JanaBrailles
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Hi Julie,
I seem to recall guidelines for marking playing cards, and games like Uno many years ago (EBAE) but in looking through all my resources I have not been able to come up with a document. I am now wondering if the guidelines for playing cards and games like Uno was an agency doc that was used by our volunteer transcribing group? I know we used to braille a good amount of playing cards but again, it was maybe 20 years ago. I have not seen nor been able to locate anything on chess moves. Let me see what I can find out and I'll post again. So far this morning, I'm not finding anything.
Anyone else out in the universe have these answers?
Jana
Hi Terri,
I am not aware of any practice materials in braille for the GED. I have checked with my resources and thus far have not come up with an answer for you. One option would be to contact the publisher and find out if there are practice materials already done or if they can provide you with materials that can be transcribed.
i'll let you know if I come up with a resource for you.
Hope this helps.
Jana
Hi Julie,
Sorry for the delay. Notifications apparently are not working for me and Angela has been offline with some medical issues.
In digging a little deeper into this matter, I went and found the name Wilhelmshaven, which is a town in Germany. I found a number of listings for American pronunciation of this word, and it sounds like vil·helmz·haa·fn. According to RUEB, 2nd Edition, 2013, ForeignLanguage, Rule 13.2.3: Use UEB contrcations in words, phrases, proper names and personal titles which are regarded as anglicised. However, do not use a contraction that would unduly distort the pronunciation or structure of a word. This rule seems to contradict itself, so I would be inclined to use the contraction. Of course there is always, "when in doubt, don't contract." I suppose if I was brailling this for a student, the student would understand the word either way: with the "sh" contracted or left uncontracted. Not sure if this is helpful to you or not.
Jana
Hello,
Apologies for not seeing this sooner. My notifications apparently are not working. 🙂 In this instance, I would use the caps passage indicator followed by the terminator after D/C. That takes up less space than capitalizing each word individually and single capping each letter. The caps passage indicator will capitalize everything.
Good afternoon, Paulo,
What specifically are you having issues with? This board is for questions related to Unified English Braille, however, with regards to certification, we can aonly refer you to the rules. If I knew specifically what areas you are having difficulty with, I would better be able to assist you with the resources you may need. Can you elaborate spcifically for me? I'll do what I can to assist.
Thank you,
Jana
Hi Lucas,
In response to your question regarding speech mannerisms, Rule 10.1.2 tells us that the alphabetic word sign CAN be used with d, ll, re, s, t, and ve providing the resulting word is standing alone. In your example of "you'd've," the "you'd" is not standing alone. In this instance, use the “ou” contraction in y(ou)’d’ve because once the 've is added, the word "you'd" is no longer standing alone.
Hope this helps and makes sense.
Jana
Hi Michelle,
While the rules do not explicitly enumerate whether print refers to an entire book or a specific paragraph or sentence, what it does say is that it is used when print uses both a short and a long dash.
It is my interpretation and understanding that use of the long dash only occurs when print uses both a short and a long dash in that particular instance (to show the distinction between both). The long dash in print is generally shown as a standard dash in braille. The braille reader just needs to know that when there are two dashes shown in print of differing sizes, there is a difference between the two. Hope this helps!
Hi Emily,
UEB Rule 8.5 deals with the Capitalised Passage Indicator. The rule tells us that the Capitals Passage Indicator sets capitals mode for the entire passage. Passage consists of three or more symbols-sequences and it may include non-alphabetic symbols. Passage is terminator by the capitals terminator immediately following the last affected symbols-sequence. In the example you provided, the capitals passage indicator should fall after the opening quotation mark and would then need to be terminated before the closing quotation mark. In this instance, the apostrophe does not terminate the effect of the capitals.
While a braille translation program is helpful, it is not something you can or should rely 100% on. In this instance, disregard what the translator is telling you, and follow what the rule says. 😊
Jana
Hi Connie,
The postal code for Indiana is abbreviated as IN. Abbreviations in general consist of letters. The rules tell us that when letters within an abbreviation that would make up a contraction are pronounced as letters, the contraction is not used. State abbreviations are pronounced as letters so no contractions would be used.
Hope this helps!
Jana
Greetings Grafton Braille center,
In this instance you would use the bold passage indicator preceding intracellular and terminate it after Amoebocytes. There is nothing in the rule book that tells us to do otherwise. 🙂
Enjoy the day,
Jana
Hello David,
Per the Rules of Unified English Braille and the "Standing Alone" rule 2.6.1: A letter or letters-sequence is considered to be "standing alone" if it is preceded and followed by a space, a hyphen or a dash. In the example in Braille Formats 5.3.3 the ance is preceded by a hyphen and followed by a space. Because "ance" is a final letter groupsign, it may only be used when the letters it represents follow a letter, a contraction, a modified letter or a ligatured letter. Hope this helps. 🙂
Jana Hertz
Hi Julie!
I also use the microcapsule paper with a PIAF and I run through my copy machine at work. I have a Canon WorkCentre copier/scanner/printer. I have found that when using the microcapsule paper, I have to adjust the paper weight in order for the image to copy without smearing or leaving an imprint on the copier drum. I also used a Xerox copier (before the school district changed to Canon) and the Xerox was a dream! I have not tried to run microcapsule paper through my Epson printer of the HP OfficeJet Pro so am not sure how they would work.
Jana
Hi Robin,
I have checked with the resources I know of, one being a blind consumer/technology "guru" who was unable to answer your question but offered the following. He believes it can be done with Duxbury and a braille display, but he isn't sure how. He suggested contacting Duxbury, as their tech support is very good. Duxbury may be able to help, or point you to the appropriate place in the manual that addresses your questions. Duxbury’s number is 978-692-3000. Additionally, they probably would also know of a good trainer who may be able to help with some of the more advanced stuff. It is my understanding that training can be provided remotely, so the trainer would not have to be local to you.
I hope this is helpful. I'm sorry I don't have better answers for you.
Jana
Hi Robin,
I am looking into getting an answer for you. I am not a Duxbury user. Let me see what I can find out and I'll respond once I have an answer. Can you also please post this question on the Computer-Assisted Transcription message board?
Thanks!
Jana Hertz
Hi Susan,
My experience has been that students who go off to college ask for the materials they require and use. That being said, if they request Nemeth (or embedded Nemeth), that is what they should receive. If they ask for UEB, that is what they should get. I can’t speak across the board, but only what my past students have indicated to me. If you have a college-bound student, THEY should be articulating what THEY use to DSPS when trying to acquire their texts. Some colleges and universities have a certified transcriber and others contract out. I know when a former student of mine was going to UCI School of Law, the “transcriber” the university had was merely dumping stuff into a translator (that person did not even know braille!) and that is what they were giving her. She came to me (as her transcriber through jr. high and high school) asking if I would be willing to communicate with one of her professors in order to re-do some of the work she had requested because the transcriber had strung all of the law briefs into one document and she couldn’t tell where one brief ended and a new brief was beginning. She and I both had conversations with their disabilities department and after she spoke up MANY times, they finally complied. She is now a disability rights attorney!
The student should be their own best advocate for what their needs are. The schools should be complying (through DSPS) with the requested medium.
I hope this helps.
Jana Hertz
Transcriber and Educator Services Committee
