of print spacing." According to Rule I.6, English Braille American Edition (EBAE), "When the dash is used as a mark of punctuation, no space should be left before or after the dash, even though the spacing or the length of the symbol may vary in print.. However, a space is necessary after a dash if it ends an incomplete sentence. A dash may begin or end a line, but the sign must not be divided." So there is the concrete rule.
When you are dealing with a dash at the beginning an incomplete sentence, sentence fragment or incomplete thought, a space is left before the new sentence begins, and when the dash falls at the end of an incomplete sentence or thought, the space is left there. That is pretty clear cut. "It is sad, but-- Oh,do not cry." The space follows the dash.
In the third instance you refer to, page 2-7 in the Instruction Manual, reference is made to a recommendation."When a dash represents a pause and separates complete sentences, it is recommended that spaces be left before and after the dash." This is a recommendation only. I don't believe I personally have ever seen a dash sitting on a line with a space before and after it ... In looking at the example, one could argue that there are three sentences, separated by dashes. "Hooray! We won. (period indicates the end of the sentence) -- Oh, Boy! -- I am truly happy.
My recommendation to you - if you are uncertain as to whether or not the dash is spaced ... is to always refer back to the rule and let it guide you. "Regardless of print spacing, when used as a mark of punctuation, no space is left before or after it." You would not be wrong.I hope this helps clarify a little more for you. 🙂
Jana
edited by JanaBrailles on 3/7/2011When I use swell paper I find that 24 font braille gets it to the right size.
I frequently do graphics in Microsoft Word and then cut and paste braille from Duxbury. I use 24 font bold.
I am attaching two png picture files to show you my view and resolution setups. If this does not help then I suggest that you contact Duxbury and Enabling for help with their products.
I have the embosser selected under page set-up, but when I open a new document it does not show the placeholders (individual dots). When I go to View, that is not an option I can select. The only way I can get the placeholders is if I have the view set to 100%, and I find that very hard to work with. I was used to the full-page view, so I can see my whole drawing at once. Hope this makes some sense.
Can you tell me what other settings you have for Quicktac with the Juliet Pro (Resolution, etc...). I think it's just a matter of me getting used to the new embosser. I will visit the website you recommended and see what I can find. Thanks.
