kdejute
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There is no concrete answer to that question.
The portion of BF2016's Appendix G to which you refer would likely justify including all math symbols used in a volume.
Nonetheless, I would advise against it. I would at least leave out equals, plus, minus, and the multiplication cross.
Alas, Special Symbols Pages (what to include and what to call the entries) is so dependent on the actual content of the transcription as well as the experience of the reader that it is often as much art as science to create a Special Symbols Page.
–Kyle
Thank you for the question, Shelley.
We think it is reasonable to believe that Greek letters "may be unfamiliar to the reader" (as BF2016 2.5.1 says). So, we would recommend including them on a Special Symbols Page.
I would recommend following the layout and wording given in Rules of UEB (RUEB) 4.5 to compose the SSP listings for any Greek letter.
–Kyle
Shawn,
Thank you for the question. The effect of the line through previous item indicator applies to the "previous item" as defined in GTM (Guidelines for Technical Material) section 12.1. One thing that qualifies as an item is "An entire number, i.e. the initiating numeric symbol and all succeeding symbols within the numeric mode thus established".
So, #aj@: would mean "10 with a line through the 1 and the 0".
*If* you have to follow print exactly and show each number within a circle, then you would need braille that means "circle enclosing 10, with a line through both number and shape". That would be ;;<$=[#aj:>@:, where the braille grouping indicators allow the effect of the line-through indicator to apply to everything they enclose.
Does that help?
–KyleMelissa,
Thank you for asking. The only change I would make to your transcription is to remove the columns of blank cells. They are not necessary. Attached are both a picture and a .brf of the transcription with these columns removed.
You did a great job of aligning by place value and arranging things in a mathematically logical way.
As for the workshop I mentioned way earlier in this thread, in November 2020, NBA's UEB Technical Material Committee presented a workshop entitled “Spatial Problems, Rules And Advice For UEB Technical Material.” A recording of that webinar is available on NBA’s “Web-based Learning” page (in the drop-down list under “What We Do” on nationalbraille.org).
–Kyle
Thank you for the question. We have been thinking on this, and discussion is ongoing.
For now, the best we can recommend is to be consistent (which you are indubitably already endeavoring to do). We will share concrete advice as soon as we can.
–Kyle
Julia,
Thank you for your question. It looks like your files were too large to upload. Could you please condense them, "zip" them, or attach a picture of them?
While I am here, please let me make a preliminary observation: In binary code, each letter of the alphabet (or Arabic numeral, or instruction to a computer, etc.) is represented by one binary pattern, which is a series of zeros and ones. For example, the lowercase letter a is represented by the binary pattern 01100001 That whole string of zeros and ones together functions as a binary pattern, and the zeros and ones are not separate entities; it's only when they all work together that they mean a
If you can upload or more fully describe your examples, I think I can give you a more specific response.
–Kyle
Susan,
Yes, you are correctly using the general fraction indicators with the general fraction line in a fraction that includes something other than digits, decimal points, commas or separator spaces. In Guidelines for Technical Material part 6.4, general fractions are discussed, and examples are given.
So, while ¼ would be transcribed: #a/d
A fraction like "question mark over 4" is not a simple numeric fraction and so is transcribed using the general fraction indicators and general fraction line:
;;(8./#d)–Kyle
I think you're onto a good thing here, Susan. If you haven't already, please take a look at the discussion in the thread "Formatting fraction problems."
I've also attached a potential transcription here (in .brf and .jpg file formats).
Braille on! You're doing a good job.
–Kyle
Yes, the Unicode Braille Patterns you got from Branah.com do look good. I use these sometimes when communicating with sighted colleagues via email. Just remember that Unicode Braille Patterns are hardly accessible at all; screen readers usually do not know what to do with them and so do not mention them at all. Pairing Unicode Braille Patterns with ASCII braille is ⠃⠑⠌⠀⠏⠗⠁⠉⠞⠊⠉⠑ (ASCII [with this thread's braille font applied]: be/ practice).
Oh-so-belatedly, please let me say that I truly admire your analysis of the print sign that is constructed of arrows!
–Kyle
Julia,
Thank you for the question and for sharing a sample.
You are correct that a letter standing alone outside of a grade 1 passage needs a grade 1 symbol indicator so that it cannot be misread as an alphabetic wordsign.
–Kyle
Susan,
The Nemeth Code tells us to format subdivisions in 3-5 (§191.b.ii). [The "yellow book" Introduction to Braille Mathematics did say in its section 69.b, "It is permissible to place the subdivisions of itemized material side by side across a page if all the subdivisions can be accommodated on one braille line."]
But we are talking about using only UEB (i.e., transcribing in UEB Math/Science), so for formatting questions we should look to BANA's Provisional Guidance for Transcribing Mathematics in UEB and then to Braille Formats 2016. The former does say,
Treat an exercise with subentries as a nested list and the indentation pattern is determined by the complete set, not individually. For example, if two levels: 1-5, 3-5; if three levels: 1-7, 3-7, 5-7, and so forth.
Braille Formats' section 10.4.4 talks about listing all answer choices vertically and being consistent in the method used for vertically listing items that are printed horizontally.
You are right that it is best practice to put each problem on its own braille line, even when they are printed horizontally across a line or lines. As far as we understand, having each problem on its own line makes the material most easily navigable for a braille user.
–Kyle
Susan,
We (the NBA committee on UEB Technical Material) touched on this kind of situation in the 2020 workshop "Spatial Problems, Rules and Advice," especially on slides 48 and 49. A full recording of that webinar is available from NBA's page on Web-based Learning.
What we suggest is:
When print uses a tiny number to increase the value of a number by a power of ten (e.g., in “borrowing”) place that number on the line above the number whose value it increases, and align digits by place value.
A lack of @: can tell the reader that the number above is meant to combine with and not replace the number below.
A screenshot of a problem transcribed following that advice is attached. In the attached .jpg and .brf are that same problem as well as some of your samples transcribed in what we think is an accurate and practical way.
Does this help?
–Kyle
Connie,
I got both ahead of and behind the times.
In the updated Nemeth Code, which is currently neither approved nor published, it will say that since the colon meaning "such that" is still a colon–a mark of punctuation–we should treat it as such and use a punctuation indicator before it (unspaced from the material it follows), and space after it.
The only currently approved and published rule reference we have is example (9) in §27.f [on print page 34] of the 1972 Nemeth Code, which shows a colon that means "such that," and the colon is totally unspaced. I always try to recommend following the currently approved and published rule.
It will be soooo exciting when the updated Nemeth Code is published!
–Kyle
Fred,
You are correct that electronic addresses in a "UEB with Nemeth" transcription should be transcribed in UEB.
The BANA Guidance for Transcription Using the Nemeth Code within UEB Contexts (Approved April 2018) tells us what belongs in Nemeth Code, and electronic addresses are not mentioned because they should be in UEB.
–Kyle
