[Fred Van Ackeren]

Good morning Kyle,

I contacted the agency with the same questions and got this response:

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I have a Summary of Advice for UEB Technical handout and Spatial Problems Rules and Advice slideshow that was given by Kyle DeJute (National Braille Association UEB Technical Committee) at a conference. This is what is on one of the slides: "As a guiding principle, if print alignment can be reasonably reproduced in braille, then follow print for the sign used to indicate omission. If print alignment cannot be reasonably reproduced in braille, use a visible space for each printed object that indicates omission."

I think because of this advice that I would use a question mark, a square or blue box (example: dots 4,5,6; 1,2,4,6; 3,4,5,6; 1,4,5) if it fits. If not, I would use the visible space symbol (dots 3,4,6). I like how you did the question marks!

Thanks!

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I'm checking with you to see if this method is still valid.

thanks, Fred

[Fred Van Ackeren]

Kyle, sorry for the extra copies uploaded; I didn't see attachments when I edited so I re-attached; couldn't figure out how to delete them. Fred

[Fred Van Ackeren]

Kyle, a response from the agency is doing all as tactiles. But, in order that others know what we're talking about I've uploaded an image.

Fred

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[Fred Van Ackeren]

Cindi,

I was showing you how I formatted the page via the uploaded files and was "pointing to" the underlines and answer blanks with words above them. There are some emphasized answers (with underlined letters); I explained in a TN that they were retained to show the underlined letters and all other answers not emphasized were omitted since the word was already underlined in the sample.

So the question really is, is this the correct way to do these exercises?

Fred

[Fred Van Ackeren]

Hi Cindi,

Here is one final question to add to the queue. Files brf and doc have been uploaded.

In A #1. Word choices are left in horizontal format because the question refers to rows. If the directions called for underlining parts then I put the word with emphasis in parentheses following the list.
In B #1. Sentences that have underlined words with blank lines at end.

But in A, the sample has the answer above a write on line at the end. I put a note on the TN page to ignore lines after sentences and the word also since the answer is given by underlining, UNLESS the word needs emphasis then it is added in parentheses as in B. In all cases I've used contractions where convenient.

I think this may be the last piece of the puzzle for this book.
I have contacted the client with these questions and responses for their input as to any Agency Decision they may like to make or add.

Again, thanks,
Fred

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[Fred Van Ackeren]

Good morning Cindi,

In place of the double emphasis (bold and underline) mentioned in previous reply, could I use a TN and grouping signs? The words would then need to be contracted to avoid confusion with gh and ar contractions. I've uploaded a .brf as an example. Grouping signs might also work in those exercises where I've added a TN each time telling the reader which letters are circled. Just a thought.

Also, I've uploaded another .brf about line numbers in stories. The number represents words read. I was unable to make a pdf of this page. Lines 15-16 are in question, when a line ends, there are 3 blank cells, in this case after "laps" which is followed by a short line of text that ends on the same braille line. I've made a note on the TN page that in such cases the 3 spaces are retained and the total number of words read are combined, in this case laps ends at 76 and the final word "swim" at a total of 79.

and 1 final question on numbered lines--I've left braille lines 25 and 1 blank (where page numbers are). But if there are no line numbers on either, can text still be put here? I didn't include a sample of this as it seems pretty straightforward.

I apologize for the many questions but the book is too large to upload.

Thanks again for you assistance, Fred

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[Fred Van Ackeren]

Hi Cindi,

Yes you've been very helpful.
The double emphasis is kept because on many other pages only an underline is used so I kept both for distinction.

About the letter sounds (ch, -tch, etc.) my first thought was which would require less work, uncontracting all instances of use or just contracting the letter sounds at the top and in directions. Then I thought that doing all of one or the other didn't seem correct either. I'm thinking of keeping the letter sounds at the top and in directions perhaps to aid the young reader, sorry! I forgot to tell you about the grade 4-6 levels, that might change things a bit. By keeping the letter sounds uncontracted would reinforce the understanding of the makeup and spelling of contractions used, since the author uses word "spell" quite often. Putting myself in the position of that young of an age I would find it very helpful as I had trouble spelling, consonants and such was confusing enough.

Other corrections I've applied are: 1) space after A. box; 2) listed answer choices and removed blank lines; 3) added TN about 1st exercise.

Fred

[Fred Van Ackeren]

Hey Dan,

Let me reply to my own post.

Even though the book is a Phonics book, spelling is featured, that is, certain letters or combinations are emphasized. For this reason I will treat this also as a speller and uncontract/contract where necessary.

Thanks.

[Fred Van Ackeren]

Thank you Lindy, this is very helpful.

Fred

[Fred Van Ackeren]

I like your suggestions. And yes, I'm doing a ToC for each volume.

Thank you very much,
Fred

[Fred Van Ackeren]

Hi Kyle,

Thanks for your clarifications, they helped a great deal.

Fred

[Fred Van Ackeren]

Thanks Cindi, I'll post there.

Fred

[Fred Van Ackeren]

This is UEB technical math. I wasn't sure if this should be posted in that forum since it's also a formatting question.

Fred

[Fred Van Ackeren]

Hi Cindi,

I must have you revisit my bullet list. I started to separate the bulleted items from the paragraphs as suggested but then found that when there was a 2nd level of bullets, they were followed by a level one bullet with no intervening paragraph (see sample .doc file "Anesthesiologist service to Chir0practic services"). The same situation is thruout the text. Since all lists start in cell 1, I think there should be a blank line to separate a sub-item from a level 1 item.

An alternative would be to keep the sub-bullets 3/5 and the main bullet Chiropractic... 1/5. Furtheron that would mean there may be level 3 bullets in some lists followed by level 1. It will look odd. I would prefer to insert a blank line and call it a change in context (an unrelated bullet) since the sub-bullet is a sub of a previous item and unrelated to the next item, and since both must start in cell 1 as a list item the blank line is the only option (it seems).

It was also mentioned to put list paragraphs in 7/5 but it many places I can't tell if  a paragraph would be part of the list item or not. Keeping them all 3/1 is best.

I'm at a loss how to transcribe this, and hoping you can help again.

thanks, Fred
see attachment

 

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[Fred Van Ackeren]

Cindi,
Your replies are very helpful.
I thought perhaps a 2nd paragraph was part of the list because in many places after these paragraphs there are bullets indicating a 2nd or 3rd level; the bullets being different for each level gave me a clue that maybe what looked like basic paragraphs could be part of the list as an indented 2nd paragraph.  But in light of your explanation these 2nd and/or 3rd level bullets would become level 1 if there are paragraphs between. The bullets being different shapes would be retained since formats says to "retain bullets".

thanks, Fred

 

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