Chris Clemens
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You might go online at http://www.brailler.com (this is enabling's website). you might be able to download a manual for the Juliet Pro 60. I use the same embosser and I have embossed using quick tac on it. Never had a problem. Make sure that your embosser is the chosen embosser in your Page Setup in Quick Tac. Page Setup is under the File menu.
Hope this helps.
Betty, Thanks for your examples. The book, enVisionMATH for grade 2, does not mention manipulatives. I would think the teacher would certainly use manipulatives. This current chapter (17 out of 20) has many, many, many hundreds and tens diagrams and a few thousand blocks. I'll proceed using your ideas!
Janet
I will re-attach the file (pg 512-513) that you posted in the Math section here, for other readers to refer to.
I will also attach a couple of example pages of how I have seen these done in tactile form.
I have never seen the thousandth block used in Grade 2 material before. In the books that I have worked with, even Grade 3 only shows up to the hundreds shape. Often they are referred to by name in the textbook as cubes, flats, rods, and ones. They are almost always taught with the use of manipulatives.
At the grade 2 level, I would do each of these as tactile graphics rather than devising a braille symbol or abbreviation.
I hope that you find this to be useful. Thanks for posting your question again here.Betty
edited by betty.marshall on 2/28/2011Hi, I'm answering for Dorothy this week. Treat this like the examples in Section 164 in the Nemeth Code. It would be dot 4, dot 6, dots 14. List this on the Special Symbols Page.
Mary
Hi, I'm answering for Dorothy this week. I see that you have received an answer on the Tactile Graphics post, where I was going to refer you. If it is a textbook, you can find transcription information on the title page. This is useful if you want to contact the agency that the textbook comes from.
Mary
Thanks for your reply. My question was more geared toward the braille books that we are receiving from other agencies. Our student has continually had trouble reading the grids in the math books. These are grids that are produced on thermoform machines. They come from a variety of agencies. When I produce grids for the student, I am aware of the issue and make sure the grid lines are more readable.
I was inquiring to see if anyone else who works with braille-readers was having the same issues.
The grid lines should be a lighter-weight line than the x-y axis, but should not be so faint that the reader has difficulty finding them. What method are you using to create your tactile graphics? (thermoformed copy of collage? microcapsule paper? embossed image?) Perhaps the problem lies with the equipment being used to duplicate the copy. Is the thermoform machine set at an appropriate temperature? Is there not enough definition given to the grid lines on the Master (original) diagram page? Are you getting a dark enough image when you photocopy onto the microcapsule paper? Some developing machines produce a better-quality product on the microcapsule paper than others. There are many issues that could be causing the faint grid lines. I would need more information in order to adequately answer your question. Perhaps you are not producing the graphics yourself and an agency is not keeping a close watch on their quality control.
A carefully planned, and well prepared tactile graphic should have enough contrast in the types and strength of the lines that your student should not be having the difficulty that you describe. I do hope that you are able to find a solution.
BANA is responsible for publishing the approved copy of Standards and Guidelines for Tactile Graphics. That would involve getting quotes (or bids) to determine where to have it published. Timelines would need to be established with the publisher. The supplement of tactile graphics that accompanies the Guidelines includes samples of all the various methods of production and will be labor-intensive to reproduce. I believe that it is BANA's intention to post a print version on their website, but even that takes time to prepare the markup language for accessibility. Watch for details on their website.Betty
In your first example, place dot 4 before the braille symbol, which is standing alone, since the usage is shown as an exact symbol. List this symbol on the special symbols page BANA Upadate 2007, Rule VIII 31.d.(10-07)
In the second example, when a symbol is being explained in the text and is identified by name and followed by the print mark, (*) it is not necessary to include the braille symbol or its identifying dot numbers in the braille edition. BF Rule 6.1.a.Rule XVI sec. 107 says "one or more letters" so you could probably use 3. But wouldn't [braille]$ep and [braille]$ip do the job? I don't believe those shapes are already officially used for something else.
I'm sorry, but I am confused here. This is not about foreign language braille and probably belongs in the literary braille section. But I can tell you that UEB has not been adopted by BANA and therefore there is no certification for it that I'm aware of. BANA is the Braille Authority of NORTH AMERICA. The braille standards in English Braille American Edition 2002 is the braille system that has been adopted by BANA and that is the certification given in this country. You can get some information about UEB at the BANA website http://www.brailleauthority.org by navigating to the link to braille research.
--Joanna
Not sure if it applies to your situation, but there's an example of 36 possible outcomes of rolling dice on page 18 of the CTEVH (now CTEBVI of course) Summer 2007 Journal (Volume L, No. 2).
My apologies, I did not see this post mixed in with an old post.
I would use a letter indicator for the al-Andulus since al is a short-form word meaning "also." You would definately need it at the beginning of a sentence.
Jana
I am going to move this over to Computer-Assisted Transcription because this is software question.
--Joanna
