Chris Clemens
Forum Replies Created
-
Posts
-
Yes -- the integral would be followed immediately by a dot 4 then the modified shape and a termination sign -- all on the same braille line.
Hi Barbara. I think your equation is a complex fraction rather than hypercomplex. The numerator and denominator each contain simple fractions. Cancellation in fractions requires a spatial presentation instead of linear. I have attached a suggestion for this problem along with my print version of the fraction you described. Let me know if I have interpreted your description incorrectly.
The integral sign is modified by superposition with a circle that itself is modified. According to sec. 110 of the Nemeth Code, when two or more signs of shape are combined to form a composite sign with a more detailed structure, the shape which is formed is called a shape with structural modification. The modification is indicated by a letter or combination of letters suggestive of the nature of the modification. The symbol representing the modification must be preceded by the structural shape-modification indicator [braille]. and followed by the termination indicator. [braille]] This combination must directly follow the symbol of basic shape which is being modified.
Following these directions, the basic shape in this instance is a circle [braille]$c. The circle is modified by an arrowhead pointing in a counterclockwise direction (also called a directed circle). The letter suggestive of this modification might be the letter d for directed. Then your shape would be [braille]$c.d] The Code requires that this symbol be explained in a tn with a description of the print sign.
If ever the circle is shown with a clockwise arrow, you would need two different shape symbols.
The example (sec 11b(4)) on page 15 in the Code book is equations arranged for computation with a separation line indicating the sum of the three equations. The numeric indicator is not used in work arranged for computation. The examples in the Intro to Braille Mathematics on pages 317 and 318 are systems of equations which are aligned as in print, but they are not arranged for computation (they lack the separation line indicating such computation) so the numeric indicator is required. These are not examples of the same thing.
If your three equations make up a system of equations they would be aligned by like terms and the leftmost part of the system would start in cell 3. If it is not a system, but instead just a series of 3 equations, then each one would begin in cell 3.
The left most part of the displayed addition problem (the beginning cell of the separation line) would start in cell 3 if displayed to narrative material.
Personally, I would tend to follow print. You should be aware though that in Nemeth an arrow can also be shown with the shape indicator using braille cells. Since you have posted this question under tactile graphics, I assume that you are talking about an arrow that appears in a print diagram. Sometimes we describe a print diagram in a transcriber's note that is used in combination with a basic (simplified) tactile graphic. Can you attach an example .jpeg or .pdf scan of an example where you consider that the arrow only has "visual purpose"? I would hate to make the assumption that an arrow has no had no significance, and could therefore be omitted, unless I was familiar with the subject matter, and there was no doubt from the surrounding text that this was true.
I'll check back again to see if you find an example to post. Thanks.
BettyI think the extended zig-zag conveys the message. I'd simply add the ties in the braille without comment.
Larry
Hello,
Are the Italian names used in your book names that are easily recognizable as common names? If not, my feeling would be to braille them uncontracted. If they are common names or easily recognizable, I would use the contractions. A note to your evaluator stating the reason for your decision, if you did not contract them would be beneficial.
I hope this helps
JanaVery interesting, Betty. Do you know if the standardized tests are prepared in this manner? The reality is that, although we are teaching a 2-D -to- 3-D concept, we also need to prepare the student for what she will encounter on the upcoming standardized test.
This type of 3-dimensional figure should not be attempted as a tactile graphic as shown in print. Instead, you may split each figure into layers and show a tactile of each layer.
I will attach a pdf file giving examples and the suggested method of reproducing cube structures. In your example, there are some cubes that have no cubes below them (that is, it is not a solid structure), so you would use the layering method. Since there are usually several of these shown throughout a series of questions in print, you can add an explanation on the transcriber's note page, rather than giving a detailed explanation each time they occur. Then for each occurance you can use a simple transcriber's note (in 7 or less words) to indicate to the reader how many layers are in the structure.
Also included is a method developed by Susan Osterhaus, which clearly illustrates cube structures that have no "missing" blocks. I've included both in the same pdf example. I think you will find these to be much more readable than using a 3-D drawing with shading.Betty
P.S. Please note that there are 3 pages in the file!!
edited by betty.marshall on 10/19/2010
