Chris Clemens
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Dear Georgia Braille...I'm running this question through the BANA TG Committee. I will get back with you as soon as I have an answer. (Interesting question!!)
Hello Ibraam,
I'm not clear on exactly what your question is. Do you need help in setting up your Everest embosser? Or do you need someone to create some science graphics for your students?
oops, I got carried away with the key idea. I'll definitely go with omitting the an-3 column as you suggested, but have one more question about the drawn arrows. since i'm skipping the an-3 column, will I completely ignore the arrow drawn from bn-3 to cbn-3? Just want to make sure I don't need to draw the arrow from bn-3 to the ellipsis. Thanks so much, Lindy!
Well... this is an interesting dilemma. It sure would be hard to read with runovers. Ideally, a foldout would work here but if this is being prepared for publication, foldouts are impractical.
Personally, I don't like the idea of keying entries. Besides, a key must take up two cells, so I don't see how you would gain room here since "cb" also takes two cells. You suggest using "c" to represent "cb" but this will certain cause misreading. Sorry, this is not an option.
I would consider leaving out one of the columns. I would choose omitting the "an-3" column. The dividend shown in the introduction doesn't go out this far, so eliminating it from the illustration shouldn't cause a problem. You would state the omission in a TN of course. Do I hear objections from any mathematicians?
I like your idea about repeating the arrangement without the second separation line in order to draw the arrows.
Thank you for this interesting problem. Does anyone have a different idea?
[quote=Lindy]Braille the page numbers shown in print. It's not clear to me what you mean by "continue with the regular print page numbering" -- are there *two page numbers shown in print? Please attach a sample. Thanks.[/quote]
I don't have the print. However, the little story with page numers, A, B, C, D, interrupts tne flow of the regular text. After the little story, the numbered print pages resume. Before the story, let's say, page 267, and after the story it's 269 with pages A, B, C, D, E, .. in between
Braille the page numbers shown in print. It's not clear to me what you mean by "continue with the regular print page numbering" -- are there *two page numbers shown in print? Please attach a sample. Thanks.
I would ask to see this print page. I need to see what you see. See a description of the page is not seeing the page. Interim Manual Section 6.1 Foreign abbreviations is quite straightforward. Ignore the superscript, insert a period as directed in this rule. No TN is mentioned, so do not add a TN.
--Joanna
I have conferred with colleagues about this and the consensus is to carry on with what you have. In other words, this rule may be interpreted to mean the contents in the current volume. In volumes with no sub-items, use 1-3 and only in volumes where there are sub-items, use 1-5, 3-7 as you discuss. This is what most transcribers do and it makes the most sense.
This would be my own recommendation and it is, in fact, what I do in my own transcribing.
--Joanna
Good morning. Thank you for this interesting puzzle. This author is showing a way to visualize a division problem by using the area of a rectangle as a model. The rectangles need to be drawn in the braille transcription.
The numbers on the outside of the rectangles should be aligned as they are in print. They require numeric indicators because they are preceded by a space or begin a new line. The plus sign and equals sign also should be placed as they appears in print -- above and just to the right of the vertical lines of the drawing. Starting with step b, the numbers inside the boxes do not need numeric indicators since they represent the partial products (subtraction portion) of a spatial problem.
I have attached what I feel is an adequate transcription of this, using braille dots to show what should be done as a graphic. If this is a worksheet you are preparing for an individual student, I use this "braille dot" method for drawing rectangles and then after embossing I run a burnishing tool along the lines on the back of the paper with a neoprene pad underneath, which ends up giving you a nice line.
There is no provision for the non-math use of the prime sign. I consulted with Lynnette Taylor on this one and we have agreed that the transcriber has to devise a symbol for this. We suggest dot 4p for the single prime and dote4pp for the double prime. I would follow print for spacing since that is the general practice for symbols of this type.
5e' would look be [simbraille]#e;e@p[/simbraille]
These symbols are listed on the Special Symbols page. If there are only a few instances of this in the print, I would list the special symbols in the text right before they are needed. The concern is that the reader may skip over the special symbols page. But if occurring throughout the book, go right ahead and list on the Special Symbols page as prime and double prime. The text also mentions the symbols, so I'm sure the reader will figure this out.
Thanks for the interesting question.
--Joanna
