Jhqbraille
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Maybe it's divine intervention. Let's talk in code again.
I did the braille of that formats book page with a little modification to meet the question's needs.
The first pages are the way I think it should be. The last page or two is the dilemma. J
Drat it wouldn't let me upload a braille file. I'll try to send it to your email. I had to upload another file to stop the error... it's just the same file as before.
Thanks Cindi. I do understand about Chapter.
But, in that same example page, would that same application work for Appendix if there were several Glossary identifiers, several Index identifiers.
My opinion is it would not, especially after reading another response from you from a year or two ago.
I think you answered a question from someone else that states the identifier separations are limited to front, body, and end matter. So, there are several identifiers in the end matter. If my brain comprehends it correctly, that won't work.
J
Patrick: I appreciate the post. I didn't get a notice and I didn't see it until I was about to post something else! I let the person know, but I'm sure she had to move on. Jill
Thanks Cindi! Just making sure the Study Guide 2018 is for the Formats certification test 2016 being offered now. Sorry for the question, but I didn't want to make a $175 mistake.
Kyle:
Thank you so very much! This is what I wrote to the transcriber prior to posting the question on the board:
As far as I can see, the perceived "cross multiplying symbol" is a graphic. If you put an equals sign and instruct students to cross multiply, as long as they have had instruction in this method, they know what to do. If you see this a lot, I would use a transcriber defined symbol. Could get tricky, though, cause those arrows change direction.
My first thought was to use graphic tape with the description underneath an equals sign--and that was before you told me the equals sign was there! I didn't see it at all!
But, both expediency and logic held me back from saying that. If there are a lot of those, that could get old fast. It would also change the linear math to spatial math. Spatial display is a lot for a student to go through to get to the math and keep up in class. But, if it were a teaching method that is being demonstrated just a few times, I'd definitely go for a graphic. Welcome to my idealistic perfect world where we have all the time we need!
Love the idea of the transcriber defined (shape sign "cross"), but I noticed in my research that these cross multiplying symbols change directions. There are also cross multiplying down arrows and side arrows, etc., so I was wondering if I could incorporate the two directional arrows somehow.
A transcriber defined symbol... What about something like this: ⠆⠳⠜⠻⠳⠣ . It's on the line with something I found in the Technical Update manual at CNIB ⇄ with two arrows going opposite horizontal directions, in the same "combined" symbol, transcribed like this: ⠆⠳⠕⠻⠳⠪ . This way the symbol could be changed easily if the directions of the arrows changed.
⠨⠿⠳⠎ ↗ simple up and right pointing arrow (northeast)
⠨⠿⠳⠣ ↘ simple down and right pointing arrow (southeast)
⠨⠿⠳⠱ ↖ simple up and left pointing arrow (northwest)
⠨⠿⠳⠜ ↙ simple down and left pointing arrow (southwest)What do you think? Oh, and let me know if the braille showed up in the body of the question. New toy at Branah.com. Had to trick it to come up with the braille though---it didn't work with ascii.
Jill
Thank you Dan. Kathy Riessen's response was so timely after I posted here I thought it was in response to the post. Could also have been coincidental, just answering the email earlier in the day, resurrecting the discussion.
I totally agree with this decision. It was my initial thought. The EBAEr in me is screaming, but the UEB rules speak for themselves.
