kdejute
Forum Replies Created
-
Posts
-
The committee gives a resounding "yes" to a tactile, empty box in your number bond example. This is particularly appropriate for a 2nd grade student, for whom additional braille symbols are likely to make things harder rather than easier.
Thank you for your question!
–KyleSusan,
I would be inclined to leave the tactile box simply empty (in the number bond of item 4 in your example). Let me confer with the other UEB thinkers in the NBA committee and give you a more thorough answer as soon as I can.
–Kyle
LaVerne,
Thank you for the question and the kind words. All is well here .. And all is well with transcribing the arrows in your example using braille cells and not tactile graphics.
Yes, I would use the enclosure indicator following a square shape before the arrows (or lack of arrows) in each entry.
Thank you for sharing your question and good thoughts!
–KyleThank you for your question, Christine!
I agree that the equal sign with a dot over it should be brailled just like the description says, using "dot over previous item." So, your equal sign with a dot over it (in your book meaning "approximately equal to") should be transcribed as you describe (also shown below).
"7^4
If you can, will you please share in what UEB resource you found a transcription of the equal with a dot above and below and what that transcription was?
Thank you!
–KyleFred,
I agree that the examples given in Rules of UEB and Guidelines for Technical Material can leave us transcribers feeling frustrated.
No one at the National Braille Association is in a position to explain why the codebooks are they way they are, because NBA is not an organization that creates or maintains any codebooks. The Braille Authority of North America and the International Council on English Braille are the decision-making bodies for braille codes that are used in the United States and Canada. NBA is a training organization.
For what it is worth, the last example on page 32 of the Guidelines for Technical Material does include complex fractions.
In addition, we volunteers at NBA are open to members' suggestions of topics to be covered in future trainings and professional articles.
Thank you for your input and for the hard work you are doing in the braille field.
–KyleFred,
It is difficult. If we do go down the rabbit hole of designing a non-spatial transcription of the printed horizontal curly brace, then I suspect we must make it very clear what the printed braces are "embracing." That would be "x-squared equals thirty-six" and "x equals six or x equals minus six" In addition, it is probably not best practice to insert an opening curly brace in braille when only the closing curly brace is shown in print.
Thus, I think the following is what we would have to do:
,IF
;;<X9#B "7 #CF>.5<;',HYPO!SIS_>1 !N
;<X "7 #F OR ;X "7 "-#F>.5<;',3CLU.N_>where braille grouping indicators enclose the "embraced" material and a directly below indicator precedes the "pointed to" material, which is enclosed with an opening braille grouping indicator and a closing curly brace.
Whew. I prefer the spatial approach. What do you think?
–Kyle
Corrected versions of all my examples are attached.
No worries!
A tactile graphic would likely be the most reader-friendly solution. However, since that is not always possible, you could use line mode to create something like the attached (in image and braille file formats).
Thank you for the question!
–Kyle & the UEB Technical Material Committee
Yes, I see why this is challenging. Can you please confirm that the attached image roughly corresponds to your print?
I must change my response!
In fact, the numeric-mode-initiated grade 1 is terminated by a line break. See the clarification of this rule in #5 of the "Provisional Guidance on Transcribing Mathematics in UEB" (quoted below).
Note that, in the case of an expression that is divided over more than one line, the end of a braille line counts as a braille space unless the dot 5 continuation indicator is used.
Nonetheless, a line continuation indicator (dot 5) is not most appropriate here, because it is clear that your runover line is a continuation of the expression that started on the previous line. To use a dot 5 continuation indicator would be overkill and probably confusing for the braille reader.
So, for the print in your first post, I would now recommend the following transcription as being the most accurate and easy-to-read.
⠰⠰⠰⠷⠭⠔⠼⠃⠐⠖⠼⠑⠭⠐⠖⠼⠙⠨⠌⠭⠔⠼⠃⠐⠖⠼⠋⠭⠐⠖⠼⠓⠾
⠀⠀⠐⠌⠷⠭⠔⠼⠃⠐⠖⠼⠃⠭⠐⠤⠼⠁⠑⠨⠌⠭⠔⠼⠃⠐⠤⠭⠐⠤⠼⠋⠾⠰⠄
–Kyle
-
This reply was modified 4 years, 8 months ago by
. Reason: make double quotes in example braille cells and not print quotation marks
-
This reply was modified 4 years, 8 months ago by
-
This reply was modified 4 years, 8 months ago by
Clara,
I am not confident I can formulate an answer to this question.
First, please let me make sure that I understand the situation. You're transcribing mathematical material that is written in Spanish? You're using uncontracted UEB (including UEB modifers (aka accents), UEB punctuation, and UEB typeform indicators) for the narrative text? And you're using Nemeth Code (surrounded by code switch indicators) for the mathematical material? [And the reader is familiar with this code combination?]
Second, please let me make sure I know what you are asking. Are you asking about letters that are standing alone in the narrative text (i.e., in UEB)? And, are you not asking about single-letters within Nemeth Code (i.e., inside Nemeth Code switch indicators)?
Thank you for clarifying!
–KyleSusan, could you please attach a .BRF? (.DXB files cannot currently be uploaded to Ask an Expert.)
Thank you.
–Kyle -
This reply was modified 4 years, 8 months ago by
