[Fred Van Ackeren]

Thanks Julie,

When the construction details are understood the symbol then makes sense.

Fred

[Fred Van Ackeren]

Hi Julie,

Thank you for your information, very helpful. After my first post I got to thinking about "grouping signs" and decided they were needed to make AB an item, so no problem there.

The entire subject of "over" (and "under) is a lot clearer now but I still have a couple of questions and suggestion which I added to an attachment in order to show the simbraille.

I have a blind friend who is also studying UEB and she prefers my construction of a right arrow over as opposed to the example on p.72. (in attachment)

Thanks, Fred

 

 

Attachments:

You must be logged in to view attached files.

[Fred Van Ackeren]

Hi Cindi, Hi Ed,

You say "technically" but then add "distinction." If technically correct why a distinction? Braille 2000 UEB version WILL NOT let me add the gr.1 indicator in any way I know of (unless perhaps I do a "Page Numbering Layout" for each page, which is very tedious for 70+ p-pages). It appears that Braille 2000 takes "technically" to mean that "letter signs" are not necessary and will not allow the "distinction" to  be made. This could be problematic If I submit volumes w/o the indicators and proofreaders say they are needed, I won't be able to add them and will have to stand on the argument that "technically they are not needed."

Does anyone else have this situation?

thanks,
Fred

[Fred Van Ackeren]

Hi Cindi,

For the reference indicators, I found an interesting way to handle them: NBA Bulletin 51 (Winter '15-'16) p. 11. Since all bold words and phrases have notes associated with them the Bulletin suggests to insert a note on the TN Page: All words in bold have notes associated with them. The notes are placed at the end of the print page. This eliminates the need for any reference indicator. Presently, the only other bolded words are paragraph headings in very short exercises, where the emphasis was changed to italics, making vocabulary the only bolded items in the text.

Scenes/Directions in print are blocked, which I'll retain but this leaves many blank lines. There are often 3-5 different and consecutive directions, all different. A blank line is also used between directions and dialogue.

The only other big question I have that I forgot to include concerns the note separation line and the page change indicator. Should these note separation lines be separated from Dialogue/Directions-Settings at the end of the print page? In plays, it seems that everything is separated, dialogue from directions, etc. A blank line makes the change in context clear because on the following page both dialogue and notes continue in most cases and its confusing as to which the text on the next page is a continuation of, dialogue or notes. I've attached 3 images with different formats but am not sure which format is the best. I visually prefer image B which makes the distinction clear.

Thanks for your input, it was very helpful, especially about the soon-to-be footnote guidelines.

Fred

Attachments:

You must be logged in to view attached files.

[Fred Van Ackeren]

Are you doing this in Nemeth or strictly using UEB? If in Nemeth, the begin Nemeth indicator would precede the first paren and follow the word rectangle - and 'width', 'length', 'perimeter' and 'of' would be uncontracted. If you are using just UEB, then contractions can be used in all the words.

Cindi

[Fred Van Ackeren]

This looks like a repetition of what I've already suggested.

Q1. As shown ion the braille examples, OMIT THE CARET. The text identifies the symbol as a directiion to insert a comma, something the braille student will not actually do. Again, refer to that section in Formats mentioned in the earlier post that states that print formattinig symbols are not used in braille.
Q2. That paragraph is NOT displayed. Its margins are 3-1. It is an indented paragraph. It is not displayed because it IS the exercises item. It is not displayed WITHIN the exercise because it IS the exercise. I believe that is what was said in the previous post.
Q3. Headings are not determined by the size of the print or where they are located on the print page. Heading levels are determined by how they are intended to be read. It is true that print size and prominence is a good place to start, but appearance is only an indication. Commas in Sentences Application is not accurate here. Repeated headings generally indicate what follows, or what is under them. I have indicated how the headings are interpreted. You may, of course, disagree. But I have shared how I would do this.

Formatting is open to interpretation of course. I can only offer the consensus of what I would do myself and what most transcribers would do. The additional samples that you sent confirm my original interpretation and there is nothing different that I would say about the formatting.

--Joanna

[Fred Van Ackeren]

I'm sorry to be so thick about this. In your print version, if this were in a text, would those horizontal separation lines be present, or is this just your print interpretation of what you've done in braille? I would really need to see an actual print expression to offer an opinion. If you feel that your transcription adequately and clearly shows what is taking place in print, then you have probably answered your question.

[Fred Van Ackeren]

Hi Dorothy,
Sorry it took so long to reply, but health and work load have kept me busy. Attached is a .doc showing the solution in 2 steps. If you need anything else let me know.

Thanks,
Fred

[Fred Van Ackeren]

I think I still need to see what your print looks like. Could you create it in a word doc?

[Fred Van Ackeren]

Hi Dorothy,

Let's begin again. The question is: How are multiple lines of carried numbers in a multiplication problem brailled? You stated: "It is recommended that for multiplication problems with carried numbers we follow the guidelines for carried numbers in addition."

This is fine for basic information, but the problem is that it only pertains to only ONE level of carried numbers. Three numbers multiplied by three numbers will produce THREE levels of numbers to be carried. The addition guideline was the first I consulted and finding it lacking and no other examples I decided to bring it to your attention.

Since I don't have a print copy I created an example, 574 x 823. It is attached as a brailled spatial problem to illustrate carried numbers. I have inserted labels and solved in 2 steps, Step 1: multiplication and Step 2: addition, to demonstrate two distinct types of carried numbers. In theory the carried numbers for addition could have been added as a 4th level but seemed awkward, so I decided to keep them separate and more easily distinguished. The labels could also be used as TNs if needed for an actual text.

I hope I've done a better job explaining, looking forward to your reply.
thanks,
Fred

[Fred Van Ackeren]

I'm glad that you persevered and found an answer. It is exactly what I would have suggested.
Thanks for posting so that others can learn from the example you cited.
Betty

[Fred Van Ackeren]

Hi. Betty asked me to post a suggestion. See the attached document for braille that follows the Chemistry Code for word labels on structures. I included a tn that explains what is being represented in braille. A spurred lead line is inserted from the paired bond to the comment that refers to it.

[Author]

Posts